THE RELATIONSHIP BETWEEN QUALITY OF

CAREGIVER-CHILD INTERACTION, PARENTING

DISCIPLINARY PRACTICES, AND CHILDREN’S

SOCIAL BEHAVIOURAL PROBLEMS

BY

SYARIFAH MAISARAH BINTI SYED ALWI

A thesis submitted in fulfilment of the requirement for

the Degree of Masters of Human Sciences

Kulliyyah of Islamic Revealed Knowledge and Human

Sciences

International Islamic University Malaysia

JULY 2013

ii

ABSTRACT

The present study was carried out to understand the relationship between quality of

caregiver-child interaction, parenting disciplinary practices, and social behavioural

problems among children who attend child care centres. It aims to examine (i) the

relationship between the quality of caregiver-child interaction in child care centres and

children’s social behavioural problems, (ii) the relationship between parenting

disciplinary practices and children’s social behavioural problems, and (iii) the

interaction effect of parenting disciplinary practices on the relationship between the

quality of caregiver-child interaction in child care centres and social behavioural

problems of children. To achieve these goals, data were collected from 112 children

between 4-6 years of age who attend child care centres around Kuala Lumpur and

Selangor. The results show that (i) children were rated low in the Strength and

Difficulty Questionnaire (SDQ) when their caregiver provides high quality caregiver-

child interaction, (ii) low scores on the Parenting Scale (PS) were associated with low

scores on the SDQ, and (iii) parenting disciplinary practices did not moderate the

effect of the quality of caregiver-child interaction on children’s social behavioural

problems. These findings are discussed with respect to the current literature on

caregiver-child interaction and parenting disciplinary practices.

iii

ملخص البحث

أجريت ىذه الدراسة لفهم العلاقة بين نوعية تفاعل الطفل المعتنى بو و ممارسات التأديب و تهدف الدراسة . الوالدية و المشاكل السلوكية الاجتماعية بين أطفال مراكز رعاية الطفولة

العلاقة بين نوعية تفاعل الطفل المعتنى بو فى مراكز رعاية الطفولة و بين (1إلى اختبار العلاقة بين ممارسات التأديب الوالدية و (2. مشكلات السلوك الاجتماعى للاطفال

التأثير التفاعلى لممارسات التأديب الوالدية على العلاقة (3. مشكلات السلوك الاجتماعىبين نوعية تفاعل الطفل المعتنى بو فى مراكز رعاية الطفولة و مشكلات السلوك الاجتماعى

طفل 112و للوصول إلى تلك الأىداف تم جمع المعلومات الأولية للبحث من . للأطفال سنوات ممن يحضرون بمراكز رعاية الطفولة حول كوالا لامبور و 6 – 4من الفئة العمرية

تصنيف الاطفال منخفض فى استبانة القوة و الصعوبة (1: و تظهر النتائج أن. سلانجور(SDQ) عندما يعطى مقدم الرعاية تفاعلا عالى الجودة فى العلاقة التفاعلية بين مقدم

تتماشى مع التصنيفات (PS) المعدلات المنخفضة فى مقياس الوالدية (2. الرعاية و الاطفاللم تغير ممارسات التأديب الوالدية من (3 (.SDQ) المنخفضة فى استبانة القوة و الصعوبة

تأثير جودة العلاقة التفاعلية بين مقدم الرعاية و الاطفال على مشكلات السلوك و تمت مناقشة النتائج من خلال الدراسات الحالية فى العلاقة التفاعلية . الاجتماعى للأطفال

. بين مقدم الرعاية و الأطفال و ممارسات التأديب الوالدية

iv

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms

to acceptable standards of scholarly presentation and is fully adequate, in scope and

quality, as a thesis for the degree of Master of Human Sciences (Psychology).

...........................................................

Nazariah Shar’ie Janon

Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable

standards of scholarly presentation and is fully adequate, in scope and quality, as a

thesis for the degree of Master of Human Sciences (Psychology).

.........................................................

