scholarly journals Diet and development among children aged 36–59 months in low-income countries

2021 ◽  
pp. archdischild-2021-323218
Author(s):  
Lilia Bliznashka ◽  
Nandita Perumal ◽  
Aisha Yousafzai ◽  
Christopher Sudfeld
Keyword(s):  
Early Childhood ◽  
Low Income ◽  
Linear Models ◽  
Early Childhood Development ◽  
Dietary Diversity ◽  
Education Programme ◽  
Physical Development ◽  
Childhood Development ◽  
Low Income Countries ◽  
Childhood Care

ObjectiveTo assess the associations between diet, stimulation and development among children 36–59 months of age in low-income and middle-income countries (LMICs).DesignWe pooled Demographic and Health Survey data on 12 126 children aged 36–59 months from 15 LMICs. Child diet indicators included dietary diversity score (DDS, range 0–7), minimum dietary diversity (MDD, defined as DDS ≥4) and animal source foods (ASFs) consumption. Child development was assessed using the Early Childhood Development Index and stimulation by the number of stimulation activities (range 0–6). Associations were assessed using generalised linear models.ResultsIn our sample, 18% of children met MDD and 50% received ≥4 stimulation activities. The prevalence of suboptimal cognitive, socioemotional, literacy-numeracy and physical development was 24%, 32%, 87% and 11%, respectively. Higher DDS, meeting MDD and consuming ASFs were associated with 8%–13% more stimulation activities. Children who met MDD were slightly less likely to have suboptimal literacy-numeracy development compared with children who did not meet MDD: relative risk 0.97 (95% CI 0.95 to 1.00). DDS, meeting MDD and ASFs consumption were not associated with cognitive, socioemotional or physical development. However, there was evidence of positive associations between MDD and cognitive and literacy-numeracy development among subgroups of children, including those who received ≥4 stimulation activities or attended an early childhood care and education programme.ConclusionsChild diet was associated with more stimulation activities. However, independent of stimulation, socioeconomic status and other factors, child diet appeared to be a prominent determinant only of literacy-numeracy development among children 36–59 months of age.

scholarly journals Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme

2020 ◽  
Vol 12 (5) ◽  
pp. 2104
Author(s):  
Anita Soni ◽  
Paul Lynch ◽  
Mike McLinden ◽  
Jenipher Mbukwa-Ngwira ◽  
Mika Mankhwazi ◽  
...  
Keyword(s):  
Early Childhood ◽  
Low Income ◽  
Children With Disabilities ◽  
Early Childhood Development ◽  
National Policy ◽  
Training Programme ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Low Income Countries ◽  
Sub Saharan

This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.

Challenges for Evidence-Based Care for Children With Developmental Delays in Nicaragua

2014 ◽  
Vol 28 (3) ◽  
pp. 226-237 ◽  
Author(s):  
Abraham A. Salinas-Miranda ◽  
Eric A. Storch ◽  
Robert Nelson ◽  
Claudia Evans-Baltodano
Keyword(s):  
Early Childhood ◽  
Low Income ◽  
Developmental Delays ◽  
Early Childhood Development ◽  
Economic Consequences ◽  
Childhood Development ◽  
Low Income Countries ◽  
Evidence Based ◽  
Low Income Country ◽  
Evidence Based Care

Evidence of successful models for promoting early childhood development and for effectively addressing developmental delays is available, yet the adoption of evidence-based strategies is limited in low-income countries. Nicaragua, a low-income country on the Central American isthmus, faces policy-, organizational-, and community-level obstacles which prevent families from receiving the benefits of early child development programs as well as other necessary services for children at risk of or with developmental delays. Failing to address developmental delays in a timely manner leads to detrimental social and economic consequences for families and society at large. In this article, we examine existing information on early childhood development in Nicaragua and discuss some programmatic implications for the recognition and early intervention of developmental delays in Nicaragua.

scholarly journals The D-score: a metric for interpreting the early development of infants and toddlers across global settings

2019 ◽  
Vol 4 (6) ◽  
pp. e001724 ◽  
Author(s):  
Ann M Weber ◽  
Marta Rubio-Codina ◽  
Susan P Walker ◽  
Stef van Buuren ◽  
Iris Eekhout ◽  
...  
Keyword(s):  
Early Childhood ◽  
Middle Childhood ◽  
Low Income ◽  
Maternal Education ◽  
Early Childhood Development ◽  
Low Cost ◽  
Receptive Vocabulary ◽  
Childhood Development ◽  
Scale Properties ◽  
Existing Data

IntroductionEarly childhood development can be described by an underlying latent construct. Global comparisons of children’s development are hindered by the lack of a validated metric that is comparable across cultures and contexts, especially for children under age 3 years. We constructed and validated a new metric, the Developmental Score (D-score), using existing data from 16 longitudinal studies.MethodsStudies had item-level developmental assessment data for children 0–48 months and longitudinal outcomes at ages >4–18 years, including measures of IQ and receptive vocabulary. Existing data from 11 low-income, middle-income and high-income countries were merged for >36 000 children. Item mapping produced 95 ‘equate groups’ of same-skill items across 12 different assessment instruments. A statistical model was built using the Rasch model with item difficulties constrained to be equal in a subset of equate groups, linking instruments to a common scale, the D-score, a continuous metric with interval-scale properties. D-score-for-age z-scores (DAZ) were evaluated for discriminant, concurrent and predictive validity to outcomes in middle childhood to adolescence.ResultsConcurrent validity of DAZ with original instruments was strong (average r=0.71), with few exceptions. In approximately 70% of data rounds collected across studies, DAZ discriminated between children above/below cut-points for low birth weight (<2500 g) and stunting (−2 SD below median height-for-age). DAZ increased significantly with maternal education in 55% of data rounds. Predictive correlations of DAZ with outcomes obtained 2–16 years later were generally between 0.20 and 0.40. Correlations equalled or exceeded those obtained with original instruments despite using an average of 55% fewer items to estimate the D-score.ConclusionThe D-score metric enables quantitative comparisons of early childhood development across ages and sets the stage for creating simple, low-cost, global-use instruments to facilitate valid cross-national comparisons of early childhood development.

