TY - JOUR
T1 - Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers
AU - Veer, Ilona M.
AU - Borghuis, Jeroen
AU - Van Tuijl, Cathy
AU - Luyten, Hans
N1 - Publisher Copyright:
© 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2024/11/7
Y1 - 2024/11/7
N2 - Research Findings: The impact of low SES, parental depression, low social support for parenting, and growing up in a non-Western family on selective attention and vocabulary at age 2.5 and their development from age 2.5 to age 5 were examined. N = 305 children in the Netherlands were tested on selective attention and receptive vocabulary, during four measurement occasions: around the ages of 2.5, 3, 4 and 5. Multiple imputation was used to handle missing data. Relationships were investigated through multilevel latent growth curve analyses. The results showed that none of the risk factors were significant negative predictors of the baseline score or growth in attention or vocabulary. However, the lower children scored on a selective attention or vocabulary task at age 2.5, the higher their growth on this ability over the next two and a half years. Practice or Policy: Selective attention and vocabulary ability at age 2.5 are better predictors of the expected development of these skills than individual risk factors associated with poverty. This study provides tentative, preliminary evidence that early childhood selective attention and vocabulary testing may inform selection for preschool intervention programs. Follow-up research is recommended to confirm the results in the current study.
AB - Research Findings: The impact of low SES, parental depression, low social support for parenting, and growing up in a non-Western family on selective attention and vocabulary at age 2.5 and their development from age 2.5 to age 5 were examined. N = 305 children in the Netherlands were tested on selective attention and receptive vocabulary, during four measurement occasions: around the ages of 2.5, 3, 4 and 5. Multiple imputation was used to handle missing data. Relationships were investigated through multilevel latent growth curve analyses. The results showed that none of the risk factors were significant negative predictors of the baseline score or growth in attention or vocabulary. However, the lower children scored on a selective attention or vocabulary task at age 2.5, the higher their growth on this ability over the next two and a half years. Practice or Policy: Selective attention and vocabulary ability at age 2.5 are better predictors of the expected development of these skills than individual risk factors associated with poverty. This study provides tentative, preliminary evidence that early childhood selective attention and vocabulary testing may inform selection for preschool intervention programs. Follow-up research is recommended to confirm the results in the current study.
KW - UT-Hybrid-D
UR - http://www.scopus.com/inward/record.url?scp=85209589225&partnerID=8YFLogxK
U2 - 10.1080/10409289.2024.2423385
DO - 10.1080/10409289.2024.2423385
M3 - Article
AN - SCOPUS:85209589225
SN - 1040-9289
JO - Early Education and Development
JF - Early Education and Development
ER -