scholarly journals Passive versus active service delivery: Comparing the effects of two parenting interventions on early cognitive development in rural China

2022 ◽  
Vol 149 ◽  
pp. 105686
Author(s):  
Sean Sylvia ◽  
Renfu Luo ◽  
Jingdong Zhong ◽  
Sarah-Eve Dill ◽  
Alexis Medina ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Service Delivery ◽  
Rural China ◽  
Parenting Interventions ◽  
Active Service

scholarly journals Early Childhood Reading in Rural China and Obstacles to Caregiver Investment in Young Children: A Mixed-Methods Analysis

2021 ◽  
Vol 18 (4) ◽  
pp. 1457
Author(s):  
Rui Li ◽  
Nathan Rose ◽  
Yi Ming Zheng ◽  
Yunwei Chen ◽  
Sean Sylvia ◽  
...  
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Cognitive Development ◽  
Young Children ◽  
Parenting Practices ◽  
Rural China ◽  
Reading Practices ◽  
Rural Villages ◽  
Survey Results ◽  
Childhood Reading

Studies have shown that nearly half of rural toddlers in China have cognitive delays due to an absence of stimulating parenting practices, such as early childhood reading, during the critical first three years of life. However, few studies have examined the reasons behind these low levels of stimulating parenting, and no studies have sought to identify the factors that limit caregivers from providing effective early childhood reading practices (EECRP). This mixed-methods study investigates the perceptions, prevalence, and correlates of EECRP in rural China, as well as associations with child cognitive development. We use quantitative survey results from 1748 caregiver–child dyads across 100 rural villages/townships in northwestern China and field observation and interview data with 60 caregivers from these same sites. The quantitative results show significantly low rates of EECRP despite positive perceptions of early reading and positive associations between EECRP and cognitive development. The qualitative results suggest that low rates of EECRP in rural China are not due to the inability to access books, financial or time constraints, or the absence of aspirations. Rather, the low rate of book ownership and absence of reading to young children is driven by the insufficient and inaccurate knowledge of EECRP among caregivers, which leads to their delayed, misinformed reading decisions with their young children, ultimately contributing to developmental delays.

scholarly journals Trajectories of child cognitive development during ages 0–3 in rural Western China: prevalence, risk factors and links to preschool-age cognition

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lei Wang ◽  
Yifei Chen ◽  
Sean Sylvia ◽  
Sarah-Eve Dill ◽  
Scott Rozelle
Keyword(s):  
Cognitive Development ◽  
Cognitive Skills ◽  
Infant Development ◽  
Developmental Trajectories ◽  
Rural China ◽  
Preschool Age ◽  
Western China ◽  
Rural Children ◽  
Cognitive Delay ◽  
Child Cognitive Development

Abstract Background Cognitive development after age three tends to be stable and can therefore predict cognitive skills in later childhood. However, there is evidence that cognitive development is less stable before age three. In rural China, research has found large shares of children under age three are developmentally delayed, yet little is known about the trajectories of cognitive development between 0 and 3 years of age or how developmental trajectories predict later cognitive skills. This study seeks to describe the trajectories of child cognitive development between the ages of 0–3 years and examine how different trajectories predict cognitive development at preschool age. Methods We collected three waves of longitudinal panel data from 1245 children in rural Western China. Child cognitive development was measured by the Bayley Scales of Infant Development when the child was 6–12 months and 22–30 months, and by the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition when the child was 49–65 months. We used the two measures of cognitive development before age three to determine the trajectories of child cognitive development. Results Of the children, 39% were never cognitively delayed; 13% were persistently delayed; 7% experienced improving cognitive development; and 41% experienced deteriorating development before age 3. Compared to children who had never experienced cognitive delay, children with persistent cognitive delay and those with deteriorating development before age 3 had significantly lower cognitive scores at preschool age. Children with improving development before age 3 showed similar levels of cognition at preschool age as children who had never experienced cognitive delay. Conclusions Large shares of children under age 3 in rural Western China show deteriorating cognitive development from infancy to toddlerhood, which predict lower levels of cognition at preschool age. Policymakers should invest in improving cognitive development before age 3 to prevent long-term poor cognition among China’s rural children.

