Co-creation of an Acceptable Indigenous Food Diet for Children Under Five in Early Childhood Development Centres

Group Discussion ◽

Leafy Vegetables ◽

Childhood Development ◽

Nominal Group ◽

Children Under Five ◽

Abstract Background: The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the main source of food despite being replaced by food high in sugar and fats. Early Childhood Development (ECD) centres are uniquely positioned for positive influence to healthy eating of children. The aim of this study was for ECD stakeholders to co-create an IF diet for children under five in ECD centres.Method: A sequential explanatory mixed method design was employed. We conducted focus group discussion with stakeholders employing the community-based participatory research (CBPR) approach and the nominal group technique ranking method to co-create to an acceptable indigenous food diet for children. Data was analyzed using both qualitative and quantitative methods. A thematic approach to qualitative data analysis with a coding framework guided by Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, characteristics of individuals involved in implementation and the implementation process) was employed to analyse focus group discussion data. Statistical analysis was employed to analyze quantitative data collected through surveys.Results: Study participants included ECD stakeholders (ECD managers, social workers and dieticians) aged 34-52. Participants identified Ditokomane, Oranges, Mabele soft porridge, Dithotse and Dinawa as components of an IF that are suitable and acceptable for children under five years in ECD centres. Conclusion: ECD stakeholders co-created an IF diet to be implemented in ECD centres for children under five. Stakeholders are of the view that IF diet will have more health benefits on children than the current menu that is being used.

Co-Creation of an Acceptable Indigenous Food Diet for Children Under Five in Early Childhood Development Centres

10.21203/rs.3.rs-93843/v1 ◽

2020 ◽

Author(s):

Gundo Nepfumbada ◽

Tafadzwa Dzinamarira ◽

Tivani Phosa Mashamba-Thompson

Keyword(s):

Early Childhood ◽

Focus Group ◽

Focus Group Discussion ◽

Group Discussion ◽

Leafy Vegetables ◽

Childhood Development ◽

Nominal Group ◽

Children Under Five ◽

Abstract Background: The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the main source of food despite being replaced by food high in sugar and fats. Early Childhood Development (ECD) centres are uniquely positioned for positive influence to healthy eating of children. The aim of this study was for ECD stakeholders to co-create an IF diet for children under five in ECD centres.Method: A sequential explanatory mixed method design was employed. We conducted focus group discussion with stakeholders employing the community-based participatory research (CBPR) approach and the nominal group technique ranking method to co-create to an acceptable indigenous food diet for children. Data was analyzed using both qualitative and quantitative methods. A thematic approach to qualitative data analysis with a coding framework guided by Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, characteristics of individuals involved in implementation and the implementation process) was employed to analyse focus group discussion data. Statistical analysis was employed to analyze quantitative data collected through surveys.Results: Study participants included ECD stakeholders (ECD managers, social workers and dieticians) aged 34-52. Participants identified Ditokomane, Oranges, Mabele soft porridge, Dithotse and Dinawa as components of an IF that are suitable and acceptable for children under five years in ECD centres. Conclusion: ECD stakeholders co-created an IF diet to be implemented in ECD centres for children under five. Stakeholders are of the view that IF diet will have more health benefits on children than the current menu that is being used.

Development of an acceptable indigenous food diet for Pedi children under five years in early childhood development centers in rural Limpopo, South Africa

Archives of Public Health ◽

10.1186/s13690-021-00743-9 ◽

2021 ◽

Vol 79 (1) ◽

Author(s):

Gundo Nepfumbada ◽

Tafadzwa Dzinamarira ◽

Tivani Phosa Mashamba-Thompson

Keyword(s):

