Body Composition among Rural Bengalee Preschool Children of Integrated Child Development Service (ICDS) Scheme of Sagar Island, South 24 Parganas, West Bengal, India

2017 ◽  
Vol 9 (2) ◽  
pp. 111-117
Author(s):  
Som Prasad Giri ◽  
Sadaruddin Biswas ◽  
Kaushik Bose
2013 ◽  
Vol 76 (1) ◽  
pp. 109-116 ◽  
Author(s):  
Atanu Acharya ◽  
Gopal Chandra Mandal ◽  
Kaushik Bose

Abstract Malnutrition is a leading cause of child mortality in India. To counteract this problem, a nutrition supplementation programme has been operating under the Integrated Child Development Service (ICDS) scheme in India since 1975. Recently, the Composite Index of Anthropometric Failure (CIAF) has been implemented to measure the seriousness and severity of overall under-nutrition in a population. Since this index presents a more complete picture than the previous three conventional measures. CIAF is utililized in this study which focuses on the overall burden of under-nutrition determination in pre-school children in Purba Medinipur, West Bengal, India. Our study was conducted in 10 Integrated Child Development Service (ICDS) centres, commonly known as “Anganwadi”, in the villages of the Argoal Gram Panchayat at Patashpur - II block. The total sample of 225 Bengalee ethnic children aged between 3 and 6 years was composed of 115 girls and 110 boys. The overall age and gender-combined prevalence of stunting, underweight and wasting recorded was 30.7%, 42.7% and 12.0%, respectively, and these rates were considered high (30-39%), very high (≥ 40%) and high (10-14%), respectively. CIAF results revealed the same trend, with 50.2% of these children affected by anthropometric failure, with the prevalence of underweight, wasting and CIAF higher in boys than in girls. This 50.2% CIAF result highlighted that approximately half the study children were undernourished. Since this figure is much higher than that estimated by any of the three conventional indicators,, CIAF has thus proven a far better indicator in assessing the overall burden of under-nutrition in a population. The nutritional status of the children in this study requires serious remedial action.


2010 ◽  
Vol 48 (1) ◽  
pp. 47-49 ◽  
Author(s):  
N. Arlappa ◽  
N. Balakrishna ◽  
A. Laxmaiah ◽  
K. Madhavan Nair ◽  
G. N. V. Brahmam

1985 ◽  
Vol 4 (4) ◽  
pp. 349-364 ◽  
Author(s):  
Roni Beth Tower

In a study of forty-three preschool children, ratings of four types of the children's imaginativeness were correlated with observational, behavioral, and interview measures. Research questions were: 1) Do correlates of imaginativeness found in observational studies replicate if trait rather than state measures are examined? 2) Do different types of imaginativeness have different correlates? and 3) What characteristics distinguish children at the maladaptive extremes of imaginativeness from those at more moderate levels? The conceptual and empirical utility of considering imaginativeness to have two dimensions, Expressive and Constructive, was demonstrated. While optimal levels of Constructive Imaginativeness correlated significantly with other indices of healthy child development, the correlations were fewer and tended to be weaker for Expressive Imaginativeness. The negative implication of extremes was documented.


2020 ◽  
Vol 16 (2) ◽  
pp. 25-32 ◽  
Author(s):  
M. Hedegaard ◽  
N. Lyberth

This paper discuss principles for the design of a tool to screen 3- and 5-year-old children’s social situation of development in Greenland. We describe this tool as radical-local, building it on a theory of child development that focuses on children´s activities as cultural, anchored in local conditions and traditions, where play is seen as the core activity for preschool children. In constructing Investigating children’s situation of development (Undersøgelse af børns udviklingssituation — UBUS 3 and UBUS 5) we have aimed at creating an instrument that can be used to evaluate children’s health, wellbeing and activities in their everyday settings of day-care and at home in Greenland. The assessment focus on interaction with care-persons and other children, not on children’s abilities as isolated and independent features. For preschool children these conditions and their participation in these conditions create the child’s social situation of development.


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