English 
Thai 
Abstract
Parent–child interactions through play are critically important for the development of cognitive skills and executive functions in young children. In Thailand, there is limited evidence on the factors influencing such interactions. To support the monitoring of SDG indicator 4.2.3 (the proportion of children under age 5 who are developmentally on track in health, learning, and psychosocial well-being, based on home-based learning activities), this study aims to assess the frequency and characteristics of parent–child interactions through play among children under five years of age.
The author analyzed data from the Sixth Round of the Multiple Indicator Cluster Survey (MICS), conducted by the National Statistical Office of Thailand in 2019. The survey involved face-to-face interviews with mothers and/or legal guardians. A total of 8,856 children under the age of five participated in the survey.
The findings revealed that the majority of participants (90.3%) engaged in at least four out of six types of activities with their children. This study employed logistic regression analysis to examine the factors associated withMultivariate analysis showed that children whose parents had attained a secondary or higher level of education were significantly more likely to engage in interactions with their parents compared to those whose parents had only primary education. The adjusted odds ratios (AOR) were 1.66 for secondary education and 2.34 for education beyond secondary level, respectively.
Children who had access to at least three children's books and had play experiences with toys were significantly more likely to engage in parent–child interactions (AOR = 3.08 for having children's books; AOR = 1.50 for play experiences with toys). Conversely, children who had screen time of 1–3 hours per day were significantly less likely to engage in interactions with their parents compared to those with less than one hour of screen time (AOR = 0.67).
In conclusion, given the growing influence of digital technology, we recommend that families and communities promote parent–child interactions through play with young children.
Keywords Young Children; Parent–Child Interaction; Play-Based Learning; Early Childhood Development; Cognitive Skills; Thailand
Author Thitiporn Thoplorthai, Rapeeporn Suwanchanachai, Chompuunuch Thoplorthai, Wirote Tunkcharoensatian, Nisachone Sethatrikool and Orathai Waleewong
Methods: Systematic Review
Journal International Journal of Environmental Research and Public Health
Year: 2565
Research study link:..https://pmc.ncbi.nlm.nih.gov/articles/PMC8954988/
