scholarly journals The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

2021 ◽  
Author(s):  
Laura V. Sánchez-Vincitore ◽  
Arachu Castro
Keyword(s):  
Early Childhood ◽  
Dominican Republic ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Developmental Potential ◽  
Cluster Survey ◽  
Multiple Indicator Cluster Survey ◽  
Psychosocial Model ◽  
Multiple Indicator ◽  
At Home

AbstractIntroductionThe association between sociodemographic factors, such as poverty, lack of maternal schooling, and being male at birth, and childhood developmental delay and poor educational outcomes has been established in the Dominican Republic. However, moderating factors present or introduced in families to buffer the effects of such factors on childhood development are still unknown.MethodsWe conducted a secondary analysis of the 2014 Multiple Indicator Cluster Survey for the Dominican Republic, a national household survey focused on maternal and child health and development. The first aim of our study was to determine if a sociodemographic model predicted early childhood development. The second aim was to determine if a psychosocial model (including family childrearing practices, discipline, and early childhood stimulation) predicted early childhood development above and beyond the sociodemographic model.ResultsWe found that both models predicted childhood development significantly, but that the psychosocial model explained 5% more variance than the sociodemographic model. The most relevant sociodemographic predictors were socioeconomic position and mother’s education, which uniquely explained 21% and 17% of the early childhood development variance, respectively. The most salient psychosocial predictors of early childhood development were: 1) attendance to an early childhood education program, which uniquely explained 15.0% of the variance; 2) negative discipline, which uniquely explained 12.4% (negative impact); 3) the number of children’s books at home, which uniquely explained 12.0%; and 4) stimulating activities at home, which uniquely explained 5%.ConclusionThese results have multiple implications for social programs that aim to improve children’s developmental potential in contexts of poverty. Although the results show a protective effect of psychosocial factors, sustainable and large-scale intervention should not be limited to just buffering effects, but to actually solve the underlying problem which is that poverty prevents children from reaching their developmental potential.

scholarly journals Risk factors for early childhood disability in Bangladesh: Evidence from Multiple Indicator Cluster Survey 2019

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259532
Author(s):  
Shilpi Rani Saha ◽  
Md. Mobarak Hossain Khan
Keyword(s):  
Early Childhood ◽  
Human Life ◽  
Policy Formulation ◽  
Community Level ◽  
Categorical Variables ◽  
Childhood Disability ◽  
Public Health Burden ◽  
Cluster Survey ◽  
Multiple Indicator Cluster Survey ◽  
Multiple Indicator

Introduction Early childhood is a vital part of human life because most of the brain developments occur in this particular period. Early childhood disability is a significant global public health burden, which can negatively impact the children’s quality of life and their overall productivity. It is also a major social and economic problem in Bangladesh. Therefore, it is very important to understand the associated factors for early childhood disability, which may help disability prevention, better management and policy formulation. The main objective of this study is to investigate the child, family, and community-level factors associated with early childhood disability in Bangladesh. Methods A cross sectional nationally representative data was derived from Multiple Indicator Cluster Survey (MICS), 2019. A total of 14,072 Bangladeshi children under five years of age were selected for this study. Various types of statistical analysis (simple, bivariate, multivariable) were performed. To assess the bivariate relationship between chosen categorical variables (independent) and early childhood disability (dependent), a chi-square test was used. The multivariable ordinal logistic regression was used to find out the association of disability with child, family, and community-level factors. Results The results show that 2.0% of the children have at least one disability and 0.8% have more disabilities. Several factors namely not attending in early childhood education [Odds Ratio (OR) = 0.65; 95% confidence interval (CI) = 0.13–1.17 Ρ = 0.01], having mother’s functional difficulty (OR = 1.23; 95% (CI) = 0.58–1.88 Ρ <0.001), unhappy mother’s life (OR = 0.85; 95% CI = 0.30–1.39 Ρ <0.001), parents without internet access (OR = 0.68; 95% CI = 0.06–1.29 Ρ = 0.03) and parents using mobile phone (OR = 0.52; 95% CI = 0.09–0.95 Ρ = 0.02) were found to be important for early childhood disability in Bangladesh. Conclusion Early childhood disability is still neglected in Bangladesh and further epidemiological studies are recommended. The findings of this study may help policy makers and relevant stakeholders to develop interventions for reducing the overall burden of early childhood disability.

scholarly journals Exploring the Associations between Early Childhood Development Outcomes and Ecological Country-Level Factors across Low- and Middle-Income Countries

2021 ◽  
Vol 18 (7) ◽  
pp. 3340
Author(s):  
Kasim Allel ◽  
Gerard Abou Jaoude ◽  
Stavros Poupakis ◽  
Neha Batura ◽  
Jolene Skordis ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
National Level ◽  
Childhood Development ◽  
Multivariate Linear Regression Analysis ◽  
Middle Income ◽  
Middle Income Countries ◽  
Country Level ◽  
Low And Middle Income ◽  
At Home

