Self-Reported Parental Interactions through Play with Young Children in Thailand: An Analysis of the 2019 Multiple Indicator Cluster Survey (MICS)

Abstract

Parental interactions through play contributes significantly to child development of cognitive and executive functioning skills. In Thailand, there is little evidence of factors contributing to parental–child interactions. In response to SDG target 4.2.3 monitoring (the percentage of children under 5 years experiencing positive and stimulating home learning environments), this study aimed to assess the prevalence and profile of parental interactions with their children under the age of five. We analysed data from the 6th Multiple Indicator Cluster Survey (MICS) conducted by the National Statistical Office in 2019. Face-to-face interviews with mothers and/or legal guardians were conducted. A total of 8856 children under the age of five were enrolled in this survey. Most participants, 90.3%, had engaged in at least four out of six activities with their children. Multivariate logistic regression analysis showed that children raised by parents with secondary or post-secondary educations had a significantly greater chance to have parental interactions than children raised by parents who completed primary education (adjusted odds ratio (AOR) = 1.66, and AOR = 2.34 for secondary and post-secondary education). Children who possessed three or more children’s books and had experience of toy play had a significantly higher chance of having parental interactions (AOR = 3.08 for book possessing, and AOR = 1.50 for the experience of toy play). Children who spent 1–3 h daily screen time had a significantly lower chance of having parental interactions than those who spent less than one hour of screen time (AOR = 0.67). In conclusion, with the emerging influence of digital technology, we recommend family and community promote parental interactions through play with young children.

Play into the domestic routine to promote child development: cross-sectional study

“…Thus, the association between the incorporation of play at different times in the domestic routine and child development has been little studied. This scarcity is likely due, in part, to the lack of instruments that allow assessing play in this approach, since different studies predominantly use six questions that collect information about the frequency with which the adult participates in different activities with the child, such as singing, telling or reading stories, naming objects and playing or leaving the house, used in the Multiple Indicator Cluster Surveys (MICS), which refer to household research developed by the UNICEF -United Nations International Children's Emergency Fund to obtain international data on the situation of children and women (24)(25)(26)(27) . In this context, the present study is important because it also presents which activities, and at what time of day, are practiced by the caregiver and the child.…”

Thailand Achievement of SDG Indicator 4.2.1 on Early Child Development: An Analysis of the 2019 Multiple Indicator Cluster Survey

“…Although univariate logistic regression showed statistical significance in having a greater chance to achieve an appropriate ECD index in children living with parents with higher education. This can be explained by parental education's correlation with others such as wealth and a better social environment in other national surveys in Thailand [44][45][46]. Higher educated parents were more capable of obtaining knowledge, more aware of their children's sickness and health needs, and had better attention to child-rearing practices and quality interactions with children [47,48].…”

“…Higher educated parents were more capable of obtaining knowledge, more aware of their children's sickness and health needs, and had better attention to child-rearing practices and quality interactions with children [47,48]. While lower educated parents may be obliged to work overtime due to financial constraints, leaving them with little opportunity to connect with and promote their children's development at home, and the poor neighbourhood environment may not be conducive for child development [42,44,[49][50][51][52].…”

O brincar na rotina doméstica para a promoção do desenvolvimento infantil: estudo transversal

“…Dessa forma, a associação entre a incorporação do brincar em diferentes momentos da rotina doméstica e o desenvolvimento infantil tem sido pouco estudada. É provável que essa escassez se deva, também à ausência de instrumentos que permitam avaliar o brincar nessa abordagem, pois em diferentes pesquisas, majoritariamente, utilizam-se seis questões que coletam informações sobre a frequência com que o adulto participa de diferentes atividades com a criança, tais como cantar, contar ou ler histórias, nomear objetos e jogar ou sair de casa, utilizadas no Multiple Indicator Cluster Surveys (MICS), que se referem a pesquisas domiciliares desenvolvidas pelo Fundo das Nações Unidas para a Infância (UNICEF -United Nations International Children's Emergency Fund) para obtenção de dados internacionais sobre a situação de crianças e mulheres (24)(25)(26)(27) . Nesse âmbito, o presente estudo se faz importante porque apresenta, ainda, quais atividades e em que momento do dia são praticadas pela cuidadora e a criança.…”