照顾者教育、家庭刺激与儿童发展结果之间的关系:世界主要国家的研究

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hang (Heather) Do, Dana C. McCoy
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引用次数: 0

摘要

在高收入的 "少数世界 "国家,照料者的教育和家庭刺激与幼儿期儿童的发展结果有着积极的联系,而且这些过程也预示着儿童的长期健康和幸福。然而,人们对中低收入 "多数世界 "国家的这些过程却知之甚少,据估计,这些国家有 2.5 亿五岁以下儿童面临着无法实现其发展潜力的风险。本文试图利用来自巴西、危地马拉、印度、约旦、黎巴嫩、巴基斯坦、菲律宾和赞比亚等八个代表性不足的 "多数世界 "国家的 9099 个照顾者-儿童二元组合的数据,探讨照顾者教育、家庭刺激和出生至 3 岁婴幼儿早期发展之间的关系,从而填补这些知识空白。研究还探讨了这些发展过程在儿童性别和地理区域之间的差异。结果表明,家庭刺激在一定程度上调节了八个地区的照顾者教育与儿童发展结果之间的关系。这些发展过程因地理区域和儿童性别而异。总之,这些研究结果有助于该领域了解不同环境和儿童特征下儿童发展的普遍性和特殊性。这些研究结果还表明,支持照顾者教育和家庭刺激活动作为促进儿童发展成果的手段非常重要,同时也表明有必要在多数世界促进性别平等,以确保平等获得学习机会,尤其是家庭中的学习机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The Relations Between Caregiver Education, Home Stimulation, and Children’s Developmental Outcomes: Research in Majority World Countries

The Relations Between Caregiver Education, Home Stimulation, and Children’s Developmental Outcomes: Research in Majority World Countries

Caregiver education and home stimulation have shown positive associations with children’s developmental outcomes in early childhood in high-income “Minority World” countries, and these processes also predict children’s long-term health and well-being. However, relatively little is known about these processes in low- and middle-income “Majority World” countries, where an estimated 250 million children under the age of five are at risk of not reaching their developmental potential. This paper attempts to address these gaps in knowledge by exploring the relations between caregiver education, household stimulation, and early childhood development in a sample of infants and toddlers aged birth to three using data on 9,099 caregiver-child dyads from eight under-represented Majority World sites: Brazil, Guatemala, India, Jordan, Lebanon, Pakistan, the Philippines, and Zambia. It also explored the differences in these developmental processes between children’s sex and geographical regions. Results showed that home stimulation partially mediated the associations between caregiver education and children’s developmental outcomes across eight sites. These developmental processes differed by geographical regions and by children’s sex. In sum, these findings contribute to the field’s understanding of the universality and specificity of child development across settings and child characteristics. They also suggest the importance of supporting caregiver education and home stimulation activities as means of promoting children’s developmental outcomes, as well as the need to promote gender equity in the Majority World to ensure equal access to learning opportunities, especially opportunities in the home.

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来源期刊
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
4.50%
发文量
35
期刊介绍: The International Journal of Early Childhood (IJEC) aims to bring the global early childhood community together to facilitate exchange of research knowledge. Its purpose is to contribute to scientific debate and research in early childhood fields of practice in early education and care. Articles published in this journal have a primary focus on children aged from birth to eight years. IJEC primarily publishes empirical research reports but also accepts reviews of research, including systematic literature reviews. IJEC accepts articles employing qualitative and quantitative research methodologies, using discipline knowledge from education, and across the social sciences, and including research conducted in low- and middle-income countries. IJEC has a strong applied focus and seeks articles that draw out implications for policy and professional practice across national contexts. The journal also publishes essays and book reviews focused on early childhood.
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