Data for action on early childhood development

Richter, Linda; Cappa, Claudia; Issa, Ghassan; Lu, Chunling; Petrowski, Nicole; Naicker, Sara

doi:10.1016/s0140-6736(20)32482-x

Cited by 17 publications

(15 citation statements)

References 4 publications

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“…These findings are consistent with those reported by previous studies [20,22,25,[27][28][29][30][31][32][33]. Maternal and under-5 mortality rates are country-level variables with a strong link to ECD and reflect health system performance regarding resource availability, infrastructure and access to healthcare [34,35].…”

Section: Discussionsupporting

confidence: 91%

Exploring the Associations between Early Childhood Development Outcomes and Ecological Country-Level Factors across Low- and Middle-Income Countries

Allel¹,

Jaoude²,

Poupakis³

et al. 2021

IJERPH

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A poor start in life shapes children’s development over the life-course. Children from low- and middle-income countries (LMICs) are exposed to low levels of early stimulation, greater socioeconomic deprivation and persistent environmental and health challenges. Nevertheless, little is known about country-specific factors affecting early childhood development (ECD) in LMICs. Using data from 68 LMICs collected as part of the Multiple Indicator Cluster Surveys between 2010 and 2018, along with other publicly available data sources, we employed a multivariate linear regression analysis at a national level to assess the association between the average Early Childhood Development Index (ECDI) in children aged 3–5 and country-level ecological characteristics: early learning and nurturing care and socioeconomic and health indicators. Our results show that upper-middle-income country status, attendance at early childhood education (ECE) programs and the availability of books at home are positively associated with a higher ECDI. Conversely, the prevalence of low birthweight and high under-5 and maternal mortality are negatively associated with ECDI nationally. On average, LMICs with inadequate stimulation at home, higher mortality rates and without mandatory ECE programs are at greater risks of poorer ECDI. Investment in early-year interventions to improve nurturing care and ECD outcomes is essential for achieving Sustainable Development Goals.

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Section: Discussionsupporting

confidence: 91%

Exploring the Associations between Early Childhood Development Outcomes and Ecological Country-Level Factors across Low- and Middle-Income Countries

Allel¹,

Jaoude²,

Poupakis³

et al. 2021

IJERPH

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“…Therefore, we can state that parents with low mental well-being are more likely to have children with psychological problems. As Wagner (2020) maintains, family support is the key to enhancing children's development and well-being (Brown, Doom, Lechuga-Pena, Watamura, & Koppels, 2020;Richter, Cappa, Issa, Lu, Petrowski, & Naicker, 2020).…”

Section: Discussionmentioning

confidence: 99%

The effect of media communication tools on children during the Covid-19 pandemic

Kardeş¹,

Dokumaci²

2021

Istraživanja u pedagogiji

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The negativities experienced during the Covid 19 pandemic process had an impact not only on families but also on children. In this process, to eliminate the negativities in the field of education, distance education has been directed and online learning has become even more important. The use of media communication tools used for online learning has become widespread. This study aims to reveal the effect of media communication tools on children during the pandemic period with the views of families. It was carried out in accordance with the qualitative research approach. The case study technique was used as the research design. The study group of the research consists of 35 parents who have preschool children. Data were collected from the participants through a semi-structured interview form and the collected data was analyzed through content analysis. As a result of the research, it was revealed that the duration of use of media tools by parents and children increased with the pandemic. Parents stated that they generally found themselves competent in using media tools to support their children's education during the pandemic process. It turns out that parents often use media for news, social media and, research. It was concluded that children mostly use media for education, playing games and, watching cartoons. Finally, parents generally think that media tools are used efficiently in the education process of children. As a suggestion, informative broadcasts about the use of media by children and parents and media-based intervention programs for parents and children in early childhood can be recommended.

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“…Barriers arising from political and institutional curricular conflicts are drivers of the identified barriers preventing the adoption and implementation of FMS interventions for children [17]. Children's developmental status, as well as the quality of care at home, parenting practices and access to ECEC, are used as indicators in UNICEF-supported surveys on children's health around the world [6,7,73]. Theories of child development have served as the foundation for curriculum models., which reflect differences in values concerning what is important for young children to learn, as well as the process by which children are believed to learn and develop.…”

Section: The Value Of Mopa In Ececmentioning

confidence: 99%

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

Sollerhed

Olesen

Fröberg

et al. 2021

IJERPH

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The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.

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Data for action on early childhood development

Cited by 17 publications

References 4 publications

Exploring the Associations between Early Childhood Development Outcomes and Ecological Country-Level Factors across Low- and Middle-Income Countries

Exploring the Associations between Early Childhood Development Outcomes and Ecological Country-Level Factors across Low- and Middle-Income Countries

The effect of media communication tools on children during the Covid-19 pandemic

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

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