Africa Knowledge Hub for Children

Peer-reviewed articleOpenAlex - Early Childhood15 May 2026

Mapping the Milestones: A Comprehensive Study on Early Childhood Development

All round development is the main aim in the case of Childhood.Educational psychology, being a science and technology of education, should help in the realization of this aim. The constant interaction with the environment results in the growth and development of the innate capacities, abilities and potentialities of the child. As far as the human being is concern, life starts with the conception in the mother’s womb as a result of the process of fertilization of the ovum of the mother by the sperm cell of the feather. The mother’s womb then becomes the site and the means for the growth and development of the new life. In all animals, including human beings, the pre-natal period resembles the time taken by a germinating seed to come out of the soil, which then grows and develops into a full-fledged plan or tree. This paper analyses the child development on the basis of the theories of Piaget, Erickson and other related issues of child development.

JAYDUL SARKAR

DevelopmentRead at source

Peer-reviewed articleOpenAlex - Early Childhood1 Aug 2022

Parental Understanding of Mental Health in Early Childhood Development: A Human Capabilities Approach

Background: the family is central to a child’s development and well-being. Parental understanding of mental health or psychological distress have a significant effect on child development including their mental health. The aim of this qualitative study was to explore parents understanding of mental health in early childhood development. Methods: semi-structured interviews with 12 parents of children in early childhood development were conducted. Five themes emerged from the thematic analysis: (1) Understanding mental health; (2) Perceptions of parental mental health in relation to the child; (3) Child’s behaviour when experiencing different emotions; (4) Child’s behaviour when witnessing parent’s emotions; and (5) Child’s interaction, confidence, and attitude. Overall, parents were not clear in understanding mental health. They could understand and identify basic emotions but were unable to identify early childhood mental health signs. Recommendations enhancing the knowledge and skills of parents are provided within the capabilities framework.

Fatiema Benjamin, Inge Karla Sonn, Edna Grace Rich et al.

DevelopmentZARead at source

Peer-reviewed articleOpenAlex - Early Childhood1 Jan 2025

THE EFFECT OF EARLY CHILDHOOD DEVELOPMENT ON ACADEMIC PERFORMANCE IN BIGOGWE SECTOR, RWANDA

This study investigates how Early Childhood Development (ECD) services influence school readiness and academic performance in Bigogwe Sector, Rwanda.Focusing on early learning, nutrition, healthcare, parental involvement, and personalized support, the research used a mixed-methods approach surveying 282 parents and caregivers and interviewing local leaders and ECD staff.Findings reveal that well-rounded ECD services significantly enhance children's literacy, numeracy, communication, and social-emotional skills, fostering confidence and motivation for learning.Nutrition and health support were also key to ensuring consistent school attendance and active participation.However, challenges such as limited funding, staffing shortages, and poor infrastructure hinder effective service delivery.The study concludes that holistic ECD programs are critical for long-term educational success and development.It calls for increased investment, better caregiver training, and stronger parental and community engagement.This research underscores the transformative power of comprehensive ECD services in laying a strong foundation for lifelong learning and future achievement.

Faida Paison, Felecien HARERIMANA

SurvivalDevelopmentRWRead at source

Peer-reviewed articleOpenAlex - Early Childhood1 May 2023

Integrated Early Childhood Development in Cambodia: Protocol of a Cluster Stepped-Wedge Trial

OBJECTIVES: Limited evidence is available on mechanisms linking integrated, multisector interventions with early childhood development. The Integrated Early Childhood Development program aims to improve children's development by promoting targeted caregiving behaviors beginning prenatally through age 5 years, in partnership with the Royal Government of Cambodia. METHODS: This cluster stepped-wedge trial is being conducted in Cambodia among 3 cohorts, encompassing 339 villages and 1790 caregivers who are pregnant or caring for a child aged <5 years. The 12- to 15-month intervention is delivered to each cohort using a staggered stepped-wedge design. Among all cohorts, enrollment evaluations will be followed by 3 data collection waves. Targeted caregiving interventions are provided through community, group, and home-visiting platforms. Child development is measured using the Caregiver Reported Early Development Instrument and the Early Childhood Development Index 2030. The evaluation assesses mediation through targeted caregiving behaviors: responsive caregiving, nutrition, health and hygiene, and household stability and support; moderation by household wealth, caregiver education, and child birth weight; and sustainability after the intervention concludes. CONCLUSIONS: This protocol article describes the plans for a cluster randomized controlled trial to measure the impact of an integrated, multisector intervention on children's development. By partnering with the Royal Government of Cambodia and addressing intervention pathways and moderators, this trial will provide guidance for policies and programs to promote early childhood development using principles of implementation science and equity, including increased investment for vulnerable families.

Katherine Merseth King, Seng Yeng, Claire Brennan et al.

SurvivalDevelopmentKHRead at source

Peer-reviewed articleOpenAlex - Early Childhood14 Jun 2026

Parental Involvement in Early Childhood Development (ECD) Education Outcome in Nigeria.

