Pathways between paternal and maternal education, caregivers’ support for learning, and early child development in 44 low- and middle-income countries

2017 ◽  
Vol 41 ◽  
pp. 136-148 ◽  
Author(s):  
Joshua Jeong ◽  
Dana Charles McCoy ◽  
Günther Fink
Keyword(s):  
Child Development ◽  
Maternal Education ◽  
Early Child Development ◽  
Middle Income ◽  
Early Child ◽  
Middle Income Countries ◽  
Low And Middle Income

scholarly journals Measuring early child development across low and middle-income countries: A systematic review

2021 ◽  
pp. 1476718X2110200
Author(s):  
Bernardita Munoz-Chereau ◽  
Lynn Ang ◽  
Julie Dockrell ◽  
Laura Outhwaite ◽  
Claire Heffernan
Keyword(s):  
Systematic Review ◽  
Child Development ◽  
Psychometric Properties ◽  
Early Child Development ◽  
Middle Income ◽  
Early Child ◽  
Middle Income Countries ◽  
Cultural Adaptability ◽  
Education Psychology ◽  
Low And Middle Income

The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the development of children between the ages of 0–5 years in LMICs was undertaken. Drawing on education, psychology and health databases, we identified reliable, valid or measures adapted for use in LMICs for either assessments of children’s development or their learning environments. The inclusion criteria were (1) peer reviewed papers published between January 2009 and May 2019; (2) assessment tools used to measure cognitive/language development or the early years or home environment in at least one LMIC; (3) report of the psychometric properties (validity and reliability) of the tool, and/or description of the cultural adaptability/translation process undertaken before applying it to a LMIC. Two hundred and forty-nine available records published in the last decade in peer-review journals and nine relevant systematic literature reviews were identified. Fifty-seven records were qualitatively synthesised based on their psychometric properties and cultural adaptation. Forty-three tools were reviewed utilising 12 criteria. Five elements of analysis present in Tables 2 and 3 (study, population tested, validity, reliability and cultural adaptability/translation) focused on the tools’ psychometric properties and previous application in LMICs. A further seven dimensions outlined in Tables 4 and 5 identified specific characteristics of the tools from target age, administration method, domains, battery, accessibility, language and country/institution. We suggest these 12 key considerations for the selection of measurement tools that are applicable to effectively assess ECD in LMICs.

Paternal Stimulation and Early Child Development in Low- and Middle-Income Countries

PEDIATRICS ◽  
2016 ◽  
Vol 138 (4) ◽  
pp. e20161357-e20161357 ◽  
Author(s):  
J. Jeong ◽  
D. C. McCoy ◽  
A. K. Yousafzai ◽  
C. Salhi ◽  
G. Fink
Keyword(s):  
Child Development ◽  
Early Child Development ◽  
Middle Income ◽  
Early Child ◽  
Middle Income Countries ◽  
Low And Middle Income

scholarly journals How consistent are associations between stunting and child development? Evidence from a meta-analysis of associations between stunting and multidimensional child development in fifteen low- and middle-income countries

2015 ◽  
Vol 19 (8) ◽  
pp. 1339-1347 ◽  
Author(s):  
Ann C Miller ◽  
Megan B Murray ◽  
Dana R Thomson ◽  
Mary Catherine Arbour
Keyword(s):  
Child Development ◽  
Breast Feeding ◽  
Maternal Education ◽  
Meta Analysis ◽  
Middle Income ◽  
Negatively Associated ◽  
Middle Income Countries ◽  
Supportive Parenting ◽  
Developmental Domains ◽  
Low And Middle Income

