scholarly journals Maternal depressive symptoms and early childhood development: the role of mother–child interactions among mother–child dyads in rural areas of Central and Western China

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11060
Author(s):  
Xiaoli Liu ◽  
Chenlu Yang ◽  
Yuning Yang ◽  
Xiaona Huang ◽  
Yinping Wang ◽  
...  
Keyword(s):  
Child Development ◽  
Rural Areas ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Western China ◽  
Fine Motor ◽  
Cross Sectional ◽  
Simple Slope ◽  
Development Outcomes

Background The associations among maternal depressive symptoms (MDS), mother–child interactions and early child development are poorly understood. This study aimed to explore the role of mother–child interactions on the associations between MDS and child development. Methods A cross-sectional study with a multistage sampling method was conducted in rural areas of Central and Western China. MDS, child development outcomes (communication, gross motor function, fine motor function, problem solving and personal social skills) and mother–child interactions were assessed by The Edinburgh Postpartum Depression Scale, the Chinese version of the Ages and Stages Questionnaires and the Multiple Indicator Cluster Surveys, respectively. Regression-based statistical mediation and moderation were conducted using the PROCESS macro for SPSS. Results A total of 2,548 participants (mothers: 1,274; children: 1,274) were included in our analyses. MDS was negatively associated with child development outcomes and mother–child interactions partly mediated these associations. The proportion of the mediating effect of mother–child interactions was 7.7% for communication, 8.2% for gross motor, 10.3% for fine motor, 10.1% for problem-solving and 9.5% for personal social domains. In addition, the interaction effects of MDS and mother–child interactions on the communication domain were significant (β = 0.070, 95% CI 0.016, 0.124; p = 0.011). The associations between MDS and child communication abilities were weaker at the high level (simple slope = −0.019, t =  − 0.458, p = 0.647) of mother–child interactions than at the mean level (simple slope = −0.089, t =  − 3.190, p = 0.002) and the low level (simple slope = −0.158, t =  − 4.231, p < 0.001). Similar moderating effects were not observed in the other child development outcomes. Conclusion Our results suggest the important role of mother–child interactions on the associations between MDS and early childhood development. Due to the cross-sectional design of this study, these associations require further investigation in prospective studies.

scholarly journals KNOWLEDGE AND THE ROLE OF CADRES IN THE IMPLEMENTATION OF EARLY DETECTION OF TODDLERS DEVELOPMENT USING KPSP

2017 ◽  
Vol 10 (1) ◽  
pp. 22
Author(s):  
Nuryanin Yani ◽  
Ayesha H.N, Nurwening T.W.
Keyword(s):  
Early Detection ◽  
Developmental Disorders ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Rank Test ◽  
Cross Sectional ◽  
Independent Variable ◽  
Relationship Of

Introduction: The development of toddlers is noteworthy considering the population size is large enough. Early detection is an important development with KPSP carried out in an effort to facilitate early detection of developmental disorders that can be given early intervention and referral early in children, in the end the quality of a child's development may be optimal. Trained cadres have the authority to monitor the development of children with KPSP Method: cross sectional analytic approach. Population health cadres in the district Lembeyan with Random sampling techniques with independent variable knowledge and skills of cadres, the role of cadres in the implementation of early detection of early childhood development using KPSP as the dependent variable. Results: Correlation between knowledge and the role of cadres in the implementation of early detection of toddlers development using KPSP analyzed using Spearman Rank test with the results of 0565, while the role and the skills to 0.485 correlation value. Conclusion: there is a relationship of knowledge to the role of cadres and there is a relationship between skill to the role of cadres in the implementation of early detection of toddler development using KPSP. It is hoped the clinic routinely provide refresher material on monitoring developments and increasing the number of screening kit (infrastructure for monitoring developments).

scholarly journals Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (5) ◽  
pp. 1506 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Yuting Chen ◽  
Renfu Luo
Keyword(s):  
Emotional Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parenting Skills ◽  
Social Emotional ◽  
Socioeconomic Characteristics ◽  
Development Outcomes ◽  
The Relationship

This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.

scholarly journals Parenting Knowledge, Parental Investments, and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (8) ◽  
pp. 2792 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Jingjing Gao ◽  
Tianyi Wang ◽  
Renfu Luo
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Rural China ◽  
Rural Households ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parental Investments ◽  
Parenting Knowledge ◽  
Development Outcomes

This paper investigates the relationships between caregivers’ parenting knowledge and early childhood development, based on a survey conducted in 1715 rural households in 100 villages located in an undeveloped rural area of western China. The results find that, first, caregivers’ parenting knowledge is positively and significantly associated with children’s development outcomes, including cognitive, language, motor, and social–emotional development; second, caregivers’ parental investments significantly mediate the link between parenting knowledge and early childhood development; third, in contrast with other parental investments, play materials (in terms of variety and quantity) and play activities in the households are the strongest mediators. Our findings might be informative for policy makers to design policies targeted to foster human capital formation in rural China.

