scholarly journals What You Do Versus Who You Are: Home-Learning Activities, Social Origin and Cognitive Skills among Young Children in Ireland

2020 ◽  
Vol 36 (4) ◽  
pp. 610-625
Author(s):  
Patricia McMullin ◽  
Frances McGinnity ◽  
Aisling Murray ◽  
Helen Russell
Keyword(s):  
Social Class ◽  
Cognitive Development ◽  
Low Income ◽  
Cognitive Skills ◽  
Family Income ◽  
Vocabulary Development ◽  
Learning Activities ◽  
Birth Cohort Study ◽  
Social Origin ◽  
Home Learning

Abstract This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it has considerable influence on young children’s cognitive development, and that the HLE is often linked to social origin. We find a social gradient in vocabulary even at age 3 years, with the largest gaps for mothers’ education. Family income, mothers’ education, and social class are also associated with vocabulary independently, though these associations are reduced by adding all three measures simultaneously. The extent of HLAs helps explain a very small part of the education differences and none of the income or social class differences in vocabulary. We find some evidence that HLAs may be more salient for children from families with low income and lower social class backgrounds in terms of supporting vocabulary development, thereby compensating somewhat for disadvantage. HLAs also appear to encourage vocabulary development between age 3 and 5, and play a role in reducing the gap in vocabulary between high- and low-income children.

scholarly journals Early childhood cognitive development is affected by interactions among illness, diet, enteropathogens and the home environment: findings from the MAL-ED birth cohort study

2018 ◽  
Vol 3 (4) ◽  
pp. e000752 ◽  
Keyword(s):  
Risk Factors ◽  
Cohort Study ◽  
Cognitive Development ◽  
Birth Cohort ◽  
Home Environment ◽  
Low Income ◽  
Child Growth ◽  
Birth Cohort Study ◽  
Middle Income ◽  
Enteric Infections

BackgroundMillions of children in low-income and middle-income countries (LMICs) are at risk of not reaching their full cognitive potential. Malnutrition and enteric infections in early life are implicated as risk factors; however, most studies on these risks and their associations with cognitive development have failed to adequately account for confounding factors or the accumulation of putative insults. Here, we examine the interaction between infections and illness on cognitive development in LMIC community settings.MethodsAs part of the Etiology, Risk Factors, and Interactions of Enteric Infections and Malnutrition and the Consequences for Child Health and Development (MAL-ED) longitudinal birth cohort study, children from eight LMICs were followed from birth to 24 months to understand the influence of repeated enteric infections on child growth and development. Here, data from six sites were employed to evaluate associations between infection, illness, the home environment, micronutrient intake and status, maternal reasoning, and cognitive development at 24 months.ResultsHigher rates of enteropathogen detection and days with illness were associated with lower haemoglobin concentrations, which in turn were associated with lower cognitive scores at 24 months. Children with lower environmental health/safety scores and lower intakes of vitamin B6 and folate had more enteropathogen detections and illness. Strength of associations varied by weight-for-age in the first 17 days of life; lower weight infants were more susceptible to the negative effects of enteropathogens and illness.ConclusionsEnteropathogens were negatively related to child cognitive development. However, other factors were more strongly associated with child cognition. Targeting of interventions to improve cognitive development should include a focus on reducing frequency of illness, improving the safety and healthfulness of the child’s environment, and improving dietary intake.

