Books, Toys, Parent-Child Interaction, and Development in Young Latino Children

Suzy Tomopoulos, Benard P. Dreyer, Catherine Tamis-LeMonda, Virginia Flynn, Irene Rovira, Wendy Tineo, Alan L. Mendelsohn

Research output: Contribution to journalArticle

Abstract

Objective: To describe the interrelationships between books and toys in the home, parent-child interaction, and child development at 21 months among low-income Latino children. Methods: Latino mother-infant dyads enrolled in a level 1 nursery and infants were followed to 21 months. The subjects consisted of the control group of a larger intervention study. At 6 and 18 months, the number of books and toys in the home and the frequency of reading aloud were measured by the StimQ. At 21 months, child cognitive and language development and parent-child interaction were assessed by the Bayley Mental Development Index (MDI), the Preschool Language Scale-3 (PLS-3), and the Caregiver-Child Interaction Rating Scale, respectively. Eligibility for early intervention (EI) services was determined on the basis of the MDI and PLS-3. Results: Data were obtained for 46 (63.0%) of 73 at 21 months. In multiple regression analysis, books provided at 18 months predicted both cognition (semipartial correlation [sr] = .49, P= .001) and receptive language (sr = .37, P= .02), whereas toys provided at both 6 and 18 months predicted 21-month receptive language (sr = .40, P= .01; sr = .32, P= .047, respectively). Reading aloud by parents ≥4 days a week was associated with decreased EI eligibility (adjusted odds ratio = 0.16, 95% confidence interval 0.03-0.99). Conclusions: Reading aloud and provision of toys are associated with better child cognitive and language development as well as with decreased likelihood of EI eligibility.

Original languageEnglish (US)
Pages (from-to)72-78
Number of pages7
JournalAmbulatory Pediatrics
Volume6
Issue number2
DOIs
StatePublished - Mar 1 2006

Fingerprint

Play and Playthings
Child Development
Hispanic Americans
Language
Reading
Child Language
Language Development
Nurseries
Cognition
Caregivers
Parents
Odds Ratio
Regression Analysis
Mothers
Confidence Intervals
Control Groups

Keywords

  • children's books
  • developmental outcomes
  • early childhood
  • parenting
  • play

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Tomopoulos, S., Dreyer, B. P., Tamis-LeMonda, C., Flynn, V., Rovira, I., Tineo, W., & Mendelsohn, A. L. (2006). Books, Toys, Parent-Child Interaction, and Development in Young Latino Children. Ambulatory Pediatrics, 6(2), 72-78. https://doi.org/10.1016/j.ambp.2005.10.001

Books, Toys, Parent-Child Interaction, and Development in Young Latino Children. / Tomopoulos, Suzy; Dreyer, Benard P.; Tamis-LeMonda, Catherine; Flynn, Virginia; Rovira, Irene; Tineo, Wendy; Mendelsohn, Alan L.

In: Ambulatory Pediatrics, Vol. 6, No. 2, 01.03.2006, p. 72-78.

Research output: Contribution to journalArticle

Tomopoulos, S, Dreyer, BP, Tamis-LeMonda, C, Flynn, V, Rovira, I, Tineo, W & Mendelsohn, AL 2006, 'Books, Toys, Parent-Child Interaction, and Development in Young Latino Children', Ambulatory Pediatrics, vol. 6, no. 2, pp. 72-78. https://doi.org/10.1016/j.ambp.2005.10.001
Tomopoulos, Suzy ; Dreyer, Benard P. ; Tamis-LeMonda, Catherine ; Flynn, Virginia ; Rovira, Irene ; Tineo, Wendy ; Mendelsohn, Alan L. / Books, Toys, Parent-Child Interaction, and Development in Young Latino Children. In: Ambulatory Pediatrics. 2006 ; Vol. 6, No. 2. pp. 72-78.
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