Applying What W e. Know. Features of a High-Quality Home Life for Infants and
Toddlers: The HOME Infant–Toddler Subscales. Home Subscale. Sample Item.
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to early language progress, which, in turn, predicts intelligence and academic achievement in elementary school (Hart & Risley, 1995). Yet we must interpret these correlational findings cautiously. In all the studies, children were reared by their biological parents, with whom they share not just a common environment but also a common heredity. Parents who are genetically more intelligent may provide better experiences while also giving birth to genetically brighter children, who evoke more stimulation from their parents. This hypothesis, which refers to genetic–environmental correlation (see Chapter 2, page 73), is supported by research (Saudino & Plomin, 1997). But heredity does not account for all the association between home environment and mental test scores. Family living conditions continue to predict children’s IQ beyond the contribution of parental IQ and education (Chase-Lansdale et al., 1997; Klebanov et al., 1998). In one study, infants and children growing up in less crowded homes had parents who were far more verbally responsive to them—a major contributor to language, intellectual, and academic progress (Evans, Maxwell, & Hart, 1999). How can the research summarized so far help us understand Vanessa’s concern about Timmy’s development? Ben, the psychologist who tested Timmy, found that he scored only slightly below average. Ben talked with Vanessa about her child-rearing practices and watched her play with Timmy. A single parent, Vanessa worked long hours and had little energy for Timmy at the end of the day. Ben also noticed that Vanessa, anxious about how well Timmy was doing, tended to pressure him, dampening his active behavior and bombarding him with directions: “That’s enough ball play. Stack these blocks.”
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© CHRISTINA KENNEDY/PHOTOEDIT
Chapter 5
A mother talks affectionately while playing with her 6-month-old baby. Parental warmth, sensitive attention, and verbal communication contribute greatly to early language development.
Applying What We Know
Features of a High-Quality Home Life for Infants and Toddlers: The HOME Infant–Toddler Subscales Home Subscale
Sample Item
Emotional and verbal responsiveness of the parent
Parent caresses or kisses child at least once during observer’s visit. Parent spontaneously speaks to child twice or more (excluding scolding) during observer’s visit.
Parental acceptance of the child
Parent does not interfere with child’s actions or restrict child’s movements more than three times during observer’s visit.
Organization of the physical environment
Child’s play environment appears safe and free of hazards.
Provision of appropriate play materials
Parent provides toys or interesting activities for child during observer’s visit.
Parental involvement with the child
Parent tends to keep child within visual range and to look at child often during observer’s visit.
Opportunities for variety in daily stimulation
Child eats at least one meal per day with mother and/or father, according to parental report. Child frequently has a chance to get out of house (for example, accompanies parent on trips to grocery store).
Source: Bradley, 1994; Bradley et al., 2001.
