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Measuring knowledge of child development: Differences between parents according to gender, generation and education

Published online by Cambridge University Press:  29 February 2016

Jennifer Campbell and
Linda Gilmore
Jennifer Campbell
Affiliation:
School of Learning and Professional Studies, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Qld 4059, Email: kj.campbell@qut.edu.
Linda Gilmore
Affiliation:
School of Learning and Professional Studies, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Qld 4059
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Abstract

A sample of 2,330 parents were surveyed regarding their knowledge of child development in the first three years of life, using a simple, easy to read questionnaire. Items tapped knowledge that would contribute to an authoritative parenting style, which combines warmth and firmness, and is associated with the most favourable child development outcomes. The sample included mothers and fathers of dependant children living at home, as well as grandmothers and grandfathers. While the majority of parents demonstrated good, basic knowledge of child development, there were also relative differences between parent groups, such that knowledge increased consistently with parents' level of educational achievement, and was greater in mothers than fathers. There were also generational differences, with grandfathers being less knowledgeable than present day fathers, and grandmothers less knowledgeable than present day mothers. The questionnaire has potential value for practitioners, as the survey results provide data from a large Australian sample which could support the use of the instrument with at-risk groups, or in parent intervention programs.

Information

Type
Research Article
Information
Children Australia , Volume 29 , Issue 1 , 2004, pp. 4 - 11
Copyright
Copyright © Cambridge University Press 2004

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