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The objective of this study was to explore the relationship between various forms of child nutritional disorders and early childhood development in Bangladesh. We analysed data from the nationally representative cross-sectional 2019 Multiple Indicator Cluster Survey. Early childhood development was evaluated using the Early Childhood Development Index (ECDI), which comprised 10 yes-or-no questions across four domains: literacy-numeracy, physical well-being, socio-emotional development, and learning abilities. Nutritional disorders (e.g. stunting, wasting, and underweight) were measured based on the World Health Organization's height and weight guidelines. To investigate the relationships between child development and nutritional disorders, we used multilevel logistic regression models. Bangladesh. Data of 9,455 children aged 3 and 4 years. Approximately 38 % of the children analysed experienced a nutritional disorder, with stunting being the most prevalent at 28·15 %. Overall, 25·27 % did not meet expected developmental progress measured by the ECDI. Stunted children were more likely to be off track developmentally, while those without any nutritional disorder were more likely to be on track. Socio-demographic factors, including age, sex, attendance in early childhood education programme, maternal education, maternal functional difficulties, region, and income, were identified as determinants of ECDI. Childhood nutrition and socio-demographic factors significantly affect multiple developmental domains and overall ECDI among children aged 3-4 years. Prioritising policies and programmes that improve nutrition and address these determinants are crucial for fostering optimal development in children.

Investing in young children is the responsible thing to do. All children deserve a chance to grow into healthy, educated, and competent people, no matter where and when they were born. While parents bear most of the responsibility for raising their children, especially in the early years of life, governments also have an important role during this critical time of human capital accumulation. For example, governments can ensure that all expectant mothers and young children have access to quality health services and nutrition. They can support parents and other caregivers in providing a positive and stimulating environment for children from birth on by promoting parenting information programs, investing in direct services such as home-based visits, funding daycare centers and preschools, or providing financial incentives to access good quality programs for infants and children. This Early Childhood Development (ECD) guide presents lessons and experiences that have been useful in informing the policy debate about ECD interventions and the design of such programs across the world. Whether the user of this guide is at the initial stage of deciding whether to expand an ECD portfolio or already in the program design stage, the content offers a range of evidence- based options to inform policy and investment choices.

BackgroundInequalities in early childhood development (ECD) tend to persist into adulthood and amplify across the life course. To date, little research on inequalities in early childhood care and development in low/middle-income countries has been available to guide governments, donors and civil society in identifying which young children and families should be targeted by policies and programmes to improve nurturing care that could prevent them from being left behind.MethodsUsing data from 135 Demographic and Health Surveys and Multiple Indicator Cluster Surveys between 2010 and 2018, we assessed levels and trends of inequalities in exposure to risks of stunting or extreme poverty (under age 5; levels in 85 and trends in 40 countries), early attendance of early care and education programmes (36–59 months; 65 and 17 countries), home stimulation (36–59 months; 62 and 14 countries) and child development according to the Early Childhood Development Index (36–59 months; 60 and 13 countries). Inequalities within countries were measured as the absolute gap in three domains—child gender, household wealth and residential area—and compared across regions and country income groups.Results63% of children were not exposed to stunting or extreme poverty; 39% of 3–4-year olds attended early care and education; and 69% received a level of reported home stimulation defined as adequate. Sub-Saharan Africa had the lowest proportion of children not exposed to stunting or extreme poverty (45%), attending early care and education (24%) and receiving adequate home stimulation (47%). Substantial gaps in all indicators were found across country income groups, residential areas and household wealth categories. There were no significant reductions in gaps over time for a subset of countries with available data in two survey rounds.ConclusionsAvailable data indicate large inequalities in early experiences and outcomes. Efforts of reducing these inequalities must focus on the poorest families and those living in rural areas in the poorest countries. Improving and applying population-level measurements on ECD in more countries over time are important for ensuring equal opportunities for young children globally.

Background Mass media can play critical roles in influencing parents’ attitudes and practice toward the healthy upbringing of children.  Objective This study examined the association between the use of five types of mass media among mothers living in rural and urban areas and the early childhood development (ECD) of their children. Methods We analysed nationally representative and internationally standardized Multiple Indicator Cluster Survey data collected in 2013 and 2019 in Bangladesh. The ECD was calculated using four domains of development: physical health, literacy-numeracy, learning and social-emotional. Mothers’ use of newspapers/magazines, radio, television, internet and mobile phones was the study factor. We used Poisson regression with robust variance. The dataset included 27,091 children aged three or four years. Results Almost 21% of the children were living in urban and 78% in rural areas. Mothers/caretakers of 30% of the children used none, 39% used one, 25% used two, and approximately 6% used three or more of the five types of media. Mobile phones and television were the dominant types of media, both in terms of the number of users and the frequency of use. Overall, 68.87% of the children were on track in terms of their ECD and 31.13% were not. A significantly larger proportion of urban children (74.23%) than rural children (67.47%) were on track in their ECD. The prevalence of children being on track of ECD increases by 4% (aPR 1.04; 95%CI: 1.01–1.06) for each additional media use among women who lived in urban areas and increases by 7% if women live in rural areas. In terms of the individual formats of media, using newspapers, television and internet was found to be significantly associated with the children in rural areas being on track in terms of their ECD. In the urban sample, only radio use was found to be significant. Conclusions Targeted and well-designed child development campaigns that are delivered through popular media types are likely to help mothers to take better care of their children.

