Examining the effects of location, neighborhood social organization, and home literacy on early cognitive skills in the United States

Abstract

Background. The bioecological model of human development indicates that there are multiple layers of factors influencing child development (Bronfenbrenner, Morris, 2006). Purpose. This study investigated the effects of community locale, neighborhood social organization, utilization of community cognitive developmental resources, and home literacy on early childhood cognitive skills. Material and methods. Hierarchical linear regression was employed with a nationally representative sample of kindergarten children from across the USA. This enabled an examination of the effects of community locale (urban, suburb/large town, and small town/rural) on neighborhood social organization, as well as the effect of social organization on early cognitive skills (a composite of individually administered early reading, math and general knowledge scales), above and beyond the effects of accessing community cognitive developmental resources (e.g., concerts, zoos, aquariums, museums, and libraries) and home literacy (e.g., parent-child shared reading). Multiple statistical controls were utilized, including race/ethnicity status, gender, and family SES. Results. Neighborhood social organization was lower in urban areas and social organization positively predicted early cognitive skills; however, family SES was the strongest predictor of social organization, indicating that dwelling in an urban area was only a notable disadvantage for families of lower income. Small town/rural residence was directly associated with lower cognitive skills, but this effect is partially mitigated by the higher levels of social organization in small town/ rural neighborhoods. Conclusions. Because contextual effects on cognitive skills were above and beyond the positive effects of parental involvement and SES, the importance of the contextualized support of child development is discussed.