An investigation of the relation between home environment and social and cognitive development in the preschool disadvantaged child

Abstract

The purpose of this research was to examine home environments of preschool disadvantaged children to examine any relationship which might exist between home environment and social and cognitive development in these children. Major questions were: (1) whether a proximal measure of the environment was more highly related to social and cognitive development than traditional SES variables; (2) what particular aspects of the home environment were most highly related to social and cognitive development; and (3) if the proximal measure of the environment could be used to predict social and cognitive development. Subjects for the study were 20 male and 20 female preschool children (ages 3-5) enrolled in a Head Start program in East Central Texas. Most of the subjects were minority (87.5% Black, 7.5% Hispanic, and 2.5% Caucasian). The Home Observation for Measurement of the Environment (HOME) served as the proximal measure of home environment. The HOME is an observational/interview technique completed during a visit to a child's residence. The McCarthy Scales of Children's Abilities (MSCA) was the cognitive development measure. The Vineland Social Maturity Scale (VSMS) was the social development measure. Results of the study indicated that the HOME score correlations of SES variables (e.g., education/occupation of parents, amount of crowding in the home) with MSCA and VSMS scores. Nearly all the correlations between HOME subscales and MSCA subscales were significant. Correlations between social development and home environment were somewhat higher than those between cognitive development and home environment. The most salient features of the home environment for predicting cognitive development included the following two HOME subscales: Modeling/encouragement of social maturity and Variety of stimulation available. For predicting social development from home environment, the most important subscales were: Pride, affection and warmth; Positive social responsiveness; Modeling/encouragement of social maturity, and Restraint from punishment. Overall, the HOME proved to be a useful instrument for predicting social and cognitive development. Results from the current research have implications for the identification and programming of high-risk preschool disadvantaged children. Results support the use of the HOME as a viable instrument for screening the home environment with this population.