Peer-reviewed article

Home caregiving, early learning and the development of preschool-aged children in Vanuatu: A secondary analysis of 2023 Multiple Indicator Cluster Survey data.

Popplestone S, Tran T, Baek Y, Buksh SM, Fisher J · 24 Apr 2026

Abstract

Optimal early childhood development (ECD) is foundational for lifelong learning, health, and wellbeing. As children spend most of their early years at home, this setting represents a modifiable environment for enhancing ECD. As yet, there is little ECD research in Vanuatu. The first aim was to determine the proportion of children aged 24-59 months who are developmentally on track and the distributions of home responsive caregiving, early learning and sociodemographic factors. The second was to describe associations between these factors and child development, and the third was to identify factors that moderate these associations. Data were drawn from the 2023 Vanuatu Multiple Indicator Cluster Survey, which included the Early Childhood Development Index 2030. Among 1154 eligible children, 68.2% were developmentally on track. Associations between ECD and 22 explanatory factors were tested using multiple linear regression. Adjusted analysis showed significantly better developmental scores among children with access to three or more books, two or more playthings, receiving three forms of positive parenting, experiencing adequate stimulation and responsive care from their mothers, fathers and nonparental caregivers. Higher development scores were also associated with older age, urban residence, the second highest wealth quintile, and living in the northeast Penama region. Findings difficult to interpret include that higher scores were recorded from children whose families justified domestic violence and those who experienced inadequate supervision. Null findings were reported for ten of the twenty-two factors. Moderation analyses explored how the associations between home factors and child development change depending on socio-demographic factors, with variations identified across sex, urbanicity and maternal education. For example, the associations between positive parenting and child development were stronger for girls than boys, urban than rural children, and children of mothers with lower versus higher education, suggesting positive parenting may play a more important role in supporting their development. Overall, these findings suggest key policy priorities, including improving access to books and toys, investing in parenting education to enhance home-based caregiving strategies and developmental support, and tailoring programs to regional and rural contexts.