Immunisation remains one of the most important public health interventions to reduce child morbidity and mortality. The purpose of this study was to analyse the differential effects of household characteristics on immunisation coverage for children aged 12-23 months in Butere, Nyakach and Alego Usonga Sub Counties in Western Kenya. The specific objectives were: to describe the household characteristics, to determine the level of immunisation coverage by antigens and lastly, to analyse the association of household characteristics with immunisation. The study design was analytical statistics utilising secondary data that was collected during a larger study on community health units’ systems strengthening in three Sub Counties with a total number of 11,160 households. The findings established that there existed varied distributions in proportions for the household characteristics within the regions. The study also revealed that there was a high proportion of the different antigens examined. Finally, the study established that there exists a significant association between different household characteristics and immunisation coverage in all three sites. In Alego Usonga significant association between all the five household characteristics (education level of household headship, staple food availability, latrine availability, water treatment, and housing type) and immunisation. Butere recorded a significant association between two household characteristics (education and housing type) and immunisation coverage, and lastly, Nyakach displayed latrine and food availability to be significant associations with immunisation coverage. The study makes four recommendations for; stakeholders, policymakers, health service providers, and researchers regarding the importance of differential household characteristics in relation to improving immunisation coverage in the population.
BACKGROUND: Universal childhood vaccination programmes form a core component of child health policies in most countries, including the UK. Achieving high coverage rates of vaccines is critical for establishing 'herd immunity' and preventing disease outbreaks. Evidence from the UK has identified several groups of children who are at risk of not being fully immunised. Our aim was to determine whether children with intellectual disabilities constitute one such group. METHODS: Secondary analysis of parental report data on child vaccination collected in the UK's Millennium Cohort Study when the children were 9 months, 3 years, 5 years and 14 years old. RESULTS: With one exception (MMR coverage at age 5) vaccination coverage rates were lower for children with intellectual disabilities (when compared to children without intellectual disability) for all vaccinations at all ages. Complete coverage rates were significantly lower for children with intellectual disabilities at ages 9 months (unadjusted PRR non-vaccination = 2.03 (1.14-3.60), p < 0.05) and 3 years (unadjusted PRR = 2.16 (1.06-4.43), p < 0.05), but not at age 5 years (unadjusted PRR = 1.91 (0.67-5.49)). HPV vaccination was lower (but not significantly so) at age 14 (PRR = 1.83 (0.99-3.37), p = 0.054). Adjusting PRRs for between group differences in family socio-economic position and other factors associated with coverage reduced the strength of association between intellectual disability and coverage at all ages. However, incomplete vaccination remained significantly elevated for children with intellectual disabilities at ages 9 months and 3 years. There were no statistically significant differences between parents of children with/without intellectual disability regarding the reasons given for non-vaccination. CONCLUSIONS: Children with intellectual disabilities in the UK are at increased risk of vaccine preventable diseases. This may jeopardise their own health, the health of younger siblings and may also compromise herd immunity.
Eric Emerson, Janet Robertson, Susannah Baines et al.
This bibliographical article discusses the importance of early childhood education as a fundamental stage for the integral development of the child, considering cognitive, social, emotional, and cultural aspects. The analysis of scientific literature shows that interactions, play, teacher mediation, and a contextualized curriculum are central elements for promoting meaningful learning. Various authors reinforce that the first years of life represent a decisive phase for the formation of lasting competencies, which requires sensitive, planned pedagogical practices guided by children's rights. The research also reveals the relevance of organized and welcoming school environments, the active participation of families, and respect for diversity. Assessment is treated as a continuous and formative process that should value the individual paths of each child. Furthermore, the influence of technologies and the need for an interdisciplinary approach that breaks with the fragmentation of knowledge are discussed. Finally, it is highlighted that quality in early childhood education depends on the articulation between public policies, teacher training, and an ethical commitment to children's rights. The study reinforces the urgency of an educational practice based on listening, affection, and valuing childhood as a present moment.
