Effects of home-based play-assisted stimulation on developmental performances of children living in extreme poverty: a randomized single-blind controlled trial

Worku, Berhanu Nigussie; Abessa, Teklu Gemechu; Wondafrash, Mekitie; Lemmens, Johan; Valy, Jan; Bruckers, Liesbeth; Kolsteren, Patrick; Granitzer, Marita

doi:10.1186/s12887-018-1023-0

Cited by 38 publications

(38 citation statements)

References 48 publications

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“…The actual social interaction within stimulating activities might improve children's behavior, and not so much the available props with which to play. This finding supports Worku and colleagues' work that reported moderate to large gains in social-emotional and language development from a home visit intervention that targeted mother-child play interaction (46). Finally, we found that caregivers who believed in physical punishment used more positive and also more negative discipline methods.…”

Section: Discussionsupporting

confidence: 90%

The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

Sánchez-Vincitore

Castro

2021

Preprint

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Introduction: The association between sociodemographic factors, such as poverty, lack of maternal schooling, and being male at birth, and childhood developmental delay and poor educational outcomes has been established in the Dominican Republic. However, moderating factors present or introduced in families to buffer the effects of such factors on childhood development are still unknown. Methods: We conducted a secondary analysis of the 2014 Multiple Indicator Cluster Survey for the Dominican Republic, a national household survey focused on maternal and child health and development. The first aim of our study was to determine if a sociodemographic model predicted early childhood development. The second aim was to determine if a psychosocial model (including family childrearing practices, discipline, and early childhood stimulation) predicted early childhood development above and beyond the sociodemographic model. Results: We found that both models predicted childhood development significantly, but that the psychosocial model explained 5% more variance than the sociodemographic model. The most relevant sociodemographic predictors were socioeconomic position and mother's education, which uniquely explained 21% and 17% of the early childhood development variance, respectively. The most salient psychosocial predictors of early childhood development were: 1) attendance to an early childhood education program, which uniquely explained 15.0% of the variance; 2) negative discipline, which uniquely explained 12.4% (negative impact); 3) the number of children's books at home, which uniquely explained 12.0%; and 4) stimulating activities at home, which uniquely explained 5%. Conclusion: These results have multiple implications for social programs that aim to improve children's developmental potential in contexts of poverty. Although the results show a protective effect of psychosocial factors, sustainable and large-scale intervention should not be limited to just buffering effects, but to actually solve the underlying problem which is that poverty prevents children from reaching their developmental potential.

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Section: Discussionsupporting

confidence: 90%

The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

Sánchez-Vincitore

Castro

2021

Preprint

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“…In addition factors such as poverty can be extrinsically bound to further psychosocial risk factors (Jensen, Berens, & Nelson, ), such as child maltreatment, domestic violence or stress (Giovanelli, Reynolds, Mondi, & Ou, ). With perhaps more widespread consequences, poverty will also require caregivers to allot an increased allocation of time to income generation and household duties and thus decreased opportunities for infant‐caregiver interactions and decreased access to family resources (Milteer, Ginsburg, Council On Communications And Media, & Committee On Psychosocial Aspects Of Child And Family Health, ; Worku et al, ).…”

Section: Introductionmentioning

confidence: 99%

Habituation and novelty detection fNIRS brain responses in 5‐ and 8‐month‐old infants: The Gambia and UK

