Factors Associated with Children’s Cognitives in Daycare
American Journal of Pediatrics
Volume 6, Issue 3, September 2020, Pages: 223-227
Received: Apr. 12, 2020;
Accepted: May 3, 2020;
Published: Jun. 4, 2020
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Ni Putu Andina Kluniari, Department of Child Health, Faculty of Medicine, Udayana University, Denpasar, Indonesia
I Gusti Ayu Trisna Windiani, Department of Child Health, Faculty of Medicine, Udayana University, Denpasar, Indonesia
Putu Siadi Purniti, Department of Child Health, Faculty of Medicine, Udayana University, Denpasar, Indonesia
I Wayan Dharma Artana, Department of Child Health, Faculty of Medicine, Udayana University, Denpasar, Indonesia
I Gusti Ngurah Made Suwarba, Department of Child Health, Faculty of Medicine, Udayana University, Denpasar, Indonesia
Putu Junara Putra, Department of Child Health, Faculty of Medicine, Udayana University, Denpasar, Indonesia
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Cognitive development is the result of the relationship between nervous system and individual experiences to adapt to its environment. A thorough social and demographic changes lead to increased number of children receiving non-parental care. Some mothers entrust their child care in daycare. The impact of daycare service to the child's development depends on several interrelated factors, including the personality of the child, stimulation, care setting, and family condition. In daycare facilites, the children were cared non-parental or non-familial settings. Factors that may affect the child's development in a daycare are duration of care, caregiver-to-child ratio, the level of caregiver education, and child stimulation during the daycare. The aim of this study is to confirm association between the care duration, caregiver-to-child ratio, caregiver education, and daycare stimulation on child’s cognitive in daycare. This was an observational analytical study with a cross-sectional design. This study was conducted at the daycare in Denpasar since July 2018 to July 2019. The child’s cognitive was measured with Mullen score. A total of 80 children in 6 daycares were included. The mean Mullen score was 91.71 (SD 10.4). The bivariate analysis of caregiver education, caregiver-to-child ratio, and stimulation using independent T test showed significant differences. The level of caregiver education showed a mean difference of 6.3 with a p-value of 0.045 (95% CI 0.129-12.411). The caregiver-to-child ratio showed a mean difference difference of 10.1 with a p-value of <0.001 (95% CI 6.064-14.170). The multivariate analysis demonstrated that caregiver education level have a koef B of 5.9 (95% CI 0.534-11.192) with a p-value of 0.031 and caregiver-to-child ratio have a koef B of 9.5 (95% CI 5.675-13.357) with a p-value of <0.001 which showed significant differences. Conclusion there are significant association between caregiver education and caregiver-to-child ratio with children’s cognitive in day care.
Daycare, Cognitive, Mullen Score, Children
To cite this article
Ni Putu Andina Kluniari,
I Gusti Ayu Trisna Windiani,
Putu Siadi Purniti,
I Wayan Dharma Artana,
I Gusti Ngurah Made Suwarba,
Putu Junara Putra,
Factors Associated with Children’s Cognitives in Daycare, American Journal of Pediatrics.
Vol. 6, No. 3,
2020, pp. 223-227.
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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