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\title{A Study on Role of Mother's Education for the Psycho-Social and Cognitive Development in Children}
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             \author[1]{S.Mohamed  Saleem}

             \author[2]{Dr.Syed Khalid  Perwez}

             \affil[1]{  VIT UNIVERSITY}

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\date{\small \em Received: 12 August 2011 Accepted: 5 September 2011 Published: 17 September 2011}

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\begin{abstract}
        


The present evaluation of Early Head Start concerns the effects of household income and mother?s education on child cognitive development. A secondary data analysis is performed on the Early Head Start Research and Evaluation study public use file, in which cognitive development is measured  using the Bayley  Mental Development Index and the Peabody Picture Vocabulary Test. Household income is measured as a percentage of the federal poverty level, with households earning up to 100 percent of the poverty level annually  considered low income. Mother?s education is determined by possession of a high school diploma. Results of multiple and simultaneous linear regressions are presented. Early Head Start is found to positively affect cognitive development among children whose mothers have earned a high school diploma, while its effectiveness for low income households is less significant. Implications for early childhood interventions are discussed, as well as areas for future research. 

\end{abstract}


\keywords{Early Head  Start, Mental Development Index, Peabody Picture  Vocabulary  Test.}

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\let\tabcellsep& 	 	 		 
\section[{INTRODUCTION}]{INTRODUCTION}\par
hen we speak of early child development we speak broadly of both cognitive and social/behavioral development in the first three years of life. We are concerned presently with cognitive development, which is characterized primarily by the development of language and pattern recognition \hyperref[b15]{(Whitehurst \& Lonigan, 1998)}. The extent to which these cognitive abilities are expressed at an early age has implications for cognitive development throughout elementary school and beyond. Children with more advanced cognitive functioning relative to their peers prior to elementary school go on to perform better in school  {\ref (Blachman, 1984;} {\ref Blatchford \& Plewis, 1990)}.Importantly, research suggests cognitive development is not achieved at the same rate or to the same extent equally among all children. Numerous studies  {\ref (Duncan et al,1994}   {\ref Duncan, 1997;}\hyperref[b10]{To et al, 2004)}. A similar correlation exists between parents' education and cognitive development in children \hyperref[b9]{(Sharp et al, 1979;}\hyperref[b0]{Evans et al 2000;} {\ref Bacharach \& Baumeister, 1998)}. This, again, has implications for later achievement in school. Consequently, the purpose of our evaluation is to consider both the effect of Early Head Start (EHS) participation on cognitive development among children from low income households, and also the effect of EHS participation on cognitive development with respect to mother's education. 
\section[{II.}]{II.} 
\section[{BACKGROUND}]{BACKGROUND}\par
Interventions to improve cognitive functioning in children younger than three years of age such as EHS are necessarily two-generational. That is, the interventions involve both the mother and child. EHS developers observed that the program effect was weak among existing interventions that served families and very young children, but the program models themselves varied considerably in terms of the following: 1) the duration and intensity of services; 2) the timing of services; 3) their status as home-or centerbased (or both); 4) the duration and intensity of the parenting component; 5) the extent of reliance on case management; and 6) the nature of self-sufficiency components (i.e. adult education and job training) (U.S. Department of Health and Human Services, 2001).\par
EHS was created in 1995. The intervention model involves intensive services that begin before the child is born through the first three years of the child's life. Services include child development and parenting services --during home visits or in program centers; case management; group parenting activities; child care and center-based developmental services; health services including immunization and dentistry for children and mental health services for parents;   The Administration of Children, Youth, and Families (ACYF) of the U.S. Department of Health and Human Services (HHS) conducted its own evaluation of EHS, the Early Head Start Research and Evaluation (EHSRE) study. This evaluation was much broader in scope than is ours; we utilize a secondary data analysis of the EHSRE data set to answer our research questions, and focus attention more specifically on income and education. We hypothesize that EHS participation will significantly affect cognitive development among children in low income and/or low educated households. 