Lloyd‐Fox

Blasi

McCann

et al. 2019

Developmental Science

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The first 1,000 days of life are a critical window of vulnerability to exposure to socioeconomic and health challenges (i.e. poverty/undernutrition). The Brain Imaging for Global Health (BRIGHT) project has been established to deliver longitudinal measures of brain development from 0 to 24 months in UK and Gambian infants and to assess the impact of early adversity. Here results from the Habituation‐Novelty Detection (HaND) functional near‐infrared spectroscopy (fNIRS) task at 5 and 8 months are presented (N = 62 UK; N = 115 Gambia). In the UK cohort distinct patterns of habituation and recovery of response to novelty are seen, becoming more robust from 5 to 8 months of age. In The Gambia, an attenuated habituation response is evident: a larger number of trials are required before the response sufficiently suppresses relative to the response during the first presented trials. Furthermore, recovery of response to novelty is not evident at 5 or 8 months of age. As this longitudinal study continues in The Gambia, the parallel collection of socioeconomic, caregiving, health and nutrition data will allow us to stratify how individual trajectories of habituation and recovery of response to novelty associate with different risk factors and adaptive mechanisms in greater depth. Given the increasing interest in the use of neuroimaging methods within global neurocognitive developmental studies, this study provides a novel cross‐culturally appropriate paradigm for the study of brain responses associated with attention and learning mechanisms across early development.

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“…Researchers have revealed that poverty is associated with a mass of health problems of children, parental stress and strains in parent–child relationships [18–20]. For example, extreme poverty was strongly linked to restricted learning opportunities and inadequate stimulation at home [17]. We observed positive associations between socioeconomic classifications and availability of children’s books and playthings.…”

Section: Discussionmentioning

confidence: 55%

“…Gender, as an important demographic characteristic, may play a role in quality of care. For example, a previous study has reported family members show more preference to, give attention to, talk to and interact more with boys than girls in Ethiopia or other African countries [17]. Traditional concept of Chinese child-rearing behaviors was “son preference”, which meant caregivers tended to give boys preferential treatments than girls.…”

Section: Discussionmentioning

confidence: 99%

Quality of care and suspected developmental delay among children aged 1–59 months: a cross-sectional study in 8 counties of rural China

Yang

Liu

Yang³

et al. 2019

BMC Pediatr

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BackgroundThe data about quality of care of more than 70 countries were available from UNICEF but little was known about China. We examined the status about quality of care and explored its associations with developmental outcomes in Chinese children.MethodsA cross-sectional study with probability proportional to size sampling method was conducted in 8 counties of rural China. A total 1927 children were assessed on development status using Ages and Stages Questionnaires-Chinese (ASQ-C) based on Chinese normative data. Nutritional status was derived from the anthropometric method following WHO guidelines. Caregivers were interviewed through household questionnaires from UNICEF’s 5th Multiple Indicator Cluster Survey to understand the quality of care, including the status of availability of children’s books, availability of playthings, support for learning, fathers’ support for learning and inadequate care. Moreover, quality of care was explored to be categorized into three levels (poor, medium and good) for overall assessment. Multivariable logistic regression model was applied to estimate the odds ratios and 95% confidence intervals between quality of care and suspected developmental delay (SDD) after adjustment for potential confounding variables.ResultsThe proportions of availability of children’s books, playthings, support for learning, fathers’ support for learning and inadequate care were 36.8, 91.3, 83.1, 16.4 and 4.9%, respectively. When compared to available data of more than 70 countries and areas, the quality of care in rural China was in the middle to upper level. After adjustment for potential confounding variables, multivariable analysis showed that SDD in overall ASQ remained negatively associated with availability of children’s books (odds ratio [OR] and 95% confidence interval [CI]: 1.64 [1.27–2.12]), playthings (OR and 95% CI: 2.23 [1.52–3.27]) and support for learning (OR and 95% CI: 1.81 [1.06–3.10]). When compared with children under good quality of care, children under medium and poor quality of care had higher prevalence of SDD in overall ASQ (OR and 95% CI: 1.59 [1.21–2.07]; 3.05 [1.96–4.74]).ConclusionsQuality of care in rural China still had scope for improvement. Better quality of care had negative associations with SDD.

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Effects of home-based play-assisted stimulation on developmental performances of children living in extreme poverty: a randomized single-blind controlled trial

Cited by 38 publications

References 48 publications

The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

Habituation and novelty detection fNIRS brain responses in 5‐ and 8‐month‐old infants: The Gambia and UK

Quality of care and suspected developmental delay among children aged 1–59 months: a cross-sectional study in 8 counties of rural China

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