Home Environment and Cognitive Development in Young Children of Middle-Socioeconomic-Status Families

Gottfried, Allen W.; Gottfried, Adele Eskeles

doi:10.1016/b978-0-12-293460-5.50008-0

Cited by 136 publications

(124 citation statements)

References 28 publications

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“…The magnitudes of these environmental effects were moderate, yet consistent, regardless of whether agestandardized or subscale raw scores were analyzed. Consistent with the conclusions of Bradley, Caldwell, and Elardo (1977) and Gottfried and Gottfried (1984), HOME and SES are more than just different types of measures of the child's environment, because both variables had differential effects on children's intellectual growth patterns.…”

Section: Discussionsupporting

confidence: 60%

Effects of Environmental Measures on Intelligence in Young Children: Growth Curve Modeling of Longitudinal Data

Espy¹,

Molfese²,

DiLalla³

2001

Merrill-Palmer Quarterly

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Effects of different environmental measures on individual intellectual growth patterns were examined in 105 young children participating in a longitudinal study. Intelligence 4 th edition) was measured at ages 3 through 6 years, and child's environment (HOME and SES) was assessed at age 3 years. Growth curve analyses revealed that HOME scores exerted a constant influence on the expected composite, verbal, and nonverbal intellectual skills at each age. Only SES influenced the rate of growth, specifically nonverbal intellectual skills. The magnitudes of these effects were moderate, but consistent, regardless of whether age-standardized or subscale raw scores were analyzed. These findings confirm that HOME and SES scores are more than just different types of measures of the child's environment.Performance on cognitive tests in childhood typically is better predicted by measures of the home environment and by variables that influ- Merrill-Palmer Quarterly, January 2001, Vol. 47, No. 1, pp. 42-73 This research is supported by grant R01 HD17860 from the National Institute of Child Health and Human Development.We thank the participating children and their parents in the southern Illinois area. We also thank Tina Carpenter, Melissa Taylor, Theresa Senn, and Arlene Modglin for their help in test administration, data reduction, figure preparation, and project management. The helpful comments of three anonymous reviewers also are acknowledged.Correspondence concerning this article should be addressed to: Dr. Victoria J. Molfese, Nystrand/Ashland Chair, School of Education, Room 236, University of Louisville, Louisville, KY 40208 or Dr. Kimberly Andrews Espy, Department of Psychiatry, Mailcode 6503, Southern Illinois University School of Medicine, Carbondale, IL 62901-6503. Email: tori@louisville.edu. ence the intellectual level of the home environment than by biomedical risk factors or infant developmental indices. In studies of normal and "atrisk" children (including preterm, low birthweight, and low socioeconomic status [SES]), strong correlations between markers for home environment quality (SES, maternal intelligence, characteristics of the home, and parenting practices) and performance on intelligence tests in infancy and early childhood are reported (e.g., Bradley, 1993;Bradley et al., 1993;Gottfried, 1984;Molfese, DiLalla, & Bunce, 1997;Molfese, DiLalla, & Lovelace, 1995;Schiamberg & Lee, 1991). The consistency in findings is remarkable in part because of the variety of measures used across studies to index home environment, including both molecular and molar measures (Bronfenbrenner, 1986). Results from these studies make a strong case for the influence of home environment on development, thereby suggesting that the child's environment, even when considered in the larger context, influences the development of intelligence.Although the value of home environment in predictive models has been demonstrated with preschool and school-aged children, several issues have not been addressed. First, most studies of the...

