Using a Social-Ecological Framework to Examine the Cognitive Development of Elementary School Children in the U.S.

Abstract

Abstract This study examined the cognitive areas of elementary school children in terms of applying significant and identifiable factors within a social-ecological framework. By studying the association between social-ecological factors and children’s cognitive areas, we observed which factors are most salient to associate with children’s cognitive outcomes. We used the 6th wave (9 years old) of the U.S. Fragile Family and Child Wellbeing Study. With a sample size of 1722, we used multiple regression analyses of the relationship between individual, family, and school/community levels and children’s verbal skills (PPVT Ⅲ), reading comprehension (WJ-PC), digital span, and math problems (WJ-AP). We found that children in special education schools showed lower scores in all cognitive areas than children in regular public schools; the school environment was associated with verbal skills, math skills, and reading comprehension; mothers’ educational levels were significantly associated with verbal skills, digital span, and reading comprehension; and children’s race was associated with verbal skills. To improve schoolers’ cognitive areas, policy-makers in education and educators should be concerned about the quality of schools and their environment. Special education should be carefully reviewed to address the specific learning needs of students and their developmental areas. Parenting education could be beneficial for parents with lower education.