This article explores the essential role of psychological services in early childhood development, highlighting the need for timely and professional psychological support in ensuring the emotional, cognitive, and social well-being of children. It also discusses various strategies to enhance these services to meet the evolving needs of modern educational and developmental systems. Special attention is given to the implementation of psychological practices, the integration of services into educational policy, and the potential of digital and community-based innovations in broadening accessibility.
Multigenerational families living under one roof create a unique caregiving environment that can influence early childhood development in both positive and negative ways. This study aims to describe the developmental characteristics of young children living in multigenerational family settings in Central Kalimantan. A descriptive qualitative approach was employed, with research conducted in two regions North Barito Regency and Murung Raya Regency. Primary data were collected from eight multigenerational families, consisting of four families in Teweh Baru District and four families in Puruk Cahu City. The findings reveal that children engage in diverse daily activities such as independent play, peer play, watching television, and using digital devices. Parents and grandparents also introduce early moral values, religious practices, and basic academic skills. For children attending preschool, formal learning activities also contribute to their developmental experiences. These daily routines collectively shape multiple domains of development, including cognitive, motor, language, social, and emotional growth. The study highlights that family dynamics, caregiving practices, and environmental stimulation within multigenerational households play a significant role in supporting or constraining early childhood development.
Early childhood development (ECD) has received increasing attention in both developed and developing countries since the 1990s. In Japan, ECD facilities have pursued integrated practices of education and health care to provide appropriate services to promote children's welfare. This ECD approach appears to embody objectives of health promotion in young children. Therefore, information about Japanese practices may help to support ECD in other countries, especially developing countries. In this context, the present study discussed the potential application of health-related ECD practices in Japan for developing countries by reviewing an outline of Japanese ECD, along with a case study describing practices in ECD facilities in Japan. We identified four main points: (i) distinct legal grounds including a legal basis for allocating health specialists; (ii) outlines of activities based on national standards and flexible practices at the facility level; (iii) teachers' attitudes that respect children's initiative, and explicit and independent activities embedded in children's daily lives that reflect the child's developmental status; and (iv) various useful practices to enhance the effect of health-related activities, such as cooperation with parents, lesson study and hoiku- (teachers) conference. As these practices are based on the Japanese context, it is essential to consider both the Japanese context and potential risks of transplanting such concepts, to enable optimum use of these lessons in other countries.
This study examined the impact of face-to-face class resumption on the Early Childhood Development (ECD) competencies of kindergarten learners. Using a descriptive-quantitative research design, the study assessed 86 participants comprising 2 teacher respondents and 84 kindergarten learners through the standardized Early Childhood Development (ECD) checklist issued by the Department of Education (DepEd). This tool measured learner progress across multiple domains: socio-emotional, gross motor, fine motor, self-help, receptive and expressive language, and cognitive development. Pre- and post-assessment results showed marked developmental improvements in all areas following the resumption of face-to-face classes. Regular school attendance further supported learner engagement and exposure to formal instruction. The use of paired samples t-test revealed statistically significant differences between pre- and post- assessment scores, affirming the positive impact of in-person learning modalities. To address residual developmental gaps and reinforce instructional effectiveness, an Enhancement Plan was developed. The plan featured targeted, phase-based interventions aligned with DepEd’s quarterly framework. The study affirmed that structured early learning environments and consistent school attendance were critical in promoting holistic growth among young learners in the post-pandemic context.
Juneta Taneo, Kaitlin Marie Opingo, Adrian C. Duites
BACKGROUND: Social determinants have a significant impact on children's development and their abilities and capacities, especially in early childhood. They can bring about inequity in living conditions of children and, as a result, lead to differences in various dimensions of development including the social, psychological, cognitive and emotional aspects. We aimed to identify and analyze the social determinants of Early Childhood Development (ECD) in Iran and provide policy implications to improve this social context. METHODS: In a qualitative study, data were collected through semi-structured interviews with 40 experts from October 2017 to June 2018. Based on Leichter's (1979) framework and using the deductive approach, two independent researchers conducted the data analysis. We used MAXQDA.11 software for data management. RESULTS: We identified challenges related to ECD context in the form of 8 themes and 22 subthemes in 4 analytical categories relevant to the social determinants of ECD including: Structural factors (economic factors: 6 subthemes, political factors: 2 subthemes), Socio-cultural factors (the socio-cultural setting of society: 6 subthemes, the socio-cultural setting of family: 4 subthemes), Environmental or International factors (the role of international organizations: 1 subtheme, political sanctions: 1 subtheme), and Situational factors (genetic factors: 1 subtheme, the phenomenon of air pollution: 1 subtheme). We could identify 24 policy recommendations to improve the existing ECD context from the interviews and literature. CONCLUSION: With regard to the challenges related to the social determinants of ECD, such as increasing social harms, decreasing social capital, lack of public awareness, increasing socio-economic inequities, economic instability, which can lead to the abuse and neglect of children or unfair differences in their growth and development, the following policy-making options are proposed: focusing on equity from early years in policies and programs, creating integration between policies and programs from different sectors, prioritizing children in the welfare umbrella, empowering families, raising community awareness, and expanding services and support for families, specially the deprived families subject to special subsidies.
Omolbanin Atashbahar, Ali Akbari Sari, Amirhossein Takian et al.