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.

scholarly journals Impact of the 2020 pandemic of COVID-19 on Families with School-aged Children in the United States: Roles of Income Level and Race

2021 ◽  
pp. 0192513X2199415
Author(s):  
Cliff Yung-Chi Chen ◽  
Elena Byrne ◽  
Tanya Vélez
Keyword(s):  
United States ◽  
Low Income ◽  
Online Survey ◽  
Family Income ◽  
The United States ◽  
Income Level ◽  
Lower Middle Class ◽  
School Aged Children ◽  
Home Learning ◽  
Race Ethnicity

This study examined the experiences of families with school-aged children during the first three months of the 2020 pandemic of COVID-19 in the United States, while focusing on the roles of income level and race/ethnicity in their experiences. Two hundred and twenty-three parents of school-aged children participated in this study by completing an online survey. The results revealed that low-income and lower-middle class parents, as well as parents of color, experienced more instrumental and financial hardships due to the pandemic, when compared to their higher income, White counterparts. In contrast, parents with higher income and White parents were more likely to feel stressed over structuring home learning environments and planning educational and physical activities at home for their children. The overall findings suggest that family income level and race/ethnicity play a significant role in the lives of families coping with a variety of challenges due to the pandemic.

Home Learning Activities Measures

2020 ◽  
Author(s):  
Meghan P. McCormick ◽  
Amanda Ketner Weissman ◽  
Christina Weiland ◽  
JoAnn Hsueh ◽  
Jason Sachs ◽  
...  
Keyword(s):  
Learning Activities ◽  
Home Learning

scholarly journals Sleep quality and anxiety symptoms in Egyptian children and adolescents during COVID-19 pandemic lockdown

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Amira Sayed El Refay ◽  
Shaimaa A. Hashem ◽  
Hend H. Mostafa ◽  
Iman H. Kamel ◽  
Lobna S. Sherif
Keyword(s):  
Mental Health ◽  
Children And Adolescents ◽  
Low Income ◽  
Sleep Disturbances ◽  
Family Income ◽  
Anxiety Symptoms ◽  
Snowball Sampling ◽  
Contributing Factors ◽  
Online Questionnaire ◽  
Egyptian Children

Abstract Background Coronavirus Disease Pandemic 2019 has a pervasive effect on all health aspects include psychological and mental health. This study aimed to assess the hidden stressful impact of COVID-19 pandemic on Egyptian children and adolescents’ lifestyles 2 months after lockdown in Egypt by detecting symptoms of anxiety and sleep disorders. Online questionnaire was used by snowball sampling approach 2 months after lockdown targeting children and adolescents. Results The overall mean Sleep Disturbance Scale for Children score (SDSC) in participated groups was 44.6 ± 11.72. Of 765 participants 502 (65.6%) showed the symptoms suggestive of sleep disorder. Disorders of initiating and maintaining sleep were the most common among participants as 168 (33.4%) of them were suffering from it while 79 (15.7%) children were suffering from excessive somnolence. Linear stepwise regression revealed that anxiety score, understanding safety measures, and following strict quarantine measures significantly predicted SDSC (p = 0.001, 0.009, 0.046). Significant positive correlations were found between SDSC and extra screen usage, understanding safety and quarantine measures, anxiety signs, and change in child lifestyle with (p = 0.029, 0.010, 0.001 and 0.001) sequentially. Significant positive correlation was found between family income affection, SDSC, and anxiety with p value (00.001, 00.4). Conclusion Child deprived of his or her normal lifestyle is vulnerable to develop anxiety symptoms and sleep disturbances. Low income, extra screen time, and restricted quarantine measures are all contributing factors that influence children and adolescent’s mental health.

Longitudinal Links between Income Dynamics and Young Adult Socioeconomic and Behavioral Health Outcomes

2021 ◽  
pp. 0044118X2199638
Author(s):  
Kendra Whitfield ◽  
Laura Betancur ◽  
Portia Miller ◽  
Elizabeth Votruba-Drzal
Keyword(s):  
Young Adult ◽  
Health Outcomes ◽  
Behavioral Health ◽  
Low Income ◽  
Family Income ◽  
Adult Outcomes ◽  
Income Volatility ◽  
Income Loss ◽  
Socioeconomic Outcomes ◽  
Young Adult Outcomes