\section[{III.}]{III.} 
\section[{METHODOLOGY}]{METHODOLOGY}\par
The EHSRE evaluation method was as follows. An experimental design was used to measure the effectiveness of EHS. Beginning in 1995, seventeen sites were selected across the United States, and 2,997 participants 1 were recruited then randomly assigned either to receive EHS services (1,503 participants) or to a comparison group (1,474 participants) that did not receive EHS services. This controlled for the variables of greatest concern to our research interests, namely household income and mother's education. Indeed, 2,451 participants were within 100 percent of the federal poverty level, which in 1995 was \$15,569 per year for a household of four (U.S. Census, 2010). Of these, 1,248 were in the treatment group while 1,203 were in the comparison group.\par
Similarly, of the 1,023 participants who had received their high school diploma 534 were in the treatment group and 489 were in the comparison group. The evaluation itself occurred from 1996 to 2001.\par
Because participants were recruited when Index (MDI; Bayley, 1993) at fourteen, twenty-four, and thirty-six month intervals after birth. The Peabody Picture Vocabulary Test (PPVT; \hyperref[b17]{Dunn \& Dunn, 1997)} was also used at thirty-six months.\par
In terms of design, the EHSRE study was as follows:\par
The value of the Bayley MDI and PPVT for our purposes is that they are normative on age-adjusted scales, and were administered by the EHSRE evaluation team on the children themselves. As measures of cognitive development, the instruments have been evaluated for their validity and reliability and have been found to be comparable to similar measures  {\ref (} presented R X O1 X O2 X O3 R O1 O2 O3\par
they were prenatal, the baseline measurement of with four pictures and asked to point to the picture that matches the word spoken by the interviewer.\par
As mentioned, the Bayley MDI is normed so that a value of 100 represents the age-adjusted mean, with a standard deviation of 15. An adjusted mean value below 85 thus indicates delayed performance. The same scoring is used for the PPVT. We employ a multiple linear regression to measure the significance of EHS participation among children from low income households. Accordingly, the Bayley MDI and PPVT serve as dependent variables, while the effect of baseline knowledge (in the case of the MDI) and EHS participation are held constant. Household income as an independent variable is included up to 100 percent of the federal poverty level. The same method is used to measure the effect of EHS participation among children from low educated households, with possession of a high school diploma serving as the independent variable. IV.Yi 0 + ?1?? + ?2 X 1i + ?i 
\section[{RESULTS}]{RESULTS}\par
To begin with, the overall program effect on cognitive development at thirty-six months was not significant (see Table  {\ref 1}), absent either household cognitive development was taken at fourteen months after birth. In the EHSRE study cognitive development was measured using the Bayley Mental Development perform the regression holding household income constant. We see in Table  {\ref 1} that the program effect at thirty-six months was not significant (p<0.05) for income or mother's education. This holds true when we  In terms of correlation between income and education, there remains an observable program effect. Even while controlling for income, we can see a very significant (p<0.001) program effect in Table  {\ref 3} and in Table \hyperref[tab_5]{4} among children whose mothers have earned a high school diploma. Again, this means that within the program group children whose mothers had earned a high school diploma yet remained low income scored 3.30 points higher on the Bayley MDI and 4.78 points higher on the PPVT than similar children in the comparison group. The program effect on household income is less significant when controlling for education. There are limitations to our results that should be taken into consideration. First, there is a significant amount of missing information from the EHSRE data set. Of the 2,977 participants, 898 did not indicate whether or not they had earned their high school diploma. Furthermore, 1,197 results were missing on the twenty-four-month measure of the MDI; 1,319 from the thirty-six-month measure; and 1,553 from the PPVT. Information from these participants could significantly change the results of our analysis. Finally, because the intervention began while some participants were prenatal the baseline measure of cognitive development may not represent a true baseline. 
