Early childhood education and child development in four countries in East Asia and the Pacific

Rao, Nirmala; Richards, Ben; Sun, Jin; Weber, Ann M.; Sincovich, Alanna

doi:10.1016/j.ecresq.2018.08.011

Cited by 70 publications

(46 citation statements)

References 36 publications

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“…Children are taught basic skills and knowledge through creative play and social interaction. Both home‐based and school‐based interventions could improve early childhood neurodevelopmental functioning by providing increased opportunities for developmental stimulation and learning . Even though growth parameters were significantly lower in PHIV children, they were not associated with developmental outcomes.…”

Section: Discussionmentioning

confidence: 97%

Low risk of neurodevelopmental impairment among perinatally acquired HIV‐infected preschool children who received early antiretroviral treatment in Thailand

et al. 2019

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Introduction Antiretroviral therapy ( ART ) is recommended in perinatally HIV‐infect ed ( PHIV ) infants immediately upon diagnosis. We aimed to compare neurodevelopmental outcomes between PHIV children who initiated ART within 12 months of life and perinatally HIV‐ exposed uninfected ( PHEU ) children and to assess neurodevelopmental outcomes by timing of ART . Methods This prospective cohort study included Thai children aged 12 to 56 months who were assessed with the Mullen Scales of Early Learning ( MSEL ) at enrolment and at 48 weeks. Global Developmental Impairment ( GDI ) was defined as Early Learning Composite ( ELC ) ≤ 70 on the MSEL ; typical developmental pattern was defined as ELC > 70 at both visits. Logistic regression was used to compare prevalence of any GDI . Predictors of changing ELC scores were analysed with generalized estimating equations linear regression model. Results From 2016 to 2017, 50 PHIV (twenty‐seven early ART within three months and twenty‐three standard ART within three to twelve months) and 100 PHEU children were enrolled. Median ( IQR ) age at first assessment was 28 (19 to 41) months. PHIV children had lower age‐relevant Z scores for weight, height and head circumference compared to the PHEU group ( p < 0.05). The prevalence of overall GDI was 18% (95% CI 11 to 27) and 32% (95% CI 20 to 47) in PHEU and PHIV children respectively ( p = 0.06). In subgroup analysis, 22% (95% CI 9 to 42) of early ART PHIV children and 44% (95% CI 23 to 66) of standard ART PHIV children had overall GDI . There was a higher rate of GDI in standard ART PHIV children ( p = 0.01), but not in the early ART group ( p = 0.62) when compared with PHEU children. The standard ART PHIV group demonstrated lower typical developmental pattern than both the early ART P...

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Section: Discussionmentioning

confidence: 97%

Low risk of neurodevelopmental impairment among perinatally acquired HIV‐infected preschool children who received early antiretroviral treatment in Thailand

et al. 2019

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“…Dalam tinjauan Pendidikan Anak Usia Dini (PAUD), anak yang gagal membangun pondasi belajar berupa 'simpulan' positif terhadap pendidikan (sekolah) pada masa usia dini memiliki kecenderungan yang lebih besar untuk mengalami kegagalan akademis, masalah kesehatan mental, dan drop out dari sekolah. Sedangkan anak-anak yang sukses melampaui pendidikan pada masa usia dini dengan baik, telah terbukti di berbagai Negara, akan memiliki profil perkembangan yang lebih baik (N. Rao et al, 2019) dan lebih berhasil pada jenjang sekolah (Chen et al, 2019). Kegagalan akademis yang dimaksud, dapat mencakup didalamnya keterampilan bidang membaca, matematika, dan sains sebagaimana yang dipaparkan dalam laporan PISA di atas.…”

Section: Pendahuluanunclassified

Indikator Perencanaan pada Manajemen Lembaga Pendidikan Anak Usia Dini Unggulan

Rasmani

Palupi

Jumiatmoko

et al. 2020

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Penelitian ini fokus pada penggalian data perencanaan manajemen PAUD Unggulan di Surakarta. Penelitian ini menggunakan pendekatan kualitatif deskriptif Data diperoleh dengan observasi dan wawancara menggunakan Google Form dengan narasumber terdiri dari kepala sekolah , guru kelas kelompok bermain, guru kelas kelompok A, guru kelas kelompok B, guru ekstrakurikuler tari, guru bahasa Inggris, dan guru ekstrakurikuler gambar. Penelitian ini mengungkap bahwa perencanaan manajemen kurikulum yang terdiri dari 7 (tujuh) indikator utama, merupakan komponen yang paling awal ditetapkan oleh lembaga PAUD Unggulan. Penetapan indikator perencanaan manajemen kurikulum ini berimplikasi pada perencanaan manajemen sumber daya manusia, sarana prasarana, pembiayaan, dan kerjasama.

