Early Mental Development as a Predictor of Preschool Cognitive and Behavioral Development in South Africa: The Moderating Role of Maternal Education in the Birth to Twenty Cohort

Autor/inn/en	Hsiao, Celia; Richter, Linda M.
Titel	Early Mental Development as a Predictor of Preschool Cognitive and Behavioral Development in South Africa: The Moderating Role of Maternal Education in the Birth to Twenty Cohort
Quelle	In: Infants and Young Children, 27 (2014) 1, S.74-87 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000002
Schlagwörter	Foreign Countries; Preschool Children; Child Development; Cognitive Development; Child Behavior; Family Influence; Parent Influence; Mothers; Educational Attainment; Blacks; Predictor Variables; Young Children; Developmental Delays; Socioeconomic Influences; Child Care; South Africa + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Kognitive Entwicklung; Mother; Mutter; Bildungsabschluss; Bildungsgut; Black person; Schwarzer; Prädiktor; Frühe Kindheit; Entwicklungsverzögerung; Sozioökonomischer Faktor; Kinderfürsorge; Kinderbetreuung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article examines the influence of early development on preschool cognitive and behavioral outcomes in South Africa, as well as the role of family factors such as maternal education in moderating this association. The study involved 167 Black South African children (89 boys and 78 girls) from the Birth to Twenty study during their first 5 years of development. Results indicated that mental development assessed when children were 1 year of age significantly predicted preschool outcomes when children were 5 years of age, over and above the contributions of maternal education. Children with the poorest mental development at 1 year of age also had the poorest cognitive and behavioral development at 5 years of age. However, higher levels of maternal education attenuated the negative impacts of early developmental delay on preschool cognitive and behavioral outcomes. These findings are discussed in light of their implications for early childhood intervention. We conclude that favorable socioeconomic and child care conditions indexed by maternal education compensate for poor infant development. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01