Children's Cognitive Development Research Articles

A Call to Action for Global Solutions to Air Quality Crisis: Urgent Actions and Innovative Solutions Needed

ABSTRACT Air pollution, specifically smog, has become a prevalent concern worldwide due to its association with various health risks including stroke, heart disease, lung disease, lower respiratory disorders, and cancer. The excessive use of fossil fuels and the rapidly increasing population have led to the rise in air pollution, which also increases the risk of other ailments such as diabetes and negatively impacts cognitive development in children as well as mental health. According to the World Health Organization, almost 7 million people die each year due to air pollution. According to the recent reports by the Swiss organization (IQAir) on October 22nd, 2024, accessed at (https://www.iqair.com) Lahore in Pakistan, Delhi in India, Kinshasa in Democratic Republic of the Congo, Milano in Italy, Belgrade in Serbia, Jakarta in Indonesia and Karachi in Pakistan have been identified as the top seven cities with the highest US Air Quality Index (AQI). The rising levels of air pollution pose significant health risks globally, necessitating immediate action from governments and communities. Implementing effective policies, investing in clean technologies, and fostering international collaboration are essential to mitigate the impacts of air quality deterioration on public health and the environment.

Development and Implementation of the “Keluarga Carade” App: Optimising Information Technology-Based Stunting Surveys to Support Public Health Efforts

Stunting represents a persistent malnutrition issue that impedes children's physical and cognitive development, with potentially lasting impacts throughout their lives. This study aims to develop and implement the Keluarga Carade app, a real-time information technology-based stunting survey system intended to assist surveyors in collecting public health data in Jeneponto Regency. The app was constructed using the Laravel framework and MySQL for data storage, offering features such as family data management, prospective bride data management, questionnaire data input, survey result evaluation, and coordinate point visualization. The study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model to evaluate user acceptance, focusing on four variables: Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC). Data collection was carried out using a Likert-scale questionnaire with a sample of 32 public health surveyors selected through purposive sampling, and the data were subsequently analysed for validity, reliability, and correlation. The findings confirmed the validity and reliability of all variables, with strong positive correlations observed, highlighting the app’s ease of use, functionality, and effectiveness in supporting stunting survey activities. The Keluarga Carade app demonstrates the potential to optimise stunting monitoring by facilitating efficient data collection and analysis, thus supporting public health efforts to combat stunting. Future research may explore the app’s long-term impact on reducing stunting rates and its integration within broader public health frameworks.

EXPRESS: Revisiting Working Memory Fifty Years after Baddeley and Hitch: A Review of Field-specific Conceptualizations, Use and Misuse, and Paths Forward for Studying Children.

As trained educational and developmental psychologists who study the role of working memory in educational outcomes, we know the various assumptions made about definitions and measurements of this cognitive ability. Considering the popularity of the Baddeley and Hitch working memory model (1974) in these fields, we raise challenges related to measurement, overlap with executive function, and adopting working memory measurement approaches from adult models. We propose that researchers consider how working memory tasks might tap multiple other abilities. This is problematic in the context of child cognitive development and in understanding which factors explain educational outcomes in children. We recommend giving greater attention to the central executive, acknowledging the overlap between the central executive and executive function in study design, and investigating a developmental model in the context of the broader abilities evoked in measurement. These recommendations may provide a fuller understanding of working memory's mechanistic role in children's learning and development and assist in developing reasonable adjustments for specific aspects of working memory for children who struggle.

The Influence of the Beyond Centers and Circles Time (BCCT)Approach and the DRILL Method on Children's CognitiveDevelopment in PAUD Ambon City

