Abstract This paper examines whether childcare choice affects the early childhood development of children aged 7–59 months. Using the data from Chinese Family Panel Studies, we look at household choices between parental and grandparental cares and the timing of four key early life achievements – walking, talking, counting and toilet training. We conceptualize early childhood development within a household production model, which enables us to identify the impacts of childcare. Our results suggest that compared with parental care, grandparental care delays the achievement of all four outcome measures. Grandparental care is particularly disadvantageous for children who are ‘left‐behind’ by migrant parents.
Early childhood represents a golden phase of human development, characterized by rapid growth across physical and motor, cognitive, language, social, and moral domains. While research on the influence of physical and non-physical environments on child development continues to expand, limited attention has been given to the systematic application of behavioral architecture in early childhood education settings that potentially support early childhood development. This study addresses this gap by examining the implementation of behavioral architecture principles at Christian Kalam Kudus 2 Kindergarten in Batam City, Indonesia. Using a qualitative approach that combined literature review, field observation, and semi-structured interviews. The study points out the implementation of five key elements of behavioral architecture that contribute to developmental outcomes. Spatial function and furniture (including their arrangement) emerged as the most influential factors, whereas spatial size and form, colour, and environmental conditions (sound, temperature, and lighting) provided partial contributions. Several design shortcomings were also identified, notably thermal discomfort and insufficient artificial lighting. Overall, the study emphasizes that kindergartens are not merely functional spaces but active agents in shaping behavior, learning processes, and development of young children through behavioral architecture that responds to user needs and environmental conditions.
Michel Aldinata, Carissa Dinar Aguspriyanti, Lathifa Nursyamsu
Abstract We investigate the socioeconomic determinants of early childhood development (ECD) in Türkiye, focusing on maternal education and household wealth, using representative microdata from the 2018 Türkiye Demographic and Health Survey (TDHS), which collected data on the developmental status of young children aged 36–59 months for the first time. Using this data, we construct an ECD index based on four developmental domains (i.e., literacy-numeracy, physical development, learning readiness and socio-emotional). Our results suggest that 74 percent of children (70.3 percent of boys and 78 percent of girls) are developmentally on track. We find that while over 96 percent of children are developmentally on track in physical and learning readiness domains, only 14.5 percent and 73.6 percent are in the literacy-numeracy and socio-emotional development domains, respectively. The multivariate regression results suggest both maternal education and household wealth improve children’s ECD outcomes but the latter has a stronger effect. In fact, we find that mother’s schooling is only positively and statistically associated with ECD once mothers have at least a high school education. Kindergarten attendance, which stands at a meagre 11.3 percent, is only likely for children from well-to-do and educated households. As a result, we find large gaps in ECD and its components between children with low and high socioeconomic backgrounds. We conclude that leveling the playing field is only possible via a nationwide multisectoral initiative that can support and educate caregivers and children simultaneously.
Deniz Karaoğlan, Meltem Dayıoğlu, D. Şirin Saracoğlu et al.
This study aims to investigate parental roles in supporting preschool child development. The research evaluates five key developmental areas: physical, emotional, social, cognitive, and linguistic. The sample group includes 30 preschool children and their parents. Research tools comprise child development assessment and parent behavior observation forms. Statistical analysis-including frequency, percentage, mean, standard deviation (SD), and correlation coefficient (r)-was employed to test the research hypotheses. The research findings showed that parents play a significant role in children's development. Physical development had the highest level (mean score 10.76/15), followed by social (10.6/15), emotional (9.96/15), cognitive (9.366/15), and language (9.23/15). For parental behavior, physical development promotion was highest (76.66%), followed by cognitive (68.66%), social (67.33%), emotional (65.33%), and language (56.88%). Statistical analysis revealed that parental behavior has a moderately strong positive correlation with statistical significance at a high level (r=0.66, p<0.05), particularly in physical and social areas where children scored higher than in other areas. This study indicates that parents play a key role in promoting preschool children's development and should be supported to gain knowledge and skills in collaboration with educational institutions to develop children comprehensively in all areas requiring special attention for children's future.
