Associations among Early Stimulation, Stunting, and Child Development in Four Countries in the East Asia-Pacific

Autor/inn/en	Rao, Nirmala; Richards, Ben; Lau, Carrie; Weber, Ann M.; Sun, Jin; Darmstadt, Gary L.; Sincovich, Alanna; Bacon-Shone, John; Ip, Patrick
Titel	Associations among Early Stimulation, Stunting, and Child Development in Four Countries in the East Asia-Pacific
Quelle	In: International Journal of Early Childhood, 52 (2020) 2, S.175-193 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rao, Nirmala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-020-00270-8
Schlagwörter	Foreign Countries; Asians; Preschool Children; Attendance; Family Environment; Learning Activities; Child Development; Stimulation; Cognitive Development; Child Rearing; Cambodia; Mongolia; Papua New Guinea; Vanuatu + Suchen Sie Ihr Suchwort? Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Anwesenheit; Familienmilieu; Lernaktivität; Kindesentwicklung; Kognitive Entwicklung; Kindererziehung; Kambodscha; Mongolei; Papua-New Guinea; Papua-Neuguinea
Abstract	This study examined associations among preschool attendance, home learning activities, stunting status, and early child development using data from the validation study of the East Asia-Pacific Early Child Development Scales (EAP-ECDS). Participants were children aged 3 to 5 years from Cambodia (n = 1178; 30% stunted), Mongolia (n = 1226; 11% stunted), Papua New Guinea (n = 1697; 50% stunted), and Vanuatu (n = 674; 44% stunted). Child development was directly assessed using the EAP-ECDS and children's preschool experiences and home learning activities were reported by parents. Preschool attendance, preschool duration, and home learning activities were positively related to child development for non-stunted and stunted children, demonstrating that stimulating interactions in the home environment and early childhood education serve as modifiable factors that can help to reduce the negative effects of stunting on children's cognitive and non-cognitive development, and highlighting the importance of "nurturing care" for the development of both non-stunted and stunted children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01