Abstract This study investigates the role of parental involvement in early childhood development (ECD) in Nigeria, with a focus on the level of engagement, associated challenges, and strategies for enhancement. Using a mixed-methods approach, data were collected from 63 parents through surveys and qualitative interviews. The findings reveal a mixed level of involvement: while 44.4% of parents regularly assist with homework, only 19% consistently attend school meetings, and 17.5% maintain frequent communication with teachers. Key barriers to parental engagement include financial constraints (36.5%) and cultural norms (31.7%) that limit active participation. The study highlights the need for improved communication between schools and families, greater community-school collaboration, and addressing socioeconomic and cultural challenges to enhance parental involvement. Theoretical frameworks such as Bronfenbrenner’s Ecological Systems Theory, Epstein’s Overlapping Spheres of Influence, and Bandura’s Social Learning Theory offer valuable insights into the systemic and behavioral factors influencing parental engagement. Recommendations include providing financial support, promoting cultural sensitivity, and implementing parenting workshops. This research contributes to the global discourse on ECD by offering evidence-based solutions for policymakers and educators to foster stronger collaboration between families, schools, and communities, ultimately improving developmental outcomes for children in Nigeria. Keywords: Nigeria Parental Involvement, Early Childhood Development Barriers, CD Policy Implementation, Cultural Constraints ECD, and Community-School Partnerships.

Mustapha Ammar Habib and Kanté Drissa Abdullahi Usman

DevelopmentNGRead at source

Peer-reviewed articleOpenAlex - Early Childhood6 Dec 2024

The paternal influence on early childhood development in Africa: implications for child and adolescent mental health

This commentary examines the influence of fathers in early childhood development in Africa and its implications for child and adolescent mental health. Historically overshadowed by maternal influence, research increasingly highlights the multifaceted impact of paternal involvement on children's cognitive, emotional, social, and behavioural development. Fathers contribute uniquely to children's mental growth through stimulating play and rich language interaction. Their emotional engagement fosters children's self-esteem and resilience. Moreover, fathers influence social skills by modelling interactions and encouraging exploration. Paternal involvement is linked to improved behaviour regulation. Beyond direct interaction, factors such as paternal mental health, economic stability, and co-parenting dynamics also shape child outcomes. Despite the impact of engaged fatherhood on children's cognitive, emotional, and social development, many fathers encounter barriers such as economic pressures, cultural norms, and migration. These challenges often hinder their ability to participate actively in their children's lives, resulting in a disconnect that can affect family dynamics and child well-being. Addressing cultural and societal barriers to father involvement is crucial to optimise child development. To address these issues, the paper outlines several key policy implications aimed at promoting paternal involvement. This commentary serves as a foundation for further exploration of fathers' complex and vital role in shaping children's lives.

Augustus Osborne, Bright Opoku Ahinkorah

DevelopmentSLAURead at source

Peer-reviewed articleOpenAlex - Early Childhood20 Mar 2019

How Social Protection Programmes Can Improve Early Childhood Development

For 250 million children under the age of five in low- and middle-income countries, extreme poverty and stunting undermines their developmental potential. This puts children at risk of a lifetime of hardship, and remaining trapped in poverty. Provision of economic support to families, in particular to mothers as the main carers for children, through comprehensive social protection programmes such as ‘graduation programmes’ may offer a ‘double boon’: it can improve early childhood development (ECD) in the short term and reduce poverty in the long run. Evidence from in-depth research in Haiti shows that supporting women to have sustainable livelihoods such as livestock rearing or market trading needs to go hand in hand with promoting a nurturing environment for their children to achieve positive impacts all round.

Keetie Roelen

SurvivalDevelopmentHTRead at source

Peer-reviewed articleOpenAlex - Early Childhood2 Mar 2019

[Effect of books and toys on early childhood development in poor rural areas of China].

Lack of childrens' books and shortage of toys were independent risk factors for early childhood development in poor rural areas of China and both of them increased the risk of SDD significantly.

Tianchen Wu, Huifeng Shi, Yufeng Du et al.

DevelopmentCNRead at source

Peer-reviewed articleOpenAlex - Early Childhood10 May 2022

Is early childhood development impeded by the birth timing of the younger sibling?

BACKGROUND: This study investigated whether the timing of birth of the younger siblings was associated with the risk of the older siblings' developmental vulnerability in early childhood. METHODS: Linkage of population-level birth registration, hospital, and perinatal datasets to Australian Early Development Census (AEDC) records (2009-2015), enabled follow-up of a cohort of 32,324 Western Australia born singletons. Children with scores <10th percentile on an individual AEDC domain (Physical Health and Wellbeing; Social Competence; Emotional Maturity; Language and Cognitive Skills (school-based); and Communication Skills and General Knowledge) were classified as developmentally vulnerable. Modified Poisson Regression was used to estimate relative risks (RR) for associations between post-birth interpregnancy intervals (IPIs) and developmental vulnerability. RESULTS: Relative to post-birth IPIs of 18-23 months, post-birth IPIs of <6 and 6-11 months were associated with an increased risk of children being classified as DV1 (aRR 1.21, 95% CI: 1.11-1.31) and DV2 (aRR 1.31, 95% CI: 1.15-1.49); and DV1 (aRR 1.10, 95% CI: 1.03-1.17) and DV2 (aRR 1.21, 95% CI: 1.09-1.34), respectively. Post-birth IPIs of <6 months were associated with an increased risk on four of the five AEDC domains. Post-birth IPIs of 48-60 months were associated with an increased risk of developmental vulnerability; however, the risk was statistically significant for DV1, DV2 and the domains of Emotional Maturity and Language and Cognitive Skills (school-based). CONCLUSIONS: Developmental vulnerability was associated with having a closely spaced younger sibling (<12 months post-birth IPIs). Optimising birth spacing should be further investigated as a potential means for improving child development outcomes.

Gursimran Kaur Dhamrait, Melissa O’Donnell, Hayley E. Christian et al.

DevelopmentAURead at source

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