This scoping review was conducted to map the existing literature on the use of Machine Learning (ML) in early childhood development research, including its geographical distribution, to identify research gaps and inform future directions. The review focuses on applied ML techniques, data types, feature sets, outcomes, data splitting and validation strategies, model performance, model explainability, key themes, clinical relevance and reported limitations.
Benson, Faith Neema, Chelangat, Daisy, Brink Willie et al.
Early childhood development involves an appropriate global intervention concerning the different areas of development such as: physical, cognitive, language and socio-emotional [1]. Especially during the first six years of life in an adequate environment rich in exchange and interaction. We will present in this article a review of the literature concerning normal early childhood development, focus firstly in normal development’s steps, the importance of first experiences and first aid with a stable and caring attachment figure. second, we will describe the various developmental disorders, occurring during this age group which extends from birth to 6 years and based on the DSM5 classification, namely that developmental delay may concern only one aspect of development (e.g. language delay or motor delay specifically) or concern the different aspects of development (overall development delay). The dynamics of development is also important to clarify because schematically we contrast the pathologies fixed to progressive pathologies (where we find the concepts of stagnation or regression in the development of the child). We will discuss in the third chapter, the interest of early detection as well as the multiple clinical and psychometric diagnostic tools, which aim to detect any delay or disorder in order to initiate appropriate care and minimize the long-term consequences.
Chkirate Meriem, Khaoula Mammad, Ghizlane Chtabou et al.
Early childhood is essential for cognitive, social, emotional, and physical development (United Nations International Children’s Emergency Fund [UNICEF], 2022). This study aims to explain government policy, law, and regulation, as well as social community participation, for early childhood development in Asia. The qualitative approach was adopted. In-depth interviews were conducted with 10 key informants, employing purposive sampling. Content analysis was performed on the data. The findings revealed that governments have put policies in place to help families with children and to increase access to childcare services. Childcare policies differ by country and are influenced by cultural, economic, and political factors. The government policies law and rules in China, Japan, South Korea, and Thailand aid families with children and provide access to childcare services. However, the level of government support, the availability of childcare facilities, and the extent to which employers are encouraged to provide support for working parents vary. Furthermore, social community participation in childcare services is important and can take various forms, including volunteer work, advocacy, financial support, use of services, and community engagement. By participating in these ways, communities can help to ensure that all children have access to the high-quality care that they need to thrive.
BACKGROUND: Outdoor play is important for children's health and development. Research indicates that neighborhood characteristics influence children's engagement in outdoor play, but no studies have examined associations between neighborhood playability and childhood development. METHODS: Using a population-based child cohort (n = 30,126) in Metro Vancouver, Canada, we studied the association between early-life neighborhood playability and early childhood development. Neighborhood playability, the suitability of an area for young children to engage in outdoor free play, and its five domains (traffic environment, spaces for play, social environment, natural environment, child-relevant destinations) was quantified with a novel geospatial metric. Early childhood development was assessed via teacher-ratings on the Early Development Instrument that measures children's development in physical, social, emotional, and cognitive domains (mean age = 5.6 years). Multilevel models were used to analyze the association between neighborhood playability, as measured by a composite score and individual domain scores, and early childhood development. RESULTS: Following adjustment for demographic and socio-economic variables, the highest quartile of composite neighborhood playability was associated with higher child development scores (b: 0.30, 95% CI: 0.05, 0.54) and lower odds of developmental vulnerability (OR: 0.90; 95% CI: 0.82, 0.98). Associations varied across playability domain scores, with the strongest positive association observed for the natural environment domain, followed by the social and traffic environment domains. Negative associations were observed for the child-relevant destinations domain score. CONCLUSIONS: The results suggest that increased neighborhood playability, particularly natural environments, may promote healthy early childhood development. Findings inform urban planning policies and interventions that support childhood development.
Ingrid Jarvis, Emily Gemmell, Alicia Cavanaugh et al.
