Reliability and validity of the Caregiver Reported Early Development Instruments (CREDI) in impoverished regions of China

Table 1 Descriptive characteristics of the sample

Child and family characteristics	Total sample		Bayley sample
Child and family characteristics	N	%	N	%
Age group
5–11 months	191	20.19	50	20.16
12–17 months	215	22.73	56	22.58
18–23 months	186	19.66	52	20.97
24–29 months	206	21.78	62	25.00
30–35 months	148	15.64	28	11.29
Gender
Female	487	51.48	131	52.82
Male	459	48.52	117	47.18
Sibling
No	495	52.33	125	50.40
Yes	451	47.67	123	49.60
Premature (gestational age < 37 weeks)
Yes	44	4.65	12	4.84
No	902	95.35	236	95.16
Primary caregiver
Mother	661	69.87	172	69.35
Others	285	30.13	76	30.65
Mother’s education
Junior high school and below	520	54.97	120	48.39
Senior high school and above	426	45.03	128	51.61
Household wealth index, mean (SD)	946	0.01(0.87)	248	0.24(0.78)
Home stimulation
Participated in fewer than four of these six activities	636	67.23	158	63.71
Participated in at least four of these six activities	310	32.77	90	36.29

Note: In China, junior high school refers to chu zhong (初中; 初级中学; literally low-level middle school) from grades 7 to 9; senior high school refers to gao zhong (高中; 高级中学; literally high-level middle school) from grades 10 to 12. The household wealth factor was constructed to indicate the wealth status of the sample. The factor was based on the following nine variables: annual agricultural and non-agricultural income in 2017, and seven dummy variables of being registered as a poor household, having a flush toilet, water heater, PC, internet access, air conditioning, and a truck/car at home. It was generated using the iterated principal-factor method to calculate factor loadings and derive a factor score for each household. Questions about home stimulation activities in our survey asked whether, in the past 3 days, the primary caregiver had engaged their children in any of the following activities: reading books or looking at picture-books, telling stories, singing songs, taking child outside home for playing, playing with the child with toys, spending time with the child in naming things, counting, or drawing. Referred to the clarification about this variable from Multiple Indicator Survey by UNICEF [10], it is treated as a binary variable here

ISSN: 1471-2431