scholarly journals The development of cognitive skills and gains in academic school readiness for children from low-income families.

2010 ◽  
Vol 102 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Janet A. Welsh ◽  
Robert L. Nix ◽  
Clancy Blair ◽  
Karen L. Bierman ◽  
Keith E. Nelson
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Cognitive Skills ◽  
Low Income Families ◽  
Academic School

scholarly journals Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

2013 ◽  
Vol 4 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Holly E. Brophy-Herb ◽  
Michaela L. Zajicek-Farber ◽  
Erika L. Bocknek ◽  
Lorraine M. McKelvey ◽  
Kathy Stansbury
Keyword(s):  
Emotion Regulation ◽  
School Readiness ◽  
Low Income ◽  
Low Income Families ◽  
Maternal Supportiveness

scholarly journals A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction (Preprint)

2019 ◽  
Author(s):  
Lucy McGoron ◽  
Hilary Horn Ratner ◽  
Kathryn AG Knoff ◽  
Erica Hvizdos ◽  
Steven J Ondersma
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Text Messages ◽  
Parenting Programs ◽  
Program Text ◽  
Childcare Centers ◽  
Web Based ◽  
Innovative Strategies ◽  
Low Income Families ◽  
Website Use

BACKGROUND Internet-based parenting programs have the potential to connect families to research-informed materials to promote positive child development. However, such programs can only succeed to the extent that the intended population engages with them. OBJECTIVE This study aimed to evaluate engagement in the 5-a-Day Parenting program, a technology-based program designed with low-income families in mind, to promote daily use of 5 specific parenting activities conducive to children’s school readiness. Following earlier pilot data, the program was enhanced with an initial motivational e-intervention and tailored text messages designed to promote engagement. METHODS Parents were recruited from local childcare centers and through a participant registry. We examined rates of receipt of program text messages and use of video-based content on the program website, 3 factors that may affect website use, and satisfaction with key program elements. RESULTS A total of 360 parents of young children learned about the study and had the opportunity to use the 5-a-Day Parenting website. Of these, 94 parents participated in the study, and 33% (31/94) accessed the video-based content on the website at least once. No association was found between website use and program recruitment approach, program-affiliation message, sociocontextual risk, and baseline use of the five parenting activities. Satisfaction with text messages and video-based content was high. CONCLUSIONS For some parents, technology-based programs appear useful; however, engagement could still be enhanced. Additional research should seek innovative strategies for promoting engagement in Web-based parenting programs.

scholarly journals Sensorised Low-Cost Pencils for Developing Countries: A Quantitative Analysis of Handwriting Learning Progress in Children with/without Disabilities from a Sustainable Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10682
Author(s):  
Luis Javier Serpa-Andrade ◽  
José Juan Pazos-Arias ◽  
Martín López-Nores ◽  
Vladimir Espartaco Robles-Bykbaev
Keyword(s):  
Developing Countries ◽  
Low Income ◽  
Cognitive Skills ◽  
Speech Therapy ◽  
Low Cost ◽  
Triangular Prism ◽  
Special Education Needs ◽  
Key Factor ◽  
Low Income Families ◽  
Development Perspective

Learning to write is a demanding endeavour that requires a combination of linguistic, motor and cognitive skills. Some children suffer from delay or inability to acquire those skills, which often hampers their performance at school and brings about serious consequences for self-esteem, personal expectations and social relationships. The situation worsens in developing countries, due to the lack of resources and specialised personnel. With this background, this paper describes an experiment with a newly-developed sensorised pencil with triangular prism shape, which is shown to yield substantial improvements in children with/without special education needs. A team of experts in the areas of speech therapy, occupational therapy, educational psychology, physiotherapy and pedagogy have expressed very positive opinions about the sensorised pencil and the accompanying software for the acquisition and analysis of quantitative data about handwriting. Furthermore, the device stands out for its low cost in comparison with similar developments, which is a key factor to aid children from low-income families. This fact is explained with a success story of manufacturing and delivering sensorised pencils in the Ecuadorian province of Azuay, framed in a multi-layer sustainable development perspective based on collaboration of several institutions and individuals.

