Is home environment associated with child general intellectual abilities in middle childhood in high-risk settings? Findings from a rural cohort in Pakistan

Abstract Background A strong body of evidence from low- and middle-income countries (LMIC) suggests that home environment is associated with early childhood development outcomes. However, studies from LMIC that have examined the similar role of home environment with later cognitive abilities during middle childhood are scarce. The objective of the study was to explore the association between different aspects of the home environment and intellectual abilities at 7-8 years in a rural, high-risk cohort in Pakistan. Methods We employed a cross-sectional research design to examine 1172 children between 7-8 years and their families, utilizing the Home Observation for Measurement of Environment for Middle Childhood (HOME-MC) to evaluate various aspects of the home environment and the Fluid Reasoning Index (FRI) of the Wechsler Intelligence Scale for Children (WISC) 5th edition to gauge the intellectual abilities of the children. Multivariable regression analyses were used to examine the association between different indices of HOME-MC and FRI. Findings Learning materials and opportunities subscale (β = 1.74, 95% CI= 1.15, 2.33) had the strongest association with FRI score followed by Responsivity (β = 1.73, 95% CI=1.07, 2.38) and Family companionship (β = 1.27, 95% CI=.63, 1.90). The eight different indices of the home environment explained 22% of the total variation in FRI scores. Conclusion We conclude that concurrent learning opportunities, parental responsivity and family companionship at home are associated with intellectual abilities during middle childhood which is comparable to what has been found in early childhood years.