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.

scholarly journals SARS pandemic exposure impaired early childhood development: A lesson for COVID-19

2020 ◽  
Author(s):  
Yunfei Fan ◽  
Huiyu Wang ◽  
Qiong Wu ◽  
Xiang Zhou ◽  
Yubo Zhou ◽  
...  
Keyword(s):  
Early Childhood ◽  
Body Weight ◽  
Child Development ◽  
Child Health ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Long Term Effects ◽  
Gestational Length ◽  
Mixed Effect ◽  
Cox Models

Social and mental stressors associated with the COVID-19 pandemic may promote long-term effects on child development. However, reports aimed at identifying the relationship between pandemics and child health are limited. We conducted a retrospective study to evaluate the severe acute respiratory syndrome (SARS) pandemic in 2003 and its relationship to child development indicators using a representative sample across China. Our study involved longitudinal measurements of 14,647 children, 36% of whom (n = 5216) were born before or during the SARS pandemic. Cox models were utilized to examine the effects of SARS on preterm birth and four milestones of development: age to (1) walk independently, (2) say a complete sentence, (3) count from 0 to 10, and (4) undress him/herself for urination. Mixed effect models were utilized to associate SARS with birthweight, body weight and height. Our results show that experiencing SARS during early childhood was significantly associated with delayed milestones, with adjusted hazard ratios of 3.17 [95% confidence intervals (CI): 2.71, 3.70], 3.98 (3.50, 4.53), 4.96 (4.48, 5.49), or 5.57 (5.00, 6.20) for walking independently, saying a complete sentence, counting from 0 to 10, and undressing him/herself for urination, respectively. Experiencing SARS was also associated with reduced body weight. This effect was strongest for preschool children [a weight reduction of 4.86 (0.36, 9.35) kg, 5.48 (-0.56, 11.53) kg or 5.09 (-2.12, 12.30) kg for 2, 3, 4 year-olds, respectively]. We did not identify a significant effect of maternal SARS exposure on birthweight or gestational length. Collectively, our results showed that the SARS pandemic was associated with delayed child development and provided epidemiological evidence to support the association between infectious disease epidemics and impaired child health. These results provide a useful framework to investigate and mitigate relevant impacts from the COVID-19 pandemic.

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

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.

Parents and Technology

2019 ◽  
pp. 610-641
Author(s):  
Sean W. Mulvenon ◽  
Sandra G. Bowman
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Early Childhood Development ◽  
Well Being ◽  
Childhood Development ◽  
The Internet ◽  
Resource Model ◽  
Health And Nutrition ◽  
Use Of Technology ◽  
Parents And Technology

The use of technology to improve the health and nutrition outcomes of children has been improving in recent years with many resources available online. Additionally, the expansion and continued growth of the Internet allows a method of access to information that transcends the traditional geographical obstacles in providing educational resources to parents in rural communities. A review of research and resources online to support parents with early childhood development is presented. A challenge identified in use of technology is the “silo” mentality of resources and the integration of education, health, nutrition, and social well-being information as a single resource for parents. Based on the research a comprehensive resource model is presented that integrates essential maturational and academic development for children. Additionally, the use for improved metrics and their development is provided.

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

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.

Early Childhood Development Complexes — Where to from here?

1979 ◽  
Vol 4 (1) ◽  
pp. 26-31
Author(s):  
Yoland Wadsworth
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
School Child ◽  
Government Policy ◽  
Early Childhood Development ◽  
The State ◽  
Childhood Development ◽  
Research Officer

On March 20th of this year, it will be exactly five years since the Victorian Minister for Health released the Report of the Consultative Council on Pre-School Child Development, a document which was then adopted “in principle” as government policy for the State.This report yielded, amongst many detailed recommendations, the concept of an Early Childhood Development Complex (ECDC) which has since been implemented in practice in a number of different places throughout Victoria.As the research officer to the Consultative Council, I attended, from my appointment, all its deliberations and discussions, meetings, weekend workshops (some residential) and had the unique opportunity of witnessing the meshing of these experienced minds.

scholarly journals Implementation of Blended Learning For Early Children in Kindergarten Bina Kebajikan

2021 ◽  
Vol 1 (8) ◽  
pp. 765-770
Author(s):  
Luli Andriany
Keyword(s):  
Early Childhood ◽  
Blended Learning ◽  
Early Childhood Development ◽  
Active Role ◽  
Childhood Development ◽  
Face To Face ◽  
Parental Assistance ◽  
Use Of Technology ◽  
Role Of Parents

The covid 19 pandemic that has hit the whole world has caused changes in various aspects of life, one of which is the world of education from the PAUD/TK, SD, SLTP, SLTA to tertiary levels must take online learning to break the chain of the spread of the covid 19 virus. This research uses the method qualitative (Classroom Action Research) which refers to observations and interviews. The learning carried out for early childhood uses the Blended-Learning method which is an approach using a mixed method between face-to-face and the use of technology for distance learning. Learning using blended-learning is suitable for the development of early childhood learning because teachers can directly interact or face-to-face through online media such as videocall, zoom, and google meet. Where this learning can also increase children's enthusiasm, school from home with parental assistance. The goal is that learning can run effectively and children can understand what the teacher is saying. The results showed that children can interact well, and are enthusiastic about doing activities that will be carried out the same as in schools in general, teachers can see the active role of students in activities, the active role of parents accompanying children at home during activities, teachers can assess directly how the role of the child during the activity, whether it is capable enough or still being helped. So that an assessment is achieved according to aspects of early childhood development.

scholarly journals Nursing strategies for child health surveillance

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Marina Sayuri Yakuwa ◽  
Sarah Neill ◽  
Débora Falleiros de Mello
Keyword(s):  
Early Childhood ◽  
Child Health ◽  
Early Childhood Development ◽  
Health Indicators ◽  
Child Growth ◽  
Health Surveillance ◽  
Childhood Development ◽  
Structured Interviews ◽  
Child Health Surveillance

ABSTRACT Objective: to appreciate the strategies promoted by nurses in the context of child health surveillance relevant to early childhood development. Method: this is a qualitative study with an inductive thematic analysis of the data, based on the conceptual principles of child health surveillance, and developed through semi-structured interviews with Brazilian nurses working with families in primary health care. Results: the nurses’ strategies in favor of child health surveillance focus on actions that anticipate harm with continuous follow-up and monitoring of health indicators. The process of child growth and development is the basis for responses and benefits to health, connection with the daily lives of families, active search, articulations between professionals and services, access to comprehensive care, and intrinsic actions between promotion, prevention and health follow-up. Conclusion: child health surveillance actions developed by nurses with families involve knowledge sharing, favor the resolution of problems, increase child health indicators, and strengthen the relationship between health and children’s rights, which support the promotion of development in early childhood.

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