Children in the concept of Islam are blessing and gift from Allah; yet, not every couple is given this blessing. In addition, Islam also imparts that children are mandate from Allah, and then parents are suggested to guide, train and educate them. It is expected that children becomehuman being who are pious and spiritual in order to be reliable person for society, the nation, religion and the State. Furthermore, children are seen as the successor of the older generation in continuing the religious struggle in general, preaching and education in particular. Therefore, Islam obliges parents to give a good name, teach about faiths, worships and morals. Young children, a child who is between one to six years old, according to the concept of Islamic education, the development of the hidden abilities of the child through education known as early childhood education. The implementationof early childhood educationis expected to develop the potential in the physical, intelligence, social emotional, language and communication fields whose curriculum is adjusted to the development of the child's potential and endeavored so that children can learn while playing. This paper concludes that early childhood education has an important role because it will greatly influence the development of further educational abilities that the child will achieve.
Abstract Background: Incomplete childhood immunisation remains a major public health concern in Nigeria, exposing children to preventable morbidity and mortality despite sustained investments in routine immunisation. Urban settings such as Abuja, Nigeria, continue to experience gaps in full immunisation coverage. Objective: This study aimed to determine the prevalence and determinants of incomplete immunisation amongst children aged from 12 to 23 months in Abuja. Materials and Methods: A community-based cross-sectional study was conducted amongst 350 caregivers selected through multistage sampling. Data were obtained using interviewer-administered questionnaires and immunisation card verification. Incomplete immunisation was defined as missing at least one recommended vaccine by 12 months of age. Descriptive statistics, chi-square tests and multivariate logistic regression were used to assess associated factors. Results: Of the 350 children, 76 (21.7%) were incompletely immunised. The highest rates occurred amongst mothers aged from 20 to 24 years (57.4%) and those with no formal education (69.0%). Significant factors included maternal education ( P < 0.001), maternal age ( P < 0.001), marital status ( P = 0.003), ethnicity ( P = 0.013), media exposure (radio and television [TV], both P < 0.001), residence ( P < 0.001), antenatal care (ANC) attendance ( P < 0.001), place of delivery ( P < 0.001) and maternal tetanus toxoid (TT) vaccination ( P < 0.001). Independent predictors were lack of TT vaccination (adjusted odds ratio [aOR] = 12.33), absence of daily TV exposure (aOR = 21.15) and rural residence (aOR = 4.55). Conclusion: Incomplete immunisation in Abuja is shaped by sociodemographic, economic and service-related factors, particularly low maternal education, young maternal age, limited media exposure, inadequate ANC utilisation and non-facility delivery. Strengthening maternal health literacy, improving community outreach and enhancing continuity of maternal–child health services are essential for improving full immunisation coverage.
The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.
Augmented Reality (AR) flashcards have emerged as an important educational resource for language learning. However, there is limited research on its application in early childhood education. This article aims to explore the technology’s value in early childhood education by comparing it with traditional paper flashcards. To that end, a study was conducted in which 98 children, aged between 5 and 6 years, and four teachers, all from a Macau kindergarten, took part. One group of children had animal-related vocabulary using AR flashcards, while another group used traditional flashcards. To measure the effectiveness of the two approaches, the children underwent pre- and posttests on their vocabulary and the teachers were interviewed. For the data analysis, paired-sample t tests and independent-sample t tests were utilized, and the level of effect was measured. The results showed that both AR and traditional flashcards could significantly improve children’s vocabulary learning and that there was no significant difference in effectiveness between the AR and traditional flashcard methods. The teachers indicated that the children enjoyed the AR learning activities, but that there were certain challenges associated with using AR flashcards in a kindergarten setting.
