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14,037 reports · page 962 of 1404
Businesses have a powerful role to play in shaping the future—one where young children thrive, families are supported, and communities grow stronger. Yet, corporate contributions to early childhood...
Center for Business Champions
Early childhood development is a crucial period in the formation of a child's physical, cognitive, and emotional growth. Parental upbringing plays a significant role in supporting a child's development during this phase.** This study aims to analyze the influence of parenting styles on the early childhood development at Taman Kanak-Kanak (TKK) Kasih Mulia Cimahi. The background of this research is based on the fact that many parents do not fully understand how the parenting styles they adopt affect their child's development, especially during the early years, which are critical for the growth of various aspects of a child's development. The purpose of this study is to examine the relationship between different types of parenting styles—authoritative, authoritarian, permissive, and neglectful—and their effects on the physical, social, emotional, and cognitive development of children. A quantitative method with a survey approach was employed for this research. Data were collected through questionnaires distributed to 50 parents whose children attend TKK Kasih Mulia Cimahi, along with direct observation of the children's development. The data analysis technique used was regression analysis to determine the influence of parenting styles on various aspects of child development. The results showed that the authoritative parenting style had the most positive impact on all aspects of child development, particularly in social and cognitive growth. Conversely, authoritarian and permissive parenting styles tended to have negative effects, especially in the emotional and social development of the children. Neglectful parenting had the most detrimental effect on the physical and emotional development of the children. The conclusion of this study is that parental upbringing significantly influences early childhood development. Parents who adopt an authoritative parenting style are more likely to have children who grow and develop optimally. The recommendation is for parents to better understand the importance of applying balanced parenting, such as the authoritative style, which can holistically support a child's development. Additionally, schools are encouraged to provide education to parents on the importance of parenting in supporting early childhood development.
Berlyna D Saragih, Fahmi Fuadah
Unlocking the Potential: Exploring the Benefits of ECD Courses for Early Childhood Development Practitioners
malronbikh
There is a body of evidence which recognizes the importance of investing in early childhood development (ECD) for human health, wellbeing and productivity (NPC Diagnostic Overview Report, 2011). By the time young children reach five years of age they should be healthy and well nourished, physically fit, securely attached to caregivers and able to communicate and interact positively with caregivers and other consistent adults in their lives. Research suggests that the presence of promotive factors in the care environment can make a difference in the life of a child. Access to quality early childhood development (ECD) interventions, particularly targeting children from disadvantaged communities can prevent or offset potential negative impacts on a child's cognitive and social development. This makes an investment in ECD a key responsibility for government and not a luxury nor a privilege, which can yield lifetime benefits for children and society (NDP Diagnostic Overview Report, 2011). Improving access to and quality of services to children participating in ECD services is critical to enhancing positive outcomes for children, particularly those living in compromised situations. While ECD services is the core mandate of provincial spheres of government, particularly the Departments of Education, Health and Social Development, local government has a specific role to play in the registration and monitoring of health and safety conditions of partial care facilities which is how the Children's Act No 38 of 2005 describe ECD facilities/centres. However, national policy, planning and programmes can make very little difference to children's lives unless they are widely implemented and systematically coordinated at the government level closest to communities. Local government remain the primary location where children find themselves and together with the provincial and national government, organizations in civil society and the community, create an environment that either directly or indirectly impacts children.
Human Sciences Research Council
Early childhood programmes frequently lose effectiveness at scale, yet the role of the workforce remains poorly understood.We document substantial heterogeneity in workforce effectiveness in England's national home-visiting programme for first-time teenage mothers, despite a highlystructured curriculum and well-qualified staff.Exploiting quasi-random assignment of mothers to family nurses, we estimate that a one standard deviation increase in workforce effectiveness raises children's cognitive and socio-emotional development by 0.20-0.23SD.Structural quality -observable worker characteristics -does not predict effectiveness, but process qualityhow visits are delivered -does.Greater effectiveness is linked with improvements in maternal mental health and risk behaviours.
Sarah Cattan, Gabriella Conti, Christine Farquharson
Although socioeconomic disparities in cognitive ability emerge early in the life course, most research on the consequences of living in a disadvantaged neighborhood has focused on school-age children or adolescents. In this study, we outline and test a theoretical model of neighborhood effects on cognitive development during early childhood that highlights the mediating role of exposure to neurotoxic lead. To evaluate this model, we follow 1,266 children in Chicago from birth through school entry and track both their areal risk of lead exposure and their neighborhoods' socioeconomic composition over time. With these data, we estimate the joint effects of neighborhood poverty and environmental lead contamination on receptive vocabulary ability. We find that sustained exposure to disadvantaged neighborhoods reduces vocabulary skills during early childhood and that this effect operates through a causal mechanism involving lead contamination.