Lihanna Borhan

Examiner

This thesis was submitted to the Department of Psychology and is accepted as a

fulfilment of the requirement for the degree of Master of Human Sciences

(Psychology).

.........................................................

Harris Shah Abd Hamid

Head, Department of Psychology

This thesis was submitted to the Kulliyyah of Islamic Revealed Knowledge and

Human Sciences and is accepted as a fulfilment of the requirement for the degree of

Master of Human Sciences (Psychology).

..........................................................

Mahmood Zuhdi Abd. Majid

Dean, Kulliyyah of Islamic Revealed

Knowledge and Human Sciences

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Syarifah Maisarah binti Syed Alwi

Signature......................................... Date............................

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION

OF FAIR USE OF UNPUBLISH RESEARCH

Copyright © 2013 by International Islamic University Malaysia. All rights reserved.

THE RELATIONSHIP BETWEEN QUALITY OF CAREGIVER-CHILD

INTERACTION, PARENTING DISCIPLINARY PRACTICES, AND

CHILDREN’S SOCIAL BEHAVIOURAL PROBLEMS

I hereby affirm that The International Islamic University Malaysia (IIUM) hold all

rights in the copyright of this Work and henceforth any reproduction or use in any

form or by means whatsoever is prohibited without the written consent of IIUM. No

part of this unpublished research may be reproduced, stored in a retrieval system, or

transmitted, in any form or by means, electronic, mechanical, photocopying, recording

or otherwise without prior written permission of the copyright holder.

Syarifah Maisarah binti Syed Alwi

........................................................... .......................................

Signature Date

vii

I would like to dedicate this thesis to my beloved mom,

Sharifah Zaviah binti Syed Hussein.

viii

ACKNOWLEDGEMENTS

This dissertation would not have been possible without the guidance and the help of

several individuals who in one way or another contributed and extended their valuable

assistance in the preparation and completion of this study.

First and foremost, the one above all of us, the omnipresent God, for answering my

prayers for giving me the strength to plod on despite my constitution wanting to give

up and throw in the towel, thank you so much Dear Allah.

My utmost gratitude Assistant Professor Doctor Nazariah Shar’ie Janon whose

sincerity and encouragement I will never forget. She has been my inspiration as I

hurdle all the obstacles in the completion this research work.

My family, especially my mother; Sharifah Zaviah binti Syed Hussein for giving birth

to me at the first place and supporting me spiritually throughout my life.

Lastly, friends, children and caregivers from the participative child care centres, who

voluntarily participated in this research and made the investigation successful.

ix

TABLE OF CONTENTS

Abstract .................................................................................................................. ii

Abstract in Arabic .................................................................................................. iii

Approval page ........................................................................................................ iv

Declaration page ..................................................................................................... v

Copyright page ....................................................................................................... vi

Dedication ............................................................................................................. vii

Acknowledgements ............................................................................................... viii

List of tables .......................................................................................................... ix

List of figures ........................................................................................................ x

CHAPTER 1: INTRODUCTION .................................................................... 1

1.1 Background of the study ...................................................................... 1

1.2 Justification of the study ...................................................................... 3

1.3 Research questions............................................................................... 6

1.4 Research objectives ............................................................................. 6

1.5 Framework of research ........................................................................ 9

1.5.1 Theoretical framework ................................................ 9

1.5.2 Conceptual framework ................................................ 11

1.6 Conceptual and operational definition................................................. 12

1.6.1 Quality of caregiver-child interaction.......................... 13

1.6.2 Social behavioural problems........................................ 13

1.6.3 Parenting disciplinary practice..................................... 13

CHAPTER 2: LITERATURE REVIEW ........................................................ 14

2.1 Introduction.......................................................................................... 14

2.2 Quality of caregiver-child interaction and children’s social behavioural

problems .............................................................................................. 15

2.3 Parenting disciplinary practice and children’s social behavioural

problems .............................................................................................. 21

2.4 Quality of caregiver-child interaction, parenting disciplinary practice

and children’s social behavioural problems ........................................ 26

