Home-learning environment and cognitive and academic outcomes among children aged 4–8 years: A cross-sectional study from South India

Abstract

Purpose

Home-learning environment is critical for cognitive and academic outcomes; yet its impact during the 4–8 years' period remains underexplored, especially in the Global South. This study examines the relationship between the home-learning environment and children's fluid intelligence and early language numeracy outcomes in urban poor households in Bangalore, South India.

Methods

We analysed data from 940 mother-child dyads from the MAASTHI birth cohort when children were 4–8-years old. The Family Care Indicators (FCI) tool assessed the home-learning environment, Raven's Coloured Progressive Matrices (RCPM) measured children's fluid-intelligence, and the preschool Annual Status of Education Report (ASER) tool measured literacy-numeracy skills. Multilevel linear regression models, adjusted for household, maternal, and child factors, were used to examine the associations.

Results

Higher levels of parental education, maternal Intelligence Quotient, and lower maternal depressive symptoms were significantly associated with better cognitive and early language outcomes. A stimulating home-learning environment characterized by the availability of ≥6 age-appropriate books, higher levels of caregiver engagement, and higher overall home environment scores (FCI-Total) was linked to better non-verbal fluid intelligence and early language scores during 4–8 years of age. However, these factors were not significantly associated with numeracy.

Conclusion

This study underscores the sustained benefits of a stimulating home-learning environment in urban poor settings on children's cognitive and academic outcomes between 4 and 8 years of age. Our results reinforce the need for interventions that promote caregiver engagement and access to a variety of books and toys to optimize child outcomes in marginalized settings.