Early childhood is a critical period for learning, training good or bad habit. So, the parent must provide their children with appropriate moral behavior for real-world and daily life. This study examines the results of the MBST Program on early childhood development by parents. A quasi-experimental design was 30 children, ages 5-6, in each group while studying at a kindergarten, Thailand. The intervention group participated in the MBST Program with their parents. Data was collected using a paired t-test. The results showed that the intervention group had significantly higher mean moral scores after attending the program than before as well as higher scores compared to the comparison group (p<0.001). This study suggests that children demonstrated improved behavior using the MBST book. Consequently, organizations such as children’s groups should utilize storytelling to spread these benefits. Storytellers may not be limited to parents and can include other caregivers.
Immunisation coverage across Africa has greatly increased over the past few decades, with corresponding reductions in disease mortality and morbidity.1 Future increases in coverage are anticipated to return large health benefits,2 but coverage rates in many countries across the continent are far from national targets, with many rates stagnating or falling.3,4 This incomplete coverage across Africa is still a major contributor to child mortality and morbidity.5 Although national and first-level administrative estimates of routine coverage are assessed annually,4 they conceal heterogeneities in coverage at fine spatial scales, precluding a comprehensive quantitative assessment of local barriers to vaccination and their potential effect on disease burdens.
Introduction: Caregivers play an integral role in their child's development. Many caregivers from low resource communities within sub-Saharan countries face challenges in providing early childhood development (ECD) and stimulation. In South Africa, there are policies in place that aim to provide caregivers with child-care support and services; however, systemic factors often negatively impact the service delivery of early childhood development at a community level. This integrative review aimed to analyse, appraise, and synthesise the literature concerning the published evidence of caregivers' perception on their role in early childhood development and stimulation programmes for children within the ECD phase. Method: The integrative review followed the five steps highlighted by Whittemore & Knafl. The literature search was conducted by electronic searching through ScienceDirect, Taylor & Francis, PubMed, JSTOR, Lancet, Google Scholar and Research Gate. Literature was included from 01 January 2010 to 31 December 2020, that were published in sub-Saharan Africa, regarding early childhood development and stimulation. A total of 22 records were included in the review. The data was qualitatively analysed through thematic analysis. The findings are presented according to the Bronfenbrenner's Ecological Systems Theory. Findings: Findings highlight that caregivers' facilitation of early childhood development in their children is influenced by daily practices of child-care and rearing. Caregivers perceived their role as nurturing and disciplining their children. The educational aspect of child development was the role of the school/ECD facility. Among these influences are contextual factors, culture, and poverty, which impact the practices that caregivers implement during early childhood development. There are policies and stimulation programmes in place to support and assist caregivers/parents in facilitating early childhood development. Conclusion: Caregivers' form an integral component in a child's early childhood development and stimulation. The caregiver role is impacted by several factors which include context, culture, awareness of services, knowledge on child development, stimulation and resources. There is poor implementation and knowledge of support structures, policies, and stimulation programmes at a community level. This, therefore, suggests that government departments need to advocate and promote for easier access to facilities to assist caregivers/parents further. Keywords: early childhood development, family support, policies, stimulation programmes, low resource contexts, stimulation.
Abstract Numerous longstanding developmental theories have emphasized the important role that culture and context play in shaping young children’s skill development. Nevertheless, the field lacks explicit models describing the extent to which early childhood development may be similar (universal) versus different (specific) across cultures. In this article, I review evidence from multiple fields regarding both similarities and differences in the form, timing, and relevance of early health, learning, and psychosocial skills across cultures. I then synthesize this evidence, highlighting themes intended to build an integrated model of developmental universality with specificity that can be used to inform science and policy. I conclude with recommendations for the field, including suggestions for a more inclusive approach to studying early childhood development that breaks down established barriers among fields, stakeholders, and geographies.
