scholarly journals Early Childhood Literacy Experiences at Home in Relation to Family Socio-Economic Status (SES)

2020 ◽  
Author(s):  
Fadillah Sandy ◽  
Lintang Muliawanti ◽  
Muhsiyana Nurul Aisyiyah
Keyword(s):  
Early Childhood ◽  
Economic Status ◽  
Literacy Experiences ◽  
Socio Economic Status ◽  
Early Childhood Literacy ◽  
At Home

scholarly journals Prevalence and patterns of cooking dinner at home in the USA: National Health and Nutrition Examination Survey (NHANES) 2007–2008

2013 ◽  
Vol 17 (5) ◽  
pp. 1022-1030 ◽  
Author(s):  
Senbagam Virudachalam ◽  
Judith A Long ◽  
Michael O Harhay ◽  
Daniel E Polsky ◽  
Chris Feudtner
Keyword(s):  
National Health ◽  
Economic Status ◽  
Household Wealth ◽  
Nutrition Examination Survey ◽  
Foreign Born ◽  
Socio Economic Status ◽  
Health And Nutrition ◽  
The Usa ◽  
Race Ethnicity ◽  
At Home

AbstractObjectiveTo measure the prevalence of cooking dinner at home in the USA and test whether home dinner preparation habits are associated with socio-economic status, race/ethnicity, country of birth and family structure.DesignCross-sectional analysis. The primary outcome, self-reported frequency of cooking dinner at home, was divided into three categories: 0–1 dinners cooked per week (‘never’), 2–5 (‘sometimes’) and 6–7 (‘always’). We used bivariable and multivariable regression analyses to test for associations between frequency of cooking dinner at home and factors of interest.SettingThe 2007–2008 National Health and Nutrition Examination Survey (NHANES).SubjectsThe sample consisted of 10 149 participants.ResultsAmericans reported cooking an average of five dinners per week; 8 % never, 43 % sometimes and 49 % always cooked dinner at home. Lower household wealth and educational attainment were associated with a higher likelihood of either always or never cooking dinner at home, whereas wealthier, more educated households were more likely to sometimes cook dinner at home (P < 0·05). Black households cooked the fewest dinners at home (mean = 4·4, 95 % CI 4·2, 4·6). Households with foreign-born reference persons cooked more dinners at home (mean = 5·8, 95 % CI 5·7, 6·0) than households with US-born reference persons (mean = 4·9, 95 % CI 4·7, 5·1). Households with dependants cooked more dinners at home (mean = 5·2, 95 % CI 5·1, 5·4) than households without dependants (mean = 4·6, 95 % CI 4·3, 5·0).ConclusionsHome dinner preparation habits varied substantially with socio-economic status and race/ethnicity, associations that likely will have implications for designing and appropriately tailoring interventions to improve home food preparation practices and promote healthy eating.

scholarly journals Socio-Economic Status May Associate Different Risk(s) with Early Childhood Caries (ECC) That Can Cause the Development of Psychomotor Deficiency in Preschool Children Aged 3–6 Years Old: The Results of Preliminary Analysis from a Cohort Study

2021 ◽  
Vol 18 (17) ◽  
pp. 9011
Author(s):  
Andy Yen-Tung Teng ◽  
Chen-Yi Liang ◽  
Yen Chun Grace Liu
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Child Development ◽  
Causal Relationship ◽  
Early Childhood Caries ◽  
Economic Status ◽  
Socio Economic Status ◽  
Child Development Inventory ◽  
Over Time ◽  
Childhood Caries

Background: We have recently shown that there is a positive correlation between severe caries and developing psychomotor deficiency in preschool children. To fully re-assess such a relationship, we embarked on a 3-year longitudinal follow-up study of kindergarteners, where we aimed to: (i) confirm whether early childhood caries is causally related to the development of psychomotor deficiency as proposed, and (ii) address any significant role or contribution of socio-economic status associated with caries–psychomotor interactions in the preschooler family cohorts studied, over time. Methods: A longitudinal study was designed where the total sum of 159 kindergarteners aged 3–6 from the central and southern regions of Taiwan were randomly selected and recruited for clinical examination of caries, together with questionnaires for personal, demographic and dietary information, socio-economic status, and the children’s psychomotor development scales which were collected and analyzed over time. Student’s t test, chi-squared test, correlation coefficients, and multiple linear regression analysis with R2 determinants were employed to assess any attributable differences (of 0~1) between SES vs. psychomotor manifests and caries measured among all variables computed. Results: The results of our preliminary analyses show that: (i) there was likely a causal relationship between caries activities and aspects of general development scale via the Chinese Child Development Inventory over time (4.01 ± 3.47 vs. 5.88 ± 2.58, respectively) in the 3–6-year-old preschoolers, and (ii) there was significantly more attributable influence (via higher R-squared values) from SES and psychomotor manifests than that of caries and the Chinese Child Development Inventory counterparts, as detected over time. Conclusion: Collectively, the resulting analyses support our previous findings and confirm that there is likely a causal relationship between severe caries and psychomotor deficiency in growing preschoolers; the resulting analyses revealed that such causally related interactions may be attributably explainable by a content-reliant association via socio-economic status analyzed in the kindergartener family cohorts studied. Thus, the socio-economic status or its constituents/factors will have a much broader influence not only associated with developing early childhood caries (a biologic trait), but also for psychomotor deficiency (a social trait) in vulnerable children at risk.