Early Childhood ◽

Quantitative Methods ◽

Scale Up ◽

Primary Source ◽

Leafy Vegetables ◽

Childhood Development ◽

Nominal Group ◽

Children Under Five ◽

Abstract Background The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the primary source of their diet despite being replaced by food high in sugar and fats. South Africans are over-reliant on maize and should diversify their diets to include more indigenous fruits and vegetables to improve nutrition. Early Childhood Development (ECD) centers positively influence healthy eating among children under five years. This study aimed for ECD stakeholders to co-create an IF diet for children under five in ECD centers. Method A sequential explanatory mixed-method design was employed. We conducted focus group discussions with stakeholders using the community-based participatory research (CBPR) approach and the nominal group technique ranking method to develop children's acceptable indigenous food diet. Data were analyzed using both qualitative and quantitative methods. We employed a thematic approach to analyze data using a Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, individuals involved in implementation, and the implementation process. We used statistical analysis to analyze quantitative data collected through surveys. Results Participants developed an IF diet. Participants were six ECD stakeholders (ECD managers, social workers, and dieticians) aged 34-52. Participants identified and voted for Ditokomane, Oranges, Mabele soft porridge, Dithotse, and Dinawa as components of an IF that are suitable and acceptable for children under five years as an IF diet appropriate and adequate for children under five years ECD centers will implement. Conclusion Implementation of the developed IF diet can be considered an intervention towards achieving the United Nations Sustainable Development Goal 2 to end hunger, achieve food security and improve nutrition and sustainable agriculture. The study suggests that the IF diet could scale up the use of IF to fulfill dietary requirements for children under five years and preserve indigenous knowledge.

PENINGKATAN SIKAP POSITIF IBU-IBU WALI PAUD TERHADAP PEMBELAJARAN DI PAUD RW II TAMBAK WEDI SURABAYA

Jurnal Layanan Masyarakat (Journal of Public Services) ◽

10.20473/jlm.v3i1.2019.36-42 ◽

2020 ◽

Vol 3 (1) ◽

pp. 36

Author(s):

Dewi Mustami’ah ◽

Andi Maulida Rahmania ◽

Anisa Nilasari

Keyword(s):

Early Childhood ◽

Focus Group ◽

Focus Group Discussion ◽

Positive Attitude ◽

Group Discussion ◽

Childhood Development ◽

School Year ◽

Children’S Learning ◽

Children's Learning

Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk membentuk sikap positif ibu-ibu wali murid PAUD RW II Kelurahan Tambak Wedi Surabaya terhadap pembelajaran di PAUD. Permasalahan selama ini ibuibu menganggap pembelajaran di PAUD kurang ada manfaatnya karena hanya diajari bernyanyi, berjalan-jalan dan bermain saja. Sedangkan orang tua menghendaki ketika anak dimasukkan PAUD akan diajari menulis, berhitung dan membaca. Akibatnya orang tua terkadang tidak akan mengantarkan anaknya ketika sibuk atau punya aktifitas lain dan bahkan akan menghentikan anaknya ditengah tahun pelajaran. Anak tidak sampai tuntas mengikuti pembelajaran di PAUD sampai akhir tahun pelajaran. Dalam upaya meningkatkan sikap positif orang tua (ibu) pada pentingnya belajar di PAUD, maka diperlukan pemahaman terhadap orang tua melalui Focus Group Discussion tentang belajar anak PAUD, Belajar Bersama Anak melalui aktifitas ibu-anak. Untukmeningkatkan sikap positif ibu terhadap PAUD diperlukan pemahaman tentang perkembangan anak Usia Dini, Model belajar anak usia dini, pemilihan stimulant yang cocok untuk anak usia dini. Diharapkan dengan pemahaman yang tepat tentang Pendidikan anak usia dini orang tua akan memiliki sikap positif terhadap PAUD, sehingga orang tua akan berpartisipasi aktif dalam pembelajaran anak. Hasil Ibu-Ibu lebih memahami Pendidikan PAUD mengembangkan aspek fisik, panca indera, emosi, social, pengetahuan, agama pada anak melalui metode bermain. Sehingga ketika bunda PAUD mengajak anak-anak melompat-lompat, berlari atau berjalan-jalan, sebenarnya didalamnya terdapat pengetahuan berbaris, sabar menunggu aba-aba, mengerti teman di kanan kirinya, melatih kepekaan anak dalam mendengar perintah. Ibu-ibu juga memiliki pemahaman terkait bagaimana harus menghadapi anak-anak usia dini dan perilaku khasnya seperti senang berlarian, coret-coret dan ibu-ibu juga memiliki pandangan bagaimana mengelola emosi dengan lebih baik saat menghadapi anak. Ibu-ibu memperoleh gambaran stimulasi anak usia dini yang dapat dilakukan ibu dan anak di rumah dengan menggunakan bahan-bahan yang sederhana namun bertujuan untuk melatih kemampuan sensorik anak, yaitu kegiatan meremas kertas, dan menempel benda-benda kecil di kertas (misalnya biji-bijian (jagung, kedelai, beras, kacang-kacangan).ABSTRACTThe purpose of this community service activity is to establish a positive attitude towards the guardians of PAUD RW II students in Tambak Wedi Surabaya Village towards learning in PAUD. The problem so far has been that mothers consider learning in PAUD to be of no use because they are only taught to sing, walk and play. Whereas parents want PAUD when children are included, they will be taught to write, count and read. As a result parents sometimes will not deliver their children when they are busy or have other activities and will even stop their children in the middle of the school year. Children do not complete learning in PAUD until the end of the school year. In an effort to improve the positive attitude of parents (mothers) on the importance of learning in PAUD, it is necessary to understand parents through Focus Group Discussion on PAUD children’s learning, Learning With Children through mother-child activities. To improve the mother’s positive attitudetowards PAUD, an understanding of Early Childhood development, early childhood learning model, selection of stimulants suitable for early childhood is needed. It is expected that with proper understanding of early childhood education parents will have a positive attitude towards PAUD, so parents will actively participate in children’s learning. Results Mothers better understand PAUD education develops physical aspects, senses, emotions, social, knowledge, religion in children through playing methods. So when the mother of PAUD invites children to jump around, run or walk, in fact there is a lined up knowledge, patiently waiting for the cue, understanding the friend on her left and training the child in listening to commands. Mothers also have an understanding of how to deal with early childhood and their typical behaviors such as running around, scribbling and mothers also have a view on how to manage emotions better when facing children. Mothers get a picture of early childhood stimulation that can be done by mothers and children at home by using simpleingredients but aims to train children’s sensory abilities, namely the activity of squeezing paper, and sticking small objects on paper (for example, grains (corn, soybeans, rice, nuts).