For more than two decades, the private sector in the Sudan (henceforth, Sudan), including non-governmental organisations and for-profit providers, has played a key role in delivering immunisation services, especially in the conflict-affected Darfur region and the most populated Khartoum state. The agreements that the providers enter into with state governments necessitate that they are licenced; follow the national immunisation policy and reporting and supervision requirements; use the vaccines supplied by government; and offer vaccinations free-of-charge. These private providers are well integrated into the states' immunisation programmes as they take part in the Ministry of Health immunisation trainings and district review meetings and they are incorporated into annual district immunisation microplans. The purpose of this article is to describe the private sector contributions to equitable access to immunisation services and coverage, as well as key challenges, lessons learned and future considerations. Fifty-five per cent of private health facilities in Sudan (411 out of 752) provide immunisation services, with 75% (307 out of 411) based in Khartoum state and the Darfur region. In 2017, private providers administered around 16% of all third doses of pentavalent (diphtheria, pertussis, tetanus, hepatitis B and Haemophilus influenzae type b) vaccines to children. Private health providers of immunisation services have especially been critical in filling the gaps in government services in hard-to-reach or conflict-affected areas and among marginalised populations, and thus in reducing inequities in access. Through its experience in engaging the private sector, Sudan has learned the importance of regulating and licencing private facilities and incorporating them into the immunisation programme's decision-making, planning, regular evaluation and supervision system to ensure their compliance with immunisation guidelines and the overall quality of services. In moving forward, strategic engagement with the private sector will become more prominent as Sudan transitions out of donors' financial assistance with its projected income growth.
Technology education has become increasingly important during the last few decades. Previous studies, however, have paid insufficient attention to technology education for young children aged 3–8 years, compared to research in other age groups. This study presented a comprehensive overview of technology education in early childhood education studies, including curriculum, tools, research methods, and learning effects. The study found that technology education in ECE has grown fast as a result of technical breakthroughs, greater research funding, and increasing international interest in this field. Based on a systematic review approach, we confirmed the research focused on themes such as curriculum, robotics, programming, attitudes, and opinions between 2003 and 2021. This review examined 25 research papers on technology education in early childhood education. This study also indicated that future research directions, including comparing robot learning to traditional learning, using robots to improve students’ skills, thinking and problem-solving abilities, and assessing the effectiveness of using robots in learning and teaching. This study offers a holistic view of technology education research in early childhood education and provides future researchers with directions.
INTRODUCTION: Like many countries globally, childhood immunisation coverage is below government targets in the Philippines and has worsened during the COVID-19 pandemic, leading to outbreaks of vaccine-preventable diseases. This study aimed to identify the social and behavioural drivers of routine childhood immunisation and preferred caregiver information sources to improve uptake in the Philippines. METHODS: A quantitative, cross-sectional study, as part of a larger mixed-methods study, was undertaken in three regions in the Philippines with low immunisation coverage in 2023. Data on Behavioural and Social Drivers (BeSD) of immunisation, preferred information sources and vaccination status of children under 5 years were collected, analysed and reported according to the WHO BeSD framework. RESULTS: The study included 653 caregivers and 950 children, with 65% of children fully immunised, 31.8% partially immunised and 2.5% being zero-dose or having received no vaccines. Key reasons for complete vaccination included the protection vaccines offer, healthcare worker recommendations and vaccines being free of charge. For partial vaccination, top reasons were intercurrent illness, inaccessible vaccination sites and parental belief that the child was too young to receive vaccines. The most common reason for non-vaccination was also intercurrent illness. The predictors of complete vaccination were older age of caregivers (46-59 years) (prevalence ratio (PR)=1.29; 95% CI 1.12 to 1.48) and low concerns about vaccine safety (PR=1.13; 95% CI 1.03 to 1.25). Other Christian denominations, compared with Catholics, were less likely to have fully immunised children (PR 0.82; 95% CI 0.69 to 0.97). Preferred vaccine information sources included the Department of Health, healthcare workers and mass media. CONCLUSIONS: We found that only 65% of children were fully immunised in 2023, with both access and acceptance factors impacting uptake of routine childhood vaccines. Improving service accessibility and education of healthcare workers on vaccine safety and effectiveness and more targeted messaging from health authorities and mass media about the benefits of vaccination could increase uptake in the Philippines, with learnings from this study applicable globally.
Paulyn Jean Acacio-Claro, Maria Margarita M Lota, Evalyn Roxas et al.
