A child in context :the relationship between early childhood development and stimulation in the home environment

Abstract

The development of the preschool child is largely shaped by their context. The influence of the home context, and the stimulation provided therein, on the development of executive function, social-emotional cognition and motor development has not been extensively researched in South Africa. Hence, this study aimed to explore the South African home context by examining the relationship between stimulation in the home environment and early childhood development of preschool children, particularly in the domains of executive function, social-emotional cognition and motor ability. The preschool child’s development in theses domains was measured in a sample of 34 caregiver-child dyads from Soweto using a combination of iPad-based assessments: Early Years Toolbox and the novel Paediatric Evaluation of Emotions, Relationships and Socialisation, along with a locally validated paper-based motor development screening tool (Ages and Stages Questionnaire-Version 3). Additionally, the stimulation available in the home environment was measured with the Home Observation for Measurement of the Environment. Findings suggest that some types of stimulation available within the home environment were related to the child’s social-emotional cognition and motor ability. Notably, more accepting responses to the child’s negative behaviours instead of the use of harsh punishments were associated with higher social-emotional cognition scores, and more language stimulation provided in the home environment was associated with higher fine motor ability scores. These findings have implications on the types of tools used for assessment of preschool children, possible future design of developmental interventions, and it highlights the value of the home environment in the development of preschool children.