Hubungan Keaktifan Kader dan Partisipasi Ibu pada Kegiatan Posyandu dengan Cakupan ASI Eksklusif di Wilayah Kerja Puskesmas Waru Sidoarjo

Amerta Nutrition ◽

10.20473/amnt.v3i2.2019.94-99 ◽

2019 ◽

Vol 3 (2) ◽

pp. 94

Author(s):

Nisa Agestazhar Rhapsodia ◽

Sri Andari ◽

Sri Sumarmi

Keyword(s):

Focus Group ◽

Focus Group Discussion ◽

Exclusive Breastfeeding ◽

Random Sampling ◽

Group Discussion ◽

Formula Feeding ◽

Stratified Random Sampling ◽

Cross Sectional ◽

Children Under Five ◽

Background: Exclusive breastfeeding program is important because breastfeeding is an important stage for baby's growth. However, exclusive breastfeeding coverage is still low. The role of posyandu cadres is important to increase the coverage of exclusive breastfeeding by giving education to posyandu participants about exclusive breastfeeding.Objective: To study the relationship between cadre activeness and mother’s participation with the coverage of exclusive breastfeeding at the posyandu located in the work area of Waru Public Health Center, Sidoarjo.Methods: Analytic research with cross sectional design was carried out in July-September 2018. The sample size of 51 posyandu was randomly selected using the stratified random sampling method. The research variables were exclusive breastfeeding coverage, the implementation of posyandu activities, the level of activity of cadres and the participation of mother of children under five were obtained from secondary data posyandu. The location was in the Waru region. To strengthen the results, FGD (Focus Group Discussion) was conducted with mothers of children under five in 5 randomly selected posyandu. Analysis used the Spearmen test.Results:Out of 51 posyandu there was no exclusive breastfeeding coverage that meets the target of 80%. The target D / S coverage was 87%, 44 posyandu (86.27%) did not meet the target while 7 posyandu (13.73%) had met the target. All cadres belong to the category of active cadres. Posyandu activities that run routinely were 83.31% while 15.69% were not routine. No relationship was found between mother’s participation in infants (p = 0.077) and cadre activeness (p = 0.691) with exclusive breastfeeding coverage at posyandu activities. There was a relationship between Posyandu activities and exclusive breastfeeding coverage (p = 0.004). From the FGD, the results that affect the coverage of exclusive breastfeeding were knowledge, formula feeding and working mothers.Conclusion: Mother’s participation and activeness of posyandu cadres are not related to exclusive breastfeeding coverage, but posyandu activities are connected with exclusive breastfeeding coverage. From the FGD results, it is found that the factors that influenced the exclusive breastfeeding coverage are knowledge, formula feeding and working mothers. It needs to increase the implementation of posyandu activities and socialization for posyandu participants.ABSTRAKLatar Belakang: Program ASI eksklusif penting dikarenakan pemberian ASI merupakan tahap penting bagi tumbuh kembang bayi, akan tetapi cakupan ASI eksklusif masih rendah. Peran kader posyandu penting untuk meningkatkan cakupan ASI eksklusif dengan memberikan edukasi kepada peserta posyandu mengenai ASI eksklusif.Tujuan: Mempelajari hubungan antara keaktifan kader dan partisipasi ibu dengan cakupan ASI eksklusif pada posyandu yang berada pada wilayah kerja puskesmas Waru Sidoarjo.Metode: Jenis penelitian analitik dengan desain cross sectional dilaksanakan pada bulan Juli-September 2018. Besar sampel 51 posyandu dipilih secara acak dengan metode stratified random