Unveiling Key Factors in Child Development: From Breastfeeding to Teachers’ Care in Brazilian Early Childcare Centers

Alessandra Bombarda Müller, Helena Cristina V. S. Vieira, Carolina Panceri, Glauber Carvalho Nobre and Nadia Cristina Valentini ()
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Alessandra Bombarda Müller: Physiotherapy Department, School of Health, Universidade do Vale do Rio dos Sinos, Cristo Rei, Sao Leopoldo 93022-750, Rio Grande do Sul, Brazil
Helena Cristina V. S. Vieira: Hospital de Clínicas de Porto Alegre, Ramiro Barcelos, Porto Alegre 90035-903, Rio Grande do Sul, Brazil
Carolina Panceri: Hospital de Clínicas de Porto Alegre, Ramiro Barcelos, Porto Alegre 90035-903, Rio Grande do Sul, Brazil
Glauber Carvalho Nobre: Department of Physical Education and Sports, Federal Institute of Education, Science and Technology of Ceará, Fortaleza 60020-181, Ceará, Brazil
Nadia Cristina Valentini: School of Physical Education, Physiotherapy and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre 90690-200, Rio Grande do Sul, Brazil

IJERPH, 2025, vol. 22, issue 7, 1-22

Abstract: This study aimed to compare cognitive, language, and motor development outcomes among children attending public and private Early Childcare Centers (ECCs), considering birth factors and family and daycare environments. Additionally, it examined the proximal and distal factors influencing children’s development. Cognitive, language, and motor skills were assessed in the children, along with evaluations of ECC quality, teacher practices, and knowledge of child development. Results indicated that children enrolled in public ECCs achieved higher scores in cognitive and language development, despite coming from families with lower socioeconomic status and having lower birth weights. They also benefited from longer periods of breastfeeding. Teachers in public ECCs demonstrated greater daily practices, providing enhanced movement opportunities for children. Private ECCs offered more suitable outdoor spaces, whereas public ECCs had better indoor spaces. Regression analysis revealed that daily practice, teachers’ experience, and the availability of gross motor toys explained 41% of the variance in motor development. The duration of breastfeeding explained 24% of the variance in cognitive development. Teachers’ knowledge about children’s development and attendance at public ECCs explained 31% of the variance in language development. These findings underscore the importance of prioritizing teacher education in both public and private ECCs to optimize children’s overall development.

Keywords: child development; childcare center; cognitive development; language development; motor development (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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