scholarly journals Association between the Use of Touchscreen Device and Child Development

2021 ◽  
Vol 12 (1) ◽  
pp. 45
Author(s):  
Husada Tsalitsa Mardiansyah ◽  
Mira Irmawati ◽  
Dwi Susanti
Keyword(s):  
Child Development ◽  
Early Childhood Development ◽  
Sampling Technique ◽  
Childhood Development ◽  
Sensitive Period ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Children Development ◽  
The Right ◽  
Touchscreen Device

Introduction: Early childhood development is related to sensitive period, a spesific period when a child is more easily stimulated by certain environmental stimulation. The right stimulation is needed to achieve good development. The intense use of touchscreen device is thought to potentially be a new form of stimulation that could affect child development. The aim of this study was to determine whether there is an association between the use of touchscreen device and child development.  Methods: The design of this study was observational analytic with cross-sectional approach. The sampling technique used in this study was cluster-sampling. Data collection was finished in October 2018 by interviewing the respondents and assessing child development using development pre-screening questionnaire (KPSP).  Results: Among 91 samples of this study, the majority (78.0%) had actively operated touchscreen devices by themselves. The result of the Kruskal Wallis test gave a value of p = 0.398 (p > 0.05) with the mean rank of not at all 29.50; only watching 48,53; and operating 46.09.  Conclusion: The use of touchscreen device is not significantly associated with children development. Further research needs to be conducted to uncover the effect of touchscreen device on child development. 

scholarly journals Screen time and early childhood development in Ceará, Brazil: a population-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hermano Alexandre Lima Rocha ◽  
Luciano Lima Correia ◽  
Álvaro Jorge Madeiro Leite ◽  
Márcia Maria Tavares Machado ◽  
Ana Cristina Lindsay ◽  
...  
Keyword(s):  
Problem Solving ◽  
Screen Time ◽  
Early Childhood Development ◽  
Population Based ◽  
Childhood Development ◽  
World Health ◽  
Fine Motor ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Time Exposure

Abstract Background Globally, children’s exposure to digital screens continues to increase and is associated with adverse effects on child health. We aimed to evaluate the association of screen exposure with child communication, gross-motor, fine-motor, problem-solving, and personal-social development scores. Methods We conducted a population-based, cross-sectional study with cluster sampling among children 0–60 months of age living in the state of Ceará, Brazil. Child screen time was assessed by maternal report and the World Health Organization (WHO) recommendations were used to define excessive screen time exposure. Child development was assessed with the Brazilian Ages and Stages Questionnaire. Generalized linear regression was used to determine the association of screen exposure with developmental outcomes. We also examined the potential non-linear relationship of screen time with development scores using spline analyses. Results A total of 3155 children 0–60 months of age had screen time exposure evaluated and 69% percent were identified as exposed to excessive screen time. This percentage of excess screen time increased with child age from 41.7% for children 0–12 months to 85.2% for children 49–60 months. Each additional hour of screen time was associated with lower child communication (standardized mean difference (SMD): -0.03; 95% CI: − 0.04, − 0.02), problem solving (SMD: -0.03; 95% CI: − 0.05, − 0.02) and personal-social (SMD: -0.04; 95% CI: − 0.06, − 0.03) domain scores. Conclusions Excess screen time exposure was highly prevalent and independently associated with poorer development outcomes among children under 5 years of age in Ceará, Brazil.

scholarly journals Tapping into Leadership in Early Childhood Development Centers: Learning from the Lived Experiences of Principals in South African Townships

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110613
Author(s):  
Sibonelo Blose ◽  
Evelyn Muteweri
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
South African ◽  
Rural Areas ◽  
Lived Experiences ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Educational Institutions ◽  
Community Based

Leadership is one of the critical drivers of educational institutions and has been overwhelmingly researched across countries. However, there is little with regards to early childhood development centers in the scholarship of educational leadership. South Africa has an assortment of early childhood development centers (ECD) ranging from fully registered and well-resourced centers in affluent areas to less regulated and poorly resourced community-based centers in townships, informal settlements and rural areas. In these centers, there are individuals performing a pivotal role of leading and managing the institutions. In this paper, we hone in on these individuals, specifically in a township setting, whom we refer to as ECD center principals. By means of narrative inquiry methodology, we solicited and interpreted the lived experiences of selected ECD center principals to garner an understanding of what it means to lead an ECD center in a township setting. The paper makes two broad contributions, namely, ECD center principals’ self-cognitions and their experiences of leading centers in townships.

