Effects of a Child Development Package: Children Aged 30–35 Months at Daycare Programs in Phnom Penh, Cambodia

Abstract

Aim/Purpose: This research study investigated the effect of daycare programs on improving developmental outcomes for children aged 30–35 months in Phnom Penh, Cambodia, highlighting the critical importance of Early Childhood Care and Development (ECCD) and the significant role of daycare centers in stimulating physical and health, cognitive, language, and social-emotional development. This paper examines how daycare programs can improve ECCD outcomes in Phnom Penh, Cambodia. It highlights the importance of structured interventions, such as the Child Development Package (CDP) and Parenting Education Program (PEP), in addressing the developmental needs of children from urban settings, where access to quality education and care is limited.

Introduction/Background: Early Childhood Care and Development is essential for health, well-being, and lifelong learning for children. The first 1,000 days are critical for brain development, with proper nutrition, healthcare, and stimulation being vital. In Cambodia, most young children are cared for by relatives, particularly grandmothers, who often lack adequate ECCD knowledge. Despite government efforts through national policies, implementation is uneven, especially in urban areas like Phnom Penh, where demand for quality daycare exceeds supply. The lack of proper daycare programs leaves many children without essential early learning opportunities, hindering their development. Daycare centers provide care and also serve as critical environments for early learning and development.

For working women, access to quality daycare is essential, as it allows them to pursue employment opportunities without compromising their children’s safety and developmental needs. Women’s active participation in the workforce supports the Cambodian government’s goals by contributing to economic growth, enhancing GDP through entrepreneurship, reducing poverty by increasing household income, promoting education and skill development, advancing gender equality and empowerment, improving health outcomes for families, and fostering social stability and community development through advocacy for better childcare options.

Methodology: To explore these dynamics, a mixed-methods approach was employed in this study to investigate the effects of daycare programs on developmental outcomes for children aged 30–35 months in Phnom Penh, Cambodia. Utilizing a quasi-experimental design, the research involved a sample of 60 children, divided into an experimental group of 30 participants who received the CDP and a control group of 30 children who received no intervention.

Quantitative data were collected using the Child’s Early Learning Assessment Tool, which assessed four domains of child development, including physical and health, cognitive, language, and social-emotional development. Pre-test assessments established a baseline for comparison, followed by post-tests to evaluate changes resulting from the intervention.

Complementing this quantitative approach, qualitative data were gathered through thematic analysis of interviews with 21 respondents, including seven caregivers/teachers, seven caregivers caring for children at home, and seven caregivers with children in daycare, along with observational notes that provided insights into children's engagement and social interactions. Data analysis involved Analysis of Covariance to compare post-test scores between groups while controlling for pre-test scores, thus assessing the true effect of the CDP. This methodology facilitated a thorough examination of the daycare program's effectiveness, providing valuable insights into the role of structured early childhood interventions in enhancing developmental outcomes.

Findings: Significant improvements in the experimental group were found across all developmental domains. Specifically, physical and health development showed significant differences (F (1, 56) = 28.891, p < .05), with a large effect size (Partial η² = .340). Cognitive development also demonstrated significant gains (F (1, 56) = 75.958, p < .05, Partial η² = .576), while language development showed positive trends, although not statistically significant (F (1, 56) = 1.497, p > .05). Social-emotional development showed significant improvements (F (1, 56) = 23.600, p < .05, Partial η² = .296).

The interviews with teachers, caregivers, and parents revealed significant positive impacts of the CDP and PEP on child development. Caregivers reported notable improvements in children’s physical, cognitive, language, and social-emotional skills. Parents involved in the PEP adopted more positive parenting techniques, such as gentle discipline and engaging in educational activities, leading to enhanced child behavior and self-esteem. In contrast, parents without PEP support relied on punitive measures. Overall, the findings emphasized the effect of structured early childhood interventions in fostering child development and improving parenting practices in Cambodia.

Contribution/Impact on Society: This paper contributes to the body of knowledge by providing empirical evidence of the effect of structured daycare programs in enhancing child development in a Cambodian context. The findings underscore the necessity of investing in ECCD to foster holistic development, thereby supporting Goal 4 of the Sustainable Development Goals, as well as the National Policy and National Action Plan on ECCD in Cambodia.

Recommendations: Considering the findings, the study recommends that policymakers and practitioners prioritize the establishment and funding of quality daycare centers that implement evidence-based programs like the CDP. Additionally, training for caregivers, teachers, and parents should be enhanced to ensure effective delivery of ECCD.

Research Limitation: The study’s limitations include a relatively small sample size and a focus on a specific urban area, which may affect the generalizability of the findings. The reliance on self-reported data from caregivers, teachers, and parents may also have introduced bias.

Future Research: Future research should explore the long-term impacts of daycare interventions on child development and academic success. Studies could investigate the scalability of the CDP in rural areas and its integration with national education policies to enhance ECCD across diverse contexts.