International Journal of Education and Management Studies

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Differential Effects of Early Child Care Quality on Language Development of Young Children (6-36 Months)


Affiliations
1 Department of Human Development and Family Studies, College of Community Science, UAS, Dharwad, Karnataka, India
     

   Subscribe/Renew Journal


To examine the individual and contextual characteristics impacting the quality of child care environment of young children and its influence on language development, a sample of 112 infants and toddlers of 6 to 36 months and their caregivers were drawn from urban and rural areas of Dharwad district. Infant/Toddler Environment Rating Scale (ITERS) was used to rate home environment as well as Early Childhood Care and Education (ECCE) centers and Bayley-III (2006) was used to assess language development of young children. The observations of caregiver and child's interaction, quality of environment provided was observed in child's homes and day care centers. The findings revealed that almost half of infants who were reared in urban homes had average quality (53.33%) of home environment while 30 per cent had high quality, but 16.66 per cent parents had low quality. The young children below three years who were sent to day care centers in urban locality were in centers with average quality (45.45%) of environment and almost equal proportion (27.27 %) were in low and high quality centers. Most of the young children in rural homes had low quality home environment (46.66 %) while 43.33 per cent had average quality and only 10 per cent had high child care quality. The regression analyses revealed that quality of home (R2 = 0.45) and day care environment (R2 = 0.48) predicted child's language development of young children. Higher quality of home/center environment predicted better social skills and lower quality lead to lower social and emotional skills of young children. Gender, child's age at entry into center, caregiver's temperament, sensitivity and education had a mediating role on language development of infants. Thus there is a need to invest in high quality child care environment in both home and center. So, parents/caregivers need to be educated to enhance the quality of environment.

Keywords

Child Care Quality, Language Development, Home Environment, Center Environment.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Ahn, J., & Yoo, J.P. (2016). The effect of infancy childcare center use and maternal employment on toddler's language development in South Korea. Asian Social Work and Policy Review, 10, 130-141.

  • Anme, T., Tanaka, E., Watanabe, T., Tomisaki, E., & Mochizuki, Y. (2016). Does center-based child care play a role in preventing child maltreatment? Evidence from a one-year follow up study. International Journal of Applied Psychology, 5(2), 31-36.

  • Bayley, N. (2006). Bayley Scales of Infant and ’Toddler Development (3rd ed.). USA: Technical Manual, Pearson, SanAtanio,p. 158.

  • Beijers, R., Riksen-Walraven, M., Putnam, S., de Jong, M., & de Weerth, C. (2013). Early non-parental care and toddler behaviour problems: Links with temperamental negative affectivity and inhibitory control. Early Childhood Research Quarterly, 28(4), 714-722.

  • Bowlby, J. (1969). Attachment and loss. New York: Basic Books, pp. 68-73.

  • Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. Child Development, 25(2), 1426-1454.

  • Chaplin, T.M., & Aldao, A. (2013). Gender differences in emotion expression in children: Ameta-analytic review. Psychological Bulletin, 139(4), 735-765.

  • Dowsett, C. J., Huston, A. C., & Imes, A. E. (2014). Structural and process features in three types of child care for children from high and low income families. Early Childhood Research Quarterly, 23(1), 69-93.

  • Evans, D. E., & Rothbart, M. K. (2007). Development of a model for adult temperament. Journal of Research in Personality, 41, 868-888.

  • Fergusson, E., Maughan, B., & Golding, J. (2008). Which children receive grand parental care and what effect does it have? Journal of Child Psychology and Psychiatry, 49(2), 161-169.

  • Friedman, D. (2006). Interaction and the architecture of the brain. http://www.develo pingchild.net.

  • Guryan, J., Hurst, E., & Kearney, M. (2008). Parental education and parental time with children .Journal of Economic Perspectives, -22(3), 23-46.

  • Harms, T., Cryer, D., & Clifford, D. (2017). The Infant/Toddler Environment Rating Scale (Illth ed.). New York: Teachers College Press.

  • Hartz, K., & Williford, A. (2015). Child negative emotionality and caregiver sensitivity across context: Links with children's kindergarten behavior problems. Infant and Child Development, 2 4 ,107-129.

