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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Association between Parental Engagement and Learning Materials towards the Cognitive and Social-Emotional Development of Children 3 to 4 years of age in Zimbabwe – a Cross Sectional StudyMatziaraki, Lydia January 2021 (has links)
Aim: The aim of this work was to broaden the understating of the role of parental engagement and learning materials at home, in promoting high cognitive and social emotional development. The study assessed the connection between maternal and paternal engagement, having 3 or more books and 2 or more types of playthings, towards the cognitive and social-emotional development of children. Methods: Data from the Multiple Indicator Cluster Surveys (MICS) was used, involving 2517 children in Zimbabwe. Unadjusted logistic regression was conducted to assess the possible confounders. Logistic regression was performed between parental engagement, children having 3 or more books and 2 or more types of playthings, towards the outcome of interest. Results: The results indicate that 91% of the children acquired high cognitive development and 63.4% social emotional. There has not been a significant association between maternal engagement and children’s cognitive or social-emotional development. Similarly, no correlation was found between paternal engagement and children’s development. Nevertheless, households having 3 or more books, reported increased odds of children having high cognitive development and lower odds of social-emotional development. Similarly, children with 2 or more types of playthings, depicted a positive association for social-emotional growth, whereas cognitive development decreased further. Conclusion: The association between having 3 or more books and 2 or more types of playthings remained significant, although parental engagement was insignificant. Future research on parenting practices in different cultural contexts is suggested, concerning the developmental status of children. In addition, more developmental, age-related assessment items are needed.
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