Water Stress and Early Childhood Development in Palestine: Making the Link, and Implications for Policy and Practice

BackgroundThe social environment is a fundamental determinant of early child development and, in turn, early child development is a determinant of health, well-being, and learning skills across the life course. Redistributive policies aimed at reducing social inequalities, such as a welfare state and labour market policies, have shown a positive association with selected health indicators. In this study, we investigated the influence of redistributive policies specifically on the social environment of early child development in five countries with different political traditions. The objective of this analysis was to highlight similarities and differences in social and health services between the countries and their associations with other health outcomes that can inform better global early child development policies and improve early child health and development.MethodsFour social determinants of early child development were selected to provide a cross-section of key time periods in a child’s life from prenatal to kindergarten. They included: 1) prenatal care, 2) maternal leave, 3) child health care, and 4) child care and early childhood education. We searched international databases and reports (e.g. Organization for Economic Cooperation and Development, World Bank, and UNICEF) to obtain information about early child development policies, services and outcomes.ResultsAlthough a comparative analysis cannot claim causation, our analysis suggests that redistributive policies aimed at reducing social inequalities are associated with a positive influence on the social determinants of early child development. Generous redistributive policies are associated with a higher maternal leave allowance and pay and more preventive child healthcare visits. A decreasing trend in infant mortality, low birth weight rate, and under five mortality rate were observed with an increase in redistributive policies. No clear influence of redistributive policies was observed on breastfeeding and immunization rates. In the analysis of child care and early education, the lack of uniform measures of early child development outcomes was apparent.ConclusionsThis paper provides further support for an association between redistributive policies and early child health and development outcomes, along with the organization of early child health and development services.

Data for action on early childhood development

Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions

The influence of the neighborhood physical environment on early child health and development: A review and call for research

Patrice Lee Engle

Association between water supply and early childhood development in Palestine: a descriptive analysis of demographic and health survey data

Children's early development is a key component that affects their wellbeing and health as they age. In recent times, scholars' interest in Early Childhood Education (ECE) and Early Child Development (ECD) has grown exponentially. However, rural-urban differentials in early childhood development in sub-Saharan Africa (SSA) and particularly in Ghana are unknown. This study examined the rural-urban differentials in Early Childhood Education (ECE) and Early Child Development (ECD) in Ghana. We used cross-sectional data from 2017/2018 Multiple Indicator Cluster Survey (MICS) by the Ghana Statistical Service. We restricted the data to children aged 3 and 4 years. A sample size of 3683 children was used in this study. Poisson regression analysis was used to examine the relationship between Early Childhood Education (ECE) and Early Child Development (ECD) in rural and urban Ghana. Both ECE and ECD scores were higher in the urban areas than in the rural areas. The regression shows the rural-urban disparity in ECD by ECE. The Preschool Program (ECE) has a good impact on children's early development in Ghana. However, the Relative Risk Ratio (RRR) in rural areas was higher than in urban areas. Beyond this, other factors such as age of child, ecological zone, maternal education and wealth index were associated with ECD. Our findings show a significant disparity in Early Childhood Education and Childhood Development in rural and urban areas This study therefore recommends that more resources be channeled in rural areas to help improve ECE and ECD while policies should be tailored to Early Childhood Education.

Canadian progress in early child development – putting science into action

IntroductionAustralian Aboriginal children are more likely than non-Aboriginal children to have developmental vulnerability at school entry that tracks through to poorer literacy and numeracy outcomes and multiple social and health...

Developmental potential is the ability to think, learn, remember, relate, and articulate ideas appropriate to age and level of maturity, and an estimated 39 percent of the world’s children under age five years do not attain this potential (Grantham-McGregor and others 2007).The main reason for giving prominent attention to mental development from conception through the first 24 months of life is that early unfavorable conditions can impair the normal development of the brain. The impairment is often incremental and unnoticed until schooling begins. The most striking example of impairment is the gradual deletion of unused brain synapses. The lack of use may be due to the absence of stimulation in the family environment or lack of available energy for brain activity. Regenerating those lost synapses may occur at an older age but with additional costs. For example, children who do not acquire a good vocabulary in the early years will have difficulty learning how to read; children who do not acquire simple problem-solving strategies in the first 24 months will have difficulty understanding math concepts; children who do not develop secure emotional attachments to adults will have difficulty coping with stresses and challenges throughout life. The plasticity of the brain diminishes with age, but greater plasticity in the very early years suggests that brain development has a greater chance of being modified by protective interventions than by interventions later in life (Werker and Hensch 2015).A second reason for attending to early mental development is that individuals, communities, and societies are healthier and more productive if they have mature mental skills. More educated adults are healthier and wealthier than less educated adults. Educated mothers have healthier children and are more likely to recognize symptoms of illness, follow medical advice, feed their children nutritious foods, and keep their homes clean (Boyle and others 2006; Cleland and van Ginneken 1988). Educated husbands are less likely to condone or use violence to resolve domestic conflicts (Abraham and others 2006). Follow-up data of adults who participated in early psychosocial stimulation programs demonstrate some of these long-term benefits (Gertler and others 2014).This chapter discusses mental development from birth to age 24 months in low- and middle-income countries (LMICs). We include recent literature published since the 2011 child development series in The Lancet. Although we focus on cognitive and language domains, we touch on socioemotional, fine motor, and gross motor development. First, a description of how these domains are measured provides an operational definition of the term mental development. Second, conditions that derail early child development are examined. These conditions arise during the prenatal period and continue throughout the next 24 months; they include psychosocial stimulation, prenatal and postnatal nutrition, the physical environment, and maternal mental health. Finally, the results of several systematic reviews and meta-analyses are presented to show the effects of stimulation and nutrition, along with disease-related interventions to promote mental development. Maternal interventions related to nutrition and mental health are also reviewed. A framework of critical components to include in programs is outlined.

