Early Childhood Stunting and Later life Outcomes: A Longitudinal Analysis

2021 ◽  
pp. 101099
Author(s):  
Ashwini Deshpande ◽  
Rajesh Ramachandran
Keyword(s):  
Early Childhood ◽  
Longitudinal Analysis ◽  
Later Life ◽  
Life Outcomes ◽  
Childhood Stunting

scholarly journals Dialogue and Interaction in Early Childhood Education: A Systematic Review

2016 ◽  
Vol 6 (1) ◽  
pp. 51 ◽  
Author(s):  
Rocío García-Carrión ◽  
Lourdes Villardón-Gallego
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Later Life ◽  
Pedagogical Practices ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Learning And Development ◽  
High Quality ◽  
Substantial Impact ◽  
Childhood Education

<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>

scholarly journals The Association Between Toddlers’ Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality

2021 ◽  
Vol 12 ◽  
Author(s):  
Catharina P. J. van Trijp ◽  
Ratib Lekhal ◽  
May Britt Drugli ◽  
Veslemøy Rydland ◽  
Suzanne van Gils ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Goodness Of Fit ◽  
Later Life ◽  
Well Being ◽  
Learning Opportunities ◽  
Process Quality ◽  
Life Outcomes ◽  
Childhood Education ◽  
Education And Care

Children who experience well-being are engaging more confidently and positively with their caregiver(s) and peers, which helps them to profit more from available learning opportunities and support current and later life outcomes. The goodness-of-fit theory suggests that children’s well-being might be a result of the interplay between their temperament and the environment. However, there is a lack of studies that examined the association between children’s temperament and well-being in early childhood education and care (ECEC), and whether this association is affected by ECEC process quality. Using a multilevel random coefficient approach, this study examines the association between toddlers’ (N = 1,561) temperament (shyness, emotionality, sociability, and activity) and well-being in Norwegian ECEC and investigates whether process quality moderates this association. Results reveal an association between temperament and well-being. Staff-child conflict moderates the association between shyness and well-being, and between activity and well-being. Moreover, high emotional behavioral support moderates the association between activity and well-being. Extra attention should be paid by the staff to these children’s needs.

Tradeoffs between fertility and child development attributes: evidence from coral bleaching in Indonesia

2021 ◽  
pp. 1-21
Author(s):  
Pasita Chaijaroen
Keyword(s):  
Child Development ◽  
Coral Bleaching ◽  
Family Life ◽  
Later Life ◽  
Policy Recommendations ◽  
Income Shocks ◽  
Life Outcomes ◽  
Household Decisions ◽  
Shock Mitigation ◽  
Childhood Stunting

Abstract Coral bleaching is associated with large income shocks and a substantial decrease in protein consumption among the affected fishery households in Indonesia [Chaijaroen (2019) Long-lasting income shocks and adaptations: evidence from coral bleaching in Indonesia. Journal of Development Economics136, 119–136]. According to the health and economics literature, early childhood exposures to shocks such as those from coral bleaching can have long-lasting effects on health, schooling, and other later-life outcomes. This paper explores how the mass coral bleaching in 1998 affected household decisions on fertility and child development. Using the Indonesian Family Life Survey (IFLS) and a triple differences approach, results from 2000 suggest an increase in fertility and an increased likelihood of severe childhood stunting among the affected households. For comparison, rainfall shocks are associated with a decrease in fertility and smaller adverse effects on child health and schooling outcomes. This study suggests that the effects of coral bleaching might have been underestimated, and our findings yield more targeted policy recommendations on climate shock mitigation.

Not All At-Risk Boys Have Bad Outcomes: Predictors of Later Life Success

2019 ◽  
Vol 66 (3) ◽  
pp. 392-419
Author(s):  
Jessica M. Craig ◽  
Alex R. Piquero ◽  
David P. Farrington
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Early Childhood ◽  
Protective Factors ◽  
Later Life ◽  
Life Domains ◽  
Life Outcomes ◽  
Life Success ◽  
Early Childhood Interventions

Scholars have recently identified protective factors that decrease the effects of risk factors on later offending. Others have investigated how offending risk factors affect other life outcomes, such as employment and health. The current study combined these areas to identify protective factors that predicted life success through mid-adulthood. The Cambridge Study in Delinquent Development was used to identify risk-based and interactive protective factors for later life success among males at risk for poor life success. Across three risk conceptualizations, several protective factors were identified that predicted life success in a variety of domains at age 48. This research indicates that early childhood interventions may not only help reduce future offending but also increase the child’s chances of doing well in other life domains.

