Department of Pediatrics, NYU School of Medicine/Bellevue Hospital Center, New York, NY.
Department of Pediatrics, NYU School of Medicine/Bellevue Hospital Center, New York, NY.
Acad Pediatr. 2018 Mar;18(2):172-178. doi: 10.1016/j.acap.2017.04.020. Epub 2017 Apr 25.
To determine whether educational media as actually used by low-income families promote parent-child cognitive stimulation activities.
We performed secondary analysis of the control group of a longitudinal cohort of mother-infant dyads enrolled postpartum in an urban public hospital. Educational media exposure (via a 24-hour recall diary) and parent-child activities that may promote cognitive stimulation in the home (using StimQ) were assessed at 6, 14, 24, and 36 months.
Data from 149 mother-child dyads, 93.3% Latino, were analyzed. Mean (standard deviation) educational media exposure at 6, 14, 24, and 36 months was, respectively, 25 (40), 42 (58), 39 (49), and 39 (50) minutes per day. In multilevel model analyses, prior educational media exposure had small positive relationship with subsequent total StimQ scores (β = 0.11, P = .03) but was nonsignificant (β = 0.08, P = .09) after adjusting for confounders (child: age, gender, birth order, noneducational media exposure, language; mother: age, ethnicity, marital status, country of origin, language, depressive symptoms). Educational media did predict small increases in verbal interactions and toy provision (adjusted models, respectively: β = 0.13, P = .02; β = 0.11; P = .03). In contrast, more consistent relationships were seen for models of the relationship between prior StimQ (total, verbal interactions and teaching; adjusted models, respectively: β = 0.20, P = .002; β = 0.15, P = .006; β = 0.20, P = .001) and predicted subsequent educational media.
Educational media as used by this sample of low-income families does not promote cognitive stimulation activities important for early child development or activities such as reading and teaching.
确定低收入家庭实际使用的教育媒体是否能促进亲子认知刺激活动。
我们对在一家城市公立医院产后入组的母婴纵向队列的对照组进行了二次分析。在 6、14、24 和 36 个月时，通过 24 小时回忆日记评估教育媒体暴露（通过 24 小时回忆日记）和家庭中可能促进认知刺激的亲子活动（使用 StimQ）。
分析了 149 对母婴对，93.3%为拉丁裔的数据。6、14、24 和 36 个月时，平均（标准差）教育媒体暴露分别为 25（40）、42（58）、39（49）和 39（50）分钟/天。在多层次模型分析中，先前的教育媒体暴露与随后的总 StimQ 评分呈正相关（β=0.11，P=0.03），但在调整混杂因素（儿童：年龄、性别、出生顺序、非教育媒体暴露、语言；母亲：年龄、种族、婚姻状况、原籍国、语言、抑郁症状）后无统计学意义（β=0.08，P=0.09）。教育媒体确实可以预测言语互动和玩具提供的适度增加（调整模型，分别为：β=0.13，P=0.02；β=0.11；P=0.03）。相比之下，StimQ （总评分、言语互动和教学；调整模型，分别为：β=0.20，P=0.002；β=0.15，P=0.006；β=0.20，P=0.001）与随后的教育媒体之间的关系模型中观察到了更一致的关系。
本低收入家庭样本使用的教育媒体并不能促进对儿童早期发展很重要的认知刺激活动，也不能促进阅读和教学等活动。