This research aims to determine the effects of the drill method, the BCCT approach, and a combination of both (the drill method and BCCT approach) in improving children’s cognitive development in PAUD Ambon City. This research uses an ex po facto research design. The subject of this research is the grades of Xaferius Kindergarten students in Ambon City in 2022 using the drill method on 15 students in the age group of 5-6 years. The learning outcomes of 25 students involved in this research was studied. The subjects in this research were homogeneous according to the characteristics of the learning method. The data were collected through 1). The scores obtained by students in the school on the pretest. 2). Conduct the treatment during 6 meetings. 3). Conduct the post test. In this research, the data collected was analyzed using analytical techniques: 1). Descriptive analysis was used to describe inferential variables, and 2). In inferential statistics, the level of students’ cognitive development of students who were given BCCT treatment was higher compared to the group of students who were given drill method treatment. Through the test criteria, if tcount ≤ ttable then H0 is accepted, it turns out tcount ≤ ttable, is -23,216 > 0.000, so H0 is rejected and H1 is accepted. Where the calculated t value is greater than the r table, it indicates that there are differences between the two groups so that the BCCT learning approach is good to use in developing the cognitive development of children aged 5-6 years. Keywords: beyond centers and circles time (BCCT) approach, drill method, cognitive development

NOISE POLLUTION AND ITS EFFECTS ON HUMAN HEALTH: A REVIEW

Noise pollution is a pervasive environmental issue with significant adverse effects on human health. This abstract explores the impact of noise pollution on both physical and mental well-being, emphasizing its role in increasing risks for cardiovascular diseases, hearing loss, sleep disturbances, and cognitive impairments. Vulnerable populations, including children and the elderly, are particularly affected by high noise levels, which exacerbate stress, anxiety, and depression, and impair cognitive development in children. The economic implications of noise pollution are considerable, with substantial costs associated with healthcare and productivity losses, as well as negative effects on community cohesion and quality of life. Effective noise management is essential, requiring robust regulations, improved urban planning, and heightened public awareness. Further research is needed to understand the long-term health impacts, refine noise reduction technologies, and assess effects on specific populations. Interdisciplinary studies will be crucial in developing comprehensive strategies to mitigate the health impacts of noise pollution. KEYWORDS: Noise Pollution; Health Impacts; Noise Reduction Technologies; Economic Costs; Interdisciplinary Research

Breastfeeding and Children's Cognitive Development up to the Age of 4 Years: The Japan Environment and Children's Study.

Objective: Breastfeeding, depending on its duration, has been suggested to benefit children's cognitive development. We aimed to examine this issue by using the Japan Environment and Children's Study, a nationwide prospective birth cohort study. Methods: We evaluated the relationship between feeding methods and cognitive development in 2- and 4-year-old children. We classified the children based on the following feeding method during the first 6 months postpartum: (1) exclusive breastfeeding group, solely breastfeeding; (2) partial breastfeeding group, solely breastfeeding for ≤5 months and combination of breastfeeding/formula for the rest of months; (3) formula-fed group, solely formula feeding for ≥4 months; and (4) others. Cognitive development was assessed by trained testers using the Kyoto Scale of Psychological Development 2001. Results: Data on 1,329 boys and 1,398 girls were analyzed. Multiple regression analysis was performed using the exclusive breastfeeding group as the reference. Boys of age 2 years in the formula-fed group had significantly lower developmental quotients (DQs) in the language-social developmental (L-S) area (partial regression coefficient [B]: -4.624, p = 0.01), whereas no significant difference was observed in those of age 4 years. Girls of age 2 and 4 years in the formula-fed group had significantly lower L-S area DQ (B: -3.637, p = 0.03 and B: -3.414, p = 0.03, respectively). In the partial breastfeeding group, no significant differences in the L-S area DQ were observed in 2- and 4-year-old boys and girls. Conclusions: Exclusive breastfeeding for the first 6 months postpartum may be more beneficial for verbal cognitive development in 4-year-old girls than solely formula feeding for ≥4 months. Furthermore, breastfeeding combined with formula for the first 6 months postpartum may not have a disadvantage on cognitive development in boys and girls of age ≥ 2 years, when compared with that observed with exclusive breastfeeding during the first 6 months postpartum.

