Home learning environment and physical development impact children’s executive function development and literacy in rural Côte d’Ivoire

Previous research suggests executive functions mediate the effects of socioeconomic status (SES) on literacy. However, this research has primarily focused on high-income countries. Comparatively less is known about the mechanisms that link SES and literacy in low-and-middle-income countries, where c...

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Published in	Cognitive development Vol. 64; p. 101265
Main Authors	Jasińska, Kaja, Zinszer, Benjamin, Xu, Zizhuo, Hannon, Joelle, Seri, Axel Blahoua, Tanoh, Fabrice, Akpé, Hermann
Format	Journal Article
Language	English
Published	Elsevier Inc 01.10.2022
Subjects	Côte d’Ivoire Executive functions Literacy Socioeconomic status (SES) Executive functions Socioeconomic status (SES) Literacy Côte d’Ivoire
Online Access	Get full text
ISSN	0885-2014 1879-226X
DOI	10.1016/j.cogdev.2022.101265

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Abstract	Previous research suggests executive functions mediate the effects of socioeconomic status (SES) on literacy. However, this research has primarily focused on high-income countries. Comparatively less is known about the mechanisms that link SES and literacy in low-and-middle-income countries, where childhood experiences of poverty are consistently linked to cognitive development through two sets of predictors: a child's physical development reflective of adequate nutrition and educational scaffolding at home (i.e. home learning environment). The influence of children’s physical development and home learning environment (i.e., family literacy, caregiver interactions) on executive functions and literacy was examined in 630 primary-school children (6–14 years) in rural Côte d'Ivoire. SES had an indirect effect on literacy, mediated by executive functions. The home learning environment and a child’s physical development showed distinct contributions to executive functions. The results suggest that improved home learning environments and supplemented nutrition could support executive function development and reduce the negative impact of socioeconomic disadvantage on literacy. •Poverty is linked to poor literacy outcomes in children in rural Côte d’Ivoire.•Executive functions (EF) mediate the link between SES and literacy.•Children’s home learning environments and physical development support EF.•Home learning environments and physical development show distinct contributions to EF.
AbstractList	Previous research suggests executive functions mediate the effects of socioeconomic status (SES) on literacy. However, this research has primarily focused on high-income countries. Comparatively less is known about the mechanisms that link SES and literacy in low-and-middle-income countries, where childhood experiences of poverty are consistently linked to cognitive development through two sets of predictors: a child's physical development reflective of adequate nutrition and educational scaffolding at home (i.e. home learning environment). The influence of children’s physical development and home learning environment (i.e., family literacy, caregiver interactions) on executive functions and literacy was examined in 630 primary-school children (6–14 years) in rural Côte d'Ivoire. SES had an indirect effect on literacy, mediated by executive functions. The home learning environment and a child’s physical development showed distinct contributions to executive functions. The results suggest that improved home learning environments and supplemented nutrition could support executive function development and reduce the negative impact of socioeconomic disadvantage on literacy. •Poverty is linked to poor literacy outcomes in children in rural Côte d’Ivoire.•Executive functions (EF) mediate the link between SES and literacy.•Children’s home learning environments and physical development support EF.•Home learning environments and physical development show distinct contributions to EF.
ArticleNumber	101265
Author	Jasińska, Kaja Akpé, Hermann Zinszer, Benjamin Seri, Axel Blahoua Hannon, Joelle Xu, Zizhuo Tanoh, Fabrice
Author_xml	– sequence: 1 givenname: Kaja surname: Jasińska fullname: Jasińska, Kaja email: kaja.jasinska@utoronto.ca organization: University of Toronto, Toronto, Canada – sequence: 2 givenname: Benjamin surname: Zinszer fullname: Zinszer, Benjamin organization: Swarthmore College, Swarthmore, PA, USA – sequence: 3 givenname: Zizhuo surname: Xu fullname: Xu, Zizhuo organization: University of Delaware, Newark, DE, USA – sequence: 4 givenname: Joelle surname: Hannon fullname: Hannon, Joelle organization: University of Delaware, Newark, DE, USA – sequence: 5 givenname: Axel Blahoua surname: Seri fullname: Seri, Axel Blahoua organization: Centre de Recherche et d’action pour la Paix (CERAP), Abidjan, Côte d’Ivoire – sequence: 6 givenname: Fabrice surname: Tanoh fullname: Tanoh, Fabrice organization: Université Peleforo Gon Coulibaly, Korhogo, Côte d'Ivoire – sequence: 7 givenname: Hermann surname: Akpé fullname: Akpé, Hermann organization: Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire
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Snippet	Previous research suggests executive functions mediate the effects of socioeconomic status (SES) on literacy. However, this research has primarily focused on...
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SubjectTerms	Côte d’Ivoire Executive functions Literacy Socioeconomic status (SES)
Title	Home learning environment and physical development impact children’s executive function development and literacy in rural Côte d’Ivoire
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