Family-based activity settings of children in a low-income African context

Balton, Sadna; Uys, Kitty; Alant, Erna

doi:10.4102/ajod.v8i0.364

Cited by 26 publications

(23 citation statements)

References 44 publications

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“…Within the two Ghanaian studies, caregivers perceived play as a shift away from the child's learning at school and did not understand that play is educational as well 26,30 . Similar perceptions were detected in the study by Balton et al study 25 ; however, in the Lachman et al study, the caregivers viewed play as a form of building relationships and spending time with the child; however, this was hampered by time constraints 27 . These varying perceptions regarding play indicate how play is conceptualised in different contexts and highlights the need to promote understanding of play which will help enhance development.…”

Section: Microsystemsupporting

confidence: 73%

“…This was additionally observed in the limited understanding of play or activity engagement that was beneficial to the child. In a study by Balton et al 25 , colouring, drawing and pasting were seen as promotive to development; however, this was assumed due to these activities being done at school. Whereas in another study, the children participated in home and self-care tasks, however this was viewed as a means to promote self-reliance, rather than promote developmental skills 28 .…”

Section: Microsystemmentioning

confidence: 99%

“…Engagement in home activities and play were not always guided by developmental agendas, rather by cultural practices from a macro level or the perceived routine within their context. Two of the studies discussed play; however, there were differing views on play, based on caregiver knowledge, culture, and contexts [25][26][27][28] . Caregivers perceive the child's learning and stimulation as the role of the early childhood facility attended, as opposed to the collaborative role between the caregiver and facility [28][29][30] .…”

Section: Theme One: Caregiver/parent Engagement In Early Childhood Development and Stimulationmentioning

confidence: 99%

“…Cultural practices are passed on in the home environment and promoted within their educational/school environment. The cultural practices further influenced how children play, what tasks were engaged in, and the expectations within their age group 25,26,28 . It is therefore imperative that stimulation programmes consider culture practices, as this could indicate the success of programme compliance.…”

Section: Theme Six: Cultural Practicesmentioning

confidence: 99%

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Caregivers' Perception of their Role in Early Childhood Development and Stimulation Programmes in the Early Childhood Development Phase within a Sub-Saharan African Context: An Integrative Review

Ayob¹,

Christopher²,

Naidoo³

2021

S. Afr. j. occup. ther.

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INTRODUCTION: Caregivers play an integral role in their child's development. Many caregivers from low resource communities within sub-Saharan countries face challenges in providing early childhood development (ECD) and stimulation. In South Africa, there are policies in place that aim to provide caregivers with child-care support and services; however, systemic factors often negatively impact the service delivery of early childhood development at a community level. This integrative review aimed to analyse, appraise, and synthesise the literature concerning the published evidence of caregivers' perception on their role in early childhood development and stimulation programmes for children within the ECD phase METHOD: The integrative review followed the five steps highlighted by Whittemore & Knafl. The literature search was conducted by electronic searching through ScienceDirect, Taylor & Francis, PubMed, JSTOR, Lancet, Google Scholar and Research Gate. Literature was included from 01 January 2010 to 31 December 2020, which was published in sub-Saharan Africa, on early childhood development and stimulation. A total of 22 records were included in the review. The data were qualitatively analysed through thematic analysis. The findings are presented according to the Bronfenbrenner's Ecological Systems Theory FINDINGS: Findings highlight that caregivers' facilitation of early childhood development in their children is influenced by daily practices of child-care and rearing. Caregivers perceived their role as nurturing and disciplining their children. The educational aspect of child development was the role of the school/ECD facility. Among these influences are contextual factors, culture, and poverty, which impact the practices that caregivers implement during early childhood development. There are policies and stimulation programmes in place to support and assist caregivers/parents in facilitating early childhood development CONCLUSION: Caregivers' form an integral component in a child's early childhood development and stimulation. The caregiver role is impacted by several factors which include context, culture, awareness of services, knowledge on child development, stimulation and resources. There is poor implementation and knowledge of support structures, policies, and stimulation programmes at a community level. This, therefore, suggests that government departments need to advocate and promote for easier access to facilities to assist caregivers/parents further Keywords: Early childhood development, family support, policies, stimulation programmes, low resource contexts, stimulation.