A RELAÇÃO ENTRE O EXCESSO DE TELAS NA PRIMEIRA INFÂNCIA COM O ATRASO NO DESENVOLVIMENTO NEUROMOTOR

Introduction: Early childhood is a crucial period for the development and improvement of motor, cognitive, and social skills, which are fundamental for functional independence and adequate child development. However, prolonged and excessive exposure to digital technologies among children in this age group has become increasingly common, raising important questions about the possible negative effects that increased screen time can have on children's motor and cognitive development. Objectives: Investigate how excessive use of digital devices can negatively impact neuromotor development in early childhood. Methodology: This is an Integrative Literature Review, conducted in the PubMed, SciELO, and BVS databases, including articles published in the last 5 years. The selection of studies was carried out in three stages: screening of titles, reading of abstracts, and full reading of the selected articles. Results and discussion: The results indicate that exceeding one hour of screen time per day can cause impairments in children's motor, cognitive, and social development, in addition to increasing the risk for Developmental Coordination Disorder (DCD) and affecting improvements in communication and daily life skills. Final considerations: Prolonged use of screens in children under 6 years of age is related to motor, cognitive and social development, highlighting the importance of guiding parents and caregivers on the moderate use of electronic devices and encouraging activities that promote healthy child development.

Differential association between childhood trauma subtypes and neurocognitive performance in adults with major depression

BackgroundNeurocognitive impairment is one of the prominent manifestations of major depressive disorder (MDD). Childhood trauma enhances vulnerability to developing MDD and contributes to neurocognitive dysfunctions. However, the distinct impacts of different types of childhood trauma on neurocognitive processes in MDD remain unclear.MethodsThis study comprised 186 individuals diagnosed with MDD and 268 healthy controls. Childhood trauma was evaluated using the 28-item Childhood Trauma Questionnaire-Short Form. Neurocognitive abilities, encompassing sustained attention, vigilance, visual memory, and executive functioning, were measured by the Cambridge Neuropsychological Testing Automated Battery.ResultsMultivariable linear regressions revealed that childhood trauma and MDD diagnosis were independently associated with neurocognitive impairment. Physical neglect was associated with impaired visual memory and working memory. MDD diagnosis is associated with working memory and planning. Interactive analysis revealed that physical/sexual abuse was associated with a high level of vigilance and that emotional neglect was linked with better performance on cognitive flexibility in MDD patients. Furthermore, childhood emotional abuse, physical abuse, and emotional neglect were revealed to be risk factors for developing early-onset, chronic depressive episodes.ConclusionThus, specific associations between various childhood traumas and cognitive development in depression are complex phenomena that need further study.

Humanoid Robot-Assisted Learning for Level 1 Autistic Children: Developing Test Plans to Enhance Number Recognition Skills

Autism Spectrum Disorder (ASD) impacts the social, communication, and cognitive development of affected individuals. Level 1 autism, the mildest form of ASD, presents unique challenges in the acquisition of crucial skills such as number recognition, which serves as a foundational aspect of children's cognitive development. Recent studies have shown that humanoid robots can offer effective intervention strategies for children with autism, fostering learning in a structured, engaging, and interactive environment. This study aims to develop and evaluate test plans using humanoid robots to enhance number recognition skills in Level 1 children with autism. Based on the findings, a test plan was designed to address the unique learning needs of Level 1 children with autism in number recognition. Participants were selected based on specific criteria, ensuring a diverse and representative sample. The humanoid robot's capabilities and features were detailed, emphasizing its role in facilitating the test plan. The research methodology outlined the test plan components, implementation procedure, data collection, and analysis techniques. Results demonstrated that the humanoid robot-assisted test plan was effective in enhancing number recognition skills among Level 1 children with autism. The participants exhibited significant improvements in their abilities to identify and manipulate numbers, as well as increased engagement and motivation in learning tasks. The study also revealed that the interactive and supportive nature of the humanoid robot fostered a positive learning environment, which contributed to the observed improvements in number recognition skills. The implications of these findings extend to the broader field of autism intervention, highlighting the potential benefits of incorporating humanoid robots into educational programs for children with autism.