  • Hudson, S., Levickis, P., Down, K., Nicholls, R., & Wake, M. (2015). Maternal responsiveness predicts child language at ages 3 and 4 in a community based sample of slow-to-talk toddlers. International Journal of Language and Communication Disorders, 50(1), 136-142.

  • Kim, Y., & Shin, K. (2008). Polarization of married women's labor market and changes in household income inequality. Economy and Society, 77(3), 78-106.

  • Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and centerbased child care quality on children's language, communication and literacy outcomes. Early Childhood Research Quarterly, 28(1), 94-101.

  • Roberts, M. Y., Curtis, P., Estabrook, R , Norton, E. S., Davis, M. M., Bums, J., Briggs, M., Petitclerc, A., & Wakschlag, L. S. (2018). Talking tots and the terrible twos: Early language and disruptive behavior in toddlers. Journal of Developmental and Behavioral Pediatrics, 2(1), 1-6.

  • Ronfani, L., Brumatti, L. V., Mariuz, M., Tognin, V., Bin, M., Ferluga, V., Knowles, A., Montico, M., & Barbone, F. (2015). The complex interaction between home environment, socioeconomic status, maternal IQ and early child neurocognitive development: A multivariate analysis of data collected in a newborn cohort study. PLOSOne, 10(5), 1-13.

  • Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. M. Lemer, andN. Eisenberg (Eds.), Handbook of child psychology: Social, emotional and personality development (6th ed., Vol. 3, pp. 99-166). Hoboken, New Jersey: John Wiley and Sons.

  • Rothbart, M. K., Gartstein, M. A., & Putnam, S. P. (2009). Development of short and very short forms of the infant behavior questionnaire. Journal of Personality Assessment, 87, 102-112.

  • Stein, A., Malmberg, I., Leach, P., Barnes, J., & Sylva, K. (2012). The influence of different forms of early childcare on children's emotional and behavioral development at school entry. Early Childhood Research Journal, 22(3), 1-27.

  • Susman, A., Pleuss, J., & Englund, M. M. (2013). Attitudes and beliefs of family-and center-based child care providers predict differences in caregiving behavior over time. Early Childhood Research Quarterly, 28(4), 905-917.

  • Vaida, N. (2013). A study on various factors affecting development during the first two years oflife. IntemationalJoumal oflnnovativeResearch andDevelopmentr 2(1), 632-663. www.indiaparenting.com


Abstract Views: 323

PDF Views: 0




  • Differential Effects of Early Child Care Quality on Language Development of Young Children (6-36 Months)

Abstract Views: 323  |  PDF Views: 0

Authors

B. E. Ramitha
Department of Human Development and Family Studies, College of Community Science, UAS, Dharwad, Karnataka, India
P. B. Khadi
Department of Human Development and Family Studies, College of Community Science, UAS, Dharwad, Karnataka, India

Abstract


To examine the individual and contextual characteristics impacting the quality of child care environment of young children and its influence on language development, a sample of 112 infants and toddlers of 6 to 36 months and their caregivers were drawn from urban and rural areas of Dharwad district. Infant/Toddler Environment Rating Scale (ITERS) was used to rate home environment as well as Early Childhood Care and Education (ECCE) centers and Bayley-III (2006) was used to assess language development of young children. The observations of caregiver and child's interaction, quality of environment provided was observed in child's homes and day care centers. The findings revealed that almost half of infants who were reared in urban homes had average quality (53.33%) of home environment while 30 per cent had high quality, but 16.66 per cent parents had low quality. The young children below three years who were sent to day care centers in urban locality were in centers with average quality (45.45%) of environment and almost equal proportion (27.27 %) were in low and high quality centers. Most of the young children in rural homes had low quality home environment (46.66 %) while 43.33 per cent had average quality and only 10 per cent had high child care quality. The regression analyses revealed that quality of home (R2 = 0.45) and day care environment (R2 = 0.48) predicted child's language development of young children. Higher quality of home/center environment predicted better social skills and lower quality lead to lower social and emotional skills of young children. Gender, child's age at entry into center, caregiver's temperament, sensitivity and education had a mediating role on language development of infants. Thus there is a need to invest in high quality child care environment in both home and center. So, parents/caregivers need to be educated to enhance the quality of environment.

Keywords


Child Care Quality, Language Development, Home Environment, Center Environment.

References