Abstract:
The main objective of this study was to assess mothers knowledge on child language
milestones development and their parenting practice. To achieve the objective of the study,
descriptive survey research design was employed with mixed research approach. From the total
320 population 177 sample were included in the study. To collect data from the participants,
mothers knowledge on child language interview question and focus group discussion(FGD) was
used for qualitative part. Where as parenting practice and mothers child interaction questionaire
was used for quantitative part. The collected data from qualitative was analysed by describing
the audio reports that was transcribed in to words and quantitative part was analysed by
descriptive statistics such as mean, standard deviation, frequency ,and percentage. The
qualitative result of the study displayed that mothers have poor knowledge on their child
language milestones development respectively.wheras the quantitative results for three parenting
practice revealed that the rating score was found as 4116(31%) with mean score of (23.25) and
(3.908)standard deviation on authoritative parenting practice, also rating score was found as
3489(28%) with mean score of (19.71) and (3.212) standard deviation on permissive parenting,
and 3350(26%) with mean score of (18.93) and (2.822) standard deviation on authoritarian
paenting practice. Those revealed that authoritative paenting practice was the dominant
parenting practice with the highest rating score in selected area and mothers shows highest
frequeny score on good interaction, whereas the lowets on poor interaction. Furthermore, the
finding of this study showed that mothers have poor knowledge on language milestones of their
childrens and practiced authoritative parenting practice with good interctions with their
childrens so they needs effective education on milestones development, parenting & mother
child interactions eventhough they have showed good parenting it might last only for childhood.