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“…anak yang pernah berpartisipasi dalam pendidikan prasekolah TK untuk mempunyai kemampuan kognitif tinggi adalah1,36 kali dibanding dengan yang tidak pernah mengikuti. Hasil ini mendukungpenelitian Warsito, Khomsan, Hernawati & Anwar, (2012), Saçkes (2013), Pangeni (2014), dan Rao, Richards, Sun, Weber & Sincovich (2019) yang menunjukkan jika anak yang pernah mengikuti pendidikan prasekolah secara signifikan memiliki perkembangan kognitif yang lebih baik. Hal tersebut dikarenakan anak yang berpartisipasi dalam pendidikan prasekolah telah mendapatkan materi pembelajaran yang meliputi perpaduan kompetensi dasar dengan program pengembangan, yaitu nilai keagamaan dan moral, keterampilan motorik dan fisik, bahasa, sisisosial-emosional, danseni.…”

Section: Kecenderunganunclassified

Perilaku Mengonsumsi Ikan Dan Pengaruhnya Terhadap Kemampuan Kognitif

Ramadhany

Handayani

2020

Jurnal Sosial Ekonomi Kelautan dan Perikanan

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Penelitian ini bertujuan untuk mengidentifikasi hubungan perilaku mengkonsumsi ikan terhadap kemampuan kognitif anak berusia 7–14 tahun dengan data yang diperoleh dari Survei Aspek Kehidupan Rumah Tangga Indonesia (SAKERTI) tahun 2014. Hasil uji regresi logistik biner menunjukkan bahwa perilaku mengkonsumsi ikan mempunyai hubungan yang signifikan terhadap kemampuan kognitif. Begitu juga dengan variabel kontrolnya, yaitu stunting, pendidikan prasekolah, status bersekolah, pendidikan Ibu, dan daerah tempat tinggal, sedangkan pengeluaran per kapita tidak memiliki hubungan terhadap kemampuan kognitif. Hasil serupa ditunjukkan ketika dilakukan uji regresi logistik berdasar subgroup kelompok usia 7–12 tahun. Namun hasil berbeda terjadi pada kelompok usia 13–14 tahun, dimana variabel stunting, dan daerah tempat tinggal tidak mempunyai hubungan terhadap kemampuan kognitif. Hasil dari penelitian ini menunjukkan bahwa semakin sering anak mengkonsumsi ikan, maka peluang untuk mempunyai kemampuan kognitif tinggi semakin meningkat.Title: Fish Consumption Behavior and Its Effect on Cognitive AbilityThis study aims to identify the relationship of fish consumption behavior and its effect on cognitive abilities of children aged 7-14 years with data obtained from the 2014 Indonesian Family Life Survey (IFLS). The results of binary logistic regression tests indicated that fish consumption behavior has a significant relationship to cognitive ability, similarly with the control variables, namely stunting, early childhood education, schooling status, mother’s education, and residential area, while per capita expenditure has no relationship to cognitive abilities. Similar results were shown when a logistic regression test was based on a subgroup of 7–12 years age group. However, different results occur in the age group 13-14 years, stunting and residential area does not have a relationship to cognitive abilities. The results of this study indicate that the more often children consume fish, the more opportunities to have high cognitive abilities.

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Early childhood education and child development in four countries in East Asia and the Pacific

Cited by 70 publications

References 36 publications

Low risk of neurodevelopmental impairment among perinatally acquired HIV‐infected preschool children who received early antiretroviral treatment in Thailand

Low risk of neurodevelopmental impairment among perinatally acquired HIV‐infected preschool children who received early antiretroviral treatment in Thailand

Indikator Perencanaan pada Manajemen Lembaga Pendidikan Anak Usia Dini Unggulan

Perilaku Mengonsumsi Ikan Dan Pengaruhnya Terhadap Kemampuan Kognitif

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