scholarly journals The profile of the Greek ‘XXL’ family

2011 ◽  
Vol 14 (10) ◽  
pp. 1851-1857 ◽  
Author(s):  
Athanasios Christoforidis ◽  
Spyros Batzios ◽  
Haralampos Sidiropoulos ◽  
Maria Provatidou ◽  
Dimitris Cassimos
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Dietary Habits ◽  
Economic Status ◽  
Food Products ◽  
Educational Status ◽  
Eating Behaviours ◽  
Socio Economic Status ◽  
The Family ◽  
At Home

AbstractObjectiveTo identify Greek families in which all members were overweight or obese (XXL families) and to describe their profile with regard to their socio-economic status and their eating behaviours and practices.DesignA prospective cohort study.SettingThe metropolitan area of Kavala.SubjectsWe recruited children aged 11 and 12 years from twelve primary schools, and their parents, from volunteers. Auxologic measurements of the children included height and weight. A structured questionnaire pertaining to information on the socio-economic status of the family, anthropometric values and educational status of parents, dietary habits and the availability of various food products and beverages at home, as well as dietary intake, physical activity, time spent sleeping and time spent watching television, was filled in by one of the parents of each child. A total of 331 families finally participated.ResultsIn sixty-one families (18·43 %) both parents and child were either overweight or obese (XXL family), and in seven of these families all members were obese. Only twenty-eight families (8·46 %) had all members with a normal BMI. The XXL family was associated with lower educational status of both parents, whereas a higher percentage of XXL families resided in rural areas and had lower income. Skipping breakfast and spending more than 3 h in front of a screen every day were more frequently observed in XXL families. With regard to the availability of various food products and beverages at home, no significant differences were observed between XXL families and the rest of the studied families.ConclusionsGreek XXL families have lower educational status and lower annual income.

scholarly journals The relation between home numeracy practices and a variety of math skills in elementary school children

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0255400
Author(s):  
Cléa Girard ◽  
Thomas Bastelica ◽  
Jessica Léone ◽  
Justine Epinat-Duclos ◽  
Léa Longo ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Mental Arithmetic ◽  
Economic Status ◽  
Academic Expectations ◽  
Math Skills ◽  
Academic Attitudes ◽  
Socio Economic Status ◽  
At Home

A growing number of studies suggest that the frequency of numeracy experiences that parents provide at home may relate to children’s mathematical development. However, the relation between home numeracy practices and children’s numerical skills is complex and might depend upon both the type and difficulty of activities, as well as the type of math skills. Studies have also argued that this relation may be driven by factors that are not systematically controlled for in the literature, including socio-economic status (SES), parental math skills and children’s IQ. Finally, as most prior studies have focused on preschoolers, it remains unclear to what extent there remains a relation between the home numeracy environment and math skills when children are in elementary school. In the present study, we tested an extensive range of math skills in 66 8-year-olds, including non-symbolic quantity processing, symbolic number understanding, transcoding, counting, and mental arithmetic. We also asked parents to complete a questionnaire about their SES, academic expectations, academic attitudes, and the numeracy practices that they provide at home. Finally, we measured their arithmetic fluency as a proxy for parental math skills. Over and above differences in socio-economic status, parental arithmetic fluency, child’s IQ, and time spent with the child, we found a positive relation between the frequency of formal numeracy practices that were at or above grade level and two separate measures of mental arithmetic. We further found that the frequency of these advanced formal numeracy practices was related to parents’ academic expectations. Therefore, our study shows that home numeracy experiences predict arithmetic skills in elementary school children, but only when those activities are formal and sufficiently challenging for children.

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