Associations Among Early Stimulation, Stunting, and Child Development in Four Countries in the East Asia–Pacific

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...

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Bibliographic Details
Published in:International journal of early childhood 2020-08, Vol.52 (2), p.175-193
Main Authors: Rao, Nirmala, Richards, Ben, Lau, Carrie, Weber, Ann M., Sun, Jin, Darmstadt, Gary L., Sincovich, Alanna, Bacon-Shone, John, Ip, Patrick
Format: Article
Language:English
Subjects:
Asians
Attendance
Child Development
Child Rearing
Children & youth
Cognitive Development
Early Childhood Education
Education
Family Environment
Foreign Countries
International and Comparative Education
Learning Activities
Original Article
Preschool Children
Stimulation
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Summary: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.
ISSN:0020-7187
1878-4658
DOI:10.1007/s13158-020-00270-8