Antecedents of Knowledge Gaps: Parenting Knowledge and Early Childhood Cognitive Development-Review and Call for Research

Abstract

Communication researchers have long been concerned about knowledge gaps, but few realize that knowledge gaps are rooted in early childhood learning differentials to which socioeconomic disparities contribute. The purpose of this paper is to illuminate understanding of the processes that contribute to knowledge gaps during the earliest stages of life and to invite communication researchers to study early childhood interventions, which can be considered communica- tion interventions. Communication researchers seldom may be directly concerned with early developmental processes, but they may wish to become more involved in such interventions. Ultimately, communication outcomes for adults can be en- hanced. Early interventions aimed at primary caregivers at risk of poor parenting can improve parenting knowledge and proficiency, thereby contributing to enhanced cognitive development of their children. The prenatal and early postnatal periods are times when parents are both vulnerable and open to support and new information. Three examples of knowl- edge measurement instruments and three examples of interventions to facilitate parental sensitivity to their infants' cues and to enhance parents' knowledge of child development are described. Researchers are encouraged to conceptualize fu- ture research with prospective, longitudinal designs, which could begin even before babies are born and follow children from birth through adolescence or adulthood, drawing concepts also from socialization theories. Communication re- searchers seldom may think about children in the context of the knowledge gap, but perhaps the time has come for them to use their talents and work with child development professionals and those in related areas to reduce parenting knowledge and skills gaps.