Early Childhood Development and Schooling Attainment: Longitudinal Evidence from British, Finnish and Philippine Birth Cohorts
Early Childhood Development and Schooling Attainment: Longitudinal Evidence from British, Finnish and Philippine Birth Cohorts
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DOI：
10.1371/journal.pone.0137219
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发表时间：
2015-09-09
期刊：
影响因子：
3.7
通讯作者：
Fink, Gunther
中科院分区：
文献类型：
--
作者：
Peet, Evan D.;McCoy, Dana C.;Fink, Gunther
虽然最近的文献强调了儿童早期发展对以后生活结果的重要性，但关于早期身体和认知发展在跨文化预测教育程度方面的相对重要性相对较少。方法我们使用了三个出生队列的前瞻性数据：1986年芬兰北部出生队列(NFBC1986)，1970年英国队列研究(BCS1970)和1983年宿务纵向健康和营养调查(CLHNS)，以评估8岁之前测量的身高z分数(HAZ)和认知发展与受教育程度的关系。多变量线性回归模型被用来估计基线和调整后的关联度。结果身体和认知发展都高度预测成人的教育程度，条件是父母的特征。身体发育和学校教育之间的正相关性最大的是CLHNS(beta=0.53，95%-CI：[0.32，0.74])，而BCS1970(beta=0.10，95%CI[0.04，0.16])和NFBC1986(beta=0.06，95%CI[-0.05，0.16])的相关性要小得多。所有三个队列的认知发展与教育程度都有很强的相关性(NFBC1986：beta=0.22，95%-CI：[0.12，0.31]；BCS1970：beta=0.58，95%-CI：[0.52，0.64]；CLHNS：beta=1.08，95%-CI：[0.88，1.27])。联合估计身体发展和认知发展的教育关联性的模型显示，身体发展与认知发展的关联性较弱，而认知发展的变化最小。结论尽管身体发展和认知早期发展都是教育成就的重要预测因素，但认知发展似乎发挥了特别重要的作用。观察到的效应大小的高度异质性表明，早期生命、身体发育和认知发展的重要性高度依赖于社会经济和制度背景。
BackgroundWhile recent literature has highlighted the importance of early childhood development for later life outcomes, comparatively little is known regarding the relative importance of early physical and cognitive development in predicting educational attainment cross-culturally.MethodsWe used prospective data from three birth cohorts: the Northern Finland Birth Cohort of 1986 (NFBC1986), the 1970 British Cohort Study (BCS1970), and the Cebu Longitudinal Health and Nutrition Survey of 1983 (CLHNS) to assess the association of height-for-age z-score (HAZ) and cognitive development measured prior to age 8 with schooling attainment. Multivariate linear regression models were used to estimate baseline and adjusted associations.ResultsBoth physical and cognitive development were highly predictive of adult educational attainment conditional on parental characteristics. The largest positive associations between physical development and schooling were found in the CLHNS (beta = 0.53, 95%-CI: [0.32, 0.74]) with substantially smaller associations in the BCS1970 (beta = 0.10, 95% CI [0.04, 0.16]) and the NFBC1986 (beta = 0.06, 95% CI [-0.05, 0.16]). Strong associations between cognitive development and educational attainment were found for all three cohorts (NFBC1986: beta = 0.22, 95%-CI: [0.12, 0.31], BCS1970: beta = 0.58, 95%-CI: [0.52, 0.64], CLHNS: beta = 1.08, 95%-CI: [0.88, 1.27]). Models jointly estimating educational associations of physical and cognitive development demonstrated weaker associations for physical development and minimal changes for cognitive development.ConclusionThe results indicate that although physical and cognitive early development are both important predictors of educational attainment, cognitive development appears to play a particularly important role. The large degree of heterogeneity in the observed effect sizes suggest that the importance of early life physical growth and cognitive development is highly dependent on socioeconomic and institutional contexts.