Abstract
Microsystems are described as contexts formed by a subject, their roles, their interactions, and a specific physical space and time, such as housing and the school environment. Although several studies suggest the importance of studying this type of environment and its repercussion on children’s development, in a Latin American context, few studies integrate the interaction of two primary settings in the development of executive functioning. The present study explores the effects of the quality of housing and school environments on the perception of stress, decision making, and planning among children. A total of 114 children (43% girls and 57% boys, Mage = 10.57) from a primary school located in a community classified as poor participated in the study. The following was measured: the environmental quality of classrooms, housing, stress, and executive functioning of children. The results reveal a model linking environmental quality levels in children’s homes and schools and executive functioning. We also obtain a mediating role of stress between microsystems and performance, finding a deficit in executive performance when children experienced higher levels of stress as a result of poor environmental quality both in their homes and in their schools.
Highlights
IntroductionAccording to the latest report of the National Council for the Evaluation of Social Development Policy in Mexico (CONEVAL), the percentage of people in poverty is 43.6% of the total population (CONEVAL, 2013; CONEVAL, 2015)
Studying the effects of environmental settings on cognitive development has become in recent years a field of extensive research in various domains such as economics (World Bank, 2014), psychology (Montero and Evans, 2010), and epidemiology (Garcia-Coll et al, 1998), it is still to be studied comprehensively in Mexico, the specific context makes the topic a national priority.according to the latest report of the National Council for the Evaluation of Social Development Policy in Mexico (CONEVAL), the percentage of people in poverty is 43.6% of the total population (CONEVAL, 2013; CONEVAL, 2015)
As for the perception of the quality that the children (Table 2) had of their microsystems, this does not differ from gender, it does so from one school year to another
Summary
According to the latest report of the National Council for the Evaluation of Social Development Policy in Mexico (CONEVAL), the percentage of people in poverty is 43.6% of the total population (CONEVAL, 2013; CONEVAL, 2015). The United Nations Children’s Fund (UNICEF, 2015) reported that 4.6 million were in extreme poverty, making children one of the most vulnerable groups, who experience deprivation throughout their development (UNICEF, 2015). These deprivations can be harmful, in health, including even physical deprivation in their main environments.
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