Patterns of physical growth in a longitudinal study of young children in rural Bangladesh

1982 ◽  
Vol 36 (2) ◽  
pp. 294-302 ◽  
Author(s):  
K H Brown ◽  
R E Black ◽  
S Becker ◽  
A Hoque
2007 ◽  
Vol 21 (5) ◽  
Author(s):  
Kuntal Kumar Saha ◽  
Edward A Frongillo ◽  
Dewan S Alam ◽  
Shams E Arifeen ◽  
Kathleen M Rasmussen

1982 ◽  
Vol 115 (3) ◽  
pp. 315-324 ◽  
Author(s):  
ROBERT E. BLACK ◽  
KENNETH H. BROWN ◽  
STAN BECKER ◽  
A. R. M. ABDUL ALIM ◽  
IMDADUL HUQ

2008 ◽  
Vol 87 (6) ◽  
pp. 1852-1859 ◽  
Author(s):  
Kuntal K Saha ◽  
Edward A Frongillo ◽  
Dewan S Alam ◽  
Shams E Arifeen ◽  
Lars Åke Persson ◽  
...  

Author(s):  
Falendra Kumar Sudan

Ongoing violent armed conflict in Jammu and Kashmir has resulted in the displacement of thousands of non-Kashmiri households since early 1998. Displacement increases the pressures on young children to work, possibly at the expense of their schooling, and also leads to under-nourishment and malnutrition, which has caused poor physical growth, inability to learn, and poor work performance. The “care and maintenance” assistance and aid received by displaced families was completely undependable, erratic, and inadequate, and given the opportunity, they would like to move out from the camp as quickly as possible. The displaced children have special vulnerabilities and require additional care and protection from disease, hunger, malnutrition, and abuse. There is urgent need to meet the physical needs of displaced families such as water, sanitation, healthcare, shelter, and psycho-social assistance. Education, including literacy training, primary, secondary, tertiary, vocational, life skills, informal, and other age-specific educational opportunities, is needed for young children.


NeuroImage ◽  
2014 ◽  
Vol 101 ◽  
pp. 440-447 ◽  
Author(s):  
Yuko Yoshimura ◽  
Mitsuru Kikuchi ◽  
Sanae Ueno ◽  
Kiyomi Shitamichi ◽  
Gerard B. Remijn ◽  
...  

2020 ◽  
pp. 1476718X2096984
Author(s):  
Luca Cerniglia ◽  
Silvia Cimino ◽  
Massimo Ammaniti

The use of digital devices among very young children is quickly spreading, although the effects of screen time on emotional and cognitive functioning are still debated. In a sample of N = 422 children and their mothers, this 4-year longitudinal study aimed to evaluate the hypothesis that the use of digital devices as smartphones and tablets at 4 years of age is related to later dysregulation symptoms and to lower academic achievements both at 6 and 8 years of age. Children’s mothers were asked whether or not their offspring had access to digital devices and what was their average screen time on a typical day. Mothers were also requested to specify whether they used to participate in their children’s activities during screen time and to report their offspring emotional/behavioral functioning. Children’s teachers were administered the Teachers Report Form including the competence part to evaluate academic achievements and possible dysregulation symptoms of their students. The Structural Equation Modeling showed that screen time at 4 years of age, the child was directly, positively and significantly associated with dysregulation and negatively associated with mathematics and literacy grades at 8 years of age of the child. These results could help orientate the guidelines for the use of digital devices by very young children.


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