Maternal knowledge, stimulation, and early childhood development in low‐income families in Colombia

Infancy ◽  
2020 ◽  
Vol 25 (5) ◽  
pp. 526-534
Author(s):  
Jorge Cuartas ◽  
Catalina Rey‐Guerra ◽  
Dana Charles McCoy ◽  
Emily Hanno
Keyword(s):  
Early Childhood ◽  
Low Income ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Maternal Knowledge ◽  
Low Income Families

scholarly journals Measuring and forecasting progress in education: what about early childhood?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Linda M. Richter ◽  
Jere R. Behrman ◽  
Pia Britto ◽  
Claudia Cappa ◽  
Caroline Cohrssen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Life ◽  
Early Childhood Development ◽  
Tertiary Education ◽  
Universal Access ◽  
Preschool Education ◽  
Early Learning ◽  
Childhood Development ◽  
Middle Income ◽  
Childhood Care

AbstractA recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning’s large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children’s education.

scholarly journals MENINGKATKAN KREATIVITAS ANAK SEBAGAI OPTIMALISASI PERKEMBANGAN KOMPREHENSIF ANAK USIA DINI

2018 ◽  
Vol 2 (1) ◽  
pp. 174
Author(s):  
Asiyah Asiyah
Keyword(s):  
Early Childhood ◽  
Developmental Delays ◽  
Early Childhood Development ◽  
Physical Development ◽  
Child Growth ◽  
Childhood Development ◽  
Healthy Habits ◽  
Early Humans ◽  
Teachers And Parents ◽  
And Training

Education is the process of changing one's attitude or behavior groups of people to mature humans through teaching and training efforts. Since early humans have needed education in the process of its development into adulthood. The development of children in the first years is very important and will determine the quality in the future. Children are individuals who are different, unique, and have their own characteristics in accordance with the stages of his age. Therefore, early childhood development efforts should be done through learning and play.Growth and physical development have an important role in the lives of children. Growth and physical development is one of the major developmental tasks in the life of a child. Growth and physical development will affect the development and growth of children in other developmental dimensions. Parents and teachers really need to understand the growth and physical development of children, and instill healthy habits through physical activity of children from an early age.To help the physical development of children, teachers and parents need to provide guidance to them in order to have the awareness of sensory abilities, and also have a positive attitude towards him. Parents and teachers also need to understand the signs of developmental delays in children, parents and teachers need to be cautious in view of delays in child development and should consult with your doctor to make sure and give the child needed help, so that children can grow physically and develop optimally.  Keywords: physical development, early childhood

scholarly journals Understanding demand for, and feasibility of, centre-based child-care for poor urban households: A mixed methods study in Dhaka, Bangladesh.

2020 ◽  
Author(s):  
Helen Elsey ◽  
Fariza Fieroze ◽  
Riffat Ara Shawon ◽  
Shammi Nasreen ◽  
Joseph Paul Hicks ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Mixed Methods ◽  
Urban Environment ◽  
Low Income ◽  
Early Childhood Development ◽  
Qualitative Interviews ◽  
Childhood Development ◽  
Urban Households ◽  
Care Givers

Abstract Background: Centre-based child-care has potential to provide multiple health and development benefits to children, families and societies. With rapid urbanisation, increasing numbers of low-income women work with reduced support from extended family, leaving a child-care vacuum in many low- and middle-income countries. We aimed to understand perceptions of, and demand for, centre-based child-care in Dhaka, Bangladesh among poor, urban households, and test the feasibility of delivering sustainable centre-based child-care. Methods: We used sequential mixed methods including a household survey (n=222) and qualitative interviews with care-givers (n=16), community leaders (n=5) and policy-makers (n=5). We co-produced and piloted a centre-based child-care model over ten-months, documenting implementation. A co-design focus group with mothers, parents’ meetings, and qualitative interviews with child-care centre users (n=5), non-users (n=3), ex-users (n=3) and staff (2) were used to refine the model and identify implementation issues. Results: We found 24% (95% CI: 16%,37%) of care-givers reported turning-down paid work due to lack of child-care and 84% (95% CI:74%, 91%) reported wishing to use centre-based child-care and were willing to pay up to 283 Takka (~$3.30) per month. Adjusted odds of reported need for child-care among slum households were 3.8 times those of non-slum households (95% CI: 1.4, 10). Implementation highlighted that poor households needed free child-care with food provided, presenting feasibility challenges. Meta-inference across quantitative and qualitative findings identified the impact of the urban environment on child-care through long working hours, low social capital and fears for child safety. These influences interacted with religious and social norms resulting in caution in using centre-based child-care despite evident need.Conclusion: Sustainable provision of centre-based care that focuses on early childhood development requires subsidy and careful design sensitive to the working lives of poor families, particularly women and must respond to the dynamics of the urban environment and community values. We recommend increased research and policy focus on the evaluation and scale-up of quality centre-based child-care, emphasising early-childhood development, to support low-income working families in urban areas.

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