Sarah E Cprek1, Corrine M Williams2, Ibitola Asaolu3, Linda A Alexander4, Robin C Vanderpool5. 1. Department of Health Behavior, University of Kentucky College of Public Health, Bowman Hall Room 336, Lexington, KY, 40506-0059, USA. sarah.cprek@uky.edu. 2. Department of Health Behavior, University of Kentucky College of Public Health, Bowman Hall Room 336, Lexington, KY, 40506-0059, USA. corrine.williams@uky.edu. 3. Department of Health Behavior, University of Kentucky College of Public Health, Bowman Hall Room 336, Lexington, KY, 40506-0059, USA. msibitola@gmail.com. 4. Department of Health Behavior, University of Kentucky College of Public Health, Bowman Hall Room 336, Lexington, KY, 40506-0059, USA. lindaalex@uky.edu. 5. Department of Health Behavior, University of Kentucky College of Public Health, Bowman Hall Room 336, Lexington, KY, 40506-0059, USA. robin@kcr.uky.edu.
Abstract
OBJECTIVES: (1) Investigate the relationship between three specific positive parenting practices (PPP)-reading to children, engaging in storytelling or singing, and eating meals together as a family-and parent-reported risk of developmental, behavioral, or social delays among children between the ages of 1-5 years in the US. (2) Determine if a combination of these parenting practices has an effect on the outcome. METHODS: Chi square and multiple logistic regression analyses were used to analyze cross-sectional data from the National Survey of Children's Health 2011/2012 in regards to the relationship between each of the three individual PPP as well as a total PPP score and the child's risk of being developmentally, socially, or behaviorally delayed (N = 21,527). Risk of delay was calculated using the Parents' Evaluation of Developmental Status Questionnaire, which is a parental self-report measure that has been correlated with diagnosed child delays. These analyses controlled for poverty and parental education. All analyses were completed using SAS Version 9.3. RESULTS: A strong correlation was found between each of the three PPP as well as the total PPP score and the child's risk of developmental, social, or behavioral delays (p < 0.05 for each test). These associations were found to have a dose-response relationship (p < 0.05 in all but one analysis). CONCLUSIONS: Daily engagement in PPP could possibly reduce children's risk of delay, and specifically engaging in all three PPP may have greater benefit.
OBJECTIVES: (1) Investigate the relationship between three specific positive parenting practices (PPP)-reading to children, engaging in storytelling or singing, and eating meals together as a family-and parent-reported risk of developmental, behavioral, or social delays among children between the ages of 1-5 years in the US. (2) Determine if a combination of these parenting practices has an effect on the outcome. METHODS: Chi square and multiple logistic regression analyses were used to analyze cross-sectional data from the National Survey of Children's Health 2011/2012 in regards to the relationship between each of the three individual PPP as well as a total PPP score and the child's risk of being developmentally, socially, or behaviorally delayed (N = 21,527). Risk of delay was calculated using the Parents' Evaluation of Developmental Status Questionnaire, which is a parental self-report measure that has been correlated with diagnosed child delays. These analyses controlled for poverty and parental education. All analyses were completed using SAS Version 9.3. RESULTS: A strong correlation was found between each of the three PPP as well as the total PPP score and the child's risk of developmental, social, or behavioral delays (p < 0.05 for each test). These associations were found to have a dose-response relationship (p < 0.05 in all but one analysis). CONCLUSIONS: Daily engagement in PPP could possibly reduce children's risk of delay, and specifically engaging in all three PPP may have greater benefit.
Entities:
Keywords:
Behavioral delay; Developmental delay; Early childhood development; Family meals; Parenting; Parenting practices; Reading to children; Social delay; Storytelling
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