Home environment, nutritional status, and maternal intelligence as determinants of intellectual development in rural Philippine preschool children

Church, A. Timothy; Katigbak, Marcia S.

doi:10.1016/0160-2896(91)90022-6

Cited by 26 publications

(20 citation statements)

References 45 publications

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“…However, by 24 months and at 3 and 6 years of age, SES significantly predicted mental ability (as measured by the Bayley Scales of Infant Development, McCarthy Scales of Children's Abilities, and the Wechsler Preschool and Primary Scales of Intelligence, respectively;McCarthy, 1972;Wechsler, 1967). Seifer and Samemff (1987), Laosa (1984), and Church and Katigbak (1991) also reported significant relations between SES and mental ability for urban preschoolers, Hispanic toddlers, and Philippine preschoolers, respectively.…”

Section: Economic Status Academic Achievement and Behavioral Problemsmentioning

confidence: 84%

“…And, in a 2-year 402 study of all California high schools, Fetler (1989) found a significant negative correlation between receipt of Aid to Families with Dependent Children funds and academic achievement. A number of researchers acknowledged the potential role of inherited mental ability in determining scholastic achievement and controlled for the effects of parental IQ and education (Bergeman & Plomin, 1988;Bradley et al, 1989;Church & Katigbak, 1991;Entwisle & Alexander, 1992;Laosa, 1984;Norman & Breznitz, 1992;Wilson & Matheny, 1983). In addition, Bell, Aftansas, and Abrahamson (1976) matched their low-and middle-SES subjects on IQ and sex.…”

Section: Economic Status Academic Achievement and Behavioral Problemsmentioning

confidence: 99%

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Effects of poverty and quality of the home environment on changes in the academic and behavioral adjustment of elementary school-age children

Dubow¹,

Ippolito²

1994

Journal of Clinical Child Psychology

121

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Section: Economic Status Academic Achievement and Behavioral Problemsmentioning

confidence: 84%

Section: Economic Status Academic Achievement and Behavioral Problemsmentioning

confidence: 99%

Effects of poverty and quality of the home environment on changes in the academic and behavioral adjustment of elementary school-age children

Dubow¹,

Ippolito²

1994

Journal of Clinical Child Psychology

121

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“…Despite high rates of poverty and generally low levels of education in Latin America, Africa, and much of Asia, most studies examining HOME stimulation and child well-being have found robust relations between the two (Aina et al, 1993;Bastos et al, 1998;Black, 2003;Chomitz, 1992;Church & Katigbak, 1991;Cravioto & DeLicardie, 1972;Drotar et al, 1999;Duhan & Punia, 1998;Durbrow et al, 1997;Grantham-McGregor, 1991;Grantham-McGregor, Powell, Walker, Chang, & Fletcher, 1995;Grantham-McGregor, Lira, Ashworth, Morris, & Assuncao, 1998;Hamadani, Fuchs, Osendarp, Huda, & Grantham-McGregor, 2002;Hayes, 1997;Hayes, Lampart, Dreher, & Morgan, 1991;Jang, 2001;Lee, Super, & Harkness, 2003;Lozoff et al, 1995Lozoff et al, , 1998Lozoff, Jimenez, & Wolf, 1991;Marturano, Ferreira, & Bacarji, 2004;Masud, Luster, & Youatt, 1994;Misra & Tiwari, 1984;Richter & Grieve, 1991;Sahu & Devi, 1982;Torralva & Cugnasco, 1999;Zeitlin et al, 1995). In some instances associations were lower than most in the US, for example in Bahrain (Hadeed & Sylva, 1999).…”

