Risks for Child Cognitive Development in Rural Contexts

Hermida, María Julia; Shalóm, Diego; Segretin, María Soledad; Goldin, Andrea Paula; Abril, Marcelo; Lipina, Sebastián Javier; Sigman, Mariano

doi:10.3389/fpsyg.2018.02735

Cited by 34 publications

(31 citation statements)

References 68 publications

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“…To our knowledge, geometry has received less frequent attention for rural and urban pre-k populations. Likewise, EF seems less consistently studied across the urban-rural context, but it appears the same differences exist for EF with urban 9 children scoring higher than their rural peers (Hermida, et al, 2019).…”

Section: Context and Time Within The Ppct Frameworkmentioning

confidence: 99%

“…This finding has particular importance for state or regional-level directors responsible for child programs across a variety of contexts. Urban children tend to outscore their suburban and rural peers on kindergarten mathematics (Hermida, et al, 2019), and this advantage persists and broadens over the school years (Graham & Provost, 2012). When urbanicity is divided into large urban, small urban, and rural designations, kindergarten children in small urban areas outscore large urban and rural children on mathematics .…”

Section: Context and Time Within The Ppct Frameworkmentioning

confidence: 99%

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Preschool Mathematics Performance and Executive Function: Rural-Urban Comparisons across Time

Esplin

Austin

Blevins‐Knabe

et al. 2020

Journal of Research in Childhood Education

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We thank the Utah Agricultural Experiment Station and the Utah Office of Childcare for their support of this work.We are grateful to the parents, providers, and little children who participated so cheerfully in this study. 2 AbstractThis longitudinal study, with urban and rural preschool children, examines the relationship between executive function (EF) and mathematics. A panel of direct and indirect measures of EF were used to determine which EF measures were most predictive and a measure of mathematics assessed both numeracy and geometry skill. One hundred eighteen children, ages 39 to 68 months, and their preschool teachers were included, with assessments given twice, about six months apart. EF measures were compared by the amount of variance in mathematics skill each claimed, including the influence of a child's age, gender, and rural-urban context.Results suggest the child's age determines if a panel of direct EF measures is a better predictor of numeracy and geometry skills than the use of a single EF measure. Different EF measures were more strongly related to numeracy versus geometry at Time 1 and Time 2. Differences unrelated to income were found between rural and urban children on numeracy skill but not geometry skill.These results are particularly important to state and regional early childhood directors who work across urban and rural areas, legislators and policymakers, teachers and parents.

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Section: Context and Time Within The Ppct Frameworkmentioning

confidence: 99%

Section: Context and Time Within The Ppct Frameworkmentioning

confidence: 99%

Preschool Mathematics Performance and Executive Function: Rural-Urban Comparisons across Time

Esplin

Austin

Blevins‐Knabe

et al. 2020

Journal of Research in Childhood Education

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“…Regarding individual variables, we expected to replicate the results of previous studies. Past preschool attendance has been linked with cognition in rural contexts (Hermida et al, 2018), so we expected to replicate this finding. However, because the quality of rural education is generally low (Vernon-Feagans et al, 2013), the effects of preschool education on cognition could be lower.…”

mentioning

confidence: 92%

“…Rural contexts have been also characterized by low‐quality dwellings and low parental occupation (Chambers, ), factors that has been shown to affect normal cognitive development (Ngure et al, ). As a consequence, poor rural environments provide a more taxing scenario for typical cognitive development, than urban contexts with comparable overall levels of poverty (Hermida et al, ). Although this evidence presents rural contexts as ones with particular risk, there is a wide range of variability in their effects on cognition, because cognitive development depends not only on environmental factors but also on individual variables (Bronfenbrenner, ).…”

mentioning

confidence: 99%

Temperament Predicts Processing Speed in Low Socioeconomic Status Rural Preschoolers

Hermida

Segretin

Shalóm

et al. 2019

Mind Brain and Education

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Extreme poverty all over the world is concentrated in rural settings. However, studies about cognition in low socioeconomic status (SES) children are for the most part conducted in urban populations. This paper investigates, in a poor rural sample, what are the individual and socioenvironmental variables that make the difference in performance in a processing speed task. Forty four 5‐year‐old children were evaluated with a processing speed task; individual and socioenvironmental information was obtained from parents' interviews. Higher scores in the effortful control dimension of temperament were associated with higher performance in the processing speed task. No other individual or socioenvironmental variable predicted the performance. These results showed that effortful control is important in processing speed and suggest that in low SES rural contexts, low effortful control children would require stronger interventions.

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“…[4]. Poverty can have a negative impact on cognitive development, but most of the studies have been carried out in urban populations [5].…”

mentioning

confidence: 99%

Relationship Between Anthropometric Parameters and Intelligence in Preschool Children From Rural Konkan

Patil¹,

Joglekar²,

Sonavane³

et al. 2020

IJCBR

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Aim: To study association between anthropometric parameters and intelligence in preschool children from Rural KONKAN.Method: Children between 3 to7 years of age were examined for anthropometry, dietary recall and Intelligence (Intelligent Quotient-IQ) assessment from rural anganwadis. IQ test was performed by clinical psychologist using Binet-Kamat test of intelligence (version 4). Nutritional information was collected from 24- hour dietary recall and food diversity. Results: Results were interpreted using Prorated IQ We studied 159 (82 boys, 78 girls) out of which 15 (9.6%) had higher IQ. 25 (15.8%) were born LBW. Anthropometry classification showed that 61 (38.4%) were stunted and 25(15.7%) were wasted. According to IOTF, 72 (46%) were thin, 83(52%) were normal and 3 (2%) were overweight. we found that there is no significant difference in IQ with respect to anthropometric parameters, birth weight and nutritional status. Conclusion: We could not find any association of anthropometric parameters with IQ inspite of high prevalence of malnutrition. Brain is vital organ which can be protected by redistribution of blood flow at the cost of other organs like liver and abdominal viscera, which are the markers for future risk of diabetes. There is need to improve nutritional status. New update of IQ test is much needed as the current test is more than 50 years old and does not take into account the social, cultural transition over last 2 decades.

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Risks for Child Cognitive Development in Rural Contexts

Cited by 34 publications

References 68 publications

Preschool Mathematics Performance and Executive Function: Rural-Urban Comparisons across Time

Preschool Mathematics Performance and Executive Function: Rural-Urban Comparisons across Time

Temperament Predicts Processing Speed in Low Socioeconomic Status Rural Preschoolers

Relationship Between Anthropometric Parameters and Intelligence in Preschool Children From Rural Konkan

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