Early childhood development is considered a crucial component for sustainable development, and parents’ roles in this regard is unambiguously acknowledged. However, the evidence is sparsely available from developing countries like India on how parents can influence access to the early childhood development program. This study, based on an empirical footing, investigates whether parental attitude may lead to unequal opportunities in children’s access to preschools in India. The study portrays that the negative or indifferent attitude of parents predicts significantly lower access to preschools. Also, parents’ education can be held responsible for the variation in parents’ attitudes toward early education and care. A two-prong policy measure is thus suggested by educating parents on one hand and involving them in the implementation process of childhood development programs on the other.
The present study aims to analyze the psychometric properties and general validity of the Caregiver Reported Early Development Instruments (CREDI) short form for the population‐level assessment of early childhood development for Brazilian children under age 3. The study analyzed the acceptability, test‐retest reliability, internal consistency and discriminant validity of the CREDI short‐form tool. The study also analyzed the concurrent validity of the CREDI with a direct observational measure (Inter‐American Development Bank's Regional Project on Child Development Indicators; PRIDI). The full sample includes 1,265 Brazilian caregivers of children from 0 to 35 months (678 of which comprising an in‐person sample and 587 an online sample). Results from qualitative interviews suggest overall high rates of acceptability. Most of the items showed adequate test‐retest reliability, with an average agreement of 84%. Cronbach's alpha suggested adequate internal consistency/inter‐item reliability (α > 0.80) for the CREDI within each of the six age groups (0–5, 6–11, 12–17, 18–23, 24–29 and 30–35 months of age). Multivariate analyses of construct validity showed that a significant proportion of the variance in CREDI scores could be explained by child gender and family characteristics, most importantly caregiver‐reported cognitive stimulation in the home (p < 0.0001). Regarding concurrent validity, scores on the CREDI were significantly correlated with overall PRIDI scores within the in‐person sample at r = 0.46 (p < 0.001). The results suggested that the CREDI short form is a valid, reliable, and acceptable measure of early childhood development for children under the age of 3 years in Brazil. O presente estudo visa analisar as propriedades psicométricas e a validade geral do formulário curto dos Instrumentos sobre o Desenvolvimento na Primeira Infância Relatado por Cuidados (CREDI) para avaliação em nível populacional do desenvolvimento na primeira infância de crianças brasileiras com menos de três anos. O estudo analisou a aceitabilidade, a confiabilidade teste‐reteste, a consistência interna e a validade discriminante da ferramenta CREDI. O estudo também analisou a validade concorrente do CREDI com uma medida observacional direta (Projeto Regional sobre os Indicadores de Desenvolvimento na Infância do Banco Interamericano de Desenvolvimento; PRIDI). A amostra total inclui 1.265 cuidadores brasileiros de crianças de 0 a 35 meses (678 em uma amostra presencial e 587 em uma amostra on‐line). Os resultados das entrevistas qualitativas sugerem altas taxas gerais de aceitabilidade. A maior parte dos itens mostrou confiabilidade teste‐reteste adequada, com concordância média de 84%. O coeficiente alfa de Cronbach sugeriu consistência interna/confiabilidade entre itens (α > 0,80) para o CREDI em cada uma das seis faixas etárias (0‐5 α = 6‐11, 12‐17, 18‐23, 24‐29 e 30‐35 meses de idade). As análises multivariadas da validade do constructo mostraram que uma proporção significativa da variação nas pontuações do CREDI pode ser explicada pelo sexo da criança e pelas características familiares, mais importante o estímulo cognitivo em casa relatado pelo cuidador (p < 0,0001). Com relação à validade concorrente, as pontuações do CREDI foram significativamente correlacionadas às pontuações gerais do PRIDI na amostra presencial em r = 0,46 (p < 0,001). Os resultados sugerem que o formulário curto CREDI é uma medida válida, confiável e aceitável de desenvolvimento na primeira infância para crianças com menos de três anos no Brasil.
Elisa Rachel Pisani Altafim, Dana Charles McCoy, Alexandra Brentani et al.