scholarly journals Early life cognitive development trajectories and intelligence quotient in middle childhood and early adolescence in rural western China

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Zhonghai Zhu ◽  
Suying Chang ◽  
Yue Cheng ◽  
Qi Qi ◽  
Shaoru Li ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Infant Development ◽  
Maternal Education ◽  
Rural China ◽  
Later Life ◽  
Western China ◽  
Trajectory Group ◽  
Development Trajectories

AbstractThe relationship of cognitive developmental trajectories during the dynamic first years with later life development outcomes remains unclear in low- and middle-income countries. 1388 Children born to women who participated in a randomized trial of antenatal micronutrient supplementation in rural China were prospectively followed. Cognitive development was assessed six times between 3 and 30 months of age using Bayley Scales of Infant Development, and then in mid-childhood (7–9 years) and early adolescence (10–12 years) using Wechsler Intelligence Scale for Children. We identified four distinct infant cognitive development trajectory subgroups using group-based trajectory modeling: (i) consistently above average, (ii) consistently average, (iii) started below average and then improved, and (iv) started below average and then declined. LBW infants (<2500 g) were 10.60 times (95% CI 3.57, 31.49) more likely to be in the trajectory group that started below average and then declined, while each grade increase in maternal education decreased the risk of being in this group by 73% (95% CI 54%, 84%). Infants who performed consistently above average had 8.02 (95% CI 1.46, 14.59) points higher IQ in adolescence versus the declining trajectory group. These findings suggest that interventions to improve early child development trajectories may produce long-term human capital benefits.

Association of infant and young child feeding practices with cognitive development at 10–12 years: a birth cohort in rural Western China

2019 ◽  
Vol 123 (7) ◽  
pp. 768-779
Author(s):  
Zhonghai Zhu ◽  
Yue Cheng ◽  
Qi Qi ◽  
Yu Lu ◽  
Siyuan Ma ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Infant Feeding ◽  
Breast Feeding ◽  
Rural China ◽  
Randomised Trial ◽  
Feeding Practices ◽  
Western China ◽  
Complementary Foods ◽  
Fortified Foods ◽  
Middle Income

AbstractWe aimed to comprehensively examine the association of breast-feeding, types and initial timing of complementary foods with adolescent cognitive development in low- and middle-income countries. We conducted a prospective cohort study of 745 adolescents aged 10–12 years who were born to women who participated in a randomised trial of prenatal micronutrient supplementation in rural Western China. An infant feeding index was constructed based on the current WHO recommendations. Full-scale intelligence quotient (FSIQ) was assessed and derived by the fourth edition of the Wechsler Intelligence Scale for Children. The duration of exclusive or any breast-feeding was not significantly associated with adolescent cognitive development. Participants who regularly consumed Fe-rich or Fe-fortified foods during 6–23 months of age had higher FSIQ than those who did not (adjusted mean differences 4·25; 95 % CI 1·99, 6·51). For cows’/goats’ milk and high protein-based food, the highest FSIQ was found in participants who initially consumed at 10–12 and 7–9 months, respectively. A strong dose–response relationship of the composite infant feeding index was also identified, with participants in the highest tertile of overall feeding quality having 3·03 (95 % CI 1·37, 4·70) points higher FSIQ than those in the lowest tertile. These findings suggest that appropriate infant feeding practices (breast-feeding plus timely introduction of appropriate complementary foods) were associated with significantly improved early adolescent cognitive development scores in rural China. In addition, improvement in Fe-rich or Fe-fortified foods complementary feeding may produce better adolescent cognitive development outcomes.

The relationship between infant peer interactions and cognitive development: Evidence from rural China

2017 ◽  
Vol 3 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Ai Yue ◽  
Xiaohong Wang ◽  
Sha Yang ◽  
Yaojiang Shi ◽  
Renfu Luo ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Peer Interactions ◽  
Rural China ◽  
The Relationship

A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

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