AbstractObjectiveDespite documented associations between stunting and cognitive development, few population-level studies have measured both indicators in individual children or assessed stunting’s associations with other developmental domains.DesignMeta-analysis using publicly available data from fifteen Multiple Indicator Cluster Surveys (MICS-4) to assess the association between stunting and development, controlling for maternal education, family wealth, books in the home, developmentally supportive parenting and sex of the child, stratified by country prevalence of breast-feeding (‘low BF’<90 %, ‘high BF’ ≥90 %). Ten-item Early Childhood Development Index (ECDI) scores assessed physical, learning, literacy/numeracy and socio-emotional developmental domains. Children on track in three or four domains were considered ‘on-track’ overall.SettingFifteen low- and middle-income countries.SubjectsPublically available data from 58 513 children aged 36–59 months.ResultsSevere stunting (height-for-age Z-score <−3) was negatively associated with on-track development (OR=0·75; 95 % CI 0·67, 0·83). Any stunting (Z-score <−2) was negatively associated with on-track development in countries with high BF prevalence (OR=0·82; 95 % CI 0·75, 0·89). Severe and any stunting were negatively associated with physical development (OR=0·77; 95 % CI 0·66, 0·89 and OR=0·82; 95 % CI 0·74, 0·91, respectively) and literacy/numeracy development in high BF countries (OR=0·45; 95 % CI 0·38, 0·53 and OR=0·59, 95 % CI 0·51, 0·68, respectively), but not low BF countries (OR=0·93; 95 % CI 0·70, 1·23 and OR=0·95, 95 % CI 0·79, 1·12, respectively). Any stunting was negatively associated with learning (OR=0·79; 95 % CI 0·72, 0·88). There was no clear association between stunting and socio-emotional development.ConclusionsStunting is associated with many but not all developmental domains across a diversity of countries and cultures. However, associations varied by country breast-feeding prevalence and developmental domain.

Child Development in Low- and Middle-Income Countries

PEDIATRICS ◽  
2021 ◽  
pp. e2021053180
Author(s):  
Marc H. Bornstein ◽  
W. Andrew Rothenberg ◽  
Jennifer E. Lansford ◽  
Robert H. Bradley ◽  
Kirby Deater-Deckard ◽  
...  
Keyword(s):  
Child Development ◽  
Middle Income ◽  
Middle Income Countries ◽  
Low And Middle Income

scholarly journals Supporting Child Development Through Parenting Interventions in Low- to Middle-Income Countries: An Updated Systematic Review

2021 ◽  
Vol 9 ◽  
Author(s):  
Linlin Zhang ◽  
Derrick Ssewanyana ◽  
Marie-Claude Martin ◽  
Stephen Lye ◽  
Greg Moran ◽  
...  
Keyword(s):  
Child Development ◽  
Learning Opportunities ◽  
Population Characteristics ◽  
Effect Sizes ◽  
Parenting Interventions ◽  
Social Emotional ◽  
Middle Income ◽  
Developmental Potential ◽  
Middle Income Countries ◽  
Low And Middle Income

Background: Over 250 million children in low- and middle-income countries are at risk of not achieving their fullest developmental potential due to co-occurring risks such as poor nutrition and inadequate learning opportunities. Early intervention programs integrating the aspects of nurturing care, that is, good health, adequate nutrition, safety and security, responsive caregiving, and learning opportunities, may ameliorate against the negative impact of these adverse conditions.Methods: This meta-analytic review updates the evidence base of parenting interventions comprising stimulation and responsive caregiving components on developmental outcomes for children under age 2 years in low- and middle-income countries. It also describes and assesses the moderation effects of population characteristics and implementation features on the intervention effectiveness. Studies were identified based on previous systematic reviews and an updated literature search in eight databases and the gray literature up to December 2020. A random-effect model was used to explore the pooled effect sizes accounted for by the intervention for developmental outcome of cognition, language, motor, and social-emotional capacities. Exploratory moderation analyses were also conducted.Results: Twenty-one randomized controlled trials representing over 10,400 children from 12 low- and middle-income countries and regions across three continents (Africa, Latin America, and Asia) were identified. The interventions showed overall small-to-moderate effects on children's cognitive development (ES = 0.44; 95% CI = [0.30, 0.57]); language development (ES = 0.33; 95% CI = [0.18, 0.49]); and motor skills (ES = 0.21; 95% CI = [0.10, 0.32]). The overall effect on social-emotional development was non-significant (ES = 0.17; 95% CI = [−0.01, 0.34]). Effect sizes (ES) varied significantly across the studies. Parenting programs that targeted vulnerable groups, including rural communities and caregivers with lower education levels, had more significant effects on children's development. Group sessions (vs. individual visits) and high program dose (≥12 sessions) were also associated with stronger effects on child development. Further research is needed to determine the effectiveness of the workforce and training on programmatic outcomes.Conclusion: The findings indicate that parenting interventions that encourage nurturing care are effective in improving the early development of children, especially among vulnerable populations. We discuss opportunities to strengthen the implementation of research-based parenting interventions in such contexts.

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