Nutritional status and effective verbal communication in Peruvian children: A secondary analysis of the 2019 Demographic and Health Survey

Background To estimate the impact of stunting on the development of effective verbal communication (EVC) in children aged 24 to 36 months. Methods We conducted a retrospective, quasi-experimental study design using data from 4452 children between 24 and 36 months of age available in the Early Childhood Development (ECD) section of the Demographic and Family Health Survey (ENDES) 2019 survey. Achievement of EVC was considered as the dependent variable. After propensity score matching analysis, a total 601 children were included in the exposed (children with stunting) and 3848 in the unexposed group (children without stunting). The psmatch2 Stata software command was used to estimate the impact of stunting on EVC with a level of 5% for significance. Results The EVC indicator was achieved by 57.4% of the children between 24 and 36 months of age evaluated, while the prevalence of stunting in this population was 14%. The evaluation of impact showed that the group exposed to stunting was 8% less likely to show EVC compared to the unexposed group (ATT -0.08; 95% CI -0.106 to -0.054; p<0.001). Conclusions The presence of stunting was found to have a significant impact on the propensity to show EVC in Peruvian children between 24 and 36 months of age. Strengthening of strategies for reducing malnutrition in vulnerable areas, as well as those directly affecting EVC is a priority for diminishing gaps in the achievement of this indicator in our country.

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MENGEMBANGKAN KEMAMPUAN BERPIKIR LOGIS MELALUI PERMAINAN MENCAMPUR WARNA PADA ANAK USIA DINI KELOMPOK 3-4 TAHUN

CERIA (Cerdas Energik Responsif Inovatif Adaptif) ◽

10.22460/ceria.v2i5.p220-224 ◽

2019 ◽

Vol 2 (5) ◽

pp. 220

Author(s):

Jeni Kristiana Pattisina ◽

Komala Komala

Keyword(s):

Early Childhood ◽

Experimental Design ◽

Early Childhood Development ◽

Childhood Development ◽

Logical Thinking ◽

Quasi Experimental

This research is important to develop the ability to think logically groups of 3-4 years. This research develops aspects of early childhood development, namely the ability to think logically. The purpose of this study was to determine the development of the ability to think logically 3-4 years of age through media mixing games. This type of research conducted by researchers is to use Quasi Experimental design with Nonequivalent Group Pretest Posttest Design. The results of the study showed the results of the SPPSS version 22 test get a sig value of 0.616> 0.05, thus Ha was accepted and Ho was rejected. If Ha is accepted then this shows that learning media mixing colors gives an influence on the development of logical thinking of children aged 3-4 years. Through the method of mixing colors in this study the teachers can not only develop the ability to think logically, but also can be done to develop several other aspects of development in children.Penelitian ini penting untuk mengembangan kemampuan berpikir logis kelompok 3-4 tahun. Penelitian ini mengembangkan aspek perkembangan anak usia dini yaitu kemampuan berpikir logis. Adapun tujuan dari penelitian ini untuk mengetahui pengembangan kemampuan berpikir logis usia 3-4 tahun melalui media permainan mencampur warna. Jenis penelitian yang dilakukan oleh peneliti adalah menggunakan Quasi Experimental dengan desain jenis Nonequivalent Group Pretest Posttest Design. Hasil dari penelitian menunjukkan hasil perhitungan uji SPPSS versi 22 tersebut mendapatkan nilai sig 0,616 > 0,05 dengan dengan demikian Ha diterima dan Ho di tolak. Jika Ha diterima maka hal ini menunjukan bahwa media pembelajaran mencampur warna memberikan pengaruh terhadap perkembangan berpikir logis anak usia 3-4 tahun. Melalui metode pencampuran warna dalam penelitian ini para guru tidak hanya dapat mengembangkan kemampuan berpikir logis saja tetapi juga dapat dilakukan untuk mengembangkan beberapa aspek-aspek perkembangan lainnya pada anak

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Evolution of opportunities for early childhood development in Arab countries

International Journal of Human Rights in Healthcare ◽

10.1108/ijhrh-11-2016-0022 ◽

2017 ◽

Vol 10 (4) ◽

pp. 256-276 ◽

Cited By ~ 1

Author(s):

Vladimir Hlasny

Keyword(s):