sampling. Variabel penelitian adalah cakupan ASI eksklusif, pelaksanaan kegiatan posyandu, tingkat keaktifan kader dan partisipasi ibu balita diperoleh dari data sekunder posyandu yang berada di wilayah Waru. Untuk memperkuat hasil dilakukan FGD (Focus Group Discussion) dengan ibu balita di 5 posyandu yang dipilih secara acak. Analisis menggunakan Spearmen test.Hasil: Dari 51 posyandu tidak ada cakupan ASI eksklusif yang memenuhi target sebesar 80%. Target cakupan D/S adalah 87%, sebesar 44 posyandu (86,27%) tidak memenuhi target sedangkan 7 posyandu (13,73%) telah memenuhi target. Semua kader termasuk kategori kader aktif. Kegiatan posyandu yang berjalan secara rutin sebesar 83,31% sedangkan sebesar 15,69% tidak rutin. Tidak ditemukan hubungan antara partisipasi ibu balita (p=0,077) dan keaktifan kader (p=0,691) dengan cakupan ASI eksklusif pada kegiatan posyandu. Ada hubungan kegiatan posyandu dengan cakupan ASI eksklusif (p= 0,004). Dari FGD didapatkan hasil yang mempengaruhi cakupan ASI eksklusif adalah pengetahuan, pemberian susu formula dan ibu yang bekerja.Kesimpulan: Partisipasi ibu dan keaktifan kader posyandu tidak berhubungan dengan cakupan ASI eksklusif, namun kegiatan posyandu berhubungan dengan cakupan ASI eksklusif. Hasil FGD didapatkan faktor-faktor yang mempengaruhi cakupan ASI eksklusif adalah pengetahuan, pemberian susu formula dan ibu yang bekerja. Perlu ditingkatkan pelaksanaan kegiatan posyandu dan sosialisasi pada peserta posyandu.

Strengthening the Services in Early Childhood Development in the Roma Communities

European Journal of Social Sciences Education and Research ◽

10.2478/ejser-2018-0006 ◽

2018 ◽

Vol 5 (1) ◽

pp. 54-60

Author(s):

Alma Tasevska

Keyword(s):

Early Childhood ◽

Focus Group ◽

Recent Decade ◽

Childhood Development ◽

Joint Project ◽

Pedagogical Documentation ◽

Methods And Techniques ◽

Kindergarten Educators ◽

And Training

Abstract The realistic state of the education of the Roma community illustrates the need for serious investments in resources of a human and material kind. Although the recent decade proved to be a decade of educational needs of the Roma, analyses still show the necessity for sustaining the continuity in advancing the developments of everything connected to early childhood development, as a basic sub-system in education. The research that was done had the aim of exploring the needs for strengthening the competencies and the sensibilities of work in environments with social, language and cultural specificities. The research was conducted in several stages, with focus groups as well: a questionnaire for kindergarten educators was conducted; research with a focus group of kindergarten educators was conducted; research with a focus group of parents whose children attend the kindergarten was conducted; research with a focus group of NGO representatives was conducted. The methods and techniques applied are the method of analysis, the inductive, descriptive and the method of generalization, as well as techniques of analysis of pedagogical documentation, observation,and surveying. It can be concluded that: kindergarten educators show a need towards professional development and training related to early childhood development and learning; kindergarten educators show a need towards cooperation with the community; parents showed their dissatisfaction withthe difficult adaptation of children in the kindergarten; NGO representatives stated the need for infrastructural investments, as well as investments in joint project activities between the children, educators,and parents.

