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Autor/inn/enVollman, Elayne; Richland, Lindsey
TitelBeyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua
QuelleIn: Journal of Cognition and Development, 21 (2020) 2, S.149-165 (17 Seiten)
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1524-8372
DOI10.1080/15248372.2020.1717493
SchlagwörterCognitive Development; Toddlers; Preschool Children; Family Environment; Social Environment; Preschool Education; Socioeconomic Influences; Child Development; Foreign Countries; Resilience (Psychology); Correlation; Mothers; Educational Attainment; Case Studies; Parent Child Relationship; Measures (Individuals); Interpersonal Relationship; Parent Attitudes; Nicaragua
AbstractWe examine the contributions of the environmental context on cognitive development in a representative sample of children (24-59 month-olds) in Nicaragua. Multivariate regression models revealed that children who experienced high levels of structure in the home, encountered more social interaction, and were enrolled in early education programs, exhibited higher cognitive skills. These factors were related to, but better accounted for, variability in children's skills than the socio-economic endowment of the home or maternal education levels -- the two most commonly used proxies to quantify children's early contexts. Results from this study provide validation of the relation between children's proximal early social environment and cognitive outcomes in a novel context. The results also provide motivation for deeper empirical investigation in the specific aspects of the home environment that may be central to providing resilience to low wealth populations, and to reducing inequality in developmental skills. [For the corresponding Grantee Submission, see ED603048.] (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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