scholarly journals INFLUENCES OF MATERNAL KNOWLEDGE AND SOCIO-ECONOMIC FACTORS ON DEVELOPMENT OF CHILDREN AGED 1-3 YEARS IN NHA TRANG CITY, VIETNAM

2021 ◽  
Vol 21 (2) ◽  
pp. 475-481
Author(s):  
Truong Hoang Viet ◽  
Sutham Nanthamongkolchai ◽  
Chokchai Munsawaengsub ◽  
Supachai Pitikultang
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Early Childhood Development ◽  
Cross Sectional Study ◽  
Childhood Development ◽  
Economic Factors ◽  
Maternal Knowledge ◽  
Cross Sectional ◽  
Role Of Parents ◽  
Socio Economic Factors

Although early childhood development (ECD) is emphasized in regulation and law, Vietnam still refers the term ECD to early childhood education and the role of parents in promoting child development is not frequently mentioned. This study aims to examine the influences of mother’s knowledge of child development and socio-economic factors on child development. We conducted this cross-sectional study in Nha Trang city, Vietnam and collected data from 296 child-mother dyads using multistage sampling. Child development is measured by Ages and Stages Questionnaire, Third Edition (ASQ-3) and completed by mothers. The results show that there were 34.1% of children reported with suspected delayed development. Inappropriate level of maternal knowledge of child development, practice to promote child development, and positive parenting practice took up 80.4%, 75.3%, and 76.0%. Results from the multiple logistic regression reveal that maternal knowledge of child development and several socio-economic factors including children’s age, and children living with both parents were significantly associated with child development. The study recommends that mothers should improve their knowledge of child development to ensure their children’s healthy development.

scholarly journals Effects of food programme for enhancing obesity children healthy of their abilities and expectations to self-efficacy for preventing early childhood

2021 ◽  
Vol 4 (1) ◽  
pp. 093-100
Author(s):  
Tanwattanakul Jirawon ◽  
Sriprachote Suthiporn ◽  
Tangpukdee Juraporn ◽  
Chanthapreeda Nilawan ◽  
Santiboon Toansakul Tony
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
School Children ◽  
Rural Areas ◽  
Self Efficacy ◽  
Weight Control ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Organized Activities ◽  
Item Questionnaire

This study aims to assess parents’ perceptions of their responses to the perceived awareness programme competency abilities and expectations for enhancing parents on weight control of their pre-school children in preventing with Obesity. It has defined self-efficacy as one’s belief in one’s ability to succeed in specific situations and accomplish a task with the theoretical framework of Bandura’s Model by quasi-experimental research in 16 weeks. To promote the self-efficacy and expectations, the 10-item Questionnaire on Self-Efficacy Program, the 22-item Questionnaire on Parents’ Efficacy Interaction, and the 46-item Questionnaire on Parental Expectations assessed parents’ perceptions. A sample size consisted of 14-pre-school children whose age ranged 2-5 years old at the Child Development Demonstration Centre, Khon Kaen University was selected. Providing knowledge, teaching, demonstration, experimentation, and organized activities were organized. Parents’ perceptions of their abilities for controlling children’s weight and height with pre- and post-experimental programmes differentiated, significantly. Parents’ responses to the post performances are over than pre-experiment for the QSEP, the QPEA, and the QPE, differently. They answered and followed up on child management with parents online for 16 weeks, continuously. The obese early childhood at the CDC Demonstration Centre, Faculty of Nursing used the food programme to self-efficacy with their parents taking part and cooperating well in specifying research objectives. There are 2,958,441 children in rural areas are lacking attention, because of food and health problems in the 19,171-Child Development Centres none yet have food programmes to prevent health and hygiene problems. Although Thailand took the next leap forward for its investment in Early Childhood Development through legislation, improved quality services, and social transfer grants for families with young children since 2018.

scholarly journals IMPACT OF MULTILINGUALISM ON THE EARLY CHILD DEVELOPMENT

Al-Burz ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 142-152
Author(s):  
Iftikhar Shafiq ◽  
Dr. Naima Saeed.
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Private Schools ◽  
Early Childhood Development ◽  
Mother Tongue ◽  
Childhood Development ◽  
Primary Language ◽  
Public And Private ◽  
National Education