Despite initiatives by key actors in the last two decades, Early Childhood Development in Ghana, measured by physical, cognitive, linguistic, and social–emotional development of children up to 8 years of age, remains poor. This study aimed to assess Ghana’s Early Childhood Development (ECD) status and determinants by analyzing the Ghana Multiple Indicator Cluster Survey 2017/18 data. Among the 3801 Ghanaian children (35–59 months; 1880 males), 42.7% were developmentally on track in literacy–numeracy, 93.6% in physical, 68.2% in social–emotional, 82.3% in learning, and about 67% in at least 3 of the 4 domains. Multiple logistic regression analyses suggest a positive association between ECD and female sex of children, their age, mothers' attendance in any ECD programs, mothers' educational qualification, and household wealth. On the other hand, evidence of a negative association was observed between ECD and child disability, stunting status of children, maternal disability, the number of days children were left alone for more than an hour, and residence in a rural area. The level of maternal education may be implicated in ECD policies as it affected several ECD domains.

Africa's Future, Africa's Challenge compiles the latest data and viewpoints on the state of Sub-Saharan Africa's children. Topics covered include the rationale for investing in young children, policy trends in early childhood development (ECD), historical perspectives of ECD in Sub-Saharan Africa including indigenous approaches, new threats from HIV/AIDS, and the importance of fathers in children's lives. The book also addresses policy development and ECD implementation issues; presents the ECD programming experience in several countries, highlighting best practices and challenges; and evaluates the impact of ECD programs in a number of countries.

BackgroundEarly childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child’s development that early childhood development (ECD) educators deem essential for Grade R readiness.AimThis article aims to explore ECD educators’ perceptions of typical 4-year-old learners’ aspects of development and how this supports their readiness for Grade R.SettingThis study was conducted in an ECD centre in a marginalised rural context of the Mandlankala area, Empangeni, north of Zululand.MethodsAn interpretive qualitative case study methodological design framed within Bronfenbrenner’s person-proximal processes-context model was adopted. Purposive convenient sampling was used to select three ECD educators from an ECD centre. Semi-structured interviews and learners’ physical, language, cognitive, emotional and social behaviour observations were used to generate data. Data were analysed thematically.ResultsFindings revealed that early childhood educators perceive 4-year-old learners’ readiness for Grade R differently based on criteria such as their personalities based on developmental milestones and the educator’s experience in the field and training.ConclusionThis study concluded that the learner’s level of physical, language, cognitive, emotional and social development influences their readiness for Grade R.ContributionSchool readiness skills allow school teachers to expand and further develop learners’ skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.

Objective: To see the impact of screen media usage on early childhood development. Study Design: Cross-sectional study. Place and Duration of study: Developmental Behavioural Paediatrics Department, Children’s Hospital and Institute of Child Health, Lahore Pakistan, from Oct to Dec 2020. Methodology: This study included 100 children with an age range between 15-36 months and divided into two groups. Group-1 was children with communication behaviour disorders (CBD) (n=50), and Group-2 was typically developing (TD)children (n=50). ShaMaq Developmental Screening Tool (SDST) was administered to children to screen their development.Childhood behaviours were rated on a scale of 0-10 on a Behaviour rating scale. Results: Children with CBD had poor eye contact, response to names, poor imitation, poor pointing and poor one-step command following (p<0.001) compared to typically developing children. Children with CBD had poor eating habits (p<0.01),were more restless (p<0.001), and had a developmental delay (p<0.001) on SDST as compared to the other group. In children with CBD, the extent of screen media exposure was significantly correlated with restlessness (p<0.05) and poor pointing(p<0.01). Conclusion: Exposure to screen media at an early age and prolonged use of screens can lead to adverse developmental outcomes and behaviour issues in children. This is more evident in children with CBD than in typically developing children.

This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women’s labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the demographic challenges faced by OECD countries; and in particular, addressing issues of access, quality, diversity, child poverty and educational disadvantage.  Starting Strong II outlines the progress made by the participating countries in responding to the key aspects of successful ECEC policy outlined in the previous volume, Starting Strong (OECD, 2001). It offers many examples of new policy initiatives adopted in the ECEC field. In their conclusion, the authors identify ten policy areas for further critical attention from governments. The book also presents country profiles, which give an overview of ECEC systems in all 20 participating countries.

Through enriched play, children learn social-emotional skills necessary for academic achievement and interpersonal relationships with others. Further research is needed on how specific factors associated with social play, such as working memory and emotion knowledge, interact to promote it. Previous studies have examined the association of working memory and emotion knowledge with social play. However, there are no consistent results as to which abilities influence which skills first. Thus, the present study examines the impact of working memory on the development of social play and the role of emotion knowledge in the relationship between working memory and social play. Forty-seven Japanese preschoolers were tested on working memory, social play, and emotion knowledge. Regression analysis indicated that working memory was significantly related to social play. Furthermore, mediation analysis indicated that emotion recognition mediates the effects of working memory on social play. Working memory was found to contribute to social play by improving emotion recognition in children. These results indicate that the pathway from working memory to social play is mediated by emotion recognition and expands previous perspectives on the developmental mechanisms of emotion knowledge in children.