Maternal education and Siblings: Agents of cognitive development in kindergarten

2021 ◽  
Author(s):  
David Muñez ◽  
Rebecca Bull ◽  
Kerry Lee
Keyword(s):  
Cognitive Development ◽  
Maternal Education

scholarly journals Maternal Education, Changing Family Circumstances, and Children’s Skill Development in the United States and UK

2017 ◽  
Vol 674 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Margot I. Jackson ◽  
Kathleen Kiernan ◽  
Sara McLanahan
Keyword(s):  
United States ◽  
Early Childhood ◽  
Cognitive Development ◽  
Maternal Education ◽  
Latent Class ◽  
Educational Inequality ◽  
Good Deal ◽  
Well Being ◽  
The United States ◽  
National Analysis

Maternal education influences families’ socioeconomic status. It is strongly associated with children’s cognitive development and a key predictor of other resources within the family that strongly predict children’s well-being: economic insecurity, family structure, and maternal depression. Most studies examine the effects of these variables in isolation at particular points in time, and very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to answer two questions: (1) How do children’s family circumstances evolve throughout early childhood? and (2) To what extent do these trajectories account for differences in children’s cognitive development? Cross-national analysis reveals a good deal of similarity between the United States and UK in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality.

A longitudinal study of vocabulary size and composition in low risk preterm children

2017 ◽  
Vol 38 (1) ◽  
pp. 72-94 ◽  
Author(s):  
Miguel Pérez-Pereira ◽  
Raquel Cruz
Keyword(s):  
Longitudinal Study ◽  
Cognitive Development ◽  
Growth Curve ◽  
Maternal Education ◽  
Vocabulary Development ◽  
Low Risk ◽  
Regression Analyses ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Preterm Children

The vocabulary size and composition of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) were longitudinally compared at 10, 22 and 30 months of age. Expressive vocabulary development was assessed through the CDI. Cognitive development was also assessed at 22 months (Batelle Developmental Inventory), and data concerning biological and environmental characteristics of the children were also obtained. Growth curve analyses indicated that there were no significant differences in vocabulary size or percentage of word categories among GA groups. Regression analyses showed that word production and cognitive scores measured at 22 months were the main predictors of total vocabulary and word categories at 30 months. Gender, maternal education and GA did not contribute in a significant way to the variance of use of the vocabulary categories or vocabulary size. Therefore, GA does not seem to affect vocabulary development and composition when biomedical complications associated to prematurity are excluded.

scholarly journals Early Life Child Micronutrient Status, Maternal Reasoning, and a Nurturing Household Environment have Persistent Influences on Child Cognitive Development at Age 5 years: Results from MAL-ED

2019 ◽  
Vol 149 (8) ◽  
pp. 1460-1469 ◽  
Author(s):  
Benjamin J J McCormick ◽  
Stephanie A Richard ◽  
Laura E Caulfield ◽  
Laura L Pendergast ◽  
Jessica C Seidman ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Early Life ◽  
Maternal Education ◽  
Burden Of Illness ◽  
Household Wealth ◽  
Cognitive Reasoning ◽  
Micronutrient Status ◽  
Multivariable Models ◽  
Diet Intake ◽  
Child Cognitive Development

ABSTRACT Background Child cognitive development is influenced by early-life insults and protective factors. To what extent these factors have a long-term legacy on child development and hence fulfillment of cognitive potential is unknown. Objective The aim of this study was to examine the relation between early-life factors (birth to 2 y) and cognitive development at 5 y. Methods Observational follow-up visits were made of children at 5 y, previously enrolled in the community-based MAL-ED longitudinal cohort. The burden of enteropathogens, prevalence of illness, complementary diet intake, micronutrient status, and household and maternal factors from birth to 2 y were extensively measured and their relation with the Wechsler Preschool Primary Scales of Intelligence at 5 y was examined through use of linear regression. Results Cognitive T-scores from 813 of 1198 (68%) children were examined and 5 variables had significant associations in multivariable models: mean child plasma transferrin receptor concentration (β: −1.81, 95% CI: −2.75, −0.86), number of years of maternal education (β: 0.27, 95% CI: 0.08, 0.45), maternal cognitive reasoning score (β: 0.09, 95% CI: 0.03, 0.15), household assets score (β: 0.64, 95% CI: 0.24, 1.04), and HOME child cleanliness factor (β: 0.60, 95% CI: 0.05, 1.15). In multivariable models, the mean rate of enteropathogen detections, burden of illness, and complementary food intakes between birth and 2 y were not significantly related to 5-y cognition. Conclusions A nurturing home context in terms of a healthy/clean environment and household wealth, provision of adequate micronutrients, maternal education, and cognitive reasoning have a strong and persistent influence on child cognitive development. Efforts addressing aspects of poverty around micronutrient status, nurturing caregiving, and enabling home environments are likely to have lasting positive impacts on child cognitive development.

