Family-based training to improve cognitive outcomes for children from lower socioeconomic status backgrounds: emerging themes and challenges

Pakulak, Eric; Stevens, Caitlin

doi:10.1016/j.cobeha.2015.05.006

Cited by 9 publications

(3 citation statements)

References 44 publications

(46 reference statements)

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“…Both of these approaches highlight the potential utility of two‐generation programming to simultaneously address the needs of both children and their parents with the ultimate goal of improving school readiness in high‐risk environments. Indeed, there is strong evidence that interventions supporting parents and children together (e.g., home visiting) can improve outcomes for families in poverty (Engle et al., ; Neville et al., ). Assuming that the associations observed in this study reflect causal effects, our findings support this perspective in Ghana and highlight that caregiver education, household wealth, and parental investment are three targets of intervention that could support child outcomes and mitigate SES disparities at the start of formal schooling.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, researchers have found that at the country level, the Human Development Index (HDI) score, average level of schooling, and gross domestic product are significantly correlated with levels of parent‐reported stimulation (Bornstein & Putnick, ). The intervention literature also supports the importance of stimulation, with a number of parenting programs showing substantive impacts on child outcomes in LMICs (e.g., Engle et al., ; Neville, Pakulak, & Stevens, ). In Mexico, for example, Knauer et al.…”

Section: Ses and School Readinessmentioning

confidence: 98%

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Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations With School Readiness in Ghana

Wolf

McCoy

2017

Child Development

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This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015-2016 school year (N = 2,137; M = 5.2 years). Results revealed SES-related gaps in all parental investment characteristics and child school readiness skills. Preschool involvement served as the primary mediating mechanism in the path from SES to most school readiness skills, though it did not predict executive function. The number of books in the household was marginally positively predictive of early literacy, whereas at-home stimulation was negatively related to motor, literacy, and numeracy skills.

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Section: Discussionmentioning

confidence: 99%

Section: Ses and School Readinessmentioning

confidence: 98%

Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations With School Readiness in Ghana

Wolf

McCoy

2017

Child Development

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“…There is strong evidence that interventions supporting parents can improve outcomes for young children (Britto et al, in press; Engle et al, 2011), and that providing families with home visiting or group-based curricula can improve outcomes for children living in poverty (Neville, Pakulak, & Stevens, 2015). These parenting interventions use various combinations of home visits, primary health care visits, group sessions with caregivers, and nutritional services to improve cognitive function and health in early childhood.…”

Section: Parenting Interventions To Improve Child Developmentmentioning

confidence: 99%

Promoting child development through group-based parent support within a cash transfer program: Experimental effects on children’s outcomes.

Fernald¹,

Kagawa²,

Knauer³

et al. 2017

Developmental Psychology

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We examined effects on child development of a group-based parenting support program ( - EI) when combined with Mexico's conditional cash transfer (CCT) program (, originally and). This cluster-randomized trial included 204 communities (n = 1,113 children in final sample), stratified by community indigenous status, and assigned to receive either: (T0) CCT only; (T1) CCT plus availability of EI in the community; or (T2) T1 plus promotion of the EI program by the CCT program. Interviews were conducted with the mother or primary caregiver of each child at baseline (2008, children 0-18 months old), and at follow-up (2012, children 3-5 years old); the intervention began after baseline and continued for all eligible households. Cognitive development was assessed with the Extended Ages and Stages Questionnaire (baseline) and the McCarthy Scales of Children's Development (follow-up); assessors were blinded to treatment. All analyses were intention to treat. There were significant effects on child development when EI received support and promotion from the CCT program (T₂ vs. T₀: General Cognitive Index, β = 3.90; 95% CI [0.51, 7.30], Verbal Score, β = 4.28; 95% CI [0.51, 8.05], and Memory Score, β = 4.14; 95% CI [0.62, 7.66]), effects equivalent to 0.26-0.29 SD. There were no significant benefits when the programs operated independently (T₁ vs. T₀). In stratified analyses, EI showed significant effects in indigenous communities only. We found consistent results in regressions controlling for covariates, with some reductions in magnitude of differences. Our findings suggest that group-based, parenting support programs can improve child outcomes within the context of a CCT, but only when the 2 programs are integrated and mutually supportive. (PsycINFO Database Record

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Circumstance of Difference: Socioeconomic Status

Baker

Leonard

2016

Neuroethics in Higher Education Policy

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Family-based training to improve cognitive outcomes for children from lower socioeconomic status backgrounds: emerging themes and challenges

Cited by 9 publications

References 44 publications

Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations With School Readiness in Ghana

Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations With School Readiness in Ghana

Promoting child development through group-based parent support within a cash transfer program: Experimental effects on children’s outcomes.

Circumstance of Difference: Socioeconomic Status

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