The Inside Story: Early Childhood Practitioners' Perceptions of Teaching Science

10.26686/wgtn.16968598 ◽

2021 ◽

Author(s):

◽

Kayte Edwards

Keyword(s):

Early Childhood ◽

Focus Group ◽

Focus Group Discussion ◽

Teaching Strategies ◽

Group Discussion ◽

Early Childhood Teachers ◽

Unique Contribution ◽

Subject Knowledge ◽

Scientific Learning ◽

The Way

<p>This thesis investigates early childhood teachers' perspectives of how they support children's scientific learning, and how they felt about the way they supported that learning, within one childcare centre setting. Using a qualitative case study approach the views of the six participants teaching at the research site were gathered during initial individual interviews. Participants were then asked to document situations where they noticed and recognised children engaged in scientific learning. In a second interview participants talked about the documentation they had gathered and what responses they had to what they had seen, if any. The interview data and participant documentation was then coded and collated into a matrix form in order to use the initial findings as the basis for a focus group discussion involving all participants. The transcript of the focus group discussion was then added to the initial findings and subsequently considered in light of Rogoff's (2003) three analytical foci (the personal, interpersonal and cultural-institutional). This enabled a broad spectrum of ideas to emerge and served to highlight several teaching strategies.Three key findings emerged from the data. The first, a unique contribution of this study, highlights specific teaching strategies relating to the interdependent nature of team teaching relationships. The dialogue that developed between participants during the research emerged as a significant teaching support. The way the participants drew on each other's expertise, knowledge, experiences, and physical support was noticeable and often contributed to an individual participant's learning and increased confidence. On an individual level, the second finding concerned how capable and competent the individual participants felt about their support of children's scientific learning was related to their view of what 'science' is, and the role they thought the teacher should play in science education. This emphasises the importance of teachers having subject knowledge and a solid understanding of the nature of science (NOS). Furthermore, in this study the complexity of increasing the effectiveness of the support that early childhood teachers provide for children's scientific learning was revealed as the third finding. The influence of participants' confidence in and attitudes toward supporting children's scientific learning is further complicated when considering them in relation to the role of the teacher's understanding of NOS. Both of these factors have implications for the difference in teachers' available knowledge, skills and resources, and their inclination to use them. This thesis argues that there is no one solution to encouraging teachers to engage in more effective scientific learning support. However, reflective practice can enable teachers to develop their understanding of what science is and a pedagogy that will support the children's scientific learning, as well as increasing their confidence in and willingness to expand their scientific subject knowledge base. In addition, it also contends that collective teaching strategies are a significant factor in early childhood teachers' abilities to notice, recognise and respond to children engaged in scientific learning and as such need further consideration in teacher education, policy making decisions, and future research.</p>

Peer interactions among under three years old children in Malaysian childcare centres: A case study approach

10.26686/wgtn.17136521 ◽

2021 ◽

Author(s):

◽

Farhana Wan Yunus

Keyword(s):

Early Childhood ◽

Focus Group ◽

Social Competence ◽

Focus Group Discussion ◽

Peer Interactions ◽

Group Discussion ◽

Infants And Toddlers ◽

Stimulated Recall ◽

Stimulated Recall Interviews

<p>Research on infants’ and toddlers’ peer interactions in childcare centres shows many benefits for children’s social competence. With increasing participation of under-three year olds in group-based early childhood services worldwide, there is also growing interest in the role played by childcare adults in supporting children’s social competence. In the Malaysian context, where the number of childcare settings is growing rapidly, early childhood research remains limited and is non-existent within the field of understanding the complexity of infants’ and toddlers’ peer interactions. At the same time there has been a mounting discourse by Malaysian economists promoting the benefits of non-cognitive skills to a country, thus focussing attention on social skills, of which peer interactions are a form. This study opens up this under-researched field in Malaysia through three qualitative case studies – one in each of three childcare centres in the state of Selangor. Each case study involved individual semi-structured interviews with the childcare practitioners, video-recorded observations of the children’s peer interactions, and video-stimulated recall interviews. A focus group discussion was conducted too with all of the practitioners after that. The aim of the study was to examine how practitioners perceived peer interactions among children under three years old in their childcare centres, and the kinds of peer interactions that occurred among the children. Drawing on constructs from a range of social constructivist theoretical perspectives, the findings revealed that at the start of the study, the practitioners saw themselves as promoting peer interactions by facilitating group activities and managing interactions between children by responding to their conflicts. The observations of children’s peer interactions revealed complex negotiations by the children who were actively creating a sense of belonging and togetherness at their childcare centres like embracing the centre’s routines, and responding to the needs of others including through humour and laughter. In the process of these interactions, children exercised their agency and learned the skills of becoming socially competent participants in their centre. Through video-stimulated recall interviews and focus group discussion, the practitioners deepened their thoughts on children’s peer interactions and saw peer interactions to be linked with learning around three main themes: learning through play; learning through gaining familiarity with others; and learning about having friends. My findings provide a picture of how the children’s peer interactions were understood by largely untrained practitioners, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall interviews; the latter opened up and deepened the practitioners thoughts about children’s peer interactions. This study differs from earlier studies in that it is based in Malaysia where the provision of group-based early childhood care and education services is still a relatively new social and educational endeavour staffed by largely unqualified practitioners. This has implications for future childcare training initiatives in Malaysia.</p>