Geoffrey T. Wodtke, Sagi Ramaj, Jared N. Schachner
BACKGROUND: This study aims to examine the association for paternal care and father-child screen use with early childhood development and children's temper tantrums. METHOD: Study file included questions about paternal characteristics, child care, father-child screen habits, and utilized the UNICEF Early Childhood Development Index (ECDI). Factors influencing ECDI-on-track status and children's responses when screen use was restricted were investigated with Chi-square test and multiple logistic regression. RESULTS: The study included 464 fathers having children aged 3-4 years. The findings showed that 89.7% of the children were on track in three out of the four ECDI subgroups. When screen use was restricted, 55.6% of the children engaged in another activity, while 44.4% reacted by crying. Multiple logistic regression analysis revealed that the father's education level, the child's age and gender, the starting age for screen usage, the child's reaction to screen restriction, and having three or more books were associated with ECDI. Furthermore, the child's reaction to screen restriction was related to the child's and father's screen time, the presence of three or more books, the adequacy of care, and being on track in the literacy-numeracy ECDI subgroup. CONCLUSION: Screen usage habits significantly impact early childhood development and children's reactions to screen restrictions. These findings underscore the importance of educating fathers about the effects of their own and their child's media habits, the quality of fatherly caregiving, and the presence of books in fostering positive child development.
Emre Sarı, Sıddıka Songül Yalçın
Food price shocks pose a persistent threat to household welfare in sub-Saharan Africa, with potentially lasting consequences for human capital accumulation. This study explored the association between early-life exposure to food price shocks and developmental outcomes among children aged 4–6 years and examined whether household livelihood diversification moderated these relationships. The developmental outcomes include literacy, numeracy, executive functioning, and socioemotional competencies, and the overall early childhood development (ECD) score is the sum of these four domains. Using Nigeria as a case study, the study combined nationally representative data from the 2023/2024 General Household Survey with monthly state-level food price data for yellow maize and eggs, two nutritionally important and highly volatile commodities. Retrospective exposure measures were then constructed capturing cumulative, average, and age-specific price shocks during children's first years of life. The study found that maize price shocks were negatively associated with cognitive outcomes, particularly numeracy and executive functioning, while egg price shocks were positively associated with literacy and total ECD scores, possibly reflecting improved home consumption of eggs among producing households facing higher prices. Household livelihood diversification into non-agricultural activities significantly moderated the adverse relationship between maize price and child development outcomes, though this protective association interacted negatively with egg price shocks in certain contexts. Lagged exposure models identified ages two and four as particularly sensitive developmental windows. These findings underscore the importance of food price stabilisation policies and livelihood diversification strategies as complementary instruments for protecting early childhood development outcomes in low-income settings.
Khadijat Busola Amolegbe, Ridwan Mukaila
The discontinuation of government subsidies led to ECD centre privatisation and the rise of community-driven ECD ones, raising concerns about teaching quality and staff qualifications. The study aimed to create a framework for enhancing parental involvement by incorporating insights from both parents and teachers. Theoretical perspectives by Goodall and Montgomery, Vincent, and Bryk highlighted parenting’s significance, socio-economic influence on parental agency, and the need for trust between parents and teachers. The researchers selected two early childhood development centres and asked teachers and parents to participate. Qualitative research methods, including narrative inquiry, vignettes, participatory reflection and action research, and thematic analysis, were used to gather and analyse data from parents and teachers. The findings informed the development of the author’s Framework for the Enhancement of Parental Involvement in Childhood (EPIC), incorporating the key elements identified in previous research, namely parental agency, relational trust, and parental involvement. Parental agency is a characteristic that can be strengthened when teachers provide encouragement and insight into how to engage the child in a meaningful and developmentally appropriate manner. This research led to the design of a framework for enhancing parental involvement by considering the perspectives of both parents and teachers. It is particularly applicable to the pre-primary and foundation phases of preparatory schools where parental involvement is significant. It also benefits the training of prospective teachers, especially those specialising in Early Childhood Education.
K. Bipath, D Bishop-Kapp
THE CORONAVIRUS (COVID-19) PANDEMIC HAS LED TO PSYCHOLOGICAL BURDENS GLOBALLY, WITH HEALTHCARE PROFESSIONALS BEING OVERWORKED AND SOCIETIES BECOMING INCREASINGLY UNCERTAIN ABOUT THE FUTURE (BAVEL ET AL., 2020).
Evelyn Antony
