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Purpose: Home-learning environment is critical for cognitive and academic outcomes; yet its impact during the 4-8 years' period remains underexplored, especially in the Global South. This study examines the relationship between the home-learning environment and children's fluid intelligence and early language numeracy outcomes in urban poor households in Bangalore, South India. Methods: We analysed data from 940 mother-child dyads from the MAASTHI birth cohort when children were 4-8-years old. The Family Care Indicators (FCI) tool assessed the home-learning environment, Raven's Coloured Progressive Matrices (RCPM) measured children's fluid-intelligence, and the preschool Annual Status of Education Report (ASER) tool measured literacy-numeracy skills. Multilevel linear regression models, adjusted for household, maternal, and child factors, were used to examine the associations. Results: Higher levels of parental education, maternal Intelligence Quotient, and lower maternal depressive symptoms were significantly associated with better cognitive and early language outcomes. A stimulating home-learning environment characterized by the availability of ≥6 age-appropriate books, higher levels of caregiver engagement, and higher overall home environment scores (FCI-Total) was linked to better non-verbal fluid intelligence and early language scores during 4-8 years of age. However, these factors were not significantly associated with numeracy. Conclusion: This study underscores the sustained benefits of a stimulating home-learning environment in urban poor settings on children's cognitive and academic outcomes between 4 and 8 years of age. Our results reinforce the need for interventions that promote caregiver engagement and access to a variety of books and toys to optimize child outcomes in marginalized settings.
Lobo et al. (Sat,) studied this question.