Comparing Two Early Child Development Assessment Tools in Rural Limpopo, South Africa

Gwyneth Milbrath,James Plews-Ogan,Claire Constance,Audrey Ogendi

doi:10.1186/s12887-020-02101-0

Abstract

BackgroundProviding increased cognitive stimulation or learning opportunities to young children significantly increases cognitive and social-emotional competence later in life. This study aims to determine the acceptability of a pediatric assessment tool to track early child development (ECD) in a rural health district in Limpopo, South Africa.MethodsA total of 11 primary health nurses from the region in two focus groups were selected to learn and compare two ECD assessment tools: the Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) and Ages and Stages Questionnaire (ASQ). Data were analyzed using versus coding to compare between the two focus groups and between ASQ and CAT/CLAMS.ResultsThe major categories that emerged from the discussion were current practice, usability, resource management, cultural adaptation, patient and parent factors, and new knowledge.ConclusionsThis study illustrates the challenges related to adapting and implementing ECD assessment in an environment where ECD is largely unknown by local residents, and differs from the environment in which the tool was initially developed. Further work is needed to develop new tools or alter existing tools that can be adapted to diverse settings and cultures.

Highlights

Providing increased cognitive stimulation or learning opportunities to young children significantly increases cognitive and social-emotional competence later in life
After comparing comments from both groups in reference to either assessment tool, there were no relevant differences in opinion based on which tool was learned first or second
A total of 150 quotes relevant to the research question were identified from the transcripts of the two focus groups, and were coded into sixteen uniquely defined codes

Summary

Introduction

Providing increased cognitive stimulation or learning opportunities to young children significantly increases cognitive and social-emotional competence later in life. The early years of a child’s life are characterized by critical and rapid brain development and are the most effective time to help children reach their full potential [1]. Children are unable to reach their full cognitive potential due to genetic, environmental, and psychological factors [2]. Global early child development (ECD) experts conservatively estimate that in developing countries, more than 200 million children under the age of five fail to reach their cognitive potential due to poverty, poor health, inadequate nutrition, and insufficient car e[2]. Cognitive and social-emotional development is predictive of school advancement in both developed and developing countries [2]. A study of South African children showed cognitive ability and achievement at the end of grade one predicted later school advancement [3]

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