Section: Stimulation/teachingmentioning

confidence: 97%

Caring for children around the world: A view from HOME

Bradley¹,

Corwyn²

2005

International Journal of Behavioral Development

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This review examines cultural and socioeconomic variations in parenting as represented by the original and adapted versions of the HOME Inventory. There was specific focus on three aspects of the family environment where cultural models of parenting and access to resources are thought to be operative and for which there is evidence of impact on child well-being: parental responsiveness, discipline practices, and exposure to stimulating materials and experiences. Findings revealed meaningful impacts of culture and SES in all three areas. Not only did mean differences emerge across countries but different alliances between indicators, presumably representing the same parenting construct, also emerged. The review also revealed a tendency for researchers to modify the HOME consistent with local beliefs and practices concerning what children need, what families need, and the role of parents in fostering particular aspects of development. Despite differences in cultural models of parenting around the world, the studies showed rather consistent relations between exposure to stimulation and parental responsiveness and children's adaptive functioning. Associations with physical punishment were somewhat less clear.Culture is a complex system composed of many loosely interlocked, sometimes causally connected elements, including parenting beliefs and practices (D'Andrade, 2001). In any society, what parents do and how it relates to child well-being is very much determined by an intricate interplay between these forces and prevailing environmental conditions (economic, political, etc.). Culture helps determine both how parents interpret the needs of children and how they react to those needs. Kitayama (2002) argued that it is difficult to penetrate the distinctive features of a culture, for there is a dynamism in how such features are fully instantiated in daily routines, interpersonal rituals, styles of conversation, and relations with social institutions that make up behavioural environments. It is easier to map routines and practices than to fully appreciate how they operate within individuals, families, or communities (De Munck, 2001). Part of the dynamism as regards how culture is implicated in parenting derives from the fact that societal goals represent a fluid blend of what is thought possible and what is deemed desirable. Accordingly, parenting practices in two societies can look remarkably similar when children are infants, only to diverge during middle childhood and adolescence. Likewise, parenting behaviours that align in one society to affect children's development (for good or ill) may not be aligned in a second society (as will be seen throughout this review). These differences may reflect cultural values; also they may reflect other aspects of family ecology. In that regard, it is important to remember that little things may mean a lot. It can be instructive to examine how often parents do certain things and how their patterns of behaviour function in relation to children's outcomes. By so doing, researchers m...

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“…This relationship between child development and the home is a cross-cultural finding (Misra & Tiwari, 1987;Hayes, Lampart, Dreher & Morgan, 1991;Church & Katigbak, 1991;Masud, Luster & Youatt, 1994;Lozoff, Park, Radan & Wolf, 1995). However, the specific home environment variables which are important within a particular culture and those which are cross-cultural are not well established.…”

Section: Introductionmentioning

confidence: 86%

“…A study of rural Philippine children aged five to six years examined home environment, nutritional status, and maternal intelligence as determinants of intellectual development (Church & Katigbak, 1991). Mothers completed an environmental interview questionnaire developed for the study which assessed physical and psychosocial aspects that have been found to be related to cognitive development in the US.…”

Section: Non-western Researchmentioning

confidence: 99%

Reliability and Validity of the HOME Preschool Inventory in Jamaica

Hayes

1997

Early Child Development and Care

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Two hundred and ninety-four preschool-aged children and their primary caregiver participated in a study to determine the measurement equivalence of the Home Observation for Measurement of the Environment in Jamaica. Factor analysis with alpha reliability provided a measure of internal consistency. McCarthy Scales of Children's Abilities were done as a measure of concurrent validity. Concurrent validity is demonstrated for four HOME subscales and the total. The factor structure in the Jamaican sample is similar to the existing HOME, but not an equivalent match. Broadly-based comparisons could be made cross-culturally using this scale in Jamaica however more culture-specific measurements would be indicated for within culture studies. Items related to direct cognitive stimulation by the caregiver are shown to be more relevant cross-culturally than are the socioemotional items and physical aspects of the environment which tend to be more culture specific.

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Home environment, nutritional status, and maternal intelligence as determinants of intellectual development in rural Philippine preschool children

Cited by 26 publications

References 45 publications

Effects of poverty and quality of the home environment on changes in the academic and behavioral adjustment of elementary school-age children

Effects of poverty and quality of the home environment on changes in the academic and behavioral adjustment of elementary school-age children

Caring for children around the world: A view from HOME

Reliability and Validity of the HOME Preschool Inventory in Jamaica

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