18 59

Cited 0 times in

Reading, singing, and storytelling: the impact of caregiver-child interaction and child access to books and preschool on early childhood development in Ghana

DC Field Value Language
dc.date.accessioned2024-05-30T06:56:12Z-
dc.date.available2024-05-30T06:56:12Z-
dc.date.issued2023-08-
dc.identifier.urihttps://ir.ymlib.yonsei.ac.kr/handle/22282913/199455-
dc.description.abstractOptimal 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.statementOfResponsibilityopen-
dc.languageEnglish-
dc.publisherNature Publishing Group-
dc.relation.isPartOfSCIENTIFIC REPORTS-
dc.rightsCC BY-NC-ND 2.0 KR-
dc.subject.MESHBooks-
dc.subject.MESHCaregivers-
dc.subject.MESHChild, Preschool-
dc.subject.MESHGhana-
dc.subject.MESHHumans-
dc.subject.MESHReading*-
dc.subject.MESHSinging*-
dc.titleReading, singing, and storytelling: the impact of caregiver-child interaction and child access to books and preschool on early childhood development in Ghana-
dc.typeArticle-
dc.contributor.collegeCollege of Nursing (간호대학)-
dc.contributor.departmentDept. of Nursing (간호학과)-
dc.contributor.googleauthorShamsudeen Mohammed-
dc.contributor.googleauthorAgani Afaya-
dc.contributor.googleauthorAlhassan Sibdow Abukari-
dc.identifier.doi10.1038/s41598-023-38439-5-
dc.relation.journalcodeJ02646-
dc.identifier.eissn2045-2322-
dc.identifier.pmid37612323-
dc.citation.volume13-
dc.citation.number1-
dc.citation.startPage13751-
dc.identifier.bibliographicCitationSCIENTIFIC REPORTS, Vol.13(1) : 13751, 2023-08-
Appears in Collections:
3. College of Nursing (간호대학) > Dept. of Nursing (간호학과) > 1. Journal Papers

qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.