Socioeconomic status in Brazilian psychological research: II. socioeconomic status and parenting knowledge

Castro, Rodolfo Ribas Jr. de; Moura, Maria Lucia Seidl de; Bornstein, Marc H.

doi:10.1590/s1413-294x2003000300005

Cited by 44 publications

(51 citation statements)

References 32 publications

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“…Children with low-educated fathers had 6.8 times higher risk of having abnormal emotional development than children with high-educated fathers. This fact supports finding of Ribas et al, 17 stating that parents' high education will affect the parenting knowledge about food intake, the provision of stimulation, and child rearing.…”

Section: Discussionsupporting

confidence: 88%

“…Maternal education affects parenting knowledge about the fulfilment of food intake in children, the provision of stimulation and child rearing. 17 Children with low-educated mothers had 4.8 times higher risk of having abnormal emotional development than children with high-educated mothers. The results support study by Metwally et al, 7 showing that low-educated mothers had a higher risk to have children suffering from emotional development disorders than the high-educated mothers.…”

Section: Discussionmentioning

confidence: 96%

“…Parental education level affects the development their children. 17 Maternal education is often associated with the children development. Maternal education affects parenting knowledge about the fulfilment of food intake in children, the provision of stimulation and child rearing.…”

Section: Discussionmentioning

confidence: 99%

“…The high parental education will affect the fulfillment of parenting knowledge about food intake, stimulation and parenting. 17 Good income and education of parents will affect the fulfillment of good nutrition needs also for child growth.…”

Section: Discussionmentioning

confidence: 99%

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The Influence of Exclusive Breastfeeding to Emotional Development of Children Aged 48-60 Months

Kusmiyati¹,

Sumarah²,

Dwiawati³

et al. 2018

Kesmas: National Public Health Journal

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Impaired emotional development is a problem faced by children and this can negatively impact on function, development and readiness of their school. Exclusive breastfeeding can meet brain development needs that affect child development. This study aimed to determine correlation between exclusive breastfeeding and emotional development of children aged 48-60 months. This study used historical cohort.The subjects of this study were 7-12-month old infants living in area of Borobudur Primary Health, Central Java Province, Indonesia in 2011-2012. Independent variable of exclusive breastfeeding was when infants received only breast milk without any supplementary food or drink including water since birth until the age of 6 months. Data were obtained from medical records of children. The emotional development was assessed directly by using questionnaires on emotional and mental problems. Data analysis used cox regression. This study found that provision of exclusive breast feeding was evidently correlated with the child's emotional development. Infants who did not receive exclusive breastfeeding had 2.96 higher risk of having abnormal emotional development than infants who received exclusive breastfeeding. Exclusive breastfeeding greatly influences emotional development of the children. Keywords: Children aged 48-60 months, emotional development, exclusive breastfeeding Abstrak Gangguan perkembangan emosional adalah masalah yang dihadapi anak-anak dan hal ini dapat berdampak negatif terhadap fungsi, perkembangan dan kesiapan sekolah mereka. Pemberian ASI eksklusif mampu memenuhi kebutuhan perkembangan otak yang memengaruhi perkembangan anak. Penelitian ini bertujuan untuk mengetahui hubungan antara pemberian ASI eksklusif dan perkembangan emosional anak usia 48-60 bulan. Penelitian ini menggunakan kohort historis. Subyek penelitian adalah bayi berusia 7-12 bulan yang tinggal di wilayah Puskesmas Borobudur, Provinsi Jawa Tengah, Indonesia tahun 2011-2012. Variabel bebas pemberian ASI eksklusif adalah saat bayi hanya menerima ASI tanpa tambahan makanan atau minuman termasuk air sejak lahir sampai usia 6 bulan. Data diperoleh dari rekam medis anak. Perkembangan emosional dinilai langsung dengan menggunakan kuesioner mengenai masalah kejiwaan dan emosional. Analisis data dilakukan dengan menggunakan cox regression. Penelitian ini menemukan bahwa pemberian ASI eksklusif terbukti berkorelasi dengan perkembangan emosional anak. Bayi yang tidak mendapatkan ASI eksklusif memiliki risiko lebih tinggi 2,96 kali mengalami perkembangan emosional abnormal dibandingkan bayi yang mendapatkan ASI eksklusif. ASI ekslusif berpengaruh besar terhadap perkembangan anak. Kata kunci: Anak usia 48-60 bulan, perkembangan emosi, ASI eksklusif

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

The Influence of Exclusive Breastfeeding to Emotional Development of Children Aged 48-60 Months

Kusmiyati¹,

Sumarah²,

Dwiawati³

et al. 2018

Kesmas: National Public Health Journal

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“…A escolaridade da mãe vem sendo considerada um preditor bastante confiável de diferenças em resultados diversos em estudos sobre desenvolvimento, em várias áreas (Lordelo, Fonseca & Araújo, 2000;Ribas Jr., Moura & Bornstein, 2003). No caso da presente amostra, observa-se uma suave tendência a uma melhoria no desempenho das crianças conforme aumenta a escolaridade da mãe, medida pelo número de anos completados na escola.…”

Section: Resultsunclassified

Contexto e desenvolvimento cognitivo: freqüência à creche e evolução do desenvolvimento mental

Lordelo¹,

Chalhub²,

Guirra³

et al. 2007

Psicol. Reflex. Crit.

