Bong Joo Lee Seoul National University The Relationship between Children’s Development and Socioeconomic Factors in Korea

In recent years, there has been an increasing interest in children’s policy in Korea. –Shifting focus: from ‘protection’ to ‘development’ However, lack of basic knowledge on the status of child development has been a factor hindering implementation of concrete polices and programs to promote child development in Korea. Purpose of this study: –To examine the level of development of Korean children in 4 domains: language, cognition, psychosocial behaviors, and physical health –To examine the effects of family’s socioeconomic and social capital factors on children’s development Introduction

Family Income –Mcloyd, 1990; Duncan, Brooks-Gunn & Klebanov, 1994; Ryu & Choi, 2003; Kim, 2008 –Language development: Lee & Kawk, 2008 –Cognitive development: McCulloch & Joshi, 2000 –And many other studies in and out of Korea Family Structure –Furstenberg & Hughes, 1995; Runyan et al., 1998 Family Process –Interaction patterns between parent and child: Chang, 1987, 1995; Cochran-Smith, 1984; Goldfield & Snow, 1984 –Parent’s child rearing attitude: Guerin, Gottfried & Thomas, 1997; Wasserman et al., 1990 –Parent’s self efficacy: Woo & Lee, 1994; Lee & Han, 2004; Coleman & Karraker, 1998 Community characteristics –Kim, 2008; Boisjoly, Duncan & Hofferth, 1995; Furstenberg & Hughes, 1995; Garbarino & Sherman, 1980 Previous Studies: Factors affecting children’s development

‘Korea Children and Youth Survey, 2009’ –Nationally representive sample of 6,922 children (0-18 years old) and their parents –Household survey –0-8 years old: responses from the parents on child development and family characteristics –9-18 years old: child survey and parent survey Data

Cognitive development –0-8 years old: scales developed to measure basic cognitive skills, mathematical thinking ability, scientific thinking ability, and social thinking ability by specific age groups –9-18 years old: self reported school achievement level Language development –0-8 years old: scales to measure speaking, reading, writing, and social communication ability by specific age groups Psychosocial development –K-CBCL child behavior problem scale – Internalizing and Externalizing problem behaviors Physical health –Self-reported health status(by parents and children) –Being hospitalized Key Variables: Developmental Domains

Family’s socioeconomic charactersitics –Family income –Level of parent’s education –Owned house Within family social capital –Family structure –Parent’s self efficacy –Level of parent-child communication openness –Time (playing and talking) spent with parents Outside family social capital: Community characteristics –Neighborhood environment: sense of belonging, informal social control, social cohesiveness –Social support: economic, emotional, life, information Key Variables: Socioeconomic and Social Capital Factors

Characteristics of the sample Variables#% Gender Male3, Female Family Structure Both Parents5, Not Both Parents1, Age 0-21, , , , , Family Income Below Poverty Level1, From P.L. to 2 x P.L.2, Over 2 x P.L.3, Region City6, Rural5578.0

Characteristics by income: 0-8 years old Family Income < P. L.P.L. to 2 x P.L.2 x P.L. < 0-8 Years Old (N)7691,1511,537 Development Cognitive.83(.67).94(.71).83(.37) Language.73(.37).77(.37).94(.70) PsySocio-Internalizing 4.92(1.45)4.87(1.35)4.88(1.31) PsySocio-Externalizing 4.10(1.33)4.19(1.32)4.17(1.24) Self-reported health 3.20(.62)3.34(.60)3.42(.55) Hospitalized.16(.37).15(.36).13(.33) Socioeconomic Characteristics Parent college educated.13(.33).30(.46).55(.49) Owned house.13(.34).28(.45).49(.50) Within Family Social Capital Parent efficacy 2.88(.53)3.00(.47)3.02(.42) Open communication 2.96(.73)2.96(.68)3.00(.68) Time spent.55(.49).59(.49).56(.49) Community Environment.47(.23).48(.22) Social Support 1.74(.66)1.92(.62)1.98(.60)

Characteristics by income: 9-18 years old Family Income < P. L.P.L. to 2 x P.L.2 x P.L. < 9-18 Years Old (N) ,568 Development Cognitive (School Achievement) 2.44(1.88)2.74(2.88)2.90(2.20) PsySocio-Internalizing 4.66(1.07)4.58(1.02)4.42(.98) PsySocio-Externalizing 4.32(.75)4.30(.76)4.16(.72) Self-reported health 3.07(.65)3.24(.59)3.30(.53) Hospitalized.11(.31).08(.26).04(.19) Socioeconomic Characteristics Parent college educated.08(.27).15(.36).38(.48) Owned house.11(.31).33(.47).69(.46) Within Family Social Capital Parent efficacy 2.79(.58)2.90(.50)3.01(.45) Open communication 2.96(.69)3.00(.65)3.03(.63) Time spent.26(.44).32(.46) Community Environment.46(.22).49(.22).51(.22) Social Support 1.59(.58)1.68(.57)1.83(.57)

Multivariate analyses: factors affecting child development CognitiveLang.PsychosocialHealth Internal 0-8 External 9-18 Internal 9-18 External 0-8 Reported 0-8 Hospital 9-18 Reported 9-18 Hospital Constant ** ***4.58***4.14*4.46***2.63**.27**2.82**.21*** Male * * City * Age.11*** ***.08***.23**.03*** ***-.03**-.01*-.00 Poverty-.08*-.34*-.09** *.12*-.13*** ***.05* 2 x P.L ** *.10** Parent College.08*.12.04** * House Owned Both Parent * * Parent Efficacy ***-.34*** *.21**.01.14***-.04** Open Comm..13***.07.09*** Time Spent **-.11* ** Environment **-.00 Social Support

Poverty is a major risk factor for low level of development –All ages: Low cognitive development Low level of health –0-8 years: Low language development –9-18 years: Increased internalizing and externalizing problem behaviors Parent’s education level matters –0-8 years: higher education  better cognitive and language developments Key Findings

Family structure matters too –0-8 years: both parent  better language development and health Parent’s self-efficacy is important –Al l ages: child’s better psychosocial behaviors –All ages: better health Open communication style is important for cognitive and language developments for younger children For younger children: more time spent with parents predicts –Better language development –Less internalizing problem behaviors –Better health Community environment is important for older children’s health

Need for preventive child development support services and programs targeted for children in poverty Strengthening family support programs including child rearing education programs for parents –Importance of communication with children –Spend more time with children –Self-efficacy of parents Implications for Policy