Predictors of Home Environment and Cognitive Competence During Early Childhood in Pakistan

Masud, Simin; Luster, Tom; Youatt, June Pierce

doi:10.1080/0300443941000102

Cited by 11 publications

(9 citation statements)

References 21 publications

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“…HOME scores showed a consistent relationship with cognitive development in Asian samples, including studies done in India ( Kurtz et al, 1987), Pakistan (Masud et al, 1994) and Japan (Nishimura et al, 1992). Findings were consistent, but somewhat weaker, for children in Singapore (Chua et al, 1989).…”

Section: Convergent Validitymentioning

confidence: 81%

“…As expected, more modifications were made in non-western countries; but, overall, the number of modifications was small and there was little consistency in the type of changes made across cultures. What is perhaps most revealing is the very strong correlations between the total HOME score and scores from home environment measures specifically designed for a particular culture (Amme and Takayama, 1989;Masud et al, 1994). Hui and Triandis (1985) argue that as one moves from assessing highly abstract and general constructs to assessing more concrete and particular constructs, the difficulty of attaining cultural equivalence in measures decreases.…”

Section: Discussionmentioning

confidence: 95%

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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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Section: Convergent Validitymentioning

confidence: 81%

Section: Discussionmentioning

confidence: 95%

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

1996

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“…For the most part, the same patterns emerged throughout the world. They emerged in Europe and Israel, where there are generally high standards of living (Abreu-Lima, n.d.;Broberg et al, 1997;Jacobson et al, 1995;Palacios, Gonzalez, & Moreno, 1992;Palti et al, 1984;Pinto, 2004;Vedder, Eldering, & Bradley, 1995), as well as in regions where standards of living tend not to be high (Aina et al, 1993;Blevins-Knabe & Austin, 2000;Das & Padhee, 1993;Durbrow et al, 1996;Kurtz et al, 1987;Masud et al, 1994;Richter & Grieve, 1991;Sahu & Devi, 1982;Tippie, 2003;Torralva & Cugnasco, 1999;Zeitlin et al, 1995). A good example of the latter is the Nso from Africa.…”

Section: Socioeconomic Statusmentioning

confidence: 95%

“…Despite high rates of poverty and generally low levels of education in Latin America, Africa, and much of Asia, most studies examining HOME stimulation and child well-being have found robust relations between the two (Aina et al, 1993;Bastos et al, 1998;Black, 2003;Chomitz, 1992;Church & Katigbak, 1991;Cravioto & DeLicardie, 1972;Drotar et al, 1999;Duhan & Punia, 1998;Durbrow et al, 1997;Grantham-McGregor, 1991;Grantham-McGregor, Powell, Walker, Chang, & Fletcher, 1995;Grantham-McGregor, Lira, Ashworth, Morris, & Assuncao, 1998;Hamadani, Fuchs, Osendarp, Huda, & Grantham-McGregor, 2002;Hayes, 1997;Hayes, Lampart, Dreher, & Morgan, 1991;Jang, 2001;Lee, Super, & Harkness, 2003;Lozoff et al, 1995Lozoff et al, , 1998Lozoff, Jimenez, & Wolf, 1991;Marturano, Ferreira, & Bacarji, 2004;Masud, Luster, & Youatt, 1994;Misra & Tiwari, 1984;Richter & Grieve, 1991;Sahu & Devi, 1982;Torralva & Cugnasco, 1999;Zeitlin et al, 1995). In some instances associations were lower than most in the US, for example in Bahrain (Hadeed & Sylva, 1999).…”

Section: Stimulation/teachingmentioning

confidence: 97%

Caring for children around the world: A view from HOME

Bradley¹,

Corwyn²

2005

International Journal of Behavioral Development

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This review examines cultural and socioeconomic variations in parenting as represented by the original and adapted versions of the HOME Inventory. There was specific focus on three aspects of the family environment where cultural models of parenting and access to resources are thought to be operative and for which there is evidence of impact on child well-being: parental responsiveness, discipline practices, and exposure to stimulating materials and experiences. Findings revealed meaningful impacts of culture and SES in all three areas. Not only did mean differences emerge across countries but different alliances between indicators, presumably representing the same parenting construct, also emerged. The review also revealed a tendency for researchers to modify the HOME consistent with local beliefs and practices concerning what children need, what families need, and the role of parents in fostering particular aspects of development. Despite differences in cultural models of parenting around the world, the studies showed rather consistent relations between exposure to stimulation and parental responsiveness and children's adaptive functioning. Associations with physical punishment were somewhat less clear.Culture is a complex system composed of many loosely interlocked, sometimes causally connected elements, including parenting beliefs and practices (D'Andrade, 2001). In any society, what parents do and how it relates to child well-being is very much determined by an intricate interplay between these forces and prevailing environmental conditions (economic, political, etc.). Culture helps determine both how parents interpret the needs of children and how they react to those needs. Kitayama (2002) argued that it is difficult to penetrate the distinctive features of a culture, for there is a dynamism in how such features are fully instantiated in daily routines, interpersonal rituals, styles of conversation, and relations with social institutions that make up behavioural environments. It is easier to map routines and practices than to fully appreciate how they operate within individuals, families, or communities (De Munck, 2001). Part of the dynamism as regards how culture is implicated in parenting derives from the fact that societal goals represent a fluid blend of what is thought possible and what is deemed desirable. Accordingly, parenting practices in two societies can look remarkably similar when children are infants, only to diverge during middle childhood and adolescence. Likewise, parenting behaviours that align in one society to affect children's development (for good or ill) may not be aligned in a second society (as will be seen throughout this review). These differences may reflect cultural values; also they may reflect other aspects of family ecology. In that regard, it is important to remember that little things may mean a lot. It can be instructive to examine how often parents do certain things and how their patterns of behaviour function in relation to children's outcomes. By so doing, researchers m...

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“…This relationship between child development and the home is a cross-cultural finding (Misra & Tiwari, 1987;Hayes, Lampart, Dreher & Morgan, 1991;Church & Katigbak, 1991;Masud, Luster & Youatt, 1994;Lozoff, Park, Radan & Wolf, 1995). However, the specific home environment variables which are important within a particular culture and those which are cross-cultural are not well established.…”

Section: Introductionmentioning

confidence: 87%

Reliability and Validity of the HOME Preschool Inventory in Jamaica

Hayes

1997

Early Child Development and Care

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Two hundred and ninety-four preschool-aged children and their primary caregiver participated in a study to determine the measurement equivalence of the Home Observation for Measurement of the Environment in Jamaica. Factor analysis with alpha reliability provided a measure of internal consistency. McCarthy Scales of Children's Abilities were done as a measure of concurrent validity. Concurrent validity is demonstrated for four HOME subscales and the total. The factor structure in the Jamaican sample is similar to the existing HOME, but not an equivalent match. Broadly-based comparisons could be made cross-culturally using this scale in Jamaica however more culture-specific measurements would be indicated for within culture studies. Items related to direct cognitive stimulation by the caregiver are shown to be more relevant cross-culturally than are the socioemotional items and physical aspects of the environment which tend to be more culture specific.

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Predictors of Home Environment and Cognitive Competence During Early Childhood in Pakistan

Cited by 11 publications

References 21 publications

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

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

Caring for children around the world: A view from HOME

Reliability and Validity of the HOME Preschool Inventory in Jamaica

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