The Influence of Maternal and Household Resources, and Parental Psychosocial Child Stimulation on Early Childhood Development: A Cross-Sectional Study of Children 36–59 Months in Honduras
Abstract
:1. Introduction
2. Materials and Methods
2.1. Data and Sample
2.2. Measures
2.2.1. ECD
2.2.2. Psychosocial Stimulation
2.2.3. Maternal and Household Resources
2.2.4. Covariates
2.3. Statistical Analysis
2.4. Ethics
3. Results
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Acknowledgments
Conflicts of Interest
References
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Variable | Mean (SD) or n (%) | |
---|---|---|
Maternal characteristics | ||
Age (years) | 29.54 (6.69) ** | |
Relationship status | ||
Never in union | 101 (3.7%) | |
Married or living with a partner | 2223 (81.2%) | |
Widowed, divorced, separated | 412 (14.0%) | |
Education | ||
No or incomplete primary education | 946 (34.6%) | |
Complete primary education | 861 (31.5%) | |
Secondary or higher education | 929 (34.0%) | |
Literacy | ||
Illiterate | 287 (10.5%) | |
Literate | 2443 (89.3%) | |
Missing | 6 (0.2%) | |
Decision-making power | ||
No | 86 (3.2%) | |
1 issue | 224 (8.2%) | |
2 issues | 503 (18.4%) | |
3 issues | 1409 (51.5%) | |
Missing | 513 (18.8%) | |
Child characteristics | ||
Age (months) | 47.42 (6.80) ** | |
Child sex | ||
Male | 1439 (52.6%) | |
Female | 1297 (47.4%) | |
Early child development | ||
Not on track | 352 (12.9%) | |
On track | 2377 (86.9%) | |
Missing | 7 (0.3%) | |
Child attends early learning program | ||
No | 2215 (80.9%) | |
Yes | 516 (18.9%) | |
Missing | 5 (0.2%) | |
Household characteristics | ||
Number of children <5 years living in household | 1.59 (0.81) ** | |
Household wealth | ||
First quintile | 618 (22.6%) | |
Second quintile | 549 (20.1%) | |
Third quintile | 536 (19.6%) | |
Fourth quintile | 592 (21.6%) | |
Fifth quintile | 441 (16.1%) | |
Geographic region | ||
Northern | 896 (32.7%) | |
Southern | 320 (11.7%) | |
Western | 596 (21.8%) | |
Central | 621 (22.7%) | |
Eastern | 303 (11.1%) | |
Place of residence | ||
Urban | 1305 (47.7%) | |
Rural | 1431 (52.3%) | |
Maternal participation in activity with child | 3.32 (1.86) ** | |
Paternal participation in activity with child | 1.81 (1.96) ** |
Full Sample (n = 2736) | Urban Sample (n = 1305) | Rural Sample (n = 1431) | ||||
---|---|---|---|---|---|---|
Variables | B (S.E.) | OR (95% CI) | B (S.E.) | OR (95% CI) | B (S.E.) | OR (95% CI) |
Maternal engagement in activity with child | 0.13 (0.04) | 1.14 (1.04, 1.24) *** | 0.06 (0.08) | 1.07 (0.90, 1.25) | 0.17 (0.06) | 1.18 (1.06, 1.30) *** |
Paternal engagement in activity with child | 0.00 (0.04) | 1.00 (0.92, 1.09) | 0.02 (0.08) | 1.02 (0.88, 1.19) | −0.01 (0.05) | 0.99 (0.90, 1.09) |
Child attends early learning program (ref = No) | ||||||
Yes | 0.07 (0.20) | 1.07 (0.72, 1.58) | −0.02 (0.37) | 0.98 (0.48, 2.02) | 0.23 (0.24) | 1.25 (0.79, 2.00) |
Maternal education (ref = No or incomplete primary education) | ||||||
Complete primary education | 0.20 (0.18) | 1.02 (0.71,1.46) | 0.03 (0.44) | 1.03 (0.44, 2.44) | 0.44 (0.29) | 1.02 (0.68, 1.52) |
Secondary or higher education | −0.23 (0.23) | 0.80 (0.50, 1.26) | −0.02 (0.42) | 0.98 (0.43, 2.22) | 0.46 (0.28) | 0.65 (0.37, 1.13) |
Literacy (ref = Illiterate) | ||||||
Literate | 0.27 (0.22) | 1.30 (0.84, 2.02) | −0.43 (0.74) | 0.65 (0.15, 2.81) | 0.37 (0.24) | 1.45 (0.91, 2.30) |
Decision-making power (ref = 0 issues) | ||||||
1 issue | −0.46 (0.37) | 0.63 (0.30, 1.35) | −0.56 (1.19) | 0.57 (0.06, 5.94) | −0.42 (0.42) | 0.66 (0.29, 1.49) |
2 issues | −0.73 (0.39) | 0.48 (0.24, 0.97) * | −1.07 (1.17) | 0.35 (0.04, 3.41) | −0.63 (0.37) | 0.53 (0.26, 1.10) |
3 issues | −0.51 (0.35) | 0.60 (0.30, 1.18) | −0.39 (1.14) | 0.68 (0.07, 6.36) | −0.61 (0.36) | 0.54 (0.27, 1.10) |
Household wealth (ref = First quintile) | ||||||
Second quintile | −0.14 (0.17) | 0.87 (0.63, 1.20) | −0.57 (0.66) | 0.55 (0.15, 2.01) | −0.09 (0.18) | 0.91 (0.64, 1.30) |
Third quintile | −0.30 (0.24) | 1.34 (0.84, 2.14) | 0.22 (0.78) | 1.25 (0.27, 5,74) | 0.33 (0.26) | 1.39 (0.83, 2.31) |
Fourth quintile | −0.50 (0.30) | 1.64 (0.91, 2.95) | 0.65 (0.76) | 1.91 (0.43, 8.52) | 0.40 (0.35) | 1.49 (0.75, 2.95) |
Fifth quintile | −0.75 (0.41) | 2.11 (0.94, 4.75) | 1.00 (0.83) | 2.72 (0.53, 13.98) | 0.15 (0.57) | 1.16 (0.38, 3.559) |
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Urke, H.B.; Contreras, M.; Matanda, D.J. The Influence of Maternal and Household Resources, and Parental Psychosocial Child Stimulation on Early Childhood Development: A Cross-Sectional Study of Children 36–59 Months in Honduras. Int. J. Environ. Res. Public Health 2018, 15, 926. https://doi.org/10.3390/ijerph15050926
Urke HB, Contreras M, Matanda DJ. The Influence of Maternal and Household Resources, and Parental Psychosocial Child Stimulation on Early Childhood Development: A Cross-Sectional Study of Children 36–59 Months in Honduras. International Journal of Environmental Research and Public Health. 2018; 15(5):926. https://doi.org/10.3390/ijerph15050926
Chicago/Turabian StyleUrke, Helga Bjørnøy, Mariela Contreras, and Dennis Juma Matanda. 2018. "The Influence of Maternal and Household Resources, and Parental Psychosocial Child Stimulation on Early Childhood Development: A Cross-Sectional Study of Children 36–59 Months in Honduras" International Journal of Environmental Research and Public Health 15, no. 5: 926. https://doi.org/10.3390/ijerph15050926
APA StyleUrke, H. B., Contreras, M., & Matanda, D. J. (2018). The Influence of Maternal and Household Resources, and Parental Psychosocial Child Stimulation on Early Childhood Development: A Cross-Sectional Study of Children 36–59 Months in Honduras. International Journal of Environmental Research and Public Health, 15(5), 926. https://doi.org/10.3390/ijerph15050926