Maternal Knowledge, Involvement and Integrative Early Child Development Programs in Ethiopia

Abstract

This is an exploratory study of maternal behaviors with particular
reference to knowledge and levels of involvement in child development. Two
groups of mothers representing the high and low class families of two
communities in Addis Ababa were compared on PARI (Parental Role,
Knowledge and Involvement) Scale in a quasi-experimental fashion. The
analyses employed descriptive, correlational parametric and non-parametric
procedures, and major maternal socio-demographic characteristics such as
education, income and general life conditions were seen against perceived
maternal knowledge, and level of involvement in child development. The
study revealed significant differences as well as relationships, where
perceived maternal knowledge and involvement levels in child development
appeared to be primarily dependent on maternal educational and
socioeconomic variables. The results appear to be telling more about the
differential perception of parental knowledge and roles in child development,
as a result of educational and socio-economic disparities. The tendency of
especially the low-income group of mothers to show low level of knowledge
and low involvement in their children’s development, apparently as a result of
the above material and nonmaterial constraints, suggests the use of an
integrated approach if the purported programs of early childhood
developmental intervention have to realistically meet their objectives