There is certainly found an instrumental role of primary language in early childhood development. The domains of child development and early learning are discussed in different terms and categorized in different ways in the various fields and disciplines that are involved in research, practice, and policy related to children from birth through age. The primary language has significant role for learning process in early childhood development. Keeping its importance, it is included in National Education Policy 2009. This is very general that many children speak a home language that differs from the language of instruction in education programs. Research confirms that children learn best in their mother tongue as a prelude to and complement of bilingual and multilingual education. Whether children successfully retain their mother tongue while acquiring additional languages depends on several interacting factors. This further help the students in early grades that students acquire much knowledge and easily learn in primary language. The most significant part of schooling is the early education or early development of child related to their social and educational problems ,the role of primary language cannot be ignored because such like Quetta city, the majority of the  students learn education in their secondary  language, the medium of instruction in private schools is mostly English and Urdu but in public school the Urdu is used commonly. However the large number of population lives in Quetta they speak their first language as Pashto, Balochi, Brahui, and Hazargi, but less number of students speak Urdu as first or primary language, not only in Quetta but also in all over the province the education system is not good enough to provide quality education to the students, the public and private schools are providing education in province but all of them lack the services

scholarly journals Peran Guru dalam Menstimulasi Kemampuan Menggambar pada Anak Usia Dini di Raudhatul Athfal Kuningan Jawa Barat

2018 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Nur Laila ◽  
Maulidya Ulfah ◽  
Ahmad Yani
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Early Childhood Development ◽  
Early Childhood Teachers ◽  
Childhood Development ◽  
Fine Motor ◽  
Early Childhood Educator ◽  
Qualitative Descriptive ◽  
Role Of Teachers

Drawing Activities is one form of learning that serve as aspects of early childhood development. This activity is often applied in RA Qurrata A'yun Kuningan. Drawing activities can run smoothly with stimulus provided by educators, so it is important for teachers to have a standard as a teacher who has creativity and has the ability to compete as a professional early childhood educator. This research is motivated by teachers who have difficulty in conditioning class, problems in this activity often occur because of lack of spirit and confidence of children to the work of drawing. This study aims to increase creativity in the development of children's talent interest in children's fine motor The type of research used is qualitative descriptive. Subjects in this study were children in RA Qurrata A'yun Kuningan. The means used to collect this using Observation techniques, interviews and documentation. The results of the research have shown that the role of teachers in stimulating children's drawing ability, they have role as learning seminar, manager, facilitator, manager, demonstrator, mentor, motivator, evaluator, mediator. Evident from the results of the teacher's assessment of the supervisor with a description of Good, the assessment is derived from the daily learning process of teacher which has been observed by the madrasah supervisor. From the results of the observed research, in the process of drawing activity in the children get the results well in the field of art competence. Although, among them there are some children who still find it difficult in drawing. But it can be concluded with the role of appropriate early childhood teachers will achieve the level of child development achievement, especially in the process of drawing activities to support the development of aspects of the development of art, motor and knowledge of what is seen and known that will be expressed through the art images in early childhood.   Keywords: teacher, stimulate, drawing and early childhood   Kegiatan Menggambar merupakan salah satu bentuk pembelajaran aspek perkembangan anak usia dini. Kegiatan ini diterapkan di RA Qurrata A’yun Kuningan. Kegiatan ini dapat berjalan lancar dengan diberikannya stimulus oleh pendidik, untuk itu guru harus memiliki standar kreatif dan kemampuan kompetensi sebagai pendidik anak usia dini yang profesional. Penelitian ini dilatar belakangi oleh guru yang mengalami kesulitan dalam mengelola kelas dan kepercayaan diri anak terhadap hasil karya menggambar. Penelitian ini bertujuan untuk meningkatkan kreatifitas dalam pengembangan seni  dan motorik halus anak. Jenis penelitian adalah dekriptif kualitatif. Subjek adalah anak di RA Qurrata A’yun Kuningan. Cara yang digunakan untuk mengumpulkan data ini menggunakan observasi, wawancara dan dokumentasi. Hasil penelitian menunjukan bahwa peran guru dalam menstimulasi kemampuan menggambar pada anak yaitu sebagai sember belajar, pengelola, fasilitator, pengelola, demonstrator, pembimbing, motivator, evaluator, mediator. Terbukti dari hasil penilaian guru dari pengawas dengan keterangan baik, penilaian tersebut diperoleh dari proses pembelajaran sehari-hari guru yang  telah diamati oleh pengawas madrasah. Proses kegiatan menggambar pada anak mendapatkan hasil dengan baik dalam bidang kompetensi seni. Dapat disimpulkan bahwa dengan adanya peran guru yang sesuai maka akan tercapainya tingkat capaian perkembangan anak khususnya dalam  proses kegiatan menggambar pada aspek perkembangan seni, motorik terhadap apa yang dilihat dan diketahui yang akan diekspresikan melalui seni gambar pada anak usia dini.     Kata Kunci: guru, stimulus, menggambar dan anak ssia dini

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