BACKGROUND: Ethiopia is a priority country of Gavi, the Vaccine Alliance to improve vaccination coverage and equitable uptake. The Ethiopian National Expanded Programme on Immunisation (EPI) and the Global Vaccine Action Plan set coverage goals of 90% at national level and 80% at district level by 2020. This study analyses full vaccination coverage among children in Ethiopia and estimates the equity impact by socioeconomic, geographic, maternal and child characteristics based on the 2016 Ethiopia Demographic and Health Survey dataset. METHODS: Full vaccination coverage (1-dose BCG, 3-dose DTP3-HepB-Hib, 3-dose polio, 1-dose measles (MCV1), 3-dose pneumococcal (PCV3), and 2-dose rotavirus vaccines) of 2,004 children aged 12-23 months was analysed. Mean coverage was disaggregated by socioeconomic (household wealth, religion, ethnicity), geographic (area of residence, region), maternal (maternal age at birth, maternal education, maternal marital status, sex of household head), and child (sex of child, birth order) characteristics. Concentration indices estimated wealth and education-related inequities, and multiple logistic regression assessed associations between full vaccination coverage and socioeconomic, geographic, maternal, and child characteristics. RESULTS: Full vaccination coverage was 33.3% [29.4-37.2] in 2016. Single vaccination coverage ranged from 49.1% [45.1-53.1] for PCV3 to 69.2% [65.5-72.8] for BCG. Wealth and maternal education related inequities were pronounced with concentration indices of 0.30 and 0.23 respectively. Children in Addis Ababa and Dire Dawa were seven times more likely to have full vaccination compared to children living in the Afar region. Children in female-headed households were 49% less likely to have full vaccination. CONCLUSION: Vaccination coverage in Ethiopia has a pro-advantaged regressive distribution with respect to both household wealth and maternal education. Children from poorer households, rural regions of Afar and Somali, no maternal education, and female-headed households had lower full vaccination coverage. Targeted programmes to reach under-immunised children in these subpopulations will improve vaccination coverage and equity outcomes in Ethiopia.
This analysis investigates the impact of parental absence on early childhood development in Thailand, using the Denver II screening tool, based on a study conducted in 2013–2014. Children aged 36 months and younger were included ( n = 923). Results reveal that the crucial factor for delayed development in early childhood is the mother’s presence in the household. Children who were cared for by others were not at higher risk of delayed development as long as their mother was present, while the father’s absence did not make a difference. This study raises concern for the large number of children living separately from their mothers, and also raises questions about the long-term effects of parental migration for this generation of Thai children.
Aree Jampaklay, Kerry Richter, Kanchana Tangchonlatip et al.
In this chapter, we focus on different dimensions of individual human development in order to better understand how young children’s circumstances influence their growth and development, the consequences this has for their lifelong health and development, and how the trajectories of young children growing up in difficult circumstances can be improved.
Our study aimed to provide a description of the early childhood development of pediatric burn patients relative to Dutch reference values, using both pre- and post-burn data from the Dutch Development Instrument and the D-score. Data from the Dutch Development Instrument were used to calculate the D-score and age-standardized D-score. Similar to a growth chart, the D-score was used to plot pediatric burn patients’ development relative to Dutch reference values for their age. Pediatric burn patients’ (n = 38) median age at the time of injury was 1.0 (1.0–2.0) years old. Burn size ranged from 1.0% to 36.0% of the total body surface area. Ninety-five percent (± 6.0%) of pediatric burn patients passed each of the age-appropriate developmental milestones at the target age. The mean age-standardized D-score was just above the Dutch average (+0.49 SD [0.18, 0.80]) and did not vary depending on sex (p = 0.06) or burn size (p = 0.41). In conclusion, among pediatric patients aged up to two-and-a-half years old, with non-full thickness burns, development was on track relative to the Dutch reference values. Our findings offer valuable first insights into the early childhood development of pediatric burn patients and may alleviate some parental concerns.
Maxime D Cuijpers, Moniek Akkerman, Martin G. A. Baartmans et al.