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Section: Microsystemsupporting

confidence: 73%

Section: Microsystemmentioning

confidence: 99%

Section: Theme One: Caregiver/parent Engagement In Early Childhood Development and Stimulationmentioning

confidence: 99%

Section: Theme Six: Cultural Practicesmentioning

confidence: 99%

See 2 more Smart Citations

Caregivers' Perception of their Role in Early Childhood Development and Stimulation Programmes in the Early Childhood Development Phase within a Sub-Saharan African Context: An Integrative Review

Ayob¹,

Christopher²,

Naidoo³

2021

S. Afr. j. occup. ther.

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“…Behaviour is often viewed by caregivers as what is expected and accepted within their respective communities. The type of behaviour that will maintain a respectful life within the family and community varies within and across various cultures (Balton et al, 2019). A previous study demonstrated that up to 43% of caregivers are concerned about their child’s behaviour, whereas no problems/delays are identified during a formal developmental assessment (Glascoe, 2013).…”

Section: Discussionmentioning

confidence: 99%

mHealth developmental screening for preschool children in low-income communities

Toit

Linde

Swanepoel

2020

J Child Health Care

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Children are often only identified with a developmental delay when they enter primary school due to developmental delays hindering academic progress. Detection of at-risk children in low-income communities is typically unavailable due to several challenges. This study validated an mHealth-based developmental screening tool as a potential time- and cost-effective way of delivering services for preschool children. This cross-sectional within-subject study screened 276 preschool children from low-income communities using the mHealth Parents’ Evaluation of Developmental Status (PEDS) tools. The mHealth PEDS tools’ performance was then evaluated by comparing caregiver concerns according to the PEDS tools with results obtained using a reference standard assessment tool, the Vineland-3. The mHealth PEDS tools identified 237 (85.9%) of children at risk of developmental delay compared to 80.1% ( n = 221) of children identified with a developmental delay using the Vineland-3. Sensitivity of the PEDS tools was high (92.6%) with low specificity (22.5%) using US standardised criteria. Literacy skills were found to be most delayed, according to the PEDS: DM (89.3%; n = 142) and Vineland-3 (87.1%; n = 134). Low specificity of the prescribed criteria may require the implementation of adapted referral criteria within low socio-economic status (SES) settings. The mHealth PEDS tools may still be valuable for preschool developmental surveillance of children within low SES settings. It is recommended, however, that children who are identified with a developmental concern undergo a second screen to reduce false positives.

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Exploring the Knowledge and Needs of Early Childhood Development Practitioners from a Low-Resource Community

Smit

Linde

Eccles

et al. 2020

Early Childhood Educ J

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Early childhood development (ECD) practitioners from low-resource communities may find it challenging to provide developmentally appropriate services to support child development, due to the increased risk of developmental delays. Practitioners rely on their ECD knowledge when delivering ECD services, but many practitioners in South Africa are underqualified. The knowledge and needs of practitioners from low-resource communities should be explored to develop and implement appropriate support services. A combined Knowledge of Infant Development Inventory (KIDI) and KIDI-Preschool (KIDI-P) tool was used to investigate ECD knowledge, and a questionnaire was utilised to determine participants' needs. The mean score for their ECD knowledge was 47.0%. ECD qualification and experience were not identified as significant contributors for better knowledge scores, but having a high school education (β = 4.702, t = 3.387, p = 0.001), being a parent (β = 3.764, t = 2.091, p = 0.038), training completed 5 or more years ago (β = 4.271, t = 2.142, p = 0.034), and a need for information on developmental milestones (β = 2.399, t = 1.992, p = 0.048) were. The most commonly reported need was related to training and furthering knowledge. The findings provide insight into the knowledge base of ECD practitioners, their needs as well as significant contributors to better ECD knowledge. Implications for practice can be guided by the Nurturing Care Framework (World Health Organization 2019), since the participants and findings from the study can be contextualised within it. ECD practitioners, especially those from low-resource communities, need adequate support in the crucial role they are playing.Further research should be conducted to determine consistency of the findings.

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Family-based activity settings of children in a low-income African context

Cited by 26 publications

References 44 publications

Caregivers' Perception of their Role in Early Childhood Development and Stimulation Programmes in the Early Childhood Development Phase within a Sub-Saharan African Context: An Integrative Review

Caregivers' Perception of their Role in Early Childhood Development and Stimulation Programmes in the Early Childhood Development Phase within a Sub-Saharan African Context: An Integrative Review

mHealth developmental screening for preschool children in low-income communities

Exploring the Knowledge and Needs of Early Childhood Development Practitioners from a Low-Resource Community

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