Stimulation is very important in early childhood development so that children's abilities develop optimally according to their age. The aim of the research is to determine the application of developmental stimulation from all aspects of development starting from physical, motoric, language, social and emotional aspects carried out by families with working mothers while accompanying early childhood children aged 0-5 years at home. This type of research is descriptive qualitative research with the research subjects being parents who have children aged 0-5 years in Makassar City. Data collection techniques use observation, interviews and documentation. Data analysis techniques use data reduction collection, drawing conclusions and presenting data. The results of this research show that the application of developmental stimulation to working mothers prioritizes stimulating aspects of children's cognitive, social and fine motor development compared to other developmental aspects such as language, emotions, morals and religiosity. Working mothers are generally supported by other caregiver figures, the majority of whom come from the family, such as husbands, grandparents, aunts, older siblings as well as caregivers outside the family and day care. There are several factors that influence the developmental stimulation provided by working mothers, namely employment, duration of work, number of children, marital status, and knowledge about developmental stimulation and child care. The contribution of this research is expected to encourage awareness among all family members, especially working mothers and other caregivers, of the obligation to educate children and the importance of stimulating development so that young children are able to achieve developmental tasks appropriate to their age.
This study employs a meta-analytic approach to assess the impact of numeracy on early childhood development. Analyzing 41 experimental studies, the research aggregates data to provide a precise estimate of numeracy's effect size, enhancing the generalizability of findings. A random-effects model was utilized due to the high heterogeneity among studies (I² = 91.32%), indicating significant variability across different geographical regions, sample sizes, and intervention durations. The results demonstrate a statistically significant positive effect of numeracy on early childhood abilities, with a coefficient estimate of 0.56834 (p < 0.001). Despite the strong evidence supporting early numeracy interventions, the study highlights the need for context-specific approaches to maximize effectiveness. The analysis also reveals the presence of publication bias, as indicated by funnel plot symmetry and a fail-safe N of 7,159, suggesting robust findings. Future research should address the observed variability and further explore the contextual factors influencing the success of early numeracy programs.
OBJECTIVE: To examine the correlation between birth season and early childhood development. BACKGROUND: Almost all previous studies that examine the effect of birth season on early childhood development were conducted in developed countries with a limited sample size. The present study was conducted in poor, rural areas of western China, a developing region with a continental monsoon climate. METHOD: We administered a hemoglobin test to 650 infants (52% boys), aged 8-10 months, using a Hemocue Hb 201+ finger prick system, and assessed the cognitive and psychomotor development of sample infants using Bayley Scales of Infant Development. RESULTS: Infants born in winter have higher Hb concentrations (t = 3.63, p < 0.001) compared to infants born in summer. Similarly, cognitive development scores (t = 5.17, p < 0.001) and psychomotor development scores (t = 10.60, p < 0.001) were significantly higher among winter-born infants. CONCLUSION: The findings point to the involvement of birth season in early childhood development and suggest that aspects of the environment shape the experiences that contribute to early childhood development. Policy suggestions such as providing infants with ample opportunities for movement and stimulation during the cold season are discussed.
OBJECTIVES: This study aimed to determine the associations between parental depression and early childhood development among children aged 36 months to 59 months in Indonesia. METHODS: From Indonesia's Basic Health Survey (RISKESDAS) 2018, this study included 6433 children aged 36 months to 59 months and their parents. Maternal and paternal depression was examined using the Mini International Neuropsychiatric Interview survey instrument, which was previously translated into Indonesian. The study also used the Early Child Development Index to measure child development and its 4 domains (cognitive, physical, socio-emotional, and learning). Multivariate logistic regression analysis was performed to determine the association between parental depression and early childhood development. RESULTS: Overall, 10.3% of children aged 36 months to 59 months were off-track for development. After adjusting for biological, parental, and social characteristics, children born to parents with depression were found to be 4.72 times more likely to be off-track for development (95% confidence interval, 1.83 to 12.15). CONCLUSIONS: Children of depressed parents were more likely to be off-track for development. The findings highlight the need for early diagnosis and timely intervention for parental depression to promote early childhood development.
Ika Saptarini, Anissa Rizkianti, Prisca Petty Arfines et al.
Background Early childhood development (ECD) is essential for lifelong health and well-being, however it remains underprioritized in developing countries like Bangladesh. This study explores how child, maternal, family, and sociodemographic factors affect ECD and measures the disparities of the factors among male and female children. Methods The Multiple Indicator Cluster Survey (MICS), 2019 data was utilized to assess the factors influencing the early child development index (ECDI) status. Binary logistic regression was employed to identify significant risk factors associated with ECDI. Results The overall prevalence of ECDI scores is 78.2%, where female (81.6%) children achieved a comparatively higher ECDI score than male (74.9%) children. Female children (AOR=1.38, 95% CI:1.24–1.53) and those aged 48–59 months (AOR=1.70, 95% CI:1.52–1.90) had significantly higher odds of ECDI compared to male children and those aged 36–47 months. Positive associations were also observed for children whose mothers had higher education, attended early childhood education programs, belonged to wealthier households, and read three or more books at home. In contrast, undernutrition and exposure to physical violence experienced by mothers were significantly associated with lower odds of achieving adequate ECDI. Furthermore, the study found that the risk factors influencing ECDI differ between male and female children, indicating gender-specific influences on early childhood development. Conclusions This study found significant associations between child, maternal, and sociodemographic factors and ECDI, revealing gender disparities in Bangladesh. Targeted policies promoting maternal education, early learning access, child nutrition, and maternal well-being are essential to improve early childhood development nationwide.
Md Shoebuj Zaman, Md. Asadujjaman, Maliha Mahazabin et al.