2.5 Research hypotheses ............................................................................ 28

CHAPTER 3: METHODS .................................................................................. 30

3.1 Introduction........................................................................................... 30

3.2 Main study............................................................................................. 30

3.2.1 Participants ........................................................................... 30

3.2.2 Child care centres ................................................................. 32

3.2.3 Measures ............................................................................... 33

3.2.4 Procedures............................................................................. 37

3.2.5 Ethical considerations ........................................................... 38

3.2.6 Statistical analysis ................................................................. 38

3.3 Pilot study ............................................................................................ 39

x

CHAPTER 4: RESULTS .................................................................................. 42

4.1 Introduction.......................................................................................... 42

4.2 Descriptive statistics of measures ........................................................ 42

4.3 Reliability of measures ........................................................................ 43

4.4 Mean, standard deviation, and intercorrelations of variables .............. 44

4.5 The relationship between quality of caregiver-child interaction,

parenting disciplinary practice, and children’s social behavioural

problems............................................................................................... 49

CHAPTER 5: DISCUSSIONS .......................................................................... 51

5.1 Introduction.......................................................................................... 51

5.2 Overview of the study .......................................................................... 51

5.2.1 Quality of caregiver-child interaction and children’s social

behavioural problems........................................................ 52

5.2.2 Parenting disciplinary practice and children’s social behavioural

Problems ............................................................................. 55

5.2.3 Quality of caregiver-child interaction, parenting disciplinary

practice and children’s social behavioural problems .......... 56

5.3 Policy implications .............................................................................. 57

5.3.1 Quality of child care centre................................................. 57

5.3.2 Family characteristic ........................................................... 58

5.4 Islamic perspective .............................................................................. 58

5.5 Limitations and recommendations ....................................................... 60

5.6 Conclusion ........................................................................................... 61

BIBLIOGRAPHY ............................................................................................... 63

APPENDICES ..................................................................................................... 69

xi

LIST OF TABLES

Table No. Page No.

3.1 Descriptive statistics of demographic participants 31

3.2 Descriptive statistics of participants and child care centres 33

3.3 Cronbach’s alpha for pilot study 41

4.1 Summary statistics of psychometric measures 43

4.2 Cronbach’s alpha for main study 44

4.3 Mean, standard deviations, and intercorrelations of Arnett 45

Caregiver Interaction Scale (CIS) and Strengths and

Difficulty Questionnaire (SDQ)

4.4 Mean, standard deviations, and intercorrelations of 46

Parenting Scale (PS) and Strengths and

Difficulty Questionnaire (SDQ)

4.5 Hierarchical regression analysis on the relationship between 49

quality of caregiver-child interaction, parenting disciplinary

practice, and children’s social behavioural problems

xii

LIST OF FIGURES

Figure No. Page No.

1.1 A conceptual framework of quality of caregiver-child 12

interaction and social behavioural problems. Moderator:

parenting disciplinary practice.

1

CHAPTER 1

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The number of women in the labour force has increased in many well-developed

countries as well as developing countries. For instance, in the United States of

America, the number of women in the labour force has increased from 57,523,000 in

1995 (ILO, 1995) to 66,705,000 in 2010 (United States Department of Labour, 2010).

A similar trend can be seen in the United Kingdom where the number of women in the

labour force increased significantly from 11,629,000 in 1995 (ILO, 1995) to

13,641,000 in 2010 (Office for National Statistics, 2010). In Japan, the number of

women in the labour force has increased from 26,980,000 in 1995 to 29,730,000 in

2010 (Ministry of Internal Affairs and Communication, 2010). This trend can also be

seen clearly in developing countries such as Thailand in which the number of women

in the labour force has increased from 14,797,200 in 1995 to 17,892,700 in 2010

(National Statistics of Thailand, 2010). In the Philippines, it was noted that the

number of women in the labour force increased from 9,505,000 in 1995 (ILO, 1995)

to 14,095,000 in 2010 (National Statistics Office, 2010).

