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Pediatría (Asunción)

versão On-line ISSN 1683-9803


PRESENTADO, Elena et al. Practice of Family Reading of Books to Children in a Community in Paraguay. Pediatr. (Asunción) [online]. 2014, vol.41, n.2, pp.108-112. ISSN 1683-9803.

Introduction: Regularly reading books to children is a tool that stimulates their neuro-motor psycho-affective and social development as well as helping them to think critically in a world of constant change. It is accessible and easy to do, but the number of competent habitual readers varies according to the environment in which they are raised. Objectives: To determine the extent and manner in which reading books to children is practiced in the community 24 de Junio in San Lorenzo, Paraguay. Materials and Methods: We conducted a cross-sectional observational and descriptive study. Data were obtained by a survey of adult guardians of boys and girls in the community from July to September 2012, and collected data on the practice of reading to children, the person who carried out the activity, the structure of families included, and education levels of the adult guardians. Results: Distribution by age group included 55% school-age children, 26% pre-school age, 18% older infants, and 1% young infants. Reading to children was not done in 72% of cases and was done in 28%, with mothers being the person to do so in 79% of such cases, fathers in 13%, and another person in 8%. Family structure included the biological mother and father in 71% of households, a single mother in 21%, a single father in 1%, the biological mother with a non-biological father in 3%, and other arrangements in 4%. Adult guardians in 18% of households had an incomplete primary education, completed primary education in 18%, incomplete secondary education in 23%, completed secondary education in 33%, and completed tertiary education in 8%. Conclusion: Reading to children is not habitually practiced in the community studied, although family structure usually includes both biological parents and the parents have usually completed a primary education.

Palavras-chave : Reading; habits and practices; child development; language development; early stimulation; children.

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