ArticleFrontiers in public health2026
Caregiver-reported availability of home learning materials for toddlers in underserved communities.
Article in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
4 authors.
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Abstract
Objective: To describe caregiver-reported availability of toddler-appropriate learning materials among underserved families and examine short-term changes in reported availability. Background: The home learning environment includes structural resources, such as toys, books, and learning materials, that may support early childhood development. Although prior research has examined overall cognitive stimulation and caregiver-child interactions, less is known about specific types of learning materials and how their availability changes over time, particularly among families receiving care in safety-net settings. Methods: This secondary analysis included 148 caregivers of 18-36-month-old children recruited from two Federally Qualified Health Centers in Florida and New York as part of a larger pilot study of the Prescription for Play (P4P) program. Caregivers who did ( Results: Caregivers reported relatively high availability of learning materials across all ALM domains at both time points. Significant increases were observed in total ALM scores ( Conclusion: Caregivers from safety-net pediatric settings reported the availability of a broad range of toddler-appropriate learning materials, with modest increases over a 3-month period. These findings suggest that caregivers provide their toddlers with a range of developmentally supportive learning materials. However, future research is needed to clarify whether the availability of such materials translates to enhanced material use, caregiver-child interaction quality, or child developmental outcomes.
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