Browsing by Subject "Child Development"

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    Publication
    Diana Baumrind’s Parenting Styles
    (Chulalongkorn University Printing House, 2009)
    ดุลยา จิตตะยโศธร
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    University of the Thai Chamber of Commerce. Journal Editorial Office
    One of the important factors affecting human resources development is parentingstyles. Diana Baumrind (1971), a leading American psychologist in parenting stylestudies at the University of California, Berkeley, proposed two major dimensionsconcerning parents’ behaviors in fostering their children as follows: controlling ordemand dimension and responsive dimension. Baumrind integrated these twodimensions and classified parenting style into 3 types: authoritative parenting style,authoritarian parenting style, and permissive parenting style. Maccoby and Martin(1983), then proposed a fourth style, which is uninvolved parenting style. Based on theresearch focusing on parenting styles, it can be said that the authoritative parentingstyle plays a crucial role in shaping children psychologically to be able to adjustthemselves to others, to exercise appropriate social behavior, to be self-disciplined,and to possess an appropriate emotional quotient.
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    Publication
    Impacts of Early Childhood Investment on Child Development : An Evidence from Rural Thailand
    (University of the Thai Chamber of Commerce, 2020)
    Wisuwat Chujan
    ;
    University of the Thai Chamber of Commerce. International College
    This study estimates a production function of human capital at the early stage using various classes of inputs, including prior child's skills, parental material and time investments, household wealth, and an early childhood education intervention using data from the RIECE Thailand project. The first part of this study focuses only on the short-term impact of an early childhood education intervention. The results, based on an instrumental variable approach, show that an early childhood education intervention in rural Thailand has a significant short-term impact on child development, including gross motor, fine motor, expressive language, and personal and social skills. A reduced-form estimation using the randomization of additional teachers as a key explanatory variable, gives similar but smaller estimates relative to the one that uses the randomization as an instrument. The results are robust to various estimation methods, child development measures, and sample selections. In addition, we found that the impact of the new curriculum is quite homogeneous across sub-groups except in some dimensions, notably parental absence, main caregiver's working memory, mother's age, and teacher's job status. The second part extends the first one by estimating a production function of child development with more classes of inputs, including prior child's skills, parental material and time investments, and household wealth at the baseline. The results indicate that the new curriculum still has a significant impact on child development in all five domains while an increase of material and time investment boosts child development on expressive language domain only. The stock of child's skill at the baseline and household wealth have no significant impact on later developmental outcomes of the child. The results are robust to various estimation methods, child development measures, and sample selections.
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