In the last decade, Malaysia has been experiencing a rapid revolution in both

economic and social aspects (Pheng, 2007). With the improvement of education and

qualifications, women are given better employment opportunities in most professional

sectors such as corporate, business, and education. In Malaysia, the number of women

in the labour force has also increased from 2,690,000 in 1995 to 4,165,400 in 2010

(Department of Statistics Malaysia, 2010). These changes have significantly impacted

2

the role of women in the family and thus contribute towards an increasing demand for

non-maternal care of young children. As of 2007, 1,831child care centres are

registered and handling a total of 34,100 children (Ministry of Education Malaysia,

2007). In order to monitor and setup requirements to increase the benefits of child care

centres for child development, a collaboration between the Association of Registered

Care Providers, the National Association of Early Childhood Care and Education

(NAECCEM), the Association of Kindergartens, and the Social Welfare Department

has been put together (Ministry of Education Malaysia, 2007).

A child care centre provides important early childhood care and education for

young children. Many studies have investigated the effect of child care centres on

children’s development. Generally, these studies have demonstrated that high quality

child care centres which have structural elements (high adult-child ratios, small group

sizes, caregivers’ experience and training) and process elements (the existence of

stimulating, developmentally appropriate programmes, and the warmth and

responsiveness of caregivers) are key to the positive development of children’s social

behavioural outcomes, cognitive performance, language, and academic achievements

during preschool, and early primary-school years (Burchinal, 1999; Fenech, Harrison,

& Sumsion, 2011; NICHD Early Child Care Research Network, 2006, 2003, 2002;

Marshall, 2004; Pluess & Belsky, 2010). In fact, it is important to take note that

children tend to exhibit more externalizing behavioural problems when they have

experienced a poorer quality of child care centre (Marshall, 2004; NICHD Early Child

Care Research Network, 2006, 2002).

Although the quality of early experiences of the child at the child care centre

(caregiver-child interactions, caregiver training, and classroom programme practice) is

an important factor in the social behavioural development of children, the role of

3

parents should not be denied. As significant figures of authority and control, parents

play an important role in disciplining and shaping children’s behaviour (Nixon, 2010).

When children are subject to a harsh disciplinary strategy from parents, they tend to

exhibit externalizing behaviour problems that include aggression (Miner & Clarke-

Stewart, 2008; Sanders, Dittman, Keown, Farruggia, & Rose, 2010).

To sum up, studies demonstrate that there is a significant relationship between

child care centres and children’s social behavioural outcomes; also, there is an

association between parents and social behavioural outcomes of children. Therefore,

this present study aims to extend the investigation on the relationship between the

quality of child care centres and children’s social behavioural outcomes. Specifically,

this study will examine the relationship between the quality of caregiver-child

interaction and children’s social behavioural problems. It is also the objective of this

study to examine the relationship between parenting disciplinary practices and

children’s social behavioural problems. Finally, this study will examine the interaction

effect of parenting disciplinary practice on the relationship between the quality of

caregiver-child interaction and social behavioural problems of children.

1.2 JUSTIFICATION OF THE STUDY

Research conducted on the effect of child care centres on children’s development has

differed through the decades. Studies conducted in the 1970s particularly focused on

the comparison of maternal care and non-maternal care among infants, toddlers, and

preschool children. The basic research question during those days was “Is day care

harmful to children?” and research conducted was inspired by the attachment theory

which highlights the stability of infant-mother attachment (Sylva, Stein, & Leach,

2000). According to Belsky (2001), researchers in the 1980s explored the structural

4

and process features of the quality of child care centres. Questions that were asked

were “what are the process elements (caregiver-child interaction) and structural

elements (staff-child ratios, group size, and caregiver training)”. From the 1990s

onwards, research investigated the effect of process elements and structural elements

on the quality on children’s development. In this present day, multi longitudinal

studies conducted investigate the effect of child care centres on children’s

development throughout their infancy, toddler, and preschool years (Belsky, 2001)

and whether the effect varies with different family environments.

