Influence of Culture-Related Experiences and Sociodemographic Risk Factors on Cognitive Readiness Among Preschoolers

Abstract

A national sample of 4-year-old preschoolers (N = 1,710) extracted from the 1993 National Household Education Survey (National Center for Education Statistics) was analyzed to investigate factors that influence cognitive readiness. Results indicated that exposure to culture-related activities may ameliorate the absence of a center-based program for low-risk children. For children typically considered to be "at risk," culture-related experiences were associated with (a) higher levels of cognitive development, regardless of program attendance and (b) lower variability in cognitive readiness. This suggests that culture-related activities are potentially more beneficial for at-risk children with initially lower levels of cognitive readiness. Results also suggest that parental involvement is more likely to enhance a child's cognitive development when the activities consist of culture-related activities. This may be attributed to (a) culture-related activities being better ways to enhance the cognitive skill of a child, or (b) a lack of such activities in center-based programs.