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ResumoEste estudo objetivou avaliar efeitos da experiência de creche no desenvolvimento cognitivo de crianças freqüentando creche, em comparação com crianças que permaneciam em casa, todas de um bairro pobre de Salvador e condições sócio econômicas eqüivalentes. Dois grupos de crianças (18 em creche e 19 em casa), juntamente com suas mães, participaram do estudo. As Escalas Bayley ou WPPSI-R (dependendo da idade da criança) foram aplicadas quatro vezes em 26 meses; subsidiariamente, as mães foram entrevistadas para fornecer uma avaliação do desempenho da criança a partir de seu ponto de vista. Os resultados mostraram que o desenvolvimento cognitivo foi afetado pela renda das famílias e, parcialmente, pela escolaridade materna. Freqüentar a creche não produziu resultados significativos em desempenho cognitivo, enquanto a avaliação materna indicou algumas diferenças entre os dois grupos na primeira avaliação, que desapareceram, na maior parte, na última. Os resultados são parcialmente compatíveis com a literatura, e suas implicações são discutidas. Palavras chave: Creche; efeito de creche; desenvolvimento cognitivo. AbstractThis study aimed to assess effects of the day care center experience on the cognitive development of pre-school children. Two groups of children, 18 from day care centers and 19 who were cared for at their homes were studied, including their mothers, took part in this study. Both groups had equivalent socioeconomic status and lived in a very poor neighborhood. Bayley Scales or WPPSI-R Scale (according to age) were used four times in a 26 month period; as an auxiliary research instrument, the mothers were interviewed for providing a child assessment from their own point of view. The results show that family income and, to some extent, the mother's school level affected cognitive development. Attendance to a day care center did not produce significant differences in cognitive development; maternal assessments suggested some differences between groups in the first evaluation, which disappeared, most of them, in the last one. These results are compatible partially with international literature and their implications are discussed. Keywords: Day care center; effect of day care center; cognitive development.Nos 50 anos que se seguiram à segunda guerra mundial, as transformações na estrutura da família foram dramáticas, em termos de padrões de natalidade, atribuição de papéis e tarefas, modos de cuidar das crianças e padrões de relacionamento social. A entrada maciça da mulher na força de trabalho e a falta de pessoas disponíveis para cuidar das crianças forçaram as sociedades a criar e manter instituições onde as crianças de zero a seis anos poderiam passar o dia.A psicologia do desenvolvimento, especialmente nos Estados Unidos, começou a avaliar os efeitos dessa experiên-cia no desenvolvimento da criança, em diversas esferas, como o apego mãe-criança, habilidades sociais e cognitivas e padrões de ajustamento à escola e à comunidade, entre outras. O ambiente de discussão dessas avaliações tem sido tu...

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The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families

Rowe

Denmark

Harden

et al. 2015

Infant and Child Development

107

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This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre-literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study-Birth Cohort. Mothers' knowledge of infant development was measured when children were 9 months old, and child language and pre-literacy skills were measured during the fall of the preschool year prior to Kindergarten when children were approximately four years old. Mothers' knowledge of infant development was uniquely related to both maternal education and race/ethnicity. Reported sources of parenting information/advice also varied by education and race/ ethnicity and were related to parenting knowledge. Further, controlling for demographic factors, parenting knowledge partially mediated the relation between parent education and child language and pre-literacy skills, and this relation differed by race/ethnicity. One way to eliminate socioeconomic status achievement gaps in children's early language and literacy skills may be to focus on parents' knowledge of child development, particularly in Latino families.There is abundant evidence that children's oral language skills at kindergarten entry vary widely and strongly predict their later literacy skills and school success SES peers. Much more work is needed to investigate this possibility, yet the evidence suggests it is plausible and it is thus a fruitful area for future evaluation. Note 1. These constraints were also tested in a univariate fashion, and both constraints were found to lead to significant loss of fit.

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Socioeconomic status in Brazilian psychological research: II. socioeconomic status and parenting knowledge

Cited by 44 publications

References 32 publications

The Influence of Exclusive Breastfeeding to Emotional Development of Children Aged 48-60 Months

The Influence of Exclusive Breastfeeding to Emotional Development of Children Aged 48-60 Months

Contexto e desenvolvimento cognitivo: freqüência à creche e evolução do desenvolvimento mental

The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families

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