A poor start in life shapes children’s development over the life-course. Children from low- and middle-income countries (LMICs) are exposed to low levels of early stimulation, greater socioeconomic deprivation and persistent environmental and health challenges. Nevertheless, little is known about country-specific factors affecting early childhood development (ECD) in LMICs. Using data from 68 LMICs collected as part of the Multiple Indicator Cluster Surveys between 2010 and 2018, along with other publicly available data sources, we employed a multivariate linear regression analysis at a national level to assess the association between the average Early Childhood Development Index (ECDI) in children aged 3–5 and country-level ecological characteristics: early learning and nurturing care and socioeconomic and health indicators. Our results show that upper-middle-income country status, attendance at early childhood education (ECE) programs and the availability of books at home are positively associated with a higher ECDI. Conversely, the prevalence of low birthweight and high under-5 and maternal mortality are negatively associated with ECDI nationally. On average, LMICs with inadequate stimulation at home, higher mortality rates and without mandatory ECE programs are at greater risks of poorer ECDI. Investment in early-year interventions to improve nurturing care and ECD outcomes is essential for achieving Sustainable Development Goals.

scholarly journals Practice of Early Childhood Development Curriculum Preparation

2019 ◽  
Vol 4 (1) ◽  
pp. 43-52
Author(s):  
Surya Prasad Adhikari
Keyword(s):  
Early Childhood ◽  
Curriculum Development ◽  
Spiritual Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Basic Training ◽  
Qualitative Information ◽  
Correct Pronunciation ◽  
Development Center ◽  
At Home

This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.

scholarly journals 369Womeńs empowerment benefits early childhood numeracy-literacy in 26 African countries

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Carolina Coll ◽  
Fernanda Ewerling ◽  
John Lynch ◽  
Anita Raj ◽  
Cesar Victora ◽  
...  
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Child Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Demographic And Health Surveys ◽  
African Countries ◽  
Standard Deviation Increase ◽  
Developmental Potential ◽  
Developmental Domains

Abstract Background Every year more than 200 million children under-five years fail to achieve their full developmental potential in low- and middle-income countries. We explored whether mothers’ empowerment is associated with early childhood development in 26 African countries. Methods We used data from Demographic and Health Surveys and Multiple Indicator Cluster Surveys ranging from 2010 to 2018. Four developmental domains were assessed among children aged 36-59 months using the Early Childhood Development Index: literacy-numeracy, physical, learning and socioemotional. Women’s empowerment in attitude to violence, social independence and decision-making was evaluated using the SWPER Global, a validated survey-based index. We used logistic regression to estimate the associations between mother’s empowerment level in each domain and the development of their children controlled by wealth. Results Across all countries, 15·1% of the children were on track in the literacy-numeracy domain, 92·3% in physical, 81·3% in learning and 67·8% in socio-emotional. The odds of a child being on track in literacy-numeracy increased by 11%, 34% and 18%, with a one standard deviation increase in the scores of attitudes to violence, social independence and decision-making domains of empowerment, respectively. No effect of empowerment was observed for the other domains of child development in most countries. Conclusions We found a consistent and positive effect of mothers’ empowerment on the literacy-numeracy domain of child development. The null effects in other developmental domains may be related to lower variability in these outcomes, or to specific effects on literacy-numeracy. Key messages Womeńs empowerment has a potential to improve child development and their future human capital

Child Development: The Next Global Health Frontier

2018 ◽  
pp. 219-252
Author(s):  
Mei Elansary ◽  
Elizabeth Peacock-Chambers ◽  
Barry S. Zuckerman
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Child Health ◽  
Social Factors ◽  
Cultural Context ◽  
Early Childhood Development ◽  
Early Learning ◽  
Childhood Development ◽  
Developmental Potential ◽  
Use Of Technology

Recent improvements in child health have led to substantial decreases in child mortality globally.1 While progress is still needed, especially in regions afflicted by conflict and political instability,2 the next step is to promote young children’s development and early learning so they can remain healthy, take advantage of growing educational opportunities, and contribute to their communities’ economic growth. Every year, approximately 249 million children, mainly from low- and middle- income countries, fail to reach their developmental potential in the context of poverty and related health, nutrition, and social factors.3 Recessions and climate change additionally contribute to loss of developmental potential globally.4–7 While principles of early childhood development are universal, a global perspective must consider exposure to extreme poverty and high prevalence of infectious diseases, cultural context, and availability and type of resources. This chapter will describe biological and social factors that influence brain development and early learning and resilience, their cultural context, and examples of successful child development interventions globally. We also provide recommendations to rapidly accelerate the promotion of early childhood development globally with key strategies, including an emphasis on universal prevention programs rather than universal screening, multigenerational models that emphasize universal support for parents and targeted support for high-risk populations, integration of child development programs into child health and nutrition efforts, and use of technology.

Review of Play and Early Childhood Development.

1988 ◽  
Vol 33 (8) ◽  
pp. 730-730
Author(s):  
No authorship indicated
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development
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