Books, Toys, Parent-Child Interaction, and Development in Young Latino Children

Tomopoulos, Suzy; Dreyer, Benard P.; Tamis-LeMonda, Catherine S.; Flynn, Virginia; Rovira, I.; Tineo, Wendy; Mendelsohn, Alan L.

doi:10.1016/j.ambp.2005.10.001

Cited by 102 publications

(60 citation statements)

References 20 publications

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“…58,59 During this critical prekindergarten period, children are highly vulnerable to disparities in cognitive stimulation, especially spoken language, as well as toys and books promoting constructive parent-child engagement. 12,58,60 Many children arrive at school at a significant disadvantage in reading readiness, and it is clear that those who are poor readers in first grade 61 are unlikely to catch up with peers, at great societal cost. 62 This underscores the need for effective interventions applied as early as possible, when brain networks are most amenable to change.…”

Section: Discussionmentioning

confidence: 99%

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

et al. 2015

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BACKGROUND AND OBJECTIVES: Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level-dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning).METHODS: Nineteen 3-to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level-dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation.RESULTS: Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P , .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a "hub" region supporting semantic language processing, controlling for household income. CONCLUSIONS:In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy. WHAT'S KNOWN ON THIS SUBJECT:The American Academy of Pediatrics recommends parent-child reading from infancy through at least kindergarten, the span of maximal brain growth. Home literacy environment, including reading behaviors and access to books, has been shown to promote oral language and print concepts. WHAT THIS STUDY ADDS:Home reading environment is positively associated with activation of brain areas supporting narrative comprehension and mental imagery in preschool children. This offers novel insight into the neurobiological foundations of emergent literacy and potential effect of shared reading during early childhood. Dr Hutton conceptualized and designed the study, performed all data analysis, and drafted the initial manuscript and subsequent revisions; Dr Horowitz-Kraus provided guidance on study design and analysis, assisted with coordination of data collection, and reviewed and revised the manuscript; Dr Mendelsohn served as national outside facilitator and mentor for this project, provided advice on the use of the StimQ measure, and reviewed and revised the manuscript; Dr...

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Section: Discussionmentioning

confidence: 99%

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

et al. 2015

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“…Asimismo, el número de libros en el hogar, asociándose más cantidad de estos a un mejor desempeño académico -sobre todo cuando este proceso ocurre en la vida temprana del niño- (mineduc, 2009, 2010), y a un mejor desarrollo cognitivo y del lenguaje (Tomopoulos et al, 2006). La investigación ha mostrado que el ambiente familiar es de significativa importancia, pues representa la primera instancia formativa de un individuo (Guevara, 1996).…”

Section: Factores Que Explican El Desempeño Académicounclassified

Perfiles de desempeño académico: la importancia de las expectativas familiares

Bravo-Sanzana

Salvo

Mieres

et al. 2017

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ResumenEl presente artículo explora algunos de los factores que explican el desempeño escolar. Para ello se identificaron y caracterizaron perfiles de estudiantes chilenos de octavo grado de primaria (media 13.65 años de edad/DS 0.74), en función de su desempeño académico en la prueba de Historia, Geografía y Ciencias Sociales, y variables de contexto. La base de datos fue generada por el Sistema de Medición de la Calidad de la Educación de Chile (Simce). La investigación se orientó desde el enfoque cuantitativo correlacional predictivo, utilizando el árbol de clasificación y regresión (cart). Las altas expectativas educacionales de la familia son el factor diferenciador más importante en el rendimiento escolar. Se discuten los resultados en función de la investigación y literatura generada acerca de estos temas. AbstractThis study explored some of the factors that explain school performance. To attain this, Chilean students' profiles of eighth year of primary school were identified and characterized (13.65 year old mean/DS 0.74). This was done according to their academic performance in the History, Geography and Social Sciences test, and the context variables. The database was provided by the Sistema de Medición de la Calidad de la Educación de Chile (Simce). The study was conducted by means of a predictive correlational quantitative design, using a classification and regression tree (cart). Parents' high educational expectations are the most important distinguishing factor in school performance. The results are discussed in relation to previous research about these topics.Palabras clave: desempeño escolar, escuela primaria, rol de la familia, expectativas educacionales de la familia, análisis de regresión, perfiles de estudiantes, cart.

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“…16 These interactions build nurturing relationships that are critical for the child' s cognitive, language, and social-emotional development. 17 Hart and Risley 5 identified dramatic differences in early language exposure of 1-and 2-year-olds in low-income families compared with children in higher-income families. Cognitive and linguistic differences in children from talkative versus taciturn families were impressive by 3 years of age and persisted into school age.…”

Section: Language and Literacy Disparitiesmentioning

confidence: 99%

“…Book sharing has been shown to promote social interaction between caregiver and child and to encourage literacy development. 16,17 Children' s literacy skills at school entry and in kindergarten and first grade often predict their later reading success. [18][19][20] Children from low socioeconomic backgrounds are significantly more likely to have reading problems, to repeat a grade, and to have learning disabilities diagnosed.…”

Section: Language and Literacy Disparitiesmentioning

confidence: 99%

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice

High¹,

Klass²,

Donoghue³

et al. 2014

Pediatrics

209

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Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime. Pediatric providers have a unique opportunity to encourage parents to engage in this important and enjoyable activity with their children beginning in infancy. Research has revealed that parents listen and children learn as a result of literacy promotion by pediatricians, which provides a practical and evidence-based opportunity to support early brain development in primary care practice. The American Academy of Pediatrics (AAP) recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry by (1) advising all parents that reading aloud with young children can enhance parent-child relationships and prepare young minds to learn language and early literacy skills; (2) counseling all parents about developmentally appropriate shared-reading activities that are enjoyable for children and their parents and offer language-rich exposure to books, pictures, and the written word; (3) providing developmentally appropriate books given at health supervision visits for all high-risk, low-income young children; (4) using a robust spectrum of options to support and promote these efforts; and (5) partnering with other child advocates to influence national messaging and policies that support and promote these key early shared-reading experiences. The AAP supports federal and state funding for children’s books to be provided at pediatric health supervision visits to children at high risk living at or near the poverty threshold and the integration of literacy promotion, an essential component of pediatric primary care, into pediatric resident education. This policy statement is supported by the AAP technical report “School Readiness” and supports the AAP policy statement “Early Childhood Adversity, Toxic Stress, and the Role of the Pediatrician: Translating Developmental Science Into Lifelong Health.”

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Books, Toys, Parent-Child Interaction, and Development in Young Latino Children

Cited by 102 publications

References 20 publications

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

Perfiles de desempeño académico: la importancia de las expectativas familiares

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice

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