Nutritional supplementation, maternal education, and cognitive development of infants at risk of malnutrition

1981 ◽  
Vol 34 (4) ◽  
pp. 807-813 ◽  
Author(s):  
D P Waber ◽  
L Vuori-Christiansen ◽  
N Ortiz ◽  
J R Clement ◽  
N E Christiansen ◽  
...  
Keyword(s):  
At Risk ◽  
Cognitive Development ◽  
Maternal Education ◽  
Nutritional Supplementation

Improved Cognitive Development in Preterm Infants with Shared Book Reading

2015 ◽  
Vol 34 (1) ◽  
pp. 10-17 ◽  
Author(s):  
Susan Braid ◽  
Jenny Bernstein
Keyword(s):  
Cognitive Development ◽  
Preterm Infants ◽  
Infant Development ◽  
Maternal Education ◽  
Secondary Analysis ◽  
The United States ◽  
Outcome Variable ◽  
Book Reading ◽  
Shared Book Reading ◽  
Nationally Representative

ABSTRACTPurpose: To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population.Design: Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001.Sample: One thousand four hundred singleton preterm infants (22–36 weeks gestation).Main Outcome Variable: Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition.Results: Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p<.001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.

scholarly journals Potential Risk Factors of Developmental Cognitive Delay in the First Two Years of Life

2019 ◽  
Vol 7 (12) ◽  
pp. 2024-2030 ◽  
Author(s):  
Ebtissam M. Salah El Din ◽  
Thanaa M. Rabah ◽  
Ammal M. Metwally ◽  
Maysa S. Nassar ◽  
Mona A Elabd ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cognitive Development ◽  
Vitamin B12 ◽  
Potential Risk ◽  
Maternal Education ◽  
Family Income ◽  
Serum Zinc ◽  
Bottle Feeding ◽  
Multiple Factors ◽  
Potential Risk Factors

BACKGROUND: The first two years of life constitute a critical period of rapid change. The events during this phase prepare the child for subsequent developmental competency.AIM: To determine the potential risk factors that affect an infant’s cognitive development in the first two years of life in a sample of Egyptian infantsSUBJECTS AND METHODS: A cross-sectional comparative study included 655 male and female infants. Their age ranged from 3 – 24 months. Bayley Scales of Infant and Toddler Development (Bayley III) were used for cognitive assessment. Perinatal and nutritional data were recorded. Levels of serum Zinc, Copper, Iron, vitamin B12 and complete blood count (CBC) were assessed in a subsample of 193 infants.RESULTS: Infants having below the average cognitive composite score (CCS) represented 38.47% of the whole sample. The risk of having a low average (CCS) was determined by multiple factors. Poor maternal education and low family income were the most significant social risk factors (OR = 2.19, p = 0.0003; OR = 1.64, p = 0.002 respectively). Prematurity and complicated labor represented significant perinatal risks (OR = 1.22, p = 0.005; OR = 2.39, p =0.001respectively). Bottle feeding versus breastfeeding in the first six months of life was the most significant nutritional predictor of low average (CCS) (OR = 1.79, p = 0.001). Infants with low average (CCS) had significantly lower levels of serum zinc and vitamin B12 than those with average scores. CONCLUSION: Multiple factors appear to interact affecting the early cognitive development of Egyptian infants. Prematurity, complicated labour, poor maternal education, low family income and micronutrient deficiency are the main risk factors. Studying these factors is of great value in directing governmental intervention efforts.

scholarly journals Early life cognitive development trajectories and intelligence quotient in middle childhood and early adolescence in rural western China

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Zhonghai Zhu ◽  
Suying Chang ◽  
Yue Cheng ◽  
Qi Qi ◽  
Shaoru Li ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Infant Development ◽  
Maternal Education ◽  
Rural China ◽  
Later Life ◽  
Western China ◽  
Trajectory Group ◽  
Development Trajectories

