Family engagement in early learning opportunities at home and in early childhood education centers in Colombia

Rey‐Guerra, Catalina; Maldonado‐Carreño, Carolina; Ponguta, Liliana Angélica; Nieto, Ana María; Yoshikawa, Hirokazu

doi:10.1016/j.ecresq.2021.08.002

Cited by 15 publications

(17 citation statements)

References 64 publications

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“…These items were adapted from the Indicators of Family Care for Development (Kariger et al., 2013), which were developed for implementation in multi‐country surveys, particularly those in LMICs. Consistent with extensive prior research from LMICs (e.g., Cuartas, Rey‐Guerra et al., 2020; Frongillo et al., 2017; Jeong et al., 2017; McCoy et al., 2018; Rey‐Guerra et al., 2022; Wolf & McCoy, 2019), we found strong evidence for a one‐factor solution according to exploratory factor analysis (i.e., eigenvalues) and CFA (i.e., adequate model fit, considering a Root Mean Square Error of Approximation <0.08, Tucker Lewis Index >0.9, and Comparative Fit Index >0.9; Hu & Bentler, 1999) using the pooled data and a maximum‐likelihood estimator (for further details, see Appendix B Figures S1‐S2, S4‐S5, S7‐S8, S10‐S11, S13‐S14). Therefore, we computed a unidimensional index of caregiver‐child engagement across all stimulation activities, summing the total number of activities children engaged in with any adult caregiver in the week prior the survey (possible range = 0 − 9).…”

Section: Methodssupporting

confidence: 88%

“…These items were adapted from the Indicators of Family Care for Development(Kariger et al, 2013), which were developed for implementation in multi-country surveys, particularly those in LMICs. Consistent with extensive prior research from LMICs (e.g.,Frongillo et al, 2017;Jeong et al, 2017;McCoy et al, 2018;Rey-Guerra et al, 2022;Wolf & McCoy, 2019), we found strong evidence for a one-factor solution according to exploratory factor analysis (i.e., eigenvalues) and CFA (i.e., adequate model fit, considering a Root Mean Square Error of…”

mentioning

confidence: 72%

“…about children's stimulation in early childhood-care and educational settings (e.g., preschool, daycare). Future studies should analyze the independent, supplementary, and complementary effects of stimulation by different caregivers in different settings, complementing recent findings from a longitudinal study in the United States(Cabrera et al, 2020) and a cross-sectional study in Colombia(Rey-Guerra et al, 2022) that identified positive links between both family and center-based stimulation and ECD outcomes.…”

mentioning

confidence: 89%

“…For example, a study in Colombia found positive associations between maternal stimulation and infants’ cognitive, receptive language, and gross motor development as measured by the Bayley Scales of Infant Development (Cuartas, Rey‐Guerra, et al., 2020). Another Colombian study using a national sample of preschoolers (i.e., Rey‐Guerra et al., 2022) identified positive relations between mothers’, fathers’, and other adult caregivers’ stimulation and children's directly assessed emergent numeracy, literacy, social‐emotional, motor, and executive function skills using the International Development and Early Learning Assessment (IDELA; Pisani et al., 2018). Moreover, one study using the China Family Panel Studies found that cognitive stimulation in the home predicted gains in children's cognitive development (Xiong et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

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Family play, reading, and other stimulation and early childhood development in five low‐and‐middle‐income countries

Cuartas

McCoy²,

Behrman

et al. 2023

Developmental Science

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This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random‐effects and more conservative child‐fixed effects models indicate that across these studies, family stimulation, measured by caregivers’ engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social‐emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study‐specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts.Research Highlights Research on the links between family stimulation and early childhood development in low‐and‐middle‐income countries (LMICs) is limited. We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes. Results suggest that family stimulation predicted increments in children's numeracy, literacy, social‐emotional, motor, and executive function skills. We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.

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Section: Methodssupporting

confidence: 88%

mentioning

confidence: 72%

mentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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Family play, reading, and other stimulation and early childhood development in five low‐and‐middle‐income countries

Cuartas

McCoy²,

Behrman

et al. 2023

Developmental Science

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“…Important for parents to be aware of the difference they can make and set up a system that offers continuous encouragement and support according to individual needs and needs (Yan, Y., & Qi, S., 2021). Our consequences confirmed that each home-and middle-primarily based own family engagement predicted early improvement of emergent numeracy, emergent literacy, social-emotional competencies, and motor abilties even after controlling for a extensive set of character and contextual variables (Rey-Guerra, C., Maldonado-Carreño, C., Ponguta, L. A., Nieto, A. M., & Yoshikawa, H., 2022). Training and care of our youngest citizens became realised to be important, marketplace based care structures began to fall apart, the government poured greater subsidies into the machine, and educators and instructors watched as their roles were decreased inside the public's eye to childminders.…”

Section: Resultssupporting

confidence: 58%

The Contribution, of Big Families in Supporting Children’s Education from an Early Post-Pandemic (Local Wisdom from West Sumatra, Indonesia)

Ismaniar¹,

Hazizah²,

Utoyo³

et al. 2023

Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)

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Instability conditions occur in various aspects of people's lives after the COVID-19 pandemic, due to restrictions on community mobility carried out in various sectors. This also has an impact on the shaky economic capacity of each family in meeting the needs of their family members. The movement to get back up to restore the family's economic life often results in reduced time and attention from parents in preparing education for their children. Whereas the education obtained by children in the early days of life is a strong foundation for the development of intelligence and abilities of children in the future. This study aims to reveal the potential of local wisdom of community kinship culture in West Sumatra, Indonesia, which has great potential in supporting the provision of education for children from an early age. Types of Research Literature study. The results of the study show that the people of West Sumatra (the Minangkabau tribe) have a very strong local wisdom culture that has been rooted since ancient times known as the slogan "Anak Dipangku, Kemanakan Dibimbiang, Urang Kampuang Dipatenggangkan (Children are carried, nephews are guided, village people are consicered)". A local wisdom that strongly supports the implementation of nonformal and informal education. Where children's education is not only the responsibility of parents (father and mother only) but also the responsibility of a large family and even the community in the surrounding environment.

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Mapping the Theoretical Landscape of More-Than-Parental Involvement

Sadownik

2023

International Perspectives on Early Childhood Education and Development

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This chapter presents an overview of the conceptual toolkits used to theorise relationships between ECEC settings and families in academic journal articles, published in English, between the years 2000–2010 and 2021–2022. The reconstructed overview of the theories employed by researchers from different regions of the world creates a base for classification of the theories as positivistic (i.e., interested in measuring PI for prediction and control of academic achievement), interpretative (i.e., aiming at deeper contextual understandings of the perspectives of all social actors that have a part PI), or critical (i.e., delving into the socio-economic conditions and power relations constituting diverse understandings of the world of PI, in conjunction with the desire for change). The chapter concludes with an outline of the theories discussed in further chapters, which are of an interpretive and critical nature and embrace the understanding of more-than-parental involvement presented in Chap. 1.

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Family engagement in early learning opportunities at home and in early childhood education centers in Colombia

Cited by 15 publications

References 64 publications

Family play, reading, and other stimulation and early childhood development in five low‐and‐middle‐income countries

Family play, reading, and other stimulation and early childhood development in five low‐and‐middle‐income countries

The Contribution, of Big Families in Supporting Children’s Education from an Early Post-Pandemic (Local Wisdom from West Sumatra, Indonesia)

Mapping the Theoretical Landscape of More-Than-Parental Involvement

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