Effects of Home Environment on Children's Development A Comparative Study
Home is the first environment that children encounter which forms the bedrock through which factors that promote their physical, cognitive, social and emotional development are anchored. These promotive factors vary from one home to another. The main objective of carrying out this study was to compa...
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Veröffentlicht in: | Clinical social work journal / CWS 2020-01, Vol.11 (1), p.41-47 |
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description | Home is the first environment that children encounter which forms the bedrock through which factors that promote their physical, cognitive, social and emotional development are anchored. These promotive factors vary from one home to another. The main objective of carrying out this study was to compare and determine effects of home environment on children's development. For this study, we employed a case-control study design where we had two study groups; Nairobi study group and Bratislava (study control) group. Sample size for the Nairobi study group was 24 respondents while that of Bratislava was 20 respondents. Respondents to this study were par- ents of young children aged 6-10 years. We used Middle Childhood Home Observation for Measurement of the Environment Inventory (MC-HOME), a standardized questionnaire developed by Prof. Robert Bradley and Prof. Bettye Caldwell to measure home environments of children. We used the Shapiro-Wilk test to determine whether research data were normally distributed and student t for independent sample to compare means of the two study groups. This study found a difference of means between the two study groups (p=0.005, n=44). The Bratislava study group had a higher mean (mean =42.35, Standard deviation=6.73) compared to the Nairobi study group (Mean =34.21, Standard deviation= 11.27). The two study groups deferred on encouraging maturity, learning materials and opportunity, and physical environment. We also found similarities between the two groups in terms of parental responsivity, setting of emotional climates, family companionship and family integration. We thus, concluded that the four factors that influence development children in home environments namely: proximal processes; Characteristics of the caregiver; Environmental context; time variance from one home to another. This may now explain why developmental trajectories of children are never the same. |
doi_str_mv | 10.22359/cswhi_11_1_01 |
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These promotive factors vary from one home to another. The main objective of carrying out this study was to compare and determine effects of home environment on children's development. For this study, we employed a case-control study design where we had two study groups; Nairobi study group and Bratislava (study control) group. Sample size for the Nairobi study group was 24 respondents while that of Bratislava was 20 respondents. Respondents to this study were par- ents of young children aged 6-10 years. We used Middle Childhood Home Observation for Measurement of the Environment Inventory (MC-HOME), a standardized questionnaire developed by Prof. Robert Bradley and Prof. Bettye Caldwell to measure home environments of children. We used the Shapiro-Wilk test to determine whether research data were normally distributed and student t for independent sample to compare means of the two study groups. This study found a difference of means between the two study groups (p=0.005, n=44). The Bratislava study group had a higher mean (mean =42.35, Standard deviation=6.73) compared to the Nairobi study group (Mean =34.21, Standard deviation= 11.27). The two study groups deferred on encouraging maturity, learning materials and opportunity, and physical environment. We also found similarities between the two groups in terms of parental responsivity, setting of emotional climates, family companionship and family integration. We thus, concluded that the four factors that influence development children in home environments namely: proximal processes; Characteristics of the caregiver; Environmental context; time variance from one home to another. 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The main objective of carrying out this study was to compare and determine effects of home environment on children's development. For this study, we employed a case-control study design where we had two study groups; Nairobi study group and Bratislava (study control) group. Sample size for the Nairobi study group was 24 respondents while that of Bratislava was 20 respondents. Respondents to this study were par- ents of young children aged 6-10 years. We used Middle Childhood Home Observation for Measurement of the Environment Inventory (MC-HOME), a standardized questionnaire developed by Prof. Robert Bradley and Prof. Bettye Caldwell to measure home environments of children. We used the Shapiro-Wilk test to determine whether research data were normally distributed and student t for independent sample to compare means of the two study groups. This study found a difference of means between the two study groups (p=0.005, n=44). The Bratislava study group had a higher mean (mean =42.35, Standard deviation=6.73) compared to the Nairobi study group (Mean =34.21, Standard deviation= 11.27). The two study groups deferred on encouraging maturity, learning materials and opportunity, and physical environment. We also found similarities between the two groups in terms of parental responsivity, setting of emotional climates, family companionship and family integration. We thus, concluded that the four factors that influence development children in home environments namely: proximal processes; Characteristics of the caregiver; Environmental context; time variance from one home to another. This may now explain why developmental trajectories of children are never the same.</description><subject>Behavior</subject><subject>Caregivers</subject><subject>Children & youth</subject><subject>Comparative studies</subject><subject>Data collection</subject><subject>Educational materials</subject><subject>Families & family life</subject><subject>Home environment</subject><subject>Parents & parenting</subject><subject>Questionnaires</subject><subject>Standard deviation</subject><subject>System theory</subject><subject>Teaching</subject><issn>2222-386X</issn><issn>2076-9741</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNotjU1Lw0AYhBdRsNRePS948BTddz-TY4mxLRQ8qOAtJJt3aUqSjdkk4r83qDOHeWBghpBbYA-cC5U82vB1qnOAHHIGF2TFmdFRYiRcLrwoErH-uCabEM6MMa6YTAxbkUPmHNoxUO_o3rdIs26uB9-12I3UdzQ91U01YHcf6BPO2Pj-t9nS1Ld9MRRjPSN9Hafq-4ZcuaIJuPnPNXl_zt7SfXR82R3S7THqAcQYCR0bK0Fo5EJLRIwVCA7gNFSLC2udUaXWQsqSV0byysZaQKKShGlVFmJN7v52-8F_ThjG_OynoVsuc26YUDwG4OIHSGlOyg</recordid><startdate>20200101</startdate><enddate>20200101</enddate><creator>Okech, Victor Otieno</creator><creator>Mackinova, Monika</creator><general>International Society of Applied Preventative Medicine i-gap</general><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope></search><sort><creationdate>20200101</creationdate><title>Effects of Home Environment on Children's Development A Comparative Study</title><author>Okech, Victor Otieno ; Mackinova, Monika</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-p113t-3687c4136e2364eee8513211f61d1d1accf75b66344b2d742dc86319599065ba3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Behavior</topic><topic>Caregivers</topic><topic>Children & youth</topic><topic>Comparative studies</topic><topic>Data collection</topic><topic>Educational materials</topic><topic>Families & family life</topic><topic>Home environment</topic><topic>Parents & parenting</topic><topic>Questionnaires</topic><topic>Standard deviation</topic><topic>System theory</topic><topic>Teaching</topic><toplevel>online_resources</toplevel><creatorcontrib>Okech, Victor Otieno</creatorcontrib><creatorcontrib>Mackinova, Monika</creatorcontrib><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><jtitle>Clinical social work journal / CWS</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Okech, Victor Otieno</au><au>Mackinova, Monika</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effects of Home Environment on Children's Development A Comparative Study</atitle><jtitle>Clinical social work journal / CWS</jtitle><date>2020-01-01</date><risdate>2020</risdate><volume>11</volume><issue>1</issue><spage>41</spage><epage>47</epage><pages>41-47</pages><issn>2222-386X</issn><eissn>2076-9741</eissn><abstract>Home is the first environment that children encounter which forms the bedrock through which factors that promote their physical, cognitive, social and emotional development are anchored. 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subjects | Behavior Caregivers Children & youth Comparative studies Data collection Educational materials Families & family life Home environment Parents & parenting Questionnaires Standard deviation System theory Teaching |
title | Effects of Home Environment on Children's Development A Comparative Study |
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