Longitudinal links between childhood family income and adult outcomes are well documented. However, research on childhood income volatility and young adult outcomes is limited. This study utilizes data from the NLSY ( N = 6,410) to examine how childhood family income and income volatility relate to socioeconomic outcomes and mental/behavioral health in emerging adulthood. Results show that lower childhood income was associated with young adult socioeconomic and behavioral health outcomes. Higher income volatility was associated with increased depression and teen parenthood during young adulthood. Additional analyses examining trajectories of income volatility illustrated that children in families with unstable income trajectories (i.e., frequent income losses and gains) showed higher depression scores than those with stable trajectories. These findings suggest that income volatility, not just income level or income loss, is important to consider when studying economic disparities in young adult outcomes. Implications for policies and programs for low-income, high-volatility households are discussed.

Social-Class Differentiation in Cognitive Development among Black Preschool Children

1971 ◽  
Vol 42 (1) ◽  
pp. 37 ◽  
Author(s):  
Mark Golden ◽  
Beverly Birns ◽  
Wagner Bridger ◽  
Abigail Moss
Keyword(s):  
Preschool Children ◽  
Social Class ◽  
Cognitive Development

scholarly journals Pembuatan Produk Permen Agar-agar Buah

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Mamik Ponco Rahayu ◽  
Nuraini Harmastuti ◽  
Endang Sri Rejeki ◽  
Taufik Turahman
Keyword(s):  
Community Service ◽  
Low Income ◽  
Family Income ◽  
Factory Workers ◽  
Income Levels ◽  
Home Based ◽  
Service Activity ◽  
Training Activities ◽  
Family Home

<p align="center"><strong>ABSTRACT</strong></p><p align="center"> </p><p>          The Ngampon people in Mojosongo Village, Jebres, Surakarta City face diverse livelihood problems, most of which are factory workers with low income levels and the role of mothers as housewives. Therefore, it is necessary to have training activities to make agar agar fruit products as an alternative home-based home industry to increase family income.</p><p>          This community service activity was designed by conducting training on making fruit jelly candy products.</p><p>          The target of the above activities is that the community will get additional skills in making agar-agar candy fruit that can be done easily and small capital so that it can be an alternative family home industry.</p><p> </p><p>Keywords: Fruit, jelly candy, home industry</p><p align="center"><strong> </strong></p><em></em>

scholarly journals The Influence of Social Class on Family Participation in Children’s Education: A Case Study

2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Salvador R. Vazquez ◽  
Patricia M. Greenfield
Keyword(s):  
Social Class ◽  
Los Angeles ◽  
Low Income ◽  
Formal Education ◽  
Comparative Case Study ◽  
Family Participation ◽  
Middle Income ◽  
Children's Education ◽  
Children’S Education

Parental involvement in children’s education is commonly accepted as beneficial. However, family social class plays a crucial role in the efficacy of homework help. In a comparative case study, a low-income immigrant family from Mexico and a middle-income family in Los Angeles were observed helping their children with math homework and were asked questions about goals, tutoring strategies, and beliefs about learning. Qualitative analysis focused on two effective teaching methods: scaffolding and productive struggle. The low-income mother with little formal education provided direct help rather than a scaffold, and disapproved of hard problems. However, an older sibling with more education than her mother used scaffolding and believed that difficult problems aid learning. In these respects, she resembled the college-educated middle-income mother. The sister exemplifies how older siblings in immigrant families provide bridges to educational achievement for younger siblings. We suggest effective ways for schools to involve parents who lacked educational opportunity themselves to participate in the education of their children.   How to cite this article: Vazquez, S. R., & Greenfield, P. M. (2021). The Influence of Social Class on Family Participation in Children’s Education: A Case Study. Revista Colombiana de Psicología, 30(1), 133-147. https://doi.org/10.15446/rcp.v30n1.89185

scholarly journals EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 03 (03) ◽  
pp. 198-208
Author(s):  
Ihsane DAHANE
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Cognitive Development ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Preschool Education ◽  
Study Participant ◽  
Balanced Development ◽  
Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

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