Influence of Socio-Demographic Factors and Parenting on Language Development of Rural and Urban Young Children (24-42 Months)
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Date
2018-07
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University of Agricultural Sciences, Dharwad
Abstract
Influence of socio-demographic factors and parenting on language development was studied on a sample of 240 mother-child dyads (24 to 42 months) drawn from rural and urban areas of Dharwad taluk during 2017-2018 in University of Agricultural Sciences Dharwad. Differential and correlation design was employed. Language sub scale of Bayley Scale of Infant and Toddler Development was administered to children. Parenting, temperament and socio-economic status were assessed by standard measures. General information schedule and self structured questionnaire on media usage and adult’s involvement in child’s activities were used.
Significant difference was observed in levels of language development in rural and urban young children. Higher percentage of rural children were in below average level whereas urban children were in average and above average level. Age, gender, ordinal position, age at entry to Early Childhood Care Education and attendance significantly influenced language development. Female children were significantly high on language development in rural area. Nutritional status positively impacted language development where in children with normal level of nutrition scored higher than under nourished. Surgency (child temperament) was significantly positively correlated with language development. Parental factors such as father’s age, parents’ education, parents’ occupation significantly influenced language development. Familial factors such as socio-economic status, adult-child ratio, media usage and adults involvement in child’s activities significantly influenced language development whereas type of family and sibling size were significantly associated with language development in rural area. In both rural and urban area, parenting was of medium level followed by high and low levels with urban mothers scoring higher on parenting than rural. Parenting was found to significantly influence language development with children experiencing high parenting quality showing advancement in language development. Hence the need to provide early intervention for parents to educate them regarding positive parenting and to promote early language development in children.