Family context and cognitive development in early childhood: A longitudinal study

Abstract

This study explores the influence of the quality of the family context and sociodemographic factors on cognitive development in a population-based cohort of 295 children and their families. The quality of the family context was assessed when children were approximately 2 years old (mean age = 26.2 months) in home visits, during which data were gathered on the quality of stimulation of both cognitive and socioemotional development and the physical and social context. The children's cognitive development was individually assessed approximately 2 years later (children's mean age = 53.6 months). Structural equation modelling showed that better-quality socioemotional interactions improve parental performance in the promotion of cognitive and linguistic development, a variable that is a long-term predictor of children's cognitive development. First-born status and exposure to a bilingual environment also predict cognitive development at age 4. These findings are presented in the form of a complex model, including multiple sources of influence on the criterion variable. Results may guide the implementation of parenting programmes aimed at strengthening the promotion of cognitive development. • First-born status directly and indirectly predicts GCI scores. • Exposure to a bilingual environment directly predicts GCI scores. • Family context-related factors directly and indirectly predict GCI scores. • The longitudinal study design is reflected in structural equation modelling. • A new instrument is used for exhaustive assessment of family context.