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Neurocognitive perspectives in language outcomes of Early Head Start: Language and cognitive stimulation and maternal depression

✍ Scribed by Laurie A. Chapin; Shannon Altenhofen

Publisher: John Wiley and Sons
Year: 2010
Tongue: English
Weight: 387 KB
Volume: 31
Category: Article
ISSN: 0163-9641
DOI: 10.1002/imhj.20268

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✦ Synopsis

Abstract

A neurocognitive, developmental framework was used to examine the effectiveness of Early Head Start (EHS) programs. Evidence has shown that caregiver variables impact early brain development. This study aimed to better understand this relation. Results showed that the EHS program made no significant impact, and at 3 years old, children were significantly behind population norms in language development, partially replicating previous findings with children from poverty backgrounds. EHS and parental depression were significant predictors of language and cognitive stimulation; however, depression and stimulation, but not involvement in EHS, were significant predictors of vocabulary. Implications for EHS programs are discussed, such as addressing caregiver variables (e.g., depression) and increasing focus on services to expectant families. Future directions also are discussed, such as understanding how young children's stress, within the context of caregiver variables, is related to neurocognitive outcomes.

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