scholarly journals Parenting Knowledge, Parental Investments, and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (8) ◽  
pp. 2792 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Jingjing Gao ◽  
Tianyi Wang ◽  
Renfu Luo
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Rural China ◽  
Rural Households ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parental Investments ◽  
Parenting Knowledge ◽  
Development Outcomes

This paper investigates the relationships between caregivers’ parenting knowledge and early childhood development, based on a survey conducted in 1715 rural households in 100 villages located in an undeveloped rural area of western China. The results find that, first, caregivers’ parenting knowledge is positively and significantly associated with children’s development outcomes, including cognitive, language, motor, and social–emotional development; second, caregivers’ parental investments significantly mediate the link between parenting knowledge and early childhood development; third, in contrast with other parental investments, play materials (in terms of variety and quantity) and play activities in the households are the strongest mediators. Our findings might be informative for policy makers to design policies targeted to foster human capital formation in rural China.

scholarly journals Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (5) ◽  
pp. 1506 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Yuting Chen ◽  
Renfu Luo
Keyword(s):  
Emotional Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parenting Skills ◽  
Social Emotional ◽  
Socioeconomic Characteristics ◽  
Development Outcomes ◽  
The Relationship

This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.

The Effect of Maternal Migration on Early Childhood Development in Rural China

2016 ◽  
Author(s):  
Ai Yue ◽  
Sean Sylvia ◽  
Yu Bai ◽  
Yaojiang Shi ◽  
Renfu Luo ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Rural China ◽  
Childhood Development

scholarly journals Is it possible to improve early childhood development with a video-feedback intervention directed at the mother-father-child triad?

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Marcia Olhaberry ◽  
María José León ◽  
Catalina Sieverson ◽  
Marta Escobar ◽  
Daniela Iribarren ◽  
...  
Keyword(s):  
Early Childhood ◽  
Family Relationships ◽  
Early Childhood Development ◽  
Video Feedback ◽  
Early Years ◽  
Childhood Development ◽  
Psychomotor Development ◽  
Fine Motor ◽  
Control Group ◽  
Social Emotional Development

Relationships with primary caregivers provide the context for early childhood development, and evaluating those relationships during the early years can detect difficulties that may influence future mental health. Video feedback is a valuable intervention tool in early childhood, both for family relationships and child development. An intervention was implemented using this technique, focused on mother-father-child triads that were experiencing difficulties in social-emotional development. Participants were 80 mother-fatherinfant triads (experimental group, EG=40, control group, CG=40), with children between 1 and 3 years old. Socio-emotional difficulties decreased significantly in the children who received the intervention (Wilks λ=0.930, F (1, 78)=5.907; P=.017). There was also an increase in psychomotor development in communication (Wilks λ=0.948, F (1, 78) =4.284; P=.042) and fine motor skills (Wilks λ=0.875, F (1, 78)=11.185; P=.001) in children in the EG compared with children in the CG.

scholarly journals Local Housing Characteristics Associated with Early Childhood Development Outcomes in Australian Disadvantaged Communities

2019 ◽  
Vol 16 (10) ◽  
pp. 1719
Author(s):  
Karen Villanueva ◽  
Hannah Badland ◽  
Robert Tanton ◽  
Ilan Katz ◽  
Sally Brinkman ◽  
...  
Keyword(s):  
Early Childhood ◽  
Public Housing ◽  
Early Childhood Development ◽  
Service Providers ◽  
Local Communities ◽  
Childhood Development ◽  
Disadvantaged Communities ◽  
Housing Characteristics ◽  
Development Outcomes ◽  
Objectively Measured

Disadvantaged communities tend to have poorer early childhood development outcomes. Access to safe, secure, and stable housing is a well-known social determinant of health but there is a need to examine key features of neighbourhood housing that reduce early childhood development inequities. The 2012 Australian Early Development Census (AEDC), a population-wide measure of early childhood development, and the Australian Bureau of Statistics Socio-economic Index for Areas Index of Relative Socio-economic Disadvantage were used to select fourteen disadvantaged local communities in five Australian states and territories based on those performing better (off-diagonal), or as expected (on-diagonal) on the AEDC relative to their socio-economic profile. Between 2015–2017, qualitative and quantitative housing data were collected in the local communities. In total, 87 interviews with stakeholders, 30 focus groups with local service providers and parents, and Australian Census dwelling information were analysed. A comparative case study approach was used to examine differences in housing characteristics (e.g., public housing, density, affordability, and tenure) between disadvantaged local communities performing ‘better than expected’ and ‘as expected’ on early childhood development. Perceived better housing affordability, objectively measured housing tenure (ownership) and perceived and objectively measured lower-density public housing were housing characteristics that emerged as points of difference for disadvantaged local communities where children had relatively better early childhood development outcomes. These characteristics are potential modifiable and policy sensitive housing levers for reducing early childhood development inequities.

scholarly journals Maternal depressive symptoms and early childhood development: the role of mother–child interactions among mother–child dyads in rural areas of Central and Western China

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11060
Author(s):  
Xiaoli Liu ◽  
Chenlu Yang ◽  
Yuning Yang ◽  
Xiaona Huang ◽  
Yinping Wang ◽  
...  
Keyword(s):  
Child Development ◽  
Rural Areas ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Western China ◽  
Fine Motor ◽  
Cross Sectional ◽  
Simple Slope ◽  
Development Outcomes

Background The associations among maternal depressive symptoms (MDS), mother–child interactions and early child development are poorly understood. This study aimed to explore the role of mother–child interactions on the associations between MDS and child development. Methods A cross-sectional study with a multistage sampling method was conducted in rural areas of Central and Western China. MDS, child development outcomes (communication, gross motor function, fine motor function, problem solving and personal social skills) and mother–child interactions were assessed by The Edinburgh Postpartum Depression Scale, the Chinese version of the Ages and Stages Questionnaires and the Multiple Indicator Cluster Surveys, respectively. Regression-based statistical mediation and moderation were conducted using the PROCESS macro for SPSS. Results A total of 2,548 participants (mothers: 1,274; children: 1,274) were included in our analyses. MDS was negatively associated with child development outcomes and mother–child interactions partly mediated these associations. The proportion of the mediating effect of mother–child interactions was 7.7% for communication, 8.2% for gross motor, 10.3% for fine motor, 10.1% for problem-solving and 9.5% for personal social domains. In addition, the interaction effects of MDS and mother–child interactions on the communication domain were significant (β = 0.070, 95% CI 0.016, 0.124; p = 0.011). The associations between MDS and child communication abilities were weaker at the high level (simple slope = −0.019, t =  − 0.458, p = 0.647) of mother–child interactions than at the mean level (simple slope = −0.089, t =  − 3.190, p = 0.002) and the low level (simple slope = −0.158, t =  − 4.231, p < 0.001). Similar moderating effects were not observed in the other child development outcomes. Conclusion Our results suggest the important role of mother–child interactions on the associations between MDS and early childhood development. Due to the cross-sectional design of this study, these associations require further investigation in prospective studies.

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