Real-World Usage of Educational Media Does Not Promote Parent–Child Cognitive Stimulation Activities

Jason H. Choi, Alan L. Mendelsohn, Adriana Weisleder, Carolyn Brockmeyer Cates, Caitlin Canfield, Anne Seery, Benard P. Dreyer, Suzy Tomopoulos*

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Objective: To determine whether educational media as actually used by low-income families promote parent–child cognitive stimulation activities. Methods: 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. Results: 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. Conclusions: 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.

Original languageEnglish (US)
Pages (from-to)172-178
Number of pages7
JournalAcademic Pediatrics
Volume18
Issue number2
DOIs
StatePublished - Mar 1 2018

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Teaching
Language
Multilevel Analysis
Play and Playthings
Birth Order
Public Hospitals
Urban Hospitals
Marital Status
Child Development
Hispanic Americans
Postpartum Period
Reading
Mothers
Depression
Control Groups

Keywords

  • children
  • cognitive stimulation
  • educational media

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Choi, Jason H. ; Mendelsohn, Alan L. ; Weisleder, Adriana ; Cates, Carolyn Brockmeyer ; Canfield, Caitlin ; Seery, Anne ; Dreyer, Benard P. ; Tomopoulos, Suzy. / Real-World Usage of Educational Media Does Not Promote Parent–Child Cognitive Stimulation Activities. In: Academic Pediatrics. 2018 ; Vol. 18, No. 2. pp. 172-178.
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title = "Real-World Usage of Educational Media Does Not Promote Parent–Child Cognitive Stimulation Activities",
abstract = "Objective: To determine whether educational media as actually used by low-income families promote parent–child cognitive stimulation activities. Methods: 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. Results: 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. Conclusions: 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.",
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Choi, JH, Mendelsohn, AL, Weisleder, A, Cates, CB, Canfield, C, Seery, A, Dreyer, BP & Tomopoulos, S 2018, 'Real-World Usage of Educational Media Does Not Promote Parent–Child Cognitive Stimulation Activities', Academic Pediatrics, vol. 18, no. 2, pp. 172-178. https://doi.org/10.1016/j.acap.2017.04.020

Real-World Usage of Educational Media Does Not Promote Parent–Child Cognitive Stimulation Activities. / Choi, Jason H.; Mendelsohn, Alan L.; Weisleder, Adriana; Cates, Carolyn Brockmeyer; Canfield, Caitlin; Seery, Anne; Dreyer, Benard P.; Tomopoulos, Suzy.

In: Academic Pediatrics, Vol. 18, No. 2, 01.03.2018, p. 172-178.

Research output: Contribution to journalArticle

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AU - Choi, Jason H.

AU - Mendelsohn, Alan L.

AU - Weisleder, Adriana

AU - Cates, Carolyn Brockmeyer

AU - Canfield, Caitlin

AU - Seery, Anne

AU - Dreyer, Benard P.

AU - Tomopoulos, Suzy

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N2 - Objective: To determine whether educational media as actually used by low-income families promote parent–child cognitive stimulation activities. Methods: 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. Results: 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. Conclusions: 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.

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