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Associations Among Early Stimulation, Stunting, and Child Development in Four Countries in the East Asia–Pacific
International Journal of Early Childhood Pub Date : 2020-08-01 , DOI: 10.1007/s13158-020-00270-8
Nirmala Rao , Ben Richards , Carrie Lau , Ann M. Weber , Jin Sun , Gary L. Darmstadt , Alanna Sincovich , John Bacon-Shone , Patrick Ip

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.

中文翻译:

东亚太平洋地区四个国家的早期刺激、发育迟缓和儿童发育之间的关联

本研究使用来自东亚-太平洋早期儿童发展量表 (EAP-ECDS) 验证研究的数据,研究了学前教育出勤率、家庭学习活动、发育迟缓状况和儿童早期发展之间的关联。参与者是来自柬埔寨(n = 1178;30% 发育迟缓)、蒙古(n = 1226;11% 发育迟缓)、巴布亚新几内亚(n = 1697;50% 发育迟缓)和瓦努阿图(n = 674)的 3 至 5 岁儿童; 44% 发育迟缓)。使用 EAP-ECDS 直接评估儿童发育,父母报告儿童的学龄前经历和家庭学习活动。学龄前出勤率、学龄前持续时间和家庭学习活动与非发育迟缓和发育迟缓儿童的儿童发展呈正相关,
更新日期:2020-08-01
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