Topothai Thitikorn, Phisanbut Napat, Topothai Chompoonut, Suphanchaimat Rapeepong, Tangcharoensathien Viroj
Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, Singapore, Singapore.
International Health Policy Program, Ministry of Public Health, Nonthaburi, Thailand.
Pediatric Health Med Ther. 2025 May 16;16:109-119. doi: 10.2147/PHMT.S516635. eCollection 2025.
Parental interaction in learning-promoting activities is crucial for supporting early childhood development. This study aimed to assess the level of parental interaction among children aged 2-4 years in Thailand and to identify determinants associated with parental interaction.
A cross-sectional analysis was conducted using data from the 2022 Multiple Indicator Cluster Survey (MICS), which included a nationally representative sample of 7003 parents of children aged 2-4 years. Parental interaction was assessed through six activities promoting early stimulation and responsive care. Interaction levels were categorized as high (participation in four or more activities) or low (fewer than four activities). Multivariable logistic regression was employed to analyze associations between parental interaction levels and household and participant characteristics.
The study found that 88.1% of parents reported high levels of interaction with their children. Children outside Bangkok had lower odds of high interaction, particularly in the Central (AOR=0.33), North (AOR=0.31), Northeast (AOR=0.44), and South (AOR=0.38) regions. Higher odds of high interaction were associated with maternal education above secondary level (AOR=2.00), the highest wealth quintile (AOR=2.48), living with either (AOR=2.14) or both parents (AOR=2.59), being in a non-Thai-speaking household (AOR=1.75), and having three or more books at home (AOR=3.63).
Nearly 12% of parents reported low levels of interaction with their children aged 2-4 years, with disparities associated with regional and socioeconomic factors. Policy efforts should prioritize integrating parental support into early childhood education programs and enhancing access to resources, such as children's books and community libraries, particularly for socioeconomically disadvantaged groups.
在促进学习的活动中,父母互动对于支持幼儿发展至关重要。本研究旨在评估泰国2至4岁儿童的父母互动水平,并确定与父母互动相关的决定因素。
使用2022年多指标类集调查(MICS)的数据进行横断面分析,该调查包括7003名2至4岁儿童家长的全国代表性样本。通过六项促进早期刺激和响应式照护的活动评估父母互动。互动水平分为高(参与四项或更多活动)或低(少于四项活动)。采用多变量逻辑回归分析父母互动水平与家庭及参与者特征之间的关联。
研究发现,88.1%的家长报告称与孩子的互动水平较高。曼谷以外地区的儿童互动水平高的几率较低,尤其是在中部(调整后比值比[AOR]=0.33)、北部(AOR=0.31)、东北部(AOR=0.44)和南部(AOR=0.38)地区。互动水平高的几率较高与母亲受教育程度高于中学水平(AOR=2.00)、最高财富五分位数(AOR=2.48)、与父母一方(AOR=2.14)或双方(AOR=2.59)同住、生活在非泰语家庭(AOR=1.75)以及家中有三本或更多书籍(AOR=3.63)有关。
近12%的家长报告称与2至4岁孩子的互动水平较低,存在与地区和社会经济因素相关的差异。政策努力应优先将家长支持纳入幼儿教育项目,并增加获取资源的机会,如图书和社区图书馆,特别是为社会经济弱势群体提供。