As stated in the previous section, various studies have been conducted to

examine the relationship between quality of child care centres and children’s social

behavioural problems. However, limited studies have been carried out on children in

child care centres in Malaysia. Studies conducted in this country mainly focus on the

developmental process of children in preschools (Eng, 2001; Zain, 2000). For

instance, a study conducted by Eng (2001) examined the effect of two preschool

programmes on children’s social behavioural outcomes. Similarly, a study conducted

by Zain (2000) examined the relationship between the social behavioural outcomes

and the physical environment of the preschool. As for this matter, this present study

which specifically examines the relationship between the quality of caregiver-child

interaction and the social behavioural problems of Malaysian children will contribute

to the understanding of the effect of caregiver-child interaction on social behavioural

outcomes among Malaysian children who attend child care centres. In other words,

this study is essential in providing empirical evidence on whether the results obtained

from studies in Western countries (Burchinal, 1999; NICHD Early Child Care

Research Network, 2006, 2003, 2002; Marshall, 2004; Pluess & Belsky, 2010) are

applicable to the Malaysian sample. Also, the effort to explore the influence of

5

caregiver-child interaction on children’s development is important because this

interaction may influence children’s development directly.

With respect to the effect of quality of caregiver-child interaction, this present

study will provide essential and useful information for caregivers and the Malaysian

government on the importance of caregiver-child interaction quality in child care

centres on the social behavioural development of children. Indeed, the information

will enable the relevant authority to formulate programmes such as increasing the

caregiver’s level of training and providing various caregiver training programmes in

order to improve the quality of caregiver-child interaction in child care centres as

children spend more time in centres than at home.

To further add on, previous research studies that examined the effect of quality

of child care centres on the social behavioural development of children have

controlled for family characteristics that include family socioeconomic status,

parenting quality, and parents’ level of education (NICHD Early Child Care Research

Network, 2006, 2003, 2002; Pluess & Belsky, 2010; Vandell, Henderson, & Wilson,

1988). However, the effect of other more subtle family variables such as parenting

disciplinary practices has not been thoroughly researched not only in the west but also

in the Malaysian context. As family characteristics are significant variables in

influencing children’s development, this present study also attempts to discover the

effect of one of the family characteristics which is parenting disciplinary practice on

children’s social behavioural outcomes. In relation to that, this present study will

examine the interaction effect of parenting disciplinary practices on the relationship

between the quality of caregiver-child interaction on social behavioural problems of

children in child care. The findings from the present study will in a way provide

6

empirical evidence on the effects of disciplinary practice used by parents at home in

shaping their children’s behavioural outcomes.

1.3 RESEARCH QUESTIONS

With reference to the previous research findings, the present study seeks to find

answers to the following research questions:

1. What is the relationship between the quality of caregiver-child interaction and

Malaysian children’s social behavioural problems?

2. Does parenting disciplinary practice predict social behavioural problems of

Malaysian children who attend child care centres?

3. Does parenting disciplinary practice interact with the relationship between

quality of caregiver-child interaction and Malaysian children’s social

behavioural problems?

1.4 RESEARCH OBJECTIVES

The quality of child care centres can be divided into two categories which are

structural elements (staff-child ratios, qualification of the staff, and physical

environment of the child care centre itself) and process elements (programme

conducted and the interaction between children and staff) (Fenech, Harrison, &

Sumsion, 2011).

Previous research findings reveal that the quality of a child care centre is the

significant child care predictor of social behavioural outcomes in toddlers, preschool,

and early primary school year children (Marshall, 2004; NICHD Early Child Care

Research Network, 2006, 2003, 2002). Many studies have suggested that children

attending child care centres of high quality exhibit positive outcomes that include less

7

aggressiveness, hyperactivity, and anxiety as reported by both parents and caregivers

(Lamb, 2000; Marshall, 2004; Phillips, McCartney, & Scarr, 1987; Pluess & Belsky,

2009). On the other hand, children who experience poor quality child care centres tend

to exhibit more social behavioural problem outcomes that include disobedience,

aggression, and teacher-child conflict (Marshall, 2004; NICHD Early Child Care

Research Network, 2006, 2002; Pluess & Belsky, 2010, 2009). These research

findings have inspired the present study to examine the relationship between the

quality of caregiver-child interaction and social behavioural problems of Malaysian

children who attend child care centres.