The Use of Learning Media In PAUD to Develop Children's Cognitive and Socio-Social Abilities

Early childhood is in the golden age so that cognitive and social aspects need to be improved so that the growth and development of children is optimal. The purpose of this study is to determine the type of learning media to improve children's cognitive and social aspects. This research is a descriptive qualitative research method using the library research method or literature research by reviewing written sources. The data source used is 15 journals for 5 years back. The library data collection method is carried out by reading, recording, and analyzing and then concluding the research material. The results showed that the learning process influenced the aspects of cognitive development and socio-social development of children. Media that affect the aspects of children's cognitive development on namely, dominoes, loose parts, traces media, numbers puzzles, uno cards, smart geometry boards, zoolofabets, powerpoint, and media made from natural materials. While the media that affect the aspects of children's socio-social development in the form of animated videos, hand dolls, smart roullete, and snake ladder clogs.

ADMINISTERING INTRAVITREAL BEVACIZUMAB FOR RETINOPATHY OF PREMATURITY: 8-Year Cognitive Outcomes In A Prospective Cohort.

Determine whether intravitreal injection of bevacizumab exerts long-term effects on neurodevelopmental outcomes in children with retinopathy of prematurity (ROP) when reaching the age of 8 years. In total, 277 children were enrolled. Patients were stratified into full-term, preterm without ROP, ROP without treatment, or ROP with treatment groups, based on gestational age and ROP status. Children under the gestational age of 37 weeks were considered premature. Patients' cognitive outcomes were evaluated using a full-scale intelligence quotient (full score and percentile) generated by the Wechsler Intelligence Scale for Children-Fourth Edition every 1 year to 2 years. At the mean age of 7.8 years, ROP without and with treatment groups demonstrated lower full-scale intelligence quotient scores and percentiles, compared with full-term and premature groups (both P < 0.05). Full-scale intelligence quotient scores and percentiles did not significantly differ between patients who received different treatments for ROP (full score P = 0.19; percentile P = 0.37). After adjusting for gestational age, logMAR best-corrected visual acuity was negatively associated with full-scale intelligence quotient scores ( P = 0.0008) and percentiles ( P = 0.0002). At the mean age of 8 years, patients with ROP undergoing injection of bevacizumab did not exhibit worse cognitive outcomes than those who underwent laser photocoagulation or both treatments. Gestational age and best-corrected visual acuity correlated with cognitive development in children.

Traditional Games as a Means of Cognitive Stimulation: An Analysis of Child Development: A Systematica Review

This study aims to analyze the impact of traditional games on children's cognitive development. In the midst of the rise of digital games, traditional games are often neglected even though they have great potential as an educational tool. Through a systematic review of various relevant studies, this study found that traditional games such as Sundanese Manda, Gobak Sodor, Congklak, and Dakon can provide significant cognitive stimuli for children. The game helps improve children's problem-solving, logic, and social comprehension skills. In addition, traditional games also play a role in strengthening social interaction and cultural values. Although many studies have focused on digital games, the results of this study highlight the importance of integrating traditional games in formal education to maximize children's cognitive development. Therefore, it is recommended that traditional games be recognized and applied more widely in the early childhood education curriculum.

The Influence of Parenting Styles on the Early Childhood Development at Tkk Kasih Mulia Cimahi

Early childhood development is a crucial period in the formation of a child's physical, cognitive, and emotional growth. Parental upbringing plays a significant role in supporting a child's development during this phase.** This study aims to analyze the influence of parenting styles on the early childhood development at Taman Kanak-Kanak (TKK) Kasih Mulia Cimahi. The background of this research is based on the fact that many parents do not fully understand how the parenting styles they adopt affect their child's development, especially during the early years, which are critical for the growth of various aspects of a child's development. The purpose of this study is to examine the relationship between different types of parenting styles—authoritative, authoritarian, permissive, and neglectful—and their effects on the physical, social, emotional, and cognitive development of children. A quantitative method with a survey approach was employed for this research. Data were collected through questionnaires distributed to 50 parents whose children attend TKK Kasih Mulia Cimahi, along with direct observation of the children's development. The data analysis technique used was regression analysis to determine the influence of parenting styles on various aspects of child development. The results showed that the authoritative parenting style had the most positive impact on all aspects of child development, particularly in social and cognitive growth. Conversely, authoritarian and permissive parenting styles tended to have negative effects, especially in the emotional and social development of the children. Neglectful parenting had the most detrimental effect on the physical and emotional development of the children. The conclusion of this study is that parental upbringing significantly influences early childhood development. Parents who adopt an authoritative parenting style are more likely to have children who grow and develop optimally. The recommendation is for parents to better understand the importance of applying balanced parenting, such as the authoritative style, which can holistically support a child's development. Additionally, schools are encouraged to provide education to parents on the importance of parenting in supporting early childhood development.