AbstractThe relationship of cognitive developmental trajectories during the dynamic first years with later life development outcomes remains unclear in low- and middle-income countries. 1388 Children born to women who participated in a randomized trial of antenatal micronutrient supplementation in rural China were prospectively followed. Cognitive development was assessed six times between 3 and 30 months of age using Bayley Scales of Infant Development, and then in mid-childhood (7–9 years) and early adolescence (10–12 years) using Wechsler Intelligence Scale for Children. We identified four distinct infant cognitive development trajectory subgroups using group-based trajectory modeling: (i) consistently above average, (ii) consistently average, (iii) started below average and then improved, and (iv) started below average and then declined. LBW infants (<2500 g) were 10.60 times (95% CI 3.57, 31.49) more likely to be in the trajectory group that started below average and then declined, while each grade increase in maternal education decreased the risk of being in this group by 73% (95% CI 54%, 84%). Infants who performed consistently above average had 8.02 (95% CI 1.46, 14.59) points higher IQ in adolescence versus the declining trajectory group. These findings suggest that interventions to improve early child development trajectories may produce long-term human capital benefits.

scholarly journals 765The impact of childhood hearing loss on language and psychosocial outcomes: The LOCHI study

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Vivienne Marnane ◽  
Vivienne Marnane ◽  
Harvey Dillon ◽  
Mark Seeto
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Cognitive Development ◽  
Sensorineural Hearing Loss ◽  
Psychosocial Development ◽  
Maternal Education ◽  
Sensorineural Hearing ◽  
Children With Hearing Loss ◽  
The Impact ◽  
Childhood Hearing Loss

Abstract Background The Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study is a prospective study commenced in 2005 that was aimed to examine the effect of age of hearing loss identification and intervention on outcomes for children with hearing loss, such as language and psychosocial development. Permanent childhood hearing loss has a significant impact on child development. Methods 450 children identified with permanent sensorineural hearing loss prior to 3 years of age in New South Wales, Queensland and Victoria completed comprehensive speech, language and audiological assessments at defined age intervals. Multiple regression analysis and structural equation modelling (SEM) were completed to determine factors influencing outcomes at 5 and 9 years of age. Results Regression models indicated outcomes were significantly influenced by age of hearing loss intervention, nonverbal cognitive ability, maternal education level and communication mode. A significant predictive effect of early language skill was seen on later language development. SEM found that the impact of age of hearing loss intervention on language outcomes was mediated by its effect on cognitive development and speech perception. Language ability influenced psychosocial development. Conclusions Early identification and intervention of hearing loss improves language and psychosocial development, via its influence on cognitive development and speech perception. Key messages Early hearing loss identification and intervention improves language and psychosocial development for children with permanent sensorineural hearing loss. Evidence from the LOCHI study has guided clinical management guidelines of children with hearing loss.

scholarly journals Amount and timing of group-based childcare from birth and cognitive development at 51 months

2016 ◽  
Vol 41 (3) ◽  
pp. 360-370 ◽  
Author(s):  
Jacqueline Barnes ◽  
Edward C. Melhuish
Keyword(s):  
Social Class ◽  
Cognitive Development ◽  
Maternal Education ◽  
First Language ◽  
Verbal Ability ◽  
Care Quality ◽  
Group Care ◽  
Home Learning Environment ◽  
Home Based ◽  
Home Based Care

This study investigated whether the amount and timing of group-based childcare between birth and 51 months were predictive of cognitive development at 51 months, taking into account other non-parental childcare, demographic characteristics, cognitive development at 18 months, sensitive parenting and a stimulating home environment. Children’s ( N=978) cognitive development was assessed at 51 months with four subscales of the British Ability Scales: two verbal and two non-verbal. Mothers were interviewed and observed at 3, 10, 18, and 36 months and the quality of group care was assessed at 10, 18, and 36 months ( N=239) if it was used for ≥12 hours per week. Age of starting in group care and amount were highly associated ( r = -.75). Multiple regressions indicated that, controlling for other factors, higher cognitive development and particularly non-verbal ability was associated with more hours per week in group care from 0 to 51 months, or an earlier start, or group care before age 2. Nevertheless, the majority of variance was explained by other predictors: sex (girl), higher cognitive development at 18 months, older mother, first language English, mother of white ethnic background, with more qualifications, higher family social class, more maternal responsivity at 10 months and a more stimulating home learning environment (HLE) at 36 months. Hours per week in relative care or home-based care were not significant predictors of cognitive scores. For the smaller relatively advantaged sample who had group care quality information ( N=239), quality was a marginal predictor of better cognitive development but age of starting group care was not. Most variance was explained by 18 month cognitive development, maternal education, and family social class.

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