Early childhood development has been valued by the government and policy makers in China, but the current intervention system is not yet complete. This paper hopes to discover how to establish a coordinated and comprehensive intervention network on the basis of previous research. On the one hand, it can provide future scholars with research ideas in this regard, and on the other hand, it can also provide policy-makers with policy-making ideas. In this regard,this paper did a literature review, mainly searching for related articles on Google Scholar and China National Knowledge Infrastructure, and reviewed 20 articles.The government, the community, and the family each play an important role in the development of early childhood.However, their limitation is that there is no joint government, family, and community tripartite governance.
The purpose of this academic article is to present the selection of storybooks for early childhood children, which must consider the ability to promote the development and imagination of early childhood children, and must consider children of each age who are able to receive knowledge and interests are different, because fairy tales are considered an important helper for parents and teachers in raising early childhood children, because in addition to providing fun, fables also provide knowledge and ideas that include morals and ethics. It is crucial to consider a child's age, interest, perception, and skill when determining whether or not a fairy tale is acceptable for young children. As a result, there is a genuine advantage to children's learning in that they will start to identify tales from seen sights and heard sounds as they gradually come to understand the meaning of the words until they can connect the two. In addition to learning the facts and tales that make the literature interesting to read, memorize them. As a result, selecting tales to help young children develop their skills will also strengthen their relationships with their parents and teachers, who have been telling tales to children since they were still in the womb. Additionally, selecting tales that are age-appropriate will be able to effectively support the development of the kids in all areas.
Purpose: This study examines the challenges of early childhood development in the digital screen era at Al A'raaf Islamic Kindergarten. The purpose of this study is to determine the challenges of early childhood development in the digital screen era. Methodology: The research method used a qualitative approach with a descriptive qualitative model. Data were collected through observation and interviews with 5 teachers and 5 parents at Al A'raaf Islamic Kindergarten. Data analysis techniques used three steps, namely data reduction, data presentation, and conclusion drawing. Results: The results showed changes in motor, cognitive, language, and social-emotional aspects, such as poor motor coordination, low concentration, delayed speech, decreased emotional control, and limited interaction with friends.Applications/Originality/Value: Not only were there negative effects, but there were also positive effects, namely that children could easily recognize colors, letters, and numbers and enrich their vocabulary if digital screens were used according to rules and age appropriateness. It can be concluded that there are not only negative effects, but digital screens can also have positive effects if accompanied by time management, parental guidance, and quality content.
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.
Immunisation has been a proven and one of the mostcost-effective child survival interventions in the world.1Every country has its own immunisation programmeto provide selected vaccines to the targeted group ofpopulation, generally focusing on infants and children,and pregnant women, who are at a high risk of diseasespreventable by vaccines. There are at least 27 causativeagents against which vaccines are available and manymore agents are targeted for development of vaccines.2The number of antigens used in the immunisationprogrammes varies from country to country. However,there are a few selected antigens which are given againstdiphtheria, pertussis, tetanus, poliomyelitis, measles andhepatitis B which are part of immunisation programmesin most of the countries in the world. The first vaccine,against small pox, was discovered in 1798, and fromthe early 18th century, the British health administrationintroduced vaccination against small pox in the Indiansub-continent.3 The first doses of smallpox vaccinelymph in India arrived in May 1802.4 The most strikingsuccess of these efforts has been the eradication ofsmallpox disease from the world.5 EPI is implemented in192 countries of the world. But data shows that despitebeing a proven cost-effective preventive public healthintervention, the benefits of immunisation is not reachingmany children who are at risk of the diseases preventableby these vaccines. Majority of the children who do notreceive these vaccines live in the developing countries. Itis important to understand the underlying factors whichcauses non-immunisation of children and specifically, inBangladesh, in this review article.
Replication data and code for: Deshpande, A., & Ramachandran, R. (2025). Discriminatory social norms and early childhood development. Journal of Economic Behavior & Organization, 238, 107245. https://doi.org/10.1016/j.jebo.2025.107245 Description: This replication package contains the Stata code and datasets used to reproduce results and figures in the published paper. The analysis draws on the 2015–16 National Family Health Survey (NFHS-4) of India, merged with original data on distance from the Vindhyas. Users can either (i) recreate the cleaned dataset from the raw DHS files using the provided scripts, or (ii) directly run the replication do-files to reproduce Tables 1–6 and Figures 2–7. Contents: 1. Data preparation script (prep_data_for_analysis_AD_RR_JEBO_107245.do) 2. Main replication script (Replication_figs_2_6_7_Tables_2_3_4_5_6.do) 3. District-level replication script (replication_Table1_Fig3.do) 4. Final datasets (nfhs_replicationdatafinal.dta, Table1_Fig3_data.dta, and dhscluster_vindhyadist.dta) Source data: NFHS-4 (India 2015–16) from the DHS Program: GPS shapefile – IAGE71FL.ZIP | Geographic covariates – IAGC72FL.ZIP | Birth recode – IABR74DT.ZIP All accessible at https://dhsprogram.com/data/dataset/India_Standard-DHS_2015.cfm?flag=0
