Home environment classification system: A model for assessing the home environments of developing children

Robert Bradley, Bettye M. Caldwell, Stephen L. Rock

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

A two-tiered system for classifying inputs from the environment is presented. For the first (or outer) tier, each environmental element is categorized along three structural dimensions: 1) the function which the element serves in behalf of development (stimulation, structure, sustenance, surveillance, support); 2) the modality through which the element is received (visual, auditory, tactile, kinesthetic, olfactory); and 3) the source from which the element comes (person, object, event, setting). For the second (or inner) tier, items are rated along three dynamic dimensions: 1) reactivity, 2) complexity, and 3) intensity. The classification system is presented as a heuristic approach to organizing information on environment/development relationships. It allows for a multidimensional description of any type of input to persons in such a way as to incorporate most of the ways of describing environments previously presented in the literature on human development. The advantage of the proposed classification system would seem twofold: 1) It should permit classification of environmental elements at various levels of abstraction within the same system of classification; and 2) it should promote integration of research information from studies with disparate goals and make easier the identification of significant gaps in the research on environment/development relationships. The most obvious practical advantage of the system would seem to be its ability to describe children's environments in great detail, leading to a fuller understanding of how particular environmental elements are likely to influence behavior and development.

Original languageEnglish (US)
Pages (from-to)237-265
Number of pages29
JournalEarly Education and Development
Volume1
Issue number4
DOIs
StatePublished - 1990
Externally publishedYes

Fingerprint

Aptitude
human being
Touch
Human Development
abstraction
Research
surveillance
heuristics
event
ability
literature
Heuristics

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Home environment classification system : A model for assessing the home environments of developing children. / Bradley, Robert; Caldwell, Bettye M.; Rock, Stephen L.

In: Early Education and Development, Vol. 1, No. 4, 1990, p. 237-265.

Research output: Contribution to journalArticle

@article{a35354320c614a96a58e5bfbe27e247b,
title = "Home environment classification system: A model for assessing the home environments of developing children",
abstract = "A two-tiered system for classifying inputs from the environment is presented. For the first (or outer) tier, each environmental element is categorized along three structural dimensions: 1) the function which the element serves in behalf of development (stimulation, structure, sustenance, surveillance, support); 2) the modality through which the element is received (visual, auditory, tactile, kinesthetic, olfactory); and 3) the source from which the element comes (person, object, event, setting). For the second (or inner) tier, items are rated along three dynamic dimensions: 1) reactivity, 2) complexity, and 3) intensity. The classification system is presented as a heuristic approach to organizing information on environment/development relationships. It allows for a multidimensional description of any type of input to persons in such a way as to incorporate most of the ways of describing environments previously presented in the literature on human development. The advantage of the proposed classification system would seem twofold: 1) It should permit classification of environmental elements at various levels of abstraction within the same system of classification; and 2) it should promote integration of research information from studies with disparate goals and make easier the identification of significant gaps in the research on environment/development relationships. The most obvious practical advantage of the system would seem to be its ability to describe children's environments in great detail, leading to a fuller understanding of how particular environmental elements are likely to influence behavior and development.",
author = "Robert Bradley and Caldwell, {Bettye M.} and Rock, {Stephen L.}",
year = "1990",
doi = "10.1207/s15566935eed0104_1",
language = "English (US)",
volume = "1",
pages = "237--265",
journal = "Early Education and Development",
issn = "1040-9289",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - Home environment classification system

T2 - A model for assessing the home environments of developing children

AU - Bradley, Robert

AU - Caldwell, Bettye M.

AU - Rock, Stephen L.

PY - 1990

Y1 - 1990

N2 - A two-tiered system for classifying inputs from the environment is presented. For the first (or outer) tier, each environmental element is categorized along three structural dimensions: 1) the function which the element serves in behalf of development (stimulation, structure, sustenance, surveillance, support); 2) the modality through which the element is received (visual, auditory, tactile, kinesthetic, olfactory); and 3) the source from which the element comes (person, object, event, setting). For the second (or inner) tier, items are rated along three dynamic dimensions: 1) reactivity, 2) complexity, and 3) intensity. The classification system is presented as a heuristic approach to organizing information on environment/development relationships. It allows for a multidimensional description of any type of input to persons in such a way as to incorporate most of the ways of describing environments previously presented in the literature on human development. The advantage of the proposed classification system would seem twofold: 1) It should permit classification of environmental elements at various levels of abstraction within the same system of classification; and 2) it should promote integration of research information from studies with disparate goals and make easier the identification of significant gaps in the research on environment/development relationships. The most obvious practical advantage of the system would seem to be its ability to describe children's environments in great detail, leading to a fuller understanding of how particular environmental elements are likely to influence behavior and development.

AB - A two-tiered system for classifying inputs from the environment is presented. For the first (or outer) tier, each environmental element is categorized along three structural dimensions: 1) the function which the element serves in behalf of development (stimulation, structure, sustenance, surveillance, support); 2) the modality through which the element is received (visual, auditory, tactile, kinesthetic, olfactory); and 3) the source from which the element comes (person, object, event, setting). For the second (or inner) tier, items are rated along three dynamic dimensions: 1) reactivity, 2) complexity, and 3) intensity. The classification system is presented as a heuristic approach to organizing information on environment/development relationships. It allows for a multidimensional description of any type of input to persons in such a way as to incorporate most of the ways of describing environments previously presented in the literature on human development. The advantage of the proposed classification system would seem twofold: 1) It should permit classification of environmental elements at various levels of abstraction within the same system of classification; and 2) it should promote integration of research information from studies with disparate goals and make easier the identification of significant gaps in the research on environment/development relationships. The most obvious practical advantage of the system would seem to be its ability to describe children's environments in great detail, leading to a fuller understanding of how particular environmental elements are likely to influence behavior and development.

UR - http://www.scopus.com/inward/record.url?scp=84948259632&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84948259632&partnerID=8YFLogxK

U2 - 10.1207/s15566935eed0104_1

DO - 10.1207/s15566935eed0104_1

M3 - Article

AN - SCOPUS:84948259632

VL - 1

SP - 237

EP - 265

JO - Early Education and Development

JF - Early Education and Development

SN - 1040-9289

IS - 4

ER -