Open AccessStudy of early childhood development and its relationship with parenting practices in poverty contexts within the city of Córdoba
Author(s) -
Nora Bezzone,
Penélope Lodeyro,
Lucrecia Spaini,
Alejandra Vieitez,
Patricia Alejandra Turello,
Estela Heredia,
María José Nieto,
Fernanda C. Ramos Ramos,
Ruth Fernández
Publication year - 2020
Publication title -
revista de la facultad de ciencias médicas de córdoba
Language(s) - English
Resource type - Journals
eISSN - 1853-0605
pISSN - 0014-6722
DOI - 10.31053/1853.0605.v77.n4.28449
Subject(s) - psychomotor learning , developmental psychology , psychology , poverty , autonomy , test (biology) , categorical variable , demography , cognition , psychiatry , sociology , paleontology , machine learning , political science , computer science , law , economics , biology , economic growth
This study addresses the relationship between social determinants in poverty contexts, parenting practices, and the psychomotor development of children aged 0 to 5 in the city of Córdoba. Methods: The Screening for psychomotor development problems at primary care level (PRUNAPE, Prueba Nacional de Pesquisa), the Parenting Practices Instrument (Instrumento de Prácticas de Crianza), and the Family Environment Questionnaire (Cuestionario de Ambiente Familiar) were applied to the mother-child coupling (246 cases). The data were analyzed based on the frequency of the categorical variables, and the summary measures of assessable variables and associations were evaluated with the chi-squared test for categorical variables, ANOVA and non-parametric test for the assessable ones. Results: A 95% confidence level was considered. Children have a close relationship with their social and environmental determinants, the development of 3 out of 10 children is at risk. The father’s educational level (p<0.001) and the mother’s employment status (or father’s) (p<0.001) were associated. The parenting practice risk was predominant in cases where the adult does not interpret the child's signals 16.66%; does not interact with songs, stories nor games 16.66%, and does not receive parenting help 20.73%. Children whose parents do not perceive their autonomy have approximately twice the risk of not passing the PRUNAPE (p<0.02, OR: 1.96; IC: 1.11-3.49). Conclusion: It may be assumed that the course of development, as a process, is associated with adult-child interaction, mother-child communication and the visualization that parents have of the children’ autonomy.