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| Autor/inn/en | Pearl S. Kyei; Nana Yaa Nyarko |
|---|---|
| Titel | Care-Giver Child Interactions and Early Cognitive Development in West and Central Africa |
| Quelle | In: Early Child Development and Care, 194 (2024) 3, S. 414-423Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4430 |
| DOI | 10.1080/03004430.2024.2320883 |
| Schlagwörter | Forschungsbericht; Caregiver Child Relationship; Cognitive Development; Foreign Countries; Early Childhood Education; Literacy; Numeracy; Children; Reading; Story Telling; Central African Republic; Chad; Congo; Gambia; Ghana; Guinea-Bissau; Sierra Leone; Togo |
| Abstract | This paper studies the association between caregiver--child interactions and early childhood development in literacy and numeracy in West and Central Africa. Data comes from Multiple Cluster Indicator Surveys (MICS) conducted in Central African Republic, Chad, Democratic Republic of the Congo, Gambia, Ghana, Guinea-Bissau, Sierra Leone, and Togo between 2017 and 2020. A multilevel logistic regression is used to estimate the likelihood of being developmentally on track for 35,752 children aged 3-4 years. The results indicate that cognitively stimulating interactions with caregivers such as reading and telling stories are correlated with a higher likelihood of being developmentally on track. Interactions with mothers are associated with significantly higher odds of being developmentally on track but not interactions with fathers. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2025/2/06 |
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