According to the Bronfenbrenner’s Ecological Theory, parenting has a direct

influence on children’s development (Bronfenbrenner, 1979). Parenting disciplinary

practice was found as a significant predictor of children’s social behavioural outcomes

(Miner & Clarke-Stewart, 2008; Parent, Forehand, Merchant, Edwards, Conners-

Burrow, Long, & Jones, 2011; Weiss, Dodge, Bates, & Pettit, 1992). Harsh parenting

disciplinary strategy is associated with children’s externalizing behavioural problems

(Freeman & DeCourcey, 2007; Miner & Clarke-Stewart, 2008). It is also found that

children whose parents use harsh disciplinary practice are more likely to experience

social behavioural problems at a later age (Deklyen, Bierbaum, Speltz, & Greenberg,

1998). In Malaysia, the majority of the studies which investigated parenting

disciplinary practices among children suggested that children exhibited positive social

behavioural outcomes when their parents did not resort to harsh parenting disciplinary

practice (Keshavarz & Baharudin, 2009). Also, Malaysian children believe that

parenting disciplinary practice is important in providing a lesson and shaping social

behaviour (Jo-Pei, 2012; Kumaraswamy & Othman, 2011). Recognizing this as

significant, the second objective of this study is to examine the relationship between

8

parenting disciplinary practice and social behavioural problems of children who attend

child care centres.

Previous researches that have examined the direct effect of quality of child

care centres on children’s social behaviour have controlled family factors (family

socioeconomic status, parenting quality, and parents’ level of education). However,

limited studies have examined the interaction effect of family variables on the

relationship between quality of child care centres and children’s behavioural outcomes

(NICHD Early Child Care Research Network, 2006, 2003, 2002). Previous studies

indicate inconsistent findings on the moderating effects of mothers’ education,

quantity of time spent in a child care centre, family socioeconomic status, and

parenting quality on the relationship between quality of child care centre and

children’s social behavioural development. For instance, a study conducted by

Peisner-Feinberg, Burchinal, Clifford, Culkin, Howes, Kagan, and Yazejian (2001)

found a significant interaction effect of maternal level of education on the relationship

between better classroom practices and social behavioural problems. On the other

hand, as study conducted by NICHD Early Child Care Research Network (2002)

revealed that there is no significant interaction effect of parenting quality on the

association between positive caregiver-child interactions and social behavioural

problems. Therefore, considering the inconsistency of research findings on the

moderating effect of family variables, the final objective of this study is to examine

the interaction effect of parenting disciplinary practice on the relationship between

quality of caregiver-child interaction and children’s social behavioural problems.

9

1.5 FRAMEWORK OF RESEARCH

1.5.1 Theoretical framework

According to the ecological perspective, a child care centre is considered as an early

childhood education and care institution which can directly influence the process of

development of children. Bronfenbrenner (1976) once said that,

“Besides the family home, the only setting that serves as a

comprehensive context for human development from the early years

onward is the children’s institution. From an ecological perspective,

the existence of such a context is important because it provides an

opportunity to investigate the impact of a contrasting primary setting

on the course of development through childhood, adolescence, and

sometimes beyond, into the middle years and old age (p. 132).”

Bronfenbrenner introduced the Ecological Theory that focuses on the impact

of four systems, namely, microsystem, mesosystem, exosystem, and macrosystem on

human development, also termed the “ecological transition” (Bronfenbrenner, 1976).

Indeed, Bronfenbrenner mentioned that,

“An ecological transition occurs whenever a person’s position in the

ecological environment is altered as the result of a change in system,

role or both (p. 26).”