Early Childhood ◽

Early Childhood Development ◽

National Policy ◽

Household Wealth ◽

Arab Countries ◽

Childhood Development ◽

Content Type ◽

Market Opportunities ◽

Opportunity Gaps ◽

The Impact

Purpose The purpose of this paper is to evaluate opportunities for early childhood development (ECD) regarding children’s prenatal care, access to nutrition, health, parental care and cognitive-developmental activities, in 33 surveys from 13 countries. A total of 15 indicators for children’s opportunities are assessed including their typical level, inequality across demographic groups, and factors responsible. Design/methodology/approach Probability regressions estimate the effects of various household circumstances on children’s engagement in development opportunities. Dissimilarity indexes and human opportunity indexes are computed for each ECD dimension. To understand the impact of each household characteristic, Shorrocks-Shapley decomposition is performed. Findings ECD opportunities are poor but improving and becoming more equal across many countries. Progress is uneven. As may be expected, household wealth affects inequality for ECD opportunities facilitated by markets or governments, but not non-market opportunities. For preventive healthcare and preschool enrollment, access is deteriorating, reflecting low priority given to them in public policy. Children’s height falls behind in the first two years of children’s life, suggesting the need for targeted institutional interventions. Surprisingly, countries experiencing uprisings see conditions improving, while other Arab countries see them stagnating or deteriorating. Originality/value Local and national policy should tackle the identified opportunity gaps. Policymakers should allocate proper investment in medical and educational infrastructure and better coordinate support for disadvantaged families to ensure proper prenatal and ECD. International organizations should provide assistance with these programs.

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Methodological reflections on the use of systematic reviews in early childhood research

Journal of Early Childhood Research ◽

10.1177/1476718x17750206 ◽

2018 ◽

Vol 16 (1) ◽

pp. 18-31 ◽

Cited By ~ 1

Author(s):

Lynn Ang

Keyword(s):

Early Childhood ◽

International Development ◽

Systematic Reviews ◽

Early Childhood Development ◽

Secondary Analysis ◽

Policy Decision ◽

Early Years ◽

Childhood Development ◽

Asia Pacific ◽

Disciplinary Field

This article sets out to look critically at the use of systematic reviews in the cross-disciplinary field of early childhood and international development. Systematic reviews – a specialist methodology involving the secondary analysis of existing knowledge on a particular topic – is prevalently used to address complex questions in social and health-related policy and is an established tradition in the life and health sciences. In education and the social sciences, there is burgeoning interest in systematic methodological approaches, although its usage remains comparatively lagging compared to the medical field. Drawing on an interdisciplinary systematic review of empirical research on early childhood development and peacebuilding in the Asia Pacific region, this article reflects on the use of the methodology and its potential to inform new conceptual and methodological developments. The article argues that our knowledge of children and the early years can be significantly advanced by furthering debates on systematic reviews particularly in cross-disciplinary fields and its application, as well as relevance for how evidence is evaluated and applied. This is especially pertinent in a sector driven by increasing calls for more reliable and timely information to influence practice and policy decision-making.

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The Economics of Early Interventions Aimed at Child Development

Oxford Research Encyclopedia of Economics and Finance ◽

10.1093/acrefore/9780190625979.013.545 ◽

2019 ◽

Author(s):

Samuel Berlinski ◽

Marcos Vera-Hernández

Keyword(s):

Child Development ◽

Early Childhood Development ◽

Parental Leave ◽

Decision Makers ◽

Childhood Development ◽

Parenting Programs ◽

Future Research ◽

Early Interventions ◽

The Past ◽

The Impact

A set of policies is at the center of the agenda on early childhood development: parenting programs, childcare regulation and subsidies, cash and in-kind transfers, and parental leave policies. Incentives are embedded in these policies, and households react to them differently. They also have varying effects on child development, both in developed and developing countries. We have learned much about the impact of these policies in the past 20 years. We know that parenting programs can enhance child development, that centre based care might increase female labor force participation and child development, that parental leave policies beyond three months don’t cause improvement in children outcomes, and that the effects of transfers depend much on their design. In this review, we focus on the incentives embedded in these policies, and how they interact with the context and decision makers to understand the heterogeneity of effects and the mechanisms through which these policies work. We conclude by identifying areas of future research.

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