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Section: Discussionsupporting

confidence: 60%

Effects of Environmental Measures on Intelligence in Young Children: Growth Curve Modeling of Longitudinal Data

Espy¹,

Molfese²,

DiLalla³

2001

Merrill-Palmer Quarterly

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“…Mean scores were close to those reported for middleclass families in the United States (Bradley ef al., 1989;Gottfried and Gottfried, 1984)-Yugoslav families were an exception: means were low and the variability substantial (Wasserman, 1996). The limited variability for Dutch children led Vedder and his colleagues (1995) to reduce the EC-HOME to 16 items.…”

Section: Distributional Propertiesmentioning

confidence: 95%

Life at Home: Same Time, Different Places — An Examination of the HOME Inventory in Different Cultures

1996

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less industrialized, more collectivist countries tended to express greater scepticism about the appropriateness of some HOME items, and several teams of researchers made modifications in the instrument. The HOME total score showed theoretically meaningful (and similar) correlations with family structure, family status and child outcome measures across many cultures. Evidence attesting to the cultural equivalence (and validity) of HOME subscales was far less plentiful and compelling In general, there seemed greater crosscultural equivalence for items assessing cognitively stimulating aspects of the environment than for items assessing socioemotional support. The usefulness of the Inventory in other cultures and for cross-cultural comparisons depends on the purposes one has for using a measure of the home environment. 01996 by John Wiley & Sons, Ltd. University of Arkansas at Little Rock, USAEarly Dev. Parent. 5: [251][252][253][254][255][256][257][258][259][260][261][262][263][264][265][266][267][268][269]19%. No. of Figures: 0. R. H. Bradley, R. F. Conoyn and L. Whiteside-MansellThe 1960s marked a watershed period for studies of the environment. Hunt (1961) made clear the importance of accumulated experience for children's development. Bloom (1964) provided evidence that development was particularly mutable during early childhood and that the trajectory of growth was strongly connected to the pattern of stimulation and support children received. It was during the mid-1960s that Bettye Caldwell and her colleagues (1966) first constructed the Home Observation for Measure ment of the Environment (HOME). HOME is intended to measure the quality and quantity of stimulation and support available to a child in the home environment. Information needed to score the Inventory is obtained during a 45-90-minute home visit. The target child and primary caregiver must be present. The procedure involves semistructured observation and interview done so as to minimize obtrusiveness and to allow family members to act normally. The focus is on the child in the environment, the child as a recipient of inputs from objects, events and transactions. The initial version of the Inventory was intended for use during the infant/toddler (birth to age 3 years) period. It contains 45 binary-choice items clustered into six subscales: (1) acceptance, (2) learning materials, (3) parental involvement, (4) parental responsivity, (5) variety and (6) organization. The Early Childhood HOME is for use between 3 and 6 years old. It contains 55 items clustered into eight subscales: (1) acceptance, (2) learning materials, (3) responsivity, (4) physical environment, (5) variety, (6) language stimulation, (7) learning stimulation and (8) modelling. The Middle Childhood HOME is for use between 6 and 10 years. It contains 59 items clustered into eight subscales: (1) learning materials, (2) parental involvement, (3) responsivity, (4) physical environment, (5) active stimulation, (6) emotional climate, (7) encouraging maturity and (8) family participation. ...

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“…Studies have shown a significant negative relation of chaos to development in middle class samples (Gottfried & Gottfried, 1984;Hygge, Evans, & Bullinger, 2002) and when statistically controlling for family SES (Corapci & Wachs, 2002;Dumas et al, 2005;Hart et al, 2007;Petrill, Pike, Price, & Plomin, 2004;Pike et al, 2006;Tus-Sabah et al, 2011).…”

Section: Introductionmentioning

confidence: 93%

Relation of maternal personality to perceptions of environmental chaos in the home

Wachs¹

2013

Journal of Environmental Psychology

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Home Environment and Cognitive Development in Young Children of Middle-Socioeconomic-Status Families

Cited by 136 publications

References 28 publications

Effects of Environmental Measures on Intelligence in Young Children: Growth Curve Modeling of Longitudinal Data

Effects of Environmental Measures on Intelligence in Young Children: Growth Curve Modeling of Longitudinal Data

Life at Home: Same Time, Different Places — An Examination of the HOME Inventory in Different Cultures

Relation of maternal personality to perceptions of environmental chaos in the home

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