Abstract
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 <i>koef B</i> of 5.9 (95% CI 0.534-11.192) with a p-value of 0.031 and caregiver-to-child ratio have a <i>koef B</i> 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.
Highlights
A thorough social and demographic changes increased the number of children receiving non-parental care
This study was designed to confirm the association of duration of care, caregiver-to-child ratio, caregiver education level, and children stimulation in day care on children’s cognitive
The caregiver-to-child ratio was a comparison between the number of children and caregivers in the facility based on the recommendations of the American Academy of Pediatrics [9]
Summary
A thorough social and demographic changes increased the number of children receiving non-parental care. Most mother leave their children to a nanny or a relative during worktime. Another proportion of mother entrusted their children’s care in daycare. Developmental disorders for children aged 9-24 months in the United States are estimated at 13% [3]. Communication disorders and cognitive disorders are part of developmental disorders that occur in about 8% of children aged 2.5-5 years [4]. The speech and language development of children aged 0-3 years in eight daycare facilities di Banjarmasin showed normal result which was appropriate for their age adjusted developmental stage [6]
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