Background: The home literacy environment (HLE) and joint parent-child book reading are key factors in children's language and literacy acquisition. Child-centered literacy orientation (CCLO) refers to the child's level of engagement in literacy events. Aim: To describe the HLE and identify demographic and HLE variables associated with a poor CCLO at 12 months of age. Methods: Parents of Singaporean children enrolled in the Growing Up in Singapore Towards healthy Outcomes (GUSTO; n = 1152, birth cohort 2009-2010) completed a childhood literacy questionnaire at 12 months to obtain scores on HLE (0-17) and CCLO (0-6). Logistic regression analyses were employed to identify predictors of low CCLO. Results: Parents of 525 children completed the questionnaire. Mothers were the main caregivers in half the households. Mandarin was the main language (34%). Majority of the respondents had a library card that was used less than weekly, and had fewer than 10 children's books. 18% of parents read to the child daily, of whom one-quarter read at bedtime. Amongst half of the families who had a CCLO score of 0, two-thirds had the lowest HLE scores (0-2). Correlational analyses indicated significant association between HLE with CCLO at 12 months (p < 0.001). Non-English speaking caregivers and mothers who had only completed primary education were at high risk of a poor 12-month CCLO. Conclusion: A literacy-rich home environment is associated with 12-month child-centered literacy orientation. Pediatricians and early years' professionals may be able to promote benefits of literacy related activities to families at risk of poor childcentered literacy orientation.

Early childhood is a phase of rapid development during which children develop motor skills, language and social skills. They learn to regulate emotions and, to some extent, control their behaviour. These skills help the children function in different settings. It is not uncommon for behavioural problems to emerge during this period, as children are trying to make sense of the world, assert their independence and adjust to various transitions such as making new friends or starting school. Behavioural problems in children can be divided into externalising problems such as aggression, oppositional behaviour and hyperactivity, and internalising problems such as anxiety and depression. (1) Internalising problems are more likely to be picked up by parents, whereas externalising problems may be identified by parents or teachers. (2) In contrast to their Australian and American counterparts, who demonstrate an equal or greater number of externalising problems compared to internalising problems, (1,3) children in Singapore tend to demonstrate more internalising problems. (2)

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