Home learning environment and physical development impact children’s executive function development and literacy in rural Côte d’Ivoire

Abstract

Previous research suggests executive functions mediate the effects of socioeconomic status (SES) on literacy. However, this research has primarily focused on high-income countries. Comparatively less is known about the mechanisms that link SES and literacy in low-and-middle-income countries, where childhood experiences of poverty are consistently linked to cognitive development through two sets of predictors: a child's physical development reflective of adequate nutrition and educational scaffolding at home (i.e. home learning environment). The influence of children’s physical development and home learning environment (i.e., family literacy, caregiver interactions) on executive functions and literacy was examined in 630 primary-school children (6–14 years) in rural Côte d'Ivoire. SES had an indirect effect on literacy, mediated by executive functions. The home learning environment and a child’s physical development showed distinct contributions to executive functions. The results suggest that improved home learning environments and supplemented nutrition could support executive function development and reduce the negative impact of socioeconomic disadvantage on literacy. • Poverty is linked to poor literacy outcomes in children in rural Côte d’Ivoire. • Executive functions (EF) mediate the link between SES and literacy. • Children’s home learning environments and physical development support EF. • Home learning environments and physical development show distinct contributions to EF.