Socioeconomic correlates of early child development: Gradients from six countries in the East Asia-Pacific region

Richards, Ben; Bacon‐Shone, John; Rao, Nirmala

doi:10.1177/0165025418785460

Cited by 18 publications

(8 citation statements)

References 31 publications

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“…In common with other LMICs (Verick, 2014), working mothers in this study are disproportionally poorly educated and residing in the very poorest households. Wealth and maternal education have been found by previous studies to be strong predictors of child verbal development (Boo, 2015;Jeong et al, 2017;Paxson & Schady, 2005;Richards et al, 2018;Schady et al, 2015). Maternal employment could plausibly be a vehicle for transforming the wealth status of households if women were provided with access to high quality and equal employment opportunities.…”

Section: Conclusion and Recommendationsmentioning

confidence: 89%

“…Assessment of differences in mean age-standardized PPVT scores of children by the child, maternal and economic context characteristics revealed a significant difference and medium or large effect by maternal education, household wealth and area of residence. Maternal characteristics and economic context are well-documented and strong predictors of child development in LMIC (see for example Boo, 2015;Jeong et al, 2017;Paxson & Schady, 2005;Richards et al, 2018;Schady et al, 2015). Previous research from Chile also found that significant relationships between maternal work and child cognitive development were rendered insignificant once other factors were controlled for (Contreras & Gonzalez, 2015;Reynolds et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Early maternal work and child vocabulary development: evidence from Ethiopia

Waterhouse

Bennett

2021

Journal of Family Studies

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This paper uses Young Lives Survey data to examine the relationship between early maternal work and child vocabulary development at age 5 in Ethiopia. In bivariate analysis, early maternal work in agriculture, self-employment and single or multiple work activities are negatively associated with vocabulary development at age 5. However, when children are matched on child, maternal and economic context characteristics using entropy balancing only maternal work in multiple activities remains significantly associated. Analysis of the association between the matching variables and maternal work characteristics indicates that children whose mothers did not work in their child's first year of life belong to wealthier households, their mothers have higher levels of education and they are more likely to reside in urban areasfactors which are all also strongly associated with better vocabulary development. Our results suggest that in the case of most maternal work types, it is the factors which select mothers into work, rather than maternal work itself, which are negatively associated with vocabulary development. Particular attention needs to be paid to mothers who juggle multiple work activities alongside caring for young infants, and more broadly policy should focus on enabling low-income women to access high quality and equal education and employment opportunities.

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Section: Conclusion and Recommendationsmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Early maternal work and child vocabulary development: evidence from Ethiopia

Waterhouse

Bennett

2021

Journal of Family Studies

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“…The authors explained that differences in the developmental outcomes between the two groups might be related because of the adverse early experiences and the socioeconomic inequality of children in extreme poverty [29]. Another study using data from Cambodia, China, Mongolia, Papua New Guinea, Timor-Leste, and Vanuatu found that poor socioeconomic gradients were directly related to lower levels of children’s social-emotional, cognitive and language development and emergent literacy [30]. A comprehensive review also showed that poverty and food insecurity could detrimentally affect the development of young children aged from birth to 3 years [31].…”

Section: Discussionmentioning

confidence: 99%

Is family social exclusion associated with child psychomotor and social development delay in southeastern Brazil?

Oliveira

Palombo

Jeong

et al. 2022

Preprint

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The early years of life are a crucial period for shaping child development. Children from socially excluded families may have less opportunity to attain their full development. The objective was to identify if family social exclusion is associated with child psychomotor and social development delay in Southeastern Brazil. A cross-sectional study was conducted using data from a sample of 348 children under three years. We measured psychomotor and social development delays. An index was used to evaluate social exclusion. The prevalence of child psychomotor and social developmental delay was 27.6% and 17.2%, respectively. Children in the most social excluded group were more likely to have delayed psychomotor development (OR = 3.4; 95% CI = 1.14; 10.55) and social developmental delay (OR = 3.9; 95% CI = 1.05; 9.02) than children in the least social excluded group. The results confirm the association between family social exclusion and child development delay.

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“…This scale consists of seven subscales. A large‐scale validity study of this scale in China showed the reliability and validity of its subscales were good, with Cronbach's alphas for the seven domains ranging from 0.74 to 0.95 (e.g., Richards, Bacon‐Shone, & Rao, ; Sun, Lau, Sincovich, & Rao, ; Zhang, Sun, Richards, Davidson, & Rao, ). Moreover, the Approaches to Learning subscale is an example of applying a direct measure to assess children's approaches to learning.…”

Section: Methodsmentioning

confidence: 99%

Comparing multimethod assessment of approaches to learning among preschool children: Direct measure, teacher report, and parent report

Fan

Jin

2019

Psychology in the Schools

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A multi‐informant or multimethod approach has been suggested for use in educational evaluation and children's development assessment. However, in the study field of approaches to learning, most previous studies used one method to measure approaches to learning. In addition, compared with kindergarten and elementary children, younger children have received little attention. This study was dedicated to determining whether a multimethod approach (direct measure, teacher report, and parent report) was needed to assess preschool children's approaches to learning. A total of 713 preschool children were enrolled in this study. Correlations and multiple regressions were conducted to analyze the correlation among the three methods as well as their criterion validity based upon comparisons with an assessment of children's early childhood development. The results revealed significant but weak correlations among the three assessment methods. The direct measure of approaches to learning was more relevant to children's early childhood development than the teacher report and the parent report. The criterion validity of using the direct measure to assess preschool children's approaches to learning was also better than that of the teacher report and the parent report. Therefore, the direct measure was recommended for use in assessing preschool children's approaches to learning, and teacher report can be used as a supplement.

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Socioeconomic correlates of early child development: Gradients from six countries in the East Asia-Pacific region

Cited by 18 publications

References 31 publications

Early maternal work and child vocabulary development: evidence from Ethiopia

Early maternal work and child vocabulary development: evidence from Ethiopia

Is family social exclusion associated with child psychomotor and social development delay in southeastern Brazil?

Comparing multimethod assessment of approaches to learning among preschool children: Direct measure, teacher report, and parent report

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