Accessing Cognitive Skills in Preschool Children of Middle and Low Income Families

1984 ◽  
Vol 58 (1) ◽  
pp. 119-125
Author(s):  
Claire Golomb ◽  
Lynn McLean
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Cognitive Skills ◽  
Economic Status ◽  
Control Groups ◽  
Trained Subjects ◽  
Low Income Families

48 4- to 6-yr.-old children of middle and low economic status were assigned to an experimental and two control groups. The trained subjects all performed Piagetian conservation tasks, some after training. Questioning on a modified conservation posttest masked the effect of training. Economic status was not an influence, but type of question and explanation were associated. Diverse strategies were applied to the problems.

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project

2001 ◽  
Vol 72 (5) ◽  
pp. 1347-1366 ◽  
Author(s):  
John C. Wright ◽  
Aletha C. Huston ◽  
Kimberlee C. Murphy ◽  
Michelle St. Peters ◽  
Marites PiA+-on ◽  
...  
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Television Viewing ◽  
Low Income Families

scholarly journals A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction

10.2196/14518 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. e14518
Author(s):  
Lucy McGoron ◽  
Hilary Horn Ratner ◽  
Kathryn AG Knoff ◽  
Erica Hvizdos ◽  
Steven J Ondersma
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Text Messages ◽  
Parenting Programs ◽  
Program Text ◽  
Childcare Centers ◽  
Web Based ◽  
Innovative Strategies ◽  
Low Income Families ◽  
Website Use

Background Internet-based parenting programs have the potential to connect families to research-informed materials to promote positive child development. However, such programs can only succeed to the extent that the intended population engages with them. Objective This study aimed to evaluate engagement in the 5-a-Day Parenting program, a technology-based program designed with low-income families in mind, to promote daily use of 5 specific parenting activities conducive to children’s school readiness. Following earlier pilot data, the program was enhanced with an initial motivational e-intervention and tailored text messages designed to promote engagement. Methods Parents were recruited from local childcare centers and through a participant registry. We examined rates of receipt of program text messages and use of video-based content on the program website, 3 factors that may affect website use, and satisfaction with key program elements. Results A total of 360 parents of young children learned about the study and had the opportunity to use the 5-a-Day Parenting website. Of these, 94 parents participated in the study, and 33% (31/94) accessed the video-based content on the website at least once. No association was found between website use and program recruitment approach, program-affiliation message, sociocontextual risk, and baseline use of the five parenting activities. Satisfaction with text messages and video-based content was high. Conclusions For some parents, technology-based programs appear useful; however, engagement could still be enhanced. Additional research should seek innovative strategies for promoting engagement in Web-based parenting programs.

scholarly journals The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

2012 ◽  
Vol 44 (4) ◽  
pp. 426-447 ◽  
Author(s):  
Diana Leyva ◽  
Alison Sparks ◽  
Elaine Reese
Keyword(s):  
Phonological Awareness ◽  
Low Income ◽  
Cognitive Skills ◽  
Control Variable ◽  
Book Reading ◽  
Reading Practices ◽  
Expressive Vocabulary ◽  
Vocabulary Skills ◽  
Low Income Families

The relation between preschoolers’ phonological awareness and the frequency and quality of parents’ book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children’s phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books and reminisced with their children at the beginning of preschool using a questionnaire. They were also videotaped while reading a book and talking about a past event with their preschoolers. The quality of book-reading and reminiscing practices was measured via these videotapes by the number of open-ended questions mothers asked to extend the reading or conversation. Children’s receptive and expressive vocabulary skills were assessed at the beginning of preschool as a control variable. Quality of reminiscing, but not book-reading practices, predicted preschoolers’ phonological awareness skills at the end of preschool, even after controlling for beginning-of-preschool phonological and vocabulary skills and demographic variables. Reported frequency of book-reading and reminiscing practices bore no relation to phonological awareness skills. The link between quality of reminiscing practices and phonological awareness deserves further exploration, but might be explained by indirect links with other linguistic and cognitive skills.

Reciprocal influences between maternal language and children's language and cognitive development in low-income families

2013 ◽  
Vol 41 (2) ◽  
pp. 305-326 ◽  
Author(s):  
LULU SONG ◽  
ELIZABETH T. SPIER ◽  
CATHERINE S. TAMIS-LEMONDA
Keyword(s):  
Cognitive Development ◽  
Low Income ◽  
Cognitive Skills ◽  
Ethnically Diverse ◽  
Receptive Vocabulary ◽  
Lexical Diversity ◽  
Maternal Language ◽  
Low Income Families ◽  
Reciprocal Influences ◽  
Child Cognitive Development

ABSTRACTWe examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother–child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother–child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences.

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