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Nebraska Public Health Conference

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Conference Proceeding

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Introduction: Center for Disease and Prevention Control had reported a rising in the prevalence of social communication and learning disabilities, including autism in the United States. The role of parents as primary agents in childhood language and behavioral development has also been established. Parents have been linked to child communicative and learning intelligence. However, there have been few research studies in Nebraska about parental perspectives in an early child's intelligence development at preschool and school levels. Objectives:1. To explore the parents' attitude towards their children's (0 – 5 years) communicative and learning intelligence in the school environment. 2. To assess the relationship between sociodemographic factors and parent perspectives of a child's intelligence in the early stage. Method: Self-reported data from the National Survey of Children's Health was used for the study. Explanatory variables include the age of the child, family structure type, primary language spoken in the home, poverty level or status, gender of the child, and race of the parent. Outcome variables are levels of concern towards learning and communication style of the child in preschool and school environment. Potential confounders and modifiers were controlled. Descriptive and logistic regression analyses were done to assess the association between the variables. Data analysis was done using SASv9.4. Results: Parents who speak other languages apart from English are 11.016 more likely to show zero concerns toward their child's intelligence development in school. Furthermore, parent perspectives in showing motivation in a child's learning skills at school are low for parents with children ages below 12 months compared to above 12 months. Minority race is associated with poor parental beliefs in a child's communicative intelligence. Conclusion: Parents' primary language, age of the child, and parent's race significantly affect the parents' attitude towards the child's intellectual development. However, further longitudinal studies could be helpful to explained gaps in our findings.


Public Health

Parents Perspective In Early Childhood Communicative and Learning Intelligence in Nebraska School Environment

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