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    Cognitive stimulation : does it mediate or moderate the relationship between income and school readiness?

    Cover for Cognitive stimulation : does it mediate or moderate the relationship between income
      and school readiness?
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    View/Open: blasbergAmy.pdf (741kB) Bookview

    Creator
    Blasberg, Amy.
    Description
    Thesis (M.P.P.)--Georgetown University, 2010.; Includes bibliographical references.; Text (Electronic thesis) in PDF format. Socioeconomic status is a well-known predictor of school readiness, but the mechanisms through which it operates have been less salient. Using data from the Panel Study for Income Dynamics' Child Development Supplement and a multivariate regression analysis, this study tests the hypothesis that various facets of cognitive stimulation either mediate or moderate the relationship between income and school readiness. Four composites of different cognitive stimulation variables were created using factor analysis: parental engagement, reading-related behaviors in the home, learning materials used in the home, and frequency of taking children on outings for a sample of preschool-aged children. The two main findings show that 1) reading-related behaviors mediate the relationship between income and school readiness and 2) the frequency of outings moderates the relationship. Additionally, taking children on outings or to museums supports cognitive growth more for children at low levels of income than at higher income levels. These findings suggest that universal policies relating to increasing reading activities for young children are valuable. Furthermore, targeted programs focusing on increasing child activities outside the home may be particularly beneficial for low-income children.
    Permanent Link
    http://hdl.handle.net/10822/553657
    Date Published
    2010
    Subject
    Public Policy; Education, Early Childhood; Psychology, Developmental
    Type
    thesis
    Publisher
    Georgetown University
    Collections
    • Graduate Theses and Dissertations - Public Policy
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    Georgetown University Seal
    ©2009 - 2023 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility