Family-level factors of early childhood development: Evidence from rural China |
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| Affiliation: | 1. Stanford Center on China’s Economy and Institutions, Encina Hall, 616 Jane Stanford Way, Stanford University, Stanford, CA 94305, United States;2. School of Public Administration, Northwest University, 1 Xuefu Road, Chang''an District, Xi''an 710127, China;3. School of Management and Economics, University of Electronic Science and Technology of China, Chengdu 610054, China;1. American University, 4400 Massachusetts Ave NW, Washington, DC 20016, United States;2. Florida International University, 11200 SW 8th St. Miami, FL 33199, United States;1. Division of Neonatology, University of Minnesota, Minneapolis, MN, USA;2. Center for Neurobehavioral Development, University of Minnesota, Minneapolis, MN, USA;3. HealthPartners Institute, Minneapolis, MN, USA;1. Department of Social and Educational Sciences of the Mediterranean Area, University for Foreigners of Reggio Calabria, Italy;2. Department of Psychology and Cognitive Science, University of Trento, Italy;1. Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, USA,;2. Division of Behavioral Pediatrics, Department of Pediatrics, Keck School of Medicine, University of Southern California, USA,;3. Department of Innovation and Product Design, University Carlos III of Madrid, Spain,;4. Department of Computer Science, Viterbi School of Engineering, University of Southern California, USA,;5. Developmental Neuroscience and Neurogenetics Program, The Saban Research Institute, Children''s Hospital Los Angeles, USA;1. Department of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University Irving Medical Center, United States;2. The Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, United States;3. Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, United States;4. Program in Developmental Neuroscience and Neurogenetics, The Saban Research Institute, Children’s Hospital Los Angeles, United States;5. Department of Pediatrics, Keck School of Medicine, University of Southern California, United States;1. UiT The Arctic University of Norway, Norway;2. National Institute for Medical Research (NIMR), Tanzania |
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| Abstract: | Family-level factors that characterize the home environment are critical inputs to early language and cognitive development, and potential mechanisms for improving developmental outcomes in vulnerable populations. Many studies conducted in high-income and Western settings highlight stimulating parenting, the home language environment, and parental self-efficacy as possible mechanisms of early development, though less is known about how these family-level factors impact child development in low- or middle-income settings. Even less is known about these family-level factors and early childhood development in rural China, where rates of cognitive and language delay in children aged 0–3 years are as high as 45% and 46%, respectively. Using data collected from 77 rural households with children aged 18–24 months in Southwestern China, this study examines the associations between stimulating parenting, the home language environment, and parental self-efficacy, and early cognitive and language development. The results indicate that stimulating parenting was significantly associated with cognitive, language, and overall development; the home language environment was only significantly associated with language development; and parental self-efficacy was not significantly associated with any developmental outcomes. The implications of such findings reveal mechanisms for supporting healthy child development in rural China. |
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| Keywords: | Rural China Early childhood development Stimulating parenting Home language environment Language environment analysis Parental self-efficacy |
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