Predictors for the prevalence of under-nutrition, wasting and stunting of 3 to 12 years school aged children in the Asella Luther Child Development Project - Oromiyaa, Ethiopia

Abstract Malnutrition is a leading cause of child mortality in India. To counteract this problem, a nutrition supplementation programme has been operating under the Integrated Child Development Service (ICDS) scheme in India since 1975. Recently, the Composite Index of Anthropometric Failure (CIAF) has been implemented to measure the seriousness and severity of overall under-nutrition in a population. Since this index presents a more complete picture than the previous three conventional measures. CIAF is utililized in this study which focuses on the overall burden of under-nutrition determination in pre-school children in Purba Medinipur, West Bengal, India. Our study was conducted in 10 Integrated Child Development Service (ICDS) centres, commonly known as “Anganwadi”, in the villages of the Argoal Gram Panchayat at Patashpur - II block. The total sample of 225 Bengalee ethnic children aged between 3 and 6 years was composed of 115 girls and 110 boys. The overall age and gender-combined prevalence of stunting, underweight and wasting recorded was 30.7%, 42.7% and 12.0%, respectively, and these rates were considered high (30-39%), very high (≥ 40%) and high (10-14%), respectively. CIAF results revealed the same trend, with 50.2% of these children affected by anthropometric failure, with the prevalence of underweight, wasting and CIAF higher in boys than in girls. This 50.2% CIAF result highlighted that approximately half the study children were undernourished. Since this figure is much higher than that estimated by any of the three conventional indicators,, CIAF has thus proven a far better indicator in assessing the overall burden of under-nutrition in a population. The nutritional status of the children in this study requires serious remedial action.

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The Child Development Project: Creating Caring School Communities

Handbook of Moral and Character Education ◽

10.4324/9780203931431-26 ◽

2008 ◽

pp. 344-367

Keyword(s):

Child Development ◽

Development Project ◽

School Communities

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Finding the Conditions for Success

10.1093/oso/9780190867263.003.0012 ◽

2018 ◽

Author(s):

Marilyn Watson

Keyword(s):

Child Development ◽

Teaching Style ◽

Development Project ◽

Real Progress

As Laura looked back on the two years, she knew she had succeeded in educating her students not only for competence, but also for caring. How long this competence would last, Laura did not know. Many things contributed to her success. Laura’s class of approximately 20 students was mostly self-contained, and many students were in the class for two years, allowing her time to bond with them. Laura’s school was part of the Child Development Project which advocated and supported Laura’s teaching style and philosophy. Laura’s principal was supportive, and she had a trusted colleague who would help when some students presented serious problems. Would her students go on to lead successful lives? Many faced huge obstacles. Some might not make it. But she felt confident she had succeeded in helping each of them make real progress.

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Prevention Effects of the Child Development Project

Journal of Adolescent Research ◽

10.1177/0743554896111003 ◽

1996 ◽

Vol 11 (1) ◽

pp. 12-35 ◽

Cited By ~ 109

Author(s):

Victor Battistich ◽

Eric Schaps ◽

Marilyn Watson ◽

Daniel Solomon

Keyword(s):

Child Development ◽

Development Project

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Theory of Mind in Pre-school Aged Children: Influence of Maternal Depression and Infants’ Self-Comforting Behavior

Frontiers in Psychology ◽

10.3389/fpsyg.2021.741786 ◽

2021 ◽

Vol 12 ◽

Author(s):

Nora Nonnenmacher ◽

Mitho Müller ◽

Joana Taczkowski ◽

Anna-Lena Zietlow ◽

Beate Sodian ◽

...

Keyword(s):

Child Development ◽

Theory Of Mind ◽

Maternal Depression ◽

Mental States ◽

False Belief ◽

Sensitive Period ◽

Healthy Controls ◽

Affective States ◽

School Aged