Prenatal risk factors for child executive function at 3–5 years of age: the roles of maternal mood, substance use, and socioeconomic adversity in a prospective cohort study

BackgroundA growing body of literature links prenatal mood and substance use to children's cognitive and behavioral development. The relative contribution of these risk factors on children's executive function (EF) in the context of socioeconomic adversities needs further evaluation. To address this gap, we investigated the role of prenatal maternal anxiety and depression on childhood EF, specifically inhibitory control and working memory, within the context of socioeconomic adversities and prenatal substance use. We hypothesized that higher maternal mood symptoms, higher persistent prenatal drinking and smoking, and lower socioeconomic status would be associated with lower EF skills during early childhood.MethodsWe used data from 334 mother–child dyads followed prospectively through pregnancy and the offspring’s childhood. Prenatal maternal depression and anxiety were assessed via standardized questionnaires. Prenatal alcohol and tobacco consumption were assessed via a timeline follow-back interview. The EF touch battery assessed child inhibitory control and working memory at 3–5 years of age (4.76 ± 0.58 years, 171 females). Separate linear regression models were used to estimate the association of prenatal tobacco, alcohol, anxiety, and depression exposure with our two components of child EF, inhibitory control and working memory, while adjusting for gestational age, sex, and age at assessment. The following variables were also included as covariates: maternal educational achievement, employment status, parity, and household crowding index.ResultsChildren of mothers with high trait anxiety scores had reduced inhibitory control compared to children of mothers without trait anxiety or depression (β = -0.12, 95% CI:-0.22,-0.01). Children of mothers in the moderate to high continuous smoking group showed lower inhibitory control (β = − 0.19, 95% CI:-0.38,-0.01) compared to children of mothers in the none smoking group. Additionally, lower maternal education and higher household crowding were each associated with reduced inhibitory control. We found no significant association between prenatal maternal depression, anxiety, or socioeconomic factors with working memory.ConclusionsThese results underscore the need for comprehensive context-specific intervention packages, including mental health support for women to promote healthy inhibitory control development in children.

EDUCAÇÃO INFANTIL E A SUA IMPORTÂNCIA NO DESENVOLVIMENTO DAS CRIANÇAS

Early childhood education is an essential phase in children's development, which covers the first years of life, generally up to the age of five. This period is crucial for children's cognitive, emotional, social and physical development, providing the foundation for future learning. Early childhood education is not limited to teaching academic content, but also focuses on stimulating children's curiosity, creativity, autonomy and socio-emotional skills. Through playful, interactive activities focused on sensory experience, children explore the world around them, develop their language, motor coordination and social skills. In addition, early childhood education plays an essential role in promoting equal opportunities, social inclusion and preparing them for life in society. Therefore, investing in the quality and universal access to early childhood education is important to ensure the healthy and equitable development of children and to build a more just and democratic society in the future.

Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities

The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.

Development and validation of a measure for father involvement during early childhood in a resource-limited context