\section[{vi. CONCLUSION}]{vi. CONCLUSION}\par
If the mothers educated, she can bring up children's much better. Being aware of the events and thoughts prevailing in the world, she can help to broaden the horizon can her children's. Early Head Start has a very positive effect on cognitive development among children whose mothers have earned a high school diploma.\par
The influence of an educated mother in the child is greater and her education is most important because she is the first teacher of her child. Effect on children from low income households is less significant. To the extent possible, interventions like EHS should consider opportunities for participants to further their education. mediating processes in cognitive performance of children of low-income African-American families.\par
Child Development, 68(5)  \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}W}\end{figure}
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\noindent\textbf{} \par 
\begin{longtable}{}
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\caption{\label{tab_2}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{261} \par 
\begin{longtable}{P{0.18849372384937238\textwidth}P{0.16359832635983262\textwidth}P{0.06401673640167364\textwidth}P{0.17782426778242677\textwidth}P{0.07824267782426779\textwidth}P{0.11380753138075313\textwidth}P{0.06401673640167364\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{knowledge constant}\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Baseline (14 Months)}\tabcellsep \multicolumn{2}{l}{24 Months}\tabcellsep \multicolumn{2}{l}{36 Months}\\
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Program\tabcellsep 0.159\tabcellsep 0.757\tabcellsep 1.49\tabcellsep 0.025*\tabcellsep 1.21\tabcellsep 0.07\\
Poverty HS\tabcellsep 0.555\tabcellsep 0.046*\tabcellsep 0.99\tabcellsep 0.006**\tabcellsep 0.35\tabcellsep 0.325\\
Diploma\tabcellsep 1.400\tabcellsep 0.014*\tabcellsep 4.33\tabcellsep 0.000***\tabcellsep 4.08\tabcellsep 0.000***\\
\multicolumn{3}{l}{*p<0.05; **p<0.01; ***p<0.001}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_3}26 Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.29039900249376555\textwidth}P{0.25012468827930173\textwidth}P{0.031795511221945134\textwidth}P{0.10810473815461345\textwidth}P{0.04451371571072319\textwidth}P{0.08902743142144638\textwidth}P{0.03603491271820449\textwidth}}
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\multicolumn{6}{l}{Table 3 : Results of a simultaneous linear regression for the following variables on}\tabcellsep \\
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Program\tabcellsep 0.22\tabcellsep 0.73\tabcellsep 1.45\tabcellsep 0.068\tabcellsep 0.41\tabcellsep 0.59\\
Poverty\tabcellsep 0.66\tabcellsep 0.03*\tabcellsep 1.19\tabcellsep 0.002**\tabcellsep 0.29\tabcellsep 0.43\\
HS\tabcellsep 1.49\tabcellsep 0.02*\tabcellsep 3.49\tabcellsep 0.000***\tabcellsep 3.30\tabcellsep 0.000***\\
Diploma\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{*p<0.05; * *p<0.01; ***p<0.001}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_4}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.726874205844981\textwidth}P{0.07992376111817026\textwidth}P{0.024841168996188056\textwidth}P{0.018360864040660736\textwidth}}
\multicolumn{3}{l}{children of low income households. The significance}\\
\multicolumn{3}{l}{seen at baseline and at twenty-four months does not}\\
\multicolumn{3}{l}{carry over. In this respect it is helpful there are two}\\
\multicolumn{3}{l}{measures of cognitive development to draw from;}\\
\multicolumn{3}{l}{Table 2 suggests the effect of EHS participation was}\\
\multicolumn{3}{l}{significant (p<0.05) on cognitive development at thirty-}\\
\multicolumn{3}{l}{six months on the PPVT. If one were to use the results}\\
\multicolumn{3}{l}{from Table 2 alone he might conclude the program}\\
\multicolumn{3}{l}{effect was more significant than it really is. say, children}\\
\multicolumn{3}{l}{from within the program group whose mothers had}\\
\multicolumn{3}{l}{earned a high school diploma scored 4.08 points}\\
\multicolumn{3}{l}{higher on the Bayley MDI than similar children in}\\
\multicolumn{3}{l}{the comparison group and 4.68 points higher on ,}\\
the PPVT\tabcellsep respectively.\tabcellsep \\
\tabcellsep \multicolumn{3}{l}{prorgam assignment constant}\\
\tabcellsep \tabcellsep Coefficient\tabcellsep p\\
\tabcellsep Program\tabcellsep 0.53\tabcellsep 0.59\\
\tabcellsep Poverty\tabcellsep 0.58\tabcellsep 0.22\\
\tabcellsep HS Diploma\tabcellsep 4.78\tabcellsep 0.000***\\
\tabcellsep ***p<0.001\tabcellsep \end{longtable} \par
 