scholarly journals Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes

2013 ◽  
Vol 103 (6) ◽  
pp. 2052-2086 ◽  
Author(s):  
James Heckman ◽  
Rodrigo Pinto ◽  
Peter Savelyev
Keyword(s):  
Early Childhood ◽  
Later Life ◽  
Female Participant ◽  
Early Childhood Program ◽  
Life Outcomes ◽  
Disadvantaged Children ◽  
Childhood Program ◽  
Induced Changes ◽  
Early Childhood Interventions ◽  
Participant Outcomes

A growing literature establishes that high quality early childhood interventions targeted toward disadvantaged children have substantial impacts on later life outcomes. Little is known about the mechanisms producing these impacts. This paper uses longitudinal data on cognitive and personality skills from an experimental evaluation of the influential Perry Preschool program to analyze the channels through which the program boosted both male and female participant outcomes. Experimentally induced changes in personality skills explain a sizable portion of adult treatment effects. (JEL I21, I24, I28, J13, J24)

scholarly journals Long term alterations of growth after antenatal steroids in preterm twin pregnancies

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Thorsten Braun ◽  
Vivien Filleböck ◽  
Boris Metze ◽  
Christoph Bührer ◽  
Andreas Plagemann ◽  
...  
Keyword(s):  
Early Childhood ◽  
Disease Risk ◽  
Later Life ◽  
Ponderal Index ◽  
Childhood Growth ◽  
Antenatal Steroids ◽  
Increased Risk ◽  
Infancy And Early Childhood ◽  
Twin Pregnancies

AbstractObjectivesTo compare the long-term effects of antenatal betamethasone (ANS, ≤16 mg, =24 mg and >24 mg) in twins on infant and childhood growth.MethodsA retrospective cohort follow up study among 198 twins after ANS including three time points: U1 first neonatal examination after birth and in the neonatal period; U7 examination from the 21st to the 24th month of life and U9 examination from the 60th to the 64th month of life using data from copies of the children’s examination booklets. Inclusion criteria are twin pregnancies with preterm labor, cervical shortening, preterm premature rupture of membranes, or vaginal bleeding, and exposure to ANS between 23+5 and 33+6 weeks. Outcome measures are dosage-dependent and sex-specific effects of ANS on growth (body weight, body length, head circumference, body mass index and ponderal index) up to 5.3 years.ResultsOverall, 99 live-born twin pairs were included. Negative effects of ANS on fetal growth persisted beyond birth, altered infant and childhood growth, independent of possible confounding factors. Overall weight percentile significantly decreased between infancy and early childhood by 18.8%. Birth weight percentiles significantly changed in a dose dependent and sex specific manner, most obviously in female-female and mixed pairs. The ponderal index significantly decreased up to 42.9%, BMI index increased by up to 33.8%.ConclusionsANS results in long-term alterations in infant and childhood growth. Changes between infancy and early childhood in ponderal mass index and BMI, independent of dose or twin pair structure, might indicate an ANS associated increased risk for later life disease.SynopsisFirst-time report on long-term ANS administration growth effects in twin pregnancies, showing persisting alterations beyond birth in infant and childhood growth up to 5.3 years as potential indicator of later life disease risk.

How Much Should We Rely on Student Test Achievement as a Measure of Success?

2019 ◽  
Vol 48 (7) ◽  
pp. 479-483 ◽  
Author(s):  
Dan Goldhaber ◽  
Umut Özek
Keyword(s):  
No Child Left Behind ◽  
Predictive Validity ◽  
Test Scores ◽  
Later Life ◽  
Well Being ◽  
Causal Link ◽  
Performance Measure ◽  
Educational Accountability ◽  
Life Outcomes ◽  
Student Test

The use of test scores as a performance measure in high-stakes educational accountability has become increasingly popular since the enactment of the No Child Left Behind Act of 2001 (NCLB), which imposed sanctions such as the threat of losing federal funds unless a state implemented a school accountability system that measures student progress continuously. Since then, many in the education community have questioned whether differences in student test scores reflect actual discrepancies in the long-term well-being of individuals. In this review, we try to address this question in the light of the extant literature that examines the relationship between test scores and later life outcomes. We show that while there are certainly studies that contradict the causality of this relationship, there is also abundant evidence suggesting a causal link between test scores and later life outcomes. We conclude that any debate about the use of test scores in educational accountability (1) should be framed by use of all relevant empirical evidence, (2) should also consider the predictive validity of nontest measures of student success, and (3) should keep in mind that the predictive validity of test scores could be stronger in some contexts than others.

Early childhood stunting and later behaviour and school achievement

2002 ◽  
Vol 43 (6) ◽  
pp. 775-783 ◽  
Author(s):  
S.M. Chang ◽  
S.P. Walker ◽  
S. Grantham-McGregor ◽  
C.A. Powell
Keyword(s):  
Early Childhood ◽  
School Achievement ◽  
Childhood Stunting
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