Investing in children in their early years represents a unique window of opportunity to improve individual, community, and societal outcomes. For poverty reduction and shared prosperity, investments in early childhood development (ECD) or early childhood education and development (ECED), are among the best investments that countries can make. This study provides an assessment of ECD policies and programs in Indonesia based on the World Bank’s Systems Approach for Better Education Results (SABER). Developed by the education global practice, SABER provides a set of diagnostic tools to assess country policies in a number of areas including ECD. The SABER-ECD tool employs a diagnostic framework structured around three policy goals: establishing an enabling environment, implementing widely, and monitoring and assuring quality. For each goal, three policy levers are analyzed, ranging from the legal framework for ECD services to the extent to which service providers such as care centers or preschools comply with national standards. The SABER-ECD tool to a large extent focuses on policy intent, but as its name indicates, the second policy goal in the ECD module is about implementation. The study relies on administrative and household survey data in order to provide a diagnostic of policies and programs related to ECD in Indonesia. Administrative data are used to assess ECD policies and programs at the national and district levels. The study consists of five chapters: chapter one gives overview. Chapter two applies the SABER-ECD framework at the national level. Chapter three focuses on measuring in a more comprehensive way the coverage of essential ECD interventions nationally and at the provincial level. Chapter four provides results from the application of the SABER-ECD framework to five districts. Chapter five compares the SABER-ECD ratings obtained for Indonesia with the ratings for other countries (in total, the tool has been implemented in about 28 countries so far).

Stimulation activities for early childhood development can be carried out in school learning activities (TK/RA/PAUD) by teachers by paying attention to several aspects of development that must be achieved by early childhood. The purpose of this community service activity is to increase the knowledge of kindergarten/RA/PAUD teachers in conducting stimulation and early detection of early childhood growth and development as well as socializing activities of stimulation and early detection of early childhood growth and development to the community. The training method is held in a hybrid manner (the theoretical material is provided online while the practicum material is carried out offline). Community outreach activities were divided into three stages of activity, namely pre-intervention, intervention and post-intervention for 15 kindergarten/RA/PAUD teachers in Kaduagung Timur Village, Lebak Regency, Banten. The results of community service activities show an increase in the average knowledge of kindergarten/RA/PAUD teachers regarding stimulation, early detection, and early childhood development of 33.33 (p=0.000), it is proven that this community service activity has a positive impact on teacher knowledge Kindergarten/RA/PAUD regarding stimulation, early detection, and early childhood development. Monitoring and evaluation results show that kindergarten/RA/PAUD teachers have socialized ways of stimulation, early detection, and early childhood development and development to parents, so that the dissemination of information regarding stimulation and early detection of growth and development can be carried out.

Experience-based brain development: Scientific underpinnings of the importance of early child development in a global world

BackgroundEmerging evidence suggests that experienced racism might help explain observed ethnic inequalities in early child health and development. There are few studies outside the US context and none that consider...

Good physical and mental health achievements in school and work and the ability to empathize with and help other people have their roots in early childhood. Experiences in the first years of life shape what we become -- physically emotionally and socially. Evidence-based strategies to promote children’s development are available and can be feasibly integrated into health nutrition education social and child protection programs. Three areas are critical foundations for healthy child development: stable responsive and nurturing caregiving with opportunities to learn; safe supportive physical environments; and appropriate nutrition.Evidence suggests that close to a third of all children under five or 200 million children do not attain their full development capacity. The health sector has a unique responsibility because it has the greatest reach to children and their families during critical time periods that affect child development. WHO is committed to early child development through an approach that binds together many areas of the organization: reproductive maternal newborn child and adolescent health; nutrition; mental health and substance abuse management; violence and injury prevention; environmental health; and social determinants of health. The intervention that weaves as a red thread through all these initiatives is Care for Development. Care for Development strengthens caregiver–child interactions and helps families be sensitive to children’s needs and respond appropriately. While we have the means to make a difference this volume of Annals of the New York Academy of Sciences clearly illustrates that much more has to be learned about effective implementation models their cost and impact. The multisectoral factors that influence child development need to be better addressed and documented through synergy of programs and policies. The time is right for action. Global leaders are committing to the goals of A Promise Renewed with the aim to end preventable neonatal and child deaths by 2035. Global action plans have been developed for reaching every mother every newborn and every child with essential interventions and quality health care. These provide a revitalized and strong programmatic foundation for integrated health nutrition and development interventions. As WHO we intend to fully capitalize on these opportunities and work with member states and partners to ensure that every child has the best possible opportunity to realize its full development potential. (Excerpts)