Importance: Screen time has become an integral part of children's daily lives. Nevertheless, the developmental consequences of screen exposure in young children remain unclear. Objective: To investigate the screen time trajectory from 6 to 72 months of age and its association with children's development at age 72 months in a prospective birth cohort. Design, Setting, and Participants: Women in Shanghai, China, who were at 34 to 36 gestational weeks and had an expected delivery date between May 2012 and July 2013 were recruited for this cohort study. Their children were followed up at 6, 9, 12, 18, 24, 36, 48, and 72 months of age. Children's screen time was classified into 3 groups at age 6 months: continued low (ie, stable amount of screen time), late increasing (ie, sharp increase in screen time at age 36 months), and early increasing (ie, large amount of screen time in early stages that remained stable after age 36 months). Cognitive development was assessed by specially trained research staff in a research clinic. Of 262 eligible mother-offspring pairs, 152 dyads had complete data regarding all variables of interest and were included in the analyses. Data were analyzed from September 2019 to November 2021. Exposures: Mothers reported screen times of children at 6, 9, 12, 18, 24, 36, 48, and 72 months of age. Main Outcomes and Measures: The cognitive development of children was evaluated using the Wechsler Intelligence Scale for Children, 4th edition, at age 72 months. Social-emotional development was measured by the Strengths and Difficulties Questionnaire, which was completed by the child's mother. The study described demographic characteristics, maternal mental health, child's temperament at age 6 months, and mental development at age 12 months by subgroups clustered by a group-based trajectory model. Group difference was examined by analysis of variance. Results: A total of 152 mother-offspring dyads were included in this study, including 77 girls (50.7%) and 75 boys (49.3%) (mean [SD] age of the mothers was 29.7 [3.3] years). Children's screen time trajectory from age 6 to 72 months was classified into 3 groups: continued low (110 [72.4%]), late increasing (17 [11.2%]), and early increasing (25 [16.4%]). Compared with the continued low group, the late increasing group had lower scores on the Full-Scale Intelligence Quotient (β coefficient, -8.23; 95% CI, -15.16 to -1.30; P < .05) and the General Ability Index (β coefficient, -6.42; 95% CI, -13.70 to 0.86; P = .08); the early increasing group presented with lower scores on the Full-Scale Intelligence Quotient (β coefficient, -6.68; 95% CI, -12.35 to -1.02; P < .05) and the Cognitive Proficiency Index (β coefficient, -10.56; 95% CI, -17.23 to -3.90; P < .01) and a higher total difficulties score (β coefficient, 2.62; 95% CI, 0.49-4.76; P < .05). Conclusions and Relevance: This cohort study found that excessive screen time in early years was associated with poor cognitive and social-emotional development. This finding may be helpful in encouraging awareness among parents of the importance of onset and duration of children's screen time.
Information on the association between stunting and child development is limited from low-income settings including Bangladesh where 36% of children under- 5 are stunted. This study aimed to explore differences in early childhood development (ECD) between stunted (length-for-age z-score [LAZ] < -2) and nonstunted (LAZ ≥ -2) children in Bangladesh. Children (n = 265) aged 6-24 months who participated in the MAL-ED birth cohort study were evaluated by trained psychologists at 6, 15, and 24 months of age using the Bayley Scales of Infant and Toddler Development-III; child length and weight were measured using standard procedures. ECD scores (z-scores derived from cognitive, motor, language and socio-emotional skills) were compared between stunted, underweight (weight-for-age z-score < -2), and wasted (weight-for-length z-score < -2) children, controlling for child age and sex and maternal age, education, body mass index (BMI), and depressive symptoms. Stunted children had significantly lower ECD scores than their nonstunted peers on cognitive (P = .049), motor (P < .001), language (P < .001) and social-emotional (P = .038) scales where boys had significantly lower fine motor skills compared with girls (P = .027). Mother's schooling and BMI were significant predictors of ECD. Similar to stunting, underweight children had developmental deficits in all domains (cognitive: P = .001; fine motor: P = .039, and P < .001 for both gross motor and total motor; expressive communication: P = .032; total language: P = .013; social-emotional development: P = .017). Wasted children had poor motor skills (P = .006 for the fine motor; P < .001 for both gross motor and total motor development) compared with the nonwasted peers. Early childhood stunting and underweight were associated with poor developmental outcomes in Bangladesh.
Baitun Nahar, Muttaquina Hossain, Mustafa Mahfuz et al.
Background: Immunisation of children remains an important public health challenge in India despite the implementation of the Universal Immunisation Programme. Understanding how household and child-specific factors affect children's immunisation is essential for improving immunisation coverage. In this paper, the effects of the number of children and birth order on children's immunisation in India have been examined. The number of children and birth order are two related but conceptually different aspects of families. Distinguishing between the two allows us to determine whether lower immunisation among children arises from larger families or from differences in a child's position within the sibling group, the birth order. Methods: A cross-sectional analysis of nationally representative data from the fourth round of the National Family Health Survey, conducted in 2015-16, is used for the study. Logistic regression and household fixed-effects models have been employed to examine the impact of the number of children and birth order on children's immunisation. Results: The findings reveal that immunisation increases with an increase in the number of children in a family, and this is consistent across both model specifications. In addition, a strong, negative effect of birth order on immunisation has been observed. Larger families are more likely, whereas a child of a higher birth order is less likely to achieve full immunisation. Conclusions: The study highlights the importance of the number of children and birth order in explaining immunisation outcomes in India. The empirical findings show that the number of children has a positive effect and birth order has a negative effect on full immunisation.
Early childhood development (ECD) is a crucial determinant of adulthood capabilities. This paper investigates the current ECD status among young children of 3–4 years of age in Bangladesh and its relation to various socio-demographic and familial factors using data from the latest round of the Multiple Indicator Cluster Survey (MICS). Results from the logistic regressions confirm many existing findings for developing countries and draw new insights specific to the country. Physical and mental disabilities hinder all types of early development. Enrolment in pre-school education programmes, the presence of children's books at home and parents' engagement in certain learning-stimulating activities are crucial for development in literacy-numeracy and learning. Development in the physical domain is fundamentally associated with wealth status. Failure to attain adequate social-emotional development can be largely attributed to domestic hostility toward children and mothers' experience of functional difficulties.