BackgroundGlobally, there is mounting evidence about the importance of father involvement for improving child and family wellbeing. However, there are limited measurement tools available for assessing father involvement in low-resource settings globally. The objective of this study was to develop and validate a scale for measuring fathers’ engagement in caregiving activities for young children and families in rural Kenya.MethodsWe used baseline data collected in February–March 2023 from a cluster-randomized controlled trial of a parenting intervention aimed at improving early child development in Nyamira and Vihiga counties in Western Kenya. The analytic sample comprised 460 primary caregivers of children under 18 months of age (91.3% mothers) who were in a relationship with a male caregiver of the young child (i.e., father). The primary caregiver reported on the 25-item father involvement scale. We conducted exploratory and confirmatory factor analyses to determine the dimensionality of the measure and estimated latent variable regression models to assess construct and predictive validity in terms of associations with sociodemographic factors, other paternal and maternal psychosocial measures, and early child development outcomes.ResultsThe scale had a four-factor structure representing father involvement in (1) childcare activities, (2) play and affection, (3) household chores, and (4) early learning activities. Each factor showed good internal consistency reliability and evidence of multiple forms of validity. The four factors were associated with child and household sociodemographic characteristics and more positive paternal and maternal psychosocial outcomes. Father involvement across all four domains was associated with higher early child cognitive, language, motor, and socioemotional development scores.ConclusionsOur findings highlight the multidimensional nature of fathers’ caregiving roles in the lives of young children and their families. We establish a valid tool for assessing father involvement in rural Western Kenya that has potential for use in other similar contexts.

Maternal childhood trauma, caregiving behavior, and child cognitive development in the context of drug addiction.

Exposure to childhood trauma confers intergenerational risk on child development. However, the mechanism linking a mother's childhood trauma with her child's cognitive development remains poorly understood. This study recruited 71 mother-child dyads affected by substance use disorder from local, community-based, outpatient substance use treatment programs. Maternal exposure to childhood trauma, caregiving behavior, and child cognitive development were assessed in each mother-child dyad. These were measured through a comprehensive biopsychosocial interview, an observed dyadic interaction coded using the Coding Interactive Behavior system, and the Bayley Scales of Infant and Toddler Development, Screening Test, respectively. We hypothesized that compromised caregiving behavior would mediate a negative relationship between maternal childhood trauma and child cognitive development. Analyses did not support this hypothesis. Specifically, maternal childhood trauma was not significantly associated with child cognitive development nor the four dimensions of maternal caregiving behavior. However, caregiving behavior (specifically maternal sensitivity and limit setting) was associated with child cognitive development, when controlling for maternal childhood trauma and child age. The lack of associations observed suggests that protective factors may buffer the intergenerational impact of childhood trauma. Furthermore, the relationship between quality of caregiving and child cognitive development highlights the importance of interventions which foster sensitive caregiving behaviors that may bolster child cognitive development in the context of maternal substance use disorder and maternal childhood trauma. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Analysis of Children's Development Pathways based on Bronfenbrenner's Ecological Systems Theory

Childhood is a critical stage in human life, during which an individual's cognitive, emotional, social, and physical development progresses rapidly. Early development is not only essential for children's future achievements but also plays a significant role in societal structure, economic growth, and cultural transmission. Promoting the holistic development of children is the responsibility not only of families and educational systems but also of society as a whole. This study, grounded in Bronfenbrenner's Ecological Systems Theory, aims to analyze how various ecological system levels influence children's cognitive, emotional, and social development, and explores the impact of these systems' interactions on overall child growth. The research encompasses the microsystem (e.g., family and school), mesosystem (e.g., family-school interactions), exosystem (e.g., parental socioeconomic status and work environment), macrosystem (e.g., cultural background and social policies), and chronosystem (e.g., significant life events and historical context). The findings reveal that the interactions between these ecological systems play a pivotal role in children's development and influence their holistic development.

The right to food: A fundamental human right and its imperatives

In an age of unprecedented global wealth and technological advancement, the persistence of hunger and food insecurity remains one of the most glaring contradictions of our time. The right to food is a fundamental human right enshrined in various international treaties and national constitutions. Yet, despite this recognition, millions of people across the globe continue to suffer from malnutrition and starvation, highlighting a critical need for holistic action to uphold this fundamental right. Available statistics reveal that Africa bears a disproportionate burden of malnutrition and food insecurity accounting for 20 percent and 61 percent2 of the population respectively. There is a link between access to food in the right quantity and quality and the cognitive development of children which has a spillover effect on the productivity of nations [2, 3]. It is time to reaffirm our commitment to ensuring that this basic right is upheld for all. This right is essential not only for ensuring that individuals lead healthy and productive lives but also for promoting broader social and economic stability. This editorial explores the dimensions of the right to food, its implications, and the urgent need for a coordinated effort to address food insecurity.