Effects of an Indigenous Food Diet on Nutritional Outcomes for Under-Five Children in Early Childhood Development Centres, Limpopo Province, South Africa: A Pretest-Posttest Quasi-Experimental Study

10.21203/rs.3.rs-234368/v1 ◽

2021 ◽

Author(s):

Gundo Nepfumbada ◽

Boikhutso Tlou ◽

Tivani Phosa Mashamba-Thompson

Keyword(s):

South Africa ◽

Early Childhood ◽

Anthropometric Measurements ◽

Childhood Development ◽

Nutritional Deficiencies ◽

Under Five ◽

Under Five Children ◽

Significant Difference ◽

Nutritional Outcomes

Abstract Background: Access to an adequate diet is a key criterion for improving nutritional status. Indigenous food (IF) can play a big role in improving dietary variety in rural populations. The aim of the study was to assess the effectiveness of an IF diet for under-five children in Early childhood development (ECD) centres.Method: A one-group pretest-posttest experimental design study was undertaken in three ECD centres from three different villages of Sekhukhune district, the former Fetakgomo municipality, in Limpopo, South Africa. An IF diet intervention was implemented for a period of six months with 253 children aged 0-5 attending three ECD centres. Anthropometric measurements were taken pre-introduction of an IF diet and post-intervention. The dependent sample t-Test was used to compare the pre- and post-anthropometric measures, and a p-value<0.5 was deemed statistically significant.Results: Significant improvement in the nutritional outcomes of the participating children were recorded, a majority (50%) of who were aged three. The study showed significant differences in pre- and post-anthropometric measurements for weight p<0.0001 and Mid-Upper Arm Circumference (MUAC) (p=0.002), whilst there was not any significant difference on pre- and post-height measurements (p=0.857).Conclusion: The adapted IF diet is shown to be effective for the nutritional outcomes of children and can be used to promote the use of IF and address nutritional deficiencies amongst under-five children in Limpopo, South Africa.

Predictors of Nutritional Status and Academic Performance of Under-Five Early Childhood Development Children in Zimbabwe

Journal of International Cooperation and Development ◽

10.36941/jicd-2021-0010 ◽

2021 ◽

Vol 4 (2) ◽

pp. 14

Author(s):

Miriam Ndava ◽

Lovemore Musemwa ◽

Simbarashe Ndhleve ◽

Leocadia Zhou

Keyword(s):

Early Childhood ◽

Academic Performance ◽

Nutritional Status ◽

Dietary Diversity ◽

Household Head ◽

Childhood Development ◽

Nutrition Status ◽

Irreversible Damage ◽

Despite multiple efforts to combat malnutrition of children in Zimbabwe, levels of stunting still fall short of the acceptable target of 20% by UNICEF. Malnutrition at an early age could result in irreversible damage and other far-reaching consequences such as diminished learning and school performance. Thus, this study investigated the factors affecting nutritional status and academic performance of Early Childhood Education under five years children. Nutritional status was determined using the Mid Upper Arm Circumference (MUAC) and academic performance using basic shapes and colours. Structured questionnaires were used to gather data from 216 under-five children, teachers and parents or guardians of the children in Harare and Mashonaland East Provinces of Zimbabwe. Data was analysed using descriptive statistics, frequencies and chi-square test of independence using SPSS version 23. The results showed that academic performance score for urban and rural children were 82.94% and 73.81% respectively. The average MUAC was 15.8 cm for urban and 15.7cm for rural. Academic performance and nutritional status of the ECD child were both significantly related to location of school, ECD grade, value of assets owned and years of schooling of household head. Nutrition status was also affected by marital status of the household head, relationship between the household head and the ECD child, household dietary diversity and residence ownership. Academic performance of ECD children was significantly related to the age of ECD child, distance to school and ECD child household’s size, dietary diversity, income sources and total monthly income. Concentric efforts among all stakeholders aimed at reducing distance that children travel to school, improving household income and dietary diversity could reduce the incidence of malnutrition and improve children’s academic performance. Received: 31 August 2021 / Accepted: 1 October 2021 / Published: 5 November 2021