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Reading, singing, and storytelling: the impact of caregiver-child interaction and child access to books and preschool on early childhood development in Ghana
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dc.date.accessioned | 2024-05-30T06:56:12Z | - |
dc.date.available | 2024-05-30T06:56:12Z | - |
dc.date.issued | 2023-08 | - |
dc.identifier.uri | https://ir.ymlib.yonsei.ac.kr/handle/22282913/199455 | - |
dc.description.abstract | Optimal early childhood development (ECD) is crucial in shaping future academic and economic accomplishments. Recognising its profound influence, the United Nations has included a specific target and indicator related to ECD in the Sustainable Development Goals to ensure universal access to high-quality ECD for all preschoolers by 2030. This study investigated whether caregiver-child engagements, early stimulation, and learning opportunities are associated with ECD among children aged 36-59 months. Data on 6752 children were pooled from the 2011 and 2017 Ghana Multiple Indicator Cluster Surveys. The ECD outcomes of interest were literacy-numeracy, social-emotional, learning-cognitive, and physical development, measured with UNICEF's Early Childhood Development Index (ECDI). Binary logistic regression assessed the effects of various caregiver-child engagements and early learning opportunities on the ECD outcomes. We found that most children were developmentally on track in the physical (95.0%) and learning-cognitive (86.4%) domains, but fewer were on track in the literacy-numeracy (36.7%) and social-emotional (68.6%) domains. Reading to or with a child (aOR 1.72; 95% CI 1.35-2.19), telling them stories (aOR 1.61; 95% CI 1.26-2.04), counting or drawing with them (aOR 1.63; 95% CI 1.30-2.04) and a child's attendance at preschool (aOR 4.62; 95% CI 3.34-6.38) were associated with a higher odds for on track literacy-numeracy development. Playing with a child was associated with higher odds of on-track social-emotional development (aOR 1.29; 95% CI 1.04-1.59), physical development (aOR 1.61; 95% CI 1.01-2.55), and learning-cognitive development (aOR 1.51; 95% CI 1.14-2.00). However, singing songs to or with a child (aOR 0.78; 95% CI 0.62-0.89) and taking a child outside the home (aOR 0.78; 95% CI 0.64-0.95) were associated with lower odds for on track social-emotional development. Access to children's books at home was associated with higher odds for on track literacy-numeracy and social-emotional development. In subgroup analysis, some observed associations varied depending on a child's residence (urban or rural). Our findings confirmed that caregiver-child interaction and early learning opportunities could increase a child's likelihood of achieving early developmental milestones. | - |
dc.description.statementOfResponsibility | open | - |
dc.language | English | - |
dc.publisher | Nature Publishing Group | - |
dc.relation.isPartOf | SCIENTIFIC REPORTS | - |
dc.rights | CC BY-NC-ND 2.0 KR | - |
dc.subject.MESH | Books | - |
dc.subject.MESH | Caregivers | - |
dc.subject.MESH | Child, Preschool | - |
dc.subject.MESH | Ghana | - |
dc.subject.MESH | Humans | - |
dc.subject.MESH | Reading* | - |
dc.subject.MESH | Singing* | - |
dc.title | Reading, singing, and storytelling: the impact of caregiver-child interaction and child access to books and preschool on early childhood development in Ghana | - |
dc.type | Article | - |
dc.contributor.college | College of Nursing (간호대학) | - |
dc.contributor.department | Dept. of Nursing (간호학과) | - |
dc.contributor.googleauthor | Shamsudeen Mohammed | - |
dc.contributor.googleauthor | Agani Afaya | - |
dc.contributor.googleauthor | Alhassan Sibdow Abukari | - |
dc.identifier.doi | 10.1038/s41598-023-38439-5 | - |
dc.relation.journalcode | J02646 | - |
dc.identifier.eissn | 2045-2322 | - |
dc.identifier.pmid | 37612323 | - |
dc.citation.volume | 13 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 13751 | - |
dc.identifier.bibliographicCitation | SCIENTIFIC REPORTS, Vol.13(1) : 13751, 2023-08 | - |
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