Cognitive Development and Stimulating Parenting Practices: A Comparative Study of Infants and Toddlers in Rural China

<a href="https://embed.stanford.edu/iframe/?url=https%3A%2F%2Fpurl.stanford.edu%2Ffv510wb9853" class="su-underline">Show Content</a>

Abstract/Contents

Abstract: Recent studies have found that children living in rural communities in China display substantial rates of cognitive delay. Low rates of stimulating parenting practices are one of the major contributors toward cognitive delay in children. This article compiles datasets from three Chinese provinces to explore the ways stimulating parenting practices relate to cognitive development, and the roles that family socioeconomic status (as measured by household assets), primary caregiver type, caregiver educational attainment, and geographic location play in cognitive delay. The results of our multivariate regression analyses reveal that there is a significant negative relationship between household assets and cognitive scores, as well as between stimulating parenting practices and cognitive scores. Additionally, our findings indicate that children of better educated caregivers and children born and raised in one particular province (Hebei) are exposed to significantly more frequent stimulating parenting practices and demonstrate higher cognitive abilities. Variables such as child age and sex are not statistically significant in our study.

Type of resource	text
Date created	August 2020

Author	Johnstone, Hannah
Author	Yang, Attica (Yi)

Subject	Infant and toddler cognitive development
Subject	infant and toddler stimulation
Subject	stimulating parenting
Subject	rural China
Subject	Stanford Graduate School of Education International Comparative Education and International Education Policy Analysis
Genre	Thesis

Related item	Title Stanford Graduate School of Education International Comparative Education
Location	https://purl.stanford.edu/fv510wb9853

Use and reproduction: User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Graduate School of Education International Comparative Education Master's Monographs

Loading usage metrics...