Relationships Among Knowledge, Self-efficacy, and Maternal Practice for Promoting Language Development of Toddlers
Keywords:
Knowledge, Self-efficacy, Practice, Promoting language developmentAbstract
Toddlers are at the stage of rapid language development; hence they have a higher risk of developmental problems than at other stages. Proper maternal practice for promoting language development is very important to establish normal development for a toddler. This research aimed to study maternal knowledge, maternal self-efficacy, and maternal practice for promoting toddlers’ language development, and the correlation between maternal knowledge, maternal self-efficacy, and maternal practice for promoting toddlers’ language development. The sample of this study included 194 mothers of toddlers aged 2-3 years old in child development centers in Uthai Thani province. The study instruments were comprised of the following: 1) the maternal knowledge for promoting language development questionnaire; 2) the maternal self-efficacy for promoting language development questionnaire; and 3) the maternal practice for promoting toddlers’ language development questionnaire. All questionnaires were tested for content validity index (CVI), which was 1, and the reliability tests were 0.93, 0.95, and 0.92, respectively. The data were analyzed using descriptive statistics and Spearman’s rank correlation coefficient.
The results of this study revealed that the majority of the sample (90.72%) had a score for maternal knowledge for promoting language development of toddlers at a high level ( = 9.83, SD = 1.49, Range = 6-11). Almost half of the sample (49.00%) had a score for maternal self-efficacy for promoting language development of toddlers at a high level, and a moderate level, equally ( = 41.17, SD = 6.25, Range = 24-56). Approximately half of the sample (52.60%) had a score for maternal practice for promoting language development of toddlers at a low level ( = 51.72, SD = 9.25, Range = 32-78). There was no correlation between maternal knowledge and maternal practice for promoting language development of toddlers. Maternal self-efficacy was significantly positively related to maternal practice for promoting language development of toddlers at a moderate level (rs = .434, p < .01).
The findings of this study can be used as baseline data for promotion of maternal practice in promoting language development of toddlers by focusing on promoting the self-efficacy of mothers to encourage children to develop their language development at full capacity and suitable for their age.
References
Albarran, A. S., & Reich, S. M. (2014). Using baby books to increase new mothers' self-efficacy and improve toddler language development. Infant and Child Development, 23(4), 374-387.
Alkhazrajy, L., & Aldeen, E. (2017). Assessment of mother’s knowledge regarding the developmental milestone among children under two years in Iraq. American Journal ofApplied Sciences, 14(9), 869-877. doi: 10.3844/ajassp.2017.869.877
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and company.
Booth, C. L., & Kelly, J. F. (2002). Child care effects on the development of toddlers with special needs. Early Childhood Research Quarterly, 17(2), 171-196.
Coleman, P. K., Trent, A., Bryan. S., King, B., Rogers, N., & Nazir, M. (2002). Parenting behavior, mother’ self-efficacy beliefs, and toddler performance on the Bayley scales of infant development. Early Child Developmental Care, 172(2), 123-140.
Department of Health. (2013). Annual Report, Department of Health, 2013. Ministry of Public Health. Retrieved from http://www.anamai.moph.go.th/ewt_dl_link.php?nid=5309
Desmarais, C., Sylvestre, A., Meyer, F., Bairati, I., & Rouleau, N. (2010). Three profiles of language abilities in toddlers with an expressive vocabulary delay: Variations on a theme. Journal of Speech, Language, and Hearing Research, 53(3), 699-709. doi: 10.1044/1092-4388(2009/07-0245)
Fulop, S., & Chater, N., (2013). Why formal learning theory matters for cognitive science. Topics in Cognitive Science, 5(1), 3-12. doi: 10.1111/tops.12004
Hawa, V., & Spanoudis, G. (2014). Toddlers with delayed expressive language: An overview of the characteristics, risk factors and language outcomes. Research in Developmental Disabilities, 35(2), 400-407. doi: 10.1016/j.ridd.2013.10.027
Health Center 3 Chonburi Department of Health, Ministry of Public Health. (2014). The study of factors affecting the development of Thai children in the fiscal year 2014. Chonburi: Author.
Hockenberry, M., & Wilson, D. (2009). Wong's essentials of pediatric nursing (8th ed.). St. Louis, MO: Mosby Elsevier.
Huang, K., Obriencaughy, M., Genevro, J., & Miller, T. (2005). Maternal knowledge of child development and quality of parenting among White, African-American and Hispanic mothers. Journal of Applied Developmental Psychology, 26(2), 149-170.
Jintanont, P. (2004). Language development of children in the first 3 years and promotion of language development of caregivers (Unpublished master’ thesis). Chiang Mai University,Thailand. (in Thai)
Kaikeaw, K. (2002). Perception and behavior of early childhood development in rural families. (Independent Study in Public Health program). Chiang Mai University, Thailand.
Manowong, W. (2007). Perceived benefits, self-efficacy and behavioral promotion of mothers' toddler development (Unpublished master’ thesis). Chiang Mai University, Thailand. (in Thai)
McLaughlin, M. R. (2011). Speech and language delay in children. American Family Physician, 83(10), 1183-1188.
Ministry of Public Health. (2015). Development and early childhood development guide. (Developmental Surveillance and Promotion Manual: DSPM). Retrieved from http://www.thaichilddevelopment.com/images/doc/Ebook1.pdf
Phanomrung, S. (2011). Health care officer, Banglamung Hospital (Pathum Thani). Retrieved from http://www.Thaipediatrics.org/file_upload/files/1-2556-9.pdf
Preston, J., Frost, S., Mencl, W., Fulbrigh, R., Landi, N., Grigorenko, E., … Pugh, K. (2010). Early and late talkers: School-age language, literacy and neurolinguistic differences brain. Journal of Neurology, 133, 2185-95. doi: 10.1093/brain/awq163
Prior, M., Bavin, E., & Ong, B. (2011). Predictors of school readiness in five to six-year-old children from an Australian longitudinal community sample. Educational Psychology, 31(1), 3-16.
Reich, S. (2005). What do mothers know? maternal knowledge of child development. Infant Mental Health Journal, 26(2), 143-156. doi: 10.1002/imhj.20038
Rungphiwan, R. & Chitawet, P. (2004). Pediatrics: Guidelines for diagnosis and treatment, Faculty of Medicine, Ramathibodi Hospital. Bangkok: Mahidol University.
Sanders, M. R., & Woolley, M. L. (2004). The relationship between maternal self-efficacy and parenting practices: Implications for parent training. Child: Care, Health & Development, 31, 65-73.
Srisaditnararung, B. (2010). Research methodology in nursing science. Bangkok: U & I International Media.
Willson. (2009). Health promotion of the toddler and family. In M. J., Hockenberry & D. Willson (Eds.), Wong’s essentials pediatric nursing (8th ed., pp. 415-419). Missouri: Mosby Elsevier.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nursing Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารพยาบาลสาร
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยเชียงใหม่ และคณาจารย์ท่านอื่นๆในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใด ๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
