Resumo

MARASCA, Aline Riboli et al. The Role of Attending Child Daycare Institutions and Domestic Environment in the Development of Children from Zero to Six Years of Age. Av. Psicol. Latinoam. [online]. 2023, vol.41, n.1, 10.  Epub 15-Jul-2023. ISSN 1794-4724.  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.8796.

Child development is a complex field that should be analyzed comprehensively, considering children's contexts. The international literature indicates attendance to child daycare institutions (CDI) as a facilitator for child development. However, there is no consensus regarding Brazilian data. Other variables of the child's domestic environment, such as having various toys and materials and the time of interaction with the mother, may influence this relationship. This study aimed to compare children attending or not attending CDI regarding developmental domains and considering age group, type of school, and domestic environment variables. A total of 1.843 mothers of children aged zero to 72 months participated, answering a sociodemographic questionnaire and the Inventário Dimensional de Avaliação do Desenvolvimento Infantil (IDADI). The results showed that children who did not attend CDI had better averages in Gross Motor Skills and Receptive Language domains in specific age groups. Having a variety of toys and materials and the time the mother spends playing with the child had a positive impact on different developmental domains; however, there was no interaction with attending CDI. It was found that the more hours the mother played with the child during the week, the better the averages achieved in different domains of development for children attending public or private CDI. The role of early childhood education in integral child development is discussed, especially the quality of CDI and the need for evidence-based practices.

Palavras-chave : Child development; child day care; pre-school.

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