\caption{\label{tab_5}Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.10788849347568209\textwidth}P{0.7296757611704231\textwidth}P{0.007394226967180704\textwidth}P{0.0026888098062475287\textwidth}P{0.0023527085804665874\textwidth}}
\tabcellsep \multicolumn{4}{l}{1. Aram, D. \& Nation, J. (1980). Preschool language}\\
\tabcellsep \multicolumn{4}{l}{disorders and subsequent language and academic}\\
\tabcellsep \multicolumn{4}{l}{difficulties. Journal of Communication Disorders, 13,}\\
\tabcellsep 159-170.\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{4}{l}{2. Bacharach, V.R. \& Baumeister, A.A. (1998). Effects of}\\
\tabcellsep \multicolumn{4}{l}{maternal intelligence, marital status, income, and}\\
\tabcellsep \multicolumn{4}{l}{home environment on cognitive development of low}\\
\tabcellsep \multicolumn{4}{l}{birthweight infants. Journal of Pediatric Psychology,}\\
\tabcellsep 23(3), 197-205.\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{4}{l}{3. Barbara, J., Jefferis, H., Power, C. \& Hertzman, C.}\\
\tabcellsep \multicolumn{4}{l}{(2002). Birth weight, childhood socioeconomic}\\
\tabcellsep \multicolumn{4}{l}{environment, and cognitive development in the 1958}\\
\tabcellsep \multicolumn{4}{l}{British cohort study. British Medical Journal,}\\
\tabcellsep \multicolumn{2}{l}{325(7359), 305-308.}\tabcellsep \\
In any case, our results confirm the importance of education on child cognitive development found elsewhere (Duncan et al, 1994; Entwisle \& Alexander, 1995; Korenman et al, 1995; Blau, 1999; Fazio et al, 1996; To et al, 2004; Phipps \& Lethbridge 2006; Evans et al 2000; Sharp et al, 2005; Bacharach \&\tabcellsep \multicolumn{4}{l}{4. Bayley, N. (1993). Bayley Scales of Infant Development, 2 nd Edition: Manual. New York: The Psychological Corporation, Harcourt Brace \& Company. 5. Blachman, B. (1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. Journal of}\\
Baumeister, 1998).\tabcellsep \multicolumn{3}{l}{Educational Psychology, 78(4), 610-622.}\\
\tabcellsep \multicolumn{4}{l}{6. Blatchford, P. \& Plewis, I. (1990). Pre-school reading-}\\
\tabcellsep \multicolumn{4}{l}{related skills and later reading achievement: Further}\\
\tabcellsep \multicolumn{4}{l}{evidence. British Educational Research Journal,}\\
\tabcellsep 16(4), 425-428.\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{4}{l}{7. Blau, D. (1999). The effect of income on child}\\
\tabcellsep \multicolumn{4}{l}{development. The Review of Economics and}\\
\tabcellsep \multicolumn{2}{l}{Statistics, 81(2), 261-276.}\tabcellsep \\
\tabcellsep \multicolumn{4}{l}{8. Bradley, R.H. \& Corwyn, R.F. (2002). Socioeconomic}\\
\tabcellsep \multicolumn{4}{l}{status and child development. Annual Review of}\\
\tabcellsep \multicolumn{2}{l}{Psychology, 53, 371-399.}\tabcellsep \\
\tabcellsep \multicolumn{4}{l}{9. Brooks-Gunn, J. \& Duncan, G. (1997). The effects of}\\
\tabcellsep \multicolumn{4}{l}{p overty on children.The Future of Children, 7(2),55-71.}\\
\tabcellsep \multicolumn{4}{l}{10. Burchinal, M.R., Campbell, F.A., Bryant, D.M., Wasik,}\\
\tabcellsep \multicolumn{4}{l}{B.H. \& Ramey, C.T. (1997). Early intervention and the}\\
\tabcellsep \tabcellsep \multicolumn{2}{l}{, 935-954.}\\
\tabcellsep \multicolumn{4}{l}{11. Campbell, J.M., Bell, S.K., \& Keith, L.K. (2001).}\\
\tabcellsep \multicolumn{4}{l}{Concurrent validity of the Peabody Picture}\\
\tabcellsep \multicolumn{4}{l}{Vocabulary Test-Third Edition as an intelligence and}\\
\tabcellsep \multicolumn{4}{l}{achievement screener for low SES African American}\\
\tabcellsep \multicolumn{3}{l}{children. Assessment, 8(1), 85-94.}\\
\tabcellsep \multicolumn{4}{l}{12. Cherny, S.S., Fulker, D., Emde, R., Robinson, J.,}\\
\tabcellsep \multicolumn{4}{l}{Corley, R., Reznick, J., Plomin, R., \& DeFries, J.}\\
\tabcellsep \multicolumn{4}{l}{(1994). A developmental-genetic analysis of}\\
\tabcellsep \multicolumn{4}{l}{continuity and change in the Bayley Mental}\\
\tabcellsep \multicolumn{4}{l}{Development Index from 14 to 24 months: The}\\
\tabcellsep \multicolumn{4}{l}{MacArthur longitudinal twin study. Psychological}\\
\tabcellsep \multicolumn{2}{l}{Science, 5(6), 354-360.}\tabcellsep \\
\tabcellsep \multicolumn{4}{l}{13. Christian, K., Morrison, F. \& Bryant, F. (1998).}\\
\tabcellsep Predicting\tabcellsep kindergarten\tabcellsep academic\tabcellsep skills:\end{longtable} \par
 
\caption{\label{tab_6}}\end{figure}
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