The Griffiths Scale of Infant Development: Scores and Predictions From 3 to 18 Months

Hindley, C. B.

doi:10.1111/j.1469-7610.1960.tb01984.x

Cited by 39 publications

(15 citation statements)

References 17 publications

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“…Social class differences. Consistent with the previous findings (Hindley, 1960), no significant social class differences were to be found in Griffiths scores at 6 months and 18 months, but highly significant differences {P < 0-001) were to be found in Terman-Merrill scores at 3 yr and 5 yr (Table 11). At these ages, children of social class 1/2 obtained mean scores of roughly 0-62 CT and 0-86 a above the overall means (Table 10); those of social class 3 score near to the overall means; and those of social class 4/5 score 0-61 a and 0-66 a below the overall means.…”

Section: Sex and Social Class Differencessupporting

confidence: 92%

Stability and Change in Abilities Up to Five Years: Group Trends

Hindley

1965

Child Psychology Psychiatry

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Section: Sex and Social Class Differencessupporting

confidence: 92%

Stability and Change in Abilities Up to Five Years: Group Trends

Hindley

1965

Child Psychology Psychiatry

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“…Second, the sample was limited to infants from urban areas only. Although Hanson et al 36,47 did not find any significant differences in the GQ of the Griffiths Scales for infants under the age of 2 years, from urban and rural regions, these were not South African children, where the urban-rural divide may be more marked. Since there is also some evidence to indicate that urban children perform better than rural children on certain cognitive skills 48 , the performance of a larger, more representative sample of high and low income infants on the Griffiths Scales should be undertaken.…”

Section: Resultsmentioning

confidence: 96%

Level of maternal education and performance of Black, South African infants on the 1996 Griffiths Mental Development Scale

Cockcroft

Amod²,

Soellaart³

2008

Afr. J. Psych

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IntroductionMaternal level of education and profession have not been well researched as mediating factors in infant development. The impact of maternal employment on child development remains a topic of much informal debate. Mothers who have a tertiary education are likely to enter professional occupations, and subsequently to belong to a middle to high socioeconomic group. This in turn influences access to financial resources, diet, health care and sanitary facilities, quality of education, exposure to books and technology, and familiarity with Western cultural mores, which are all likely to have an effect on child development and psychological functioning. 1,2,3 However, it has been demonstrated that maternal employment during the first three years of a child's life has a deleterious (albeit small) effect on the child's intellectual development. 4 The general increase in the employment of women over the past few years, together with the increase in single parent households, is suggested to afford parents less time and energy to invest in their children. Consequently, this paper reports on the results of a comparison between the performance of infants with educated, professionally employed mothers versus those with less educated, nonprofessional mothers, on the Griffiths Mental Development The study compared the performance on the Griffiths Mental Development Scales of Black, South African infants with mothers who had twelve or more years of education and who were professionally employed with infants of mothers with fewer than twelve years of education and who were employed in non-professional jobs. Method: The sample consisted of 40 infants (aged 13-16 months), to whom the Griffiths Mental Development Scales was administered. Results: The infants with professional mothers performed significantly better than their counterparts with non-professional mothers on the General Quotient, as well as on the Locomotor Scale. While maternal level of education did not appear to distinguish between infants in terms of social, fine motor, language, hearing, processing speed or practical reasoning, it did discriminate in terms of gross-motor functioning. Conclusion: It is suggested that, as the infant develops, the skills assessed by the Griffiths Scales, which are initially differentiated, become increasingly interrelated. Consequently, poor gross-motor skills, which may be more likely in infants from a low socio-economic status, may have far-reaching implications. Thus, it is important to consider maternal level of education and the socio-economic status background of the infant, as this may influence overall performance on the Scales.

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“…The scores from the scale are developmental quotients (GQ) for each domain and for general development. Previous research supports the validity of the Griffiths (Griffiths, 1954;Hindley, 1960; Hindley & Owen, 1978; Ramsay & Fitzhardinge, 1977). Investigators were taught to administer and score the Griffiths by a U.S. expert who was trained in England.…”

Section: Methodsmentioning

confidence: 99%

The interaction of home environment features and their relation to infant competence

Parks

Bradley

1991

Infant Ment. Health J.

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This investigation examined the relation between features of the home environment (HOME Scale) and domains of development (Griffiths Scales) in 6‐month‐olds. The sample consisted of 155 families with diverse demographic characteristics who were part of a larger study. Data were analyzed using hierarchical multiple regression. More favorable eye‐hand development was associated with more availability of appropriate play materials. The interaction of appropriate play materials and maternal involvement was related to both social and hearing‐speech development. For the infants who had high exposure to appropriate play materials, social and hearing‐speech development was more optimal if their mothers were highly involved with them. The analyses were conducted separately for low (n = 87) and middlelhigh (n = 55) socioeconomic status groups from the sample. Partial replication of the interaction effect was present for the middle/high group, but not for the low group. Findings support the importance of examining interaction as well as additive effects of the impact of early environment for relatively large samples in which there is a diversity of experiences.

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The Griffiths Scale of Infant Development: Scores and Predictions From 3 to 18 Months

Cited by 39 publications

References 17 publications

Stability and Change in Abilities Up to Five Years: Group Trends

Stability and Change in Abilities Up to Five Years: Group Trends

Level of maternal education and performance of Black, South African infants on the 1996 Griffiths Mental Development Scale

The interaction of home environment features and their relation to infant competence

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