In the Bronfenbrenner’s Ecological Theory, the microsystem is the primary

context in which the individual lives. Family, peers, neighbourhood, child care centre,

and school are among the social units within the microsystem that affect human

development directly. This means that the child care centre has a significant direct

impact on the social behavioural outcome of children. To elaborate, children who

experience a high quality child care centre will exhibit more positive social

behavioural outcomes (for example, they will be less aggressive, hyperactive, and

anxious). On the other hand, children who attend a poor quality child care centre are

more likely to show more problem behaviours such as withdrawal and aggression

10

(NICHD Early Child Care Research Network, 2006, 2003; Phillips, McCartney, and

Scarr, 1987; Pluess & Belsky, 2009; Vandell, Handerson, & Wilson, 1988).

Further, another system known as the mesosystem refers to the interaction

between two or more units within the microsystem. According to Bronfenbrenner

(1979), the mesosystem is structured or broadened every time an individual

experiences a new fresh setting and the interaction between two or more units within

the microsystem may take place when other persons participate actively in both

settings as well as formal and informal interaction among units. As an example, for a

child, the interactions between home and school significantly influence the child’s

development.

The exosystem encompasses the association between two or more social units

whereby one of the units would indirectly influence the immediate unit during the

process of individual development (Bronfenbrenner, 1976). In simple explanation, the

units do not directly influence the development of the individual. The social units

include extended family, family friends, neighbourhood, community health and

welfare, legal services, mass media, and government. In relation to young children,

the social units may take place when the children are at the parent’s workplace, with

the parent’s network of friends and so on.

The macrosystem is the final system of Bronfenbrenner’s Ecological Theory.

The system involves the ideology of a culture, subculture or class, and laws that the

individual is embedded in and which indirectly govern the enduring course of human

development (Bronfenbrenner, 1979). For example, the perception of the society

towards quality of child care centres is not the same for everyone in this world

because perception is indirectly influenced by various socioeconomic, ethnic,

religious and subculture lifestyles (Bronfenbrenner, 1979).

11

Based on Bronfenbrenner’s theory, a child care centre is an important context

for children’s development. In fact, early experience of child care has long term

effects (for example, from preschool, primary-school years, secondary-school years

and adulthood). According to research conducted by Burchinal (1999) and the NICHD

Early Child Care Research Network (2006, 2003, 2002), the quality of the child care

centre is vital and it influences the development of social behavioural outcomes,

cognitive, language and academic performance.

1.5.2 Conceptual framework

Based on the ecological theory, the social unit within a microsystem has a significant

direct impact on children’s development (Bronfenbrenner, 1979). The present study

applies the theory in the formulation of its framework that child care centre and family

characteristics are the primary microsystem units that influence children. When

caregiver-child interactions that take place in a child care centre and parenting

disciplinary practices significantly influence the social behavioural development of

children, the settings become broader and the linkage between caregivers and parents

is the process involved in the mesosystem. At this stage, parenting disciplinary

practice interacts with the relationship between quality of caregiver-child interaction

and children’s social behavioural problems.

12

The conceptual framework of this study is presented in Figure 1.1.

(2)

(3)

(1)

Figure 1.1: A conceptual framework of quality of caregiver-child interaction and

social behavioural problems. Moderator: parenting disciplinary practice.

This study examines the direct impact and interaction effect of both systems (child

care centre and parents) that serves as the microsystem. Thereby, according to the

figure illustrated, there are three direct paths: (1) the direct impact of quality of child

care centre on children’s social behavioural problems, (2) the direct impact of

parenting disciplinary practice on social behavioural problems of children, and (3) the

interaction effect between the quality of child care centre and parenting disciplinary

practice on children’s social behavioural problems.

1.6 CONCEPTUAL AND OPERATIONAL DEFINITION

The conceptual and operational definitions for the variables in this study are as

follows:

Quality of caregiver-child

interaction Social behavioural problems

Parenting disciplinary practice