Factors Related to Caregiver-Toddler Interaction in Child Development Centers
Keywords:
Caregiver-Toddler Interaction, Child Development, Related FactorsAbstract
This descriptive research aimed to study the interaction between caregivers and toddlers and determine, using Barnard's Interaction framework, the correlation between personal factors and caregiver-toddler interaction in Chiangmai province. The sample of 85 toddler caregivers were recruited by using multistage random sampling. The research instruments included: 1) a general information questionnaire, as well as 2) a caregiver-toddler interaction questionnaire (with a cronbach’s alpha score of 0.75) and 3) the rating scale of knowledge of caregiver-toddler interaction KR-20 (with a cronbach’s alpha score of 0.729). General information was analyzed using descriptive statistics and the variables correlation was analyzed using Fisher's exact test as well as Spearman’s rank correlation coefficient. The results showed that:
1. The total mean scores of the interaction between caregivers and toddlers was at a high level (70.59%). Considering each dimension, it was found that 3 out of 4 dimensions of the interaction were at a high level, namely sensitivity to cues (94%), social-emotional growth fostering (65.88%), and cognitive growth fostering (63.53%). However, alleviation of distress was at a moderate level (50.59%).
2. Toddler care experience of caregiver had a statistically significant with the caregiver-toddler interaction significance at the 01 level. Training experience regarding interaction and knowledge of interactions with toddlers had a statistically significant positive correlation with the significance level of 0.05 (r=.239, .270, respectively).
The results of this study provide preliminary information about the interaction between caregivers and toddlers, and related factors. Nurses or related agencies involved with the development of caregivers can use this information to promote caregiver knowledge through training programs on their interaction with toddlers.
References
Barnard, K. E. (1978). Nursing Child Assessment and Training: Learning Resource Manual. Seattle, WA: University of Washington.
Bloom, B. S., Hastings, T. J. & Madaus, G. F. (1971). Hand Book on Formative and Summative Evaluation of Student Learning. New York: McGraw–Hill Book Compaany Inc.
Booren, L. M., Downer, J. T. & Vitiello, V. E. (2012). Observations of Children's Interactions with Teachers, Peers, and Tasks Across Preschool Classroom Activity settings. Early Education & Development, 23(4), 517-538.
Castle, S., Williamson, A. C., Young, E., Stubblefield, J., Laurin, D., & Pearce, N. (2016). Teacher–Child Interactions in Early Head Start Classrooms: Associations with Teacher Characteristics. Early Education and Development, 27(2), 259-274.
Department of Local Administration. (2018). National Standard for Early Childhood Care, Development and Education Thailand 2018. Retrieved April 10, 2019 from https://apps.hpc.go.th/dl/web/ upFile/2018/07-5007-20180720064946/a75c3b0526ee280c468bfb1111bcf53a.pdf (in Thai)
Faculty of Education Chiang Mai Rajabhat University. (2019). Bachelor of Education Program in Early Childhood Education (Revised 2019). Retrieved January 15, 2021 from http://www.qa.cmru.ac.th/web/curriculum/2562/BEduEarlyChildhood(4)62.pdf (in Thai)
Hallam, R. A., Fouts, H. N., Bargreen, K. N., & Perkins, K. (2016). Teacher–Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings. Early Childhood Education Journal, 44(1), 51-59.
Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., et al. (2012). A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice. American Educational Research Journal, 49(1), 88-123.
Helmerhorst, K. O., Riksen-Walraven, J. M. A., Fukkink, R. G., Tavecchio, L. W., & Deynoot-Schaub, M. J. G. (2017). Effects of the Caregiver Interaction Profile Training on Caregiver–Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial. Child & Youth Care Forum, 46(3), 413-436. Doi: 10.1007/s10566-016-9383-9
Hu, B. Y., Fan, X., Yang, Y. & Neitzel, J. (2017). Chinese Preschool Teachers' Knowledge and Practice of Teacher-Child Interactions: The Mediating Role of Teachers' Beliefs about Children. Teaching and Teacher Education, 63, 137-147.
Jeon, H. J., Peterson, C. A., & DeCoster, J. (2013). Parent–Child Interaction, Task-Oriented Regulation, and Cognitive Development in Toddlers Facing Developmental Risks. Journal of Applied Developmental Psychology, 34(6), 257-267.
Lynn, M. R. (1986). Determination and Quantification of Content Validity. Nursing Research, 35(6), 382-385.
Liu, L., Fan, L., Hou, X. Y., Wu, C. A., Yin, X. N., Wen, G. M., et al. (2018). Family Childcare Types and Conduct Problem Behaviors in Young Children: The Mediation Role of Caregiver-Child Interaction. Frontiers in Pediatrics, 6, 217. Doi: 10.3389/fped.2018.00217
Mortensen, J. A., & Barnett, M. A. (2015). Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development. Early Education and Development, 26(2), 209-229. Doi: 10.1080/10409289.2015.985878
National Environmental Health Information System [NEHIS]. (2020). Percentage of Children Aged 0-5 years Screened for Suspected Developmental Delays in Health District. Retrieved December 26, 2020 from https://dashboard.anamai.moph.go.th/dashboard/delaydspm/ index?year=2020 (In Thai)
National Institute of Child Development. (2017). Annual Report of National Institute of Child Development in 2017 (1sted). Bangkok: Sam Charoen Panich. (In Thai)
Office of the National Economic and Social Development Council. (2017). The National Economic and Social Development Plan; The Twelfth Plan (2017-2021). Retrieved December 24, 2018 from https://www.nesdc.go.th/ewt_dl_link.php?nid=6422 (In Thai)
Partee, A. M., Hamre, B. K. & Williford, A. P. (2020). Examining the Role of Preschool Classrooms’ Behavioral Composition as a Predictor of the Quality of Teacher–Child Interactions. Early Education and Development, 31(6), 873-891.
Pattanapongthon, J. & Keawkhaengkhan, W. (2018). Factors Effecting to Child Development in Thailand in 2017. Nonthaburi: Ministry of Public Health. (In Thai)
Polit, D. F. (2010). Statistics and Data Analysis for Nursing Research (2nd ed.). New Jersey: Pearson.
Raks Thai Foundation. (2018). “The Manual for ECD Teachers and Caregivers in Implementing The Parenting Program and Providing Counselling Services for Parents of Children Aged 2-5 years. (1st ed). Bangkok: Y.K.H. Graphic & Press. (In Thai)
Rodgers, C. C. (2017). Health Promotion of the Toddler and Family. In M. J. Hockenberry, D. Wilson, & C. C. Rodgers (Eds.), Wong's Essentials of Pediatric Nursing (10th ed., pp.354-362). St.Louis, Missouri: Elsevier.
Semple-McBean, M. A. (2016). Caregiver-Child Interactions: Effects of Professional Development on Practice in Guyana (Doctoral thesis, Institute of Education, UCL, London). Retrieved December 24, 2018 from http://discovery.ucl.ac.uk/1517840/13/M%20SempleMcBean %20Thesis%205%20 August%2020 16%20clean%20copy.pdf.%20REDACTED.pdf
Sumner, G. & Spietz, A. (1994). NCAST Caregiver/Parent-Child Interaction Teaching manual. Seattle: NCAST Publications, University of Washingtion, School of Nursing.
Watcharaach, J., Kanchanaudom, P. & Wankrathok, S. (2011). Health Promoting Behaviors of the Child Care Providers for Preschool Children in the Child Development Center, Chon Buri Province. The Public Health Journal of Burapha University, 6(2), 108-118. (In Thai)
Downloads
Published
Issue
Section
License
Copyright (c) 2022 The Southern College Network Journal of Nursing and Public Health
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1. บทความหรือข้อคิดเห็นใด ๆ ที่ปรากฏในวารสารเครือข่าย วิทยาลัยพยาบาลและการสาธารณสุขภาคใต้ ที่เป็นวรรณกรรมของผู้เขียน บรรณาธิการหรือเครือข่ายวิทยาลัยพยาบาลและวิทยาลัยการสาธารณสุขภาคใต้ ไม่จำเป็นต้องเห็นด้วย
2. บทความที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของ วารสารเครือข่ายวิทยาลัยพยาบาลและการสาธารณสุขภาคใต้
