Family Environment in Rural China and the Link with Early Childhood Development

Autor/inn/en	Wang, Boya; Luo, Xia; Yue, Ai; Tang, Lei; Shi, Yaojiang
Titel	Family Environment in Rural China and the Link with Early Childhood Development
Quelle	In: Early Child Development and Care, 192 (2022) 4, S.617-630 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yue, Ai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1784890
Schlagwörter	Foreign Countries; Rural Areas; Infants; Toddlers; Family Environment; Child Development; Correlation; At Risk Persons; Developmental Delays; Cognitive Development; Psychomotor Skills; Language Skills; Social Development; Emotional Development; Environmental Influences; Family Characteristics; China; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Infant; Toddler; Toddlers; Kleinkind; Infants; Familienmilieu; Kindesentwicklung; Korrelation; Risikogruppe; Entwicklungsverzögerung; Kognitive Entwicklung; Psychomotorische Aktivität; Language skill; Sprachkompetenz; Soziale Entwicklung; Gefühlsbildung; Environmental influence; Umwelteinfluss
Abstract	In this study, we investigate the association between family environment and early childhood development among children aged 6-24 months in rural counties in China. To do this, we used cross-sectional data from a large scale survey, including 1809 child-caregiver dyads across 22 nationally designated poverty counties. We found that 53.95% of children were at the risk of cognitive development delay, 60.26%, 36.27%, 40.69% of children were at the risk of language, motor, and social-emotional development delay respectively. Moreover, the good quality of family environment was significantly associated with the child's development. Rural family environments are providing insufficient stimulation for children, especially a low variety of developmental enriching materials and lacking play activities. Our study confirms the need for programmatic interventions that provide reliable ways to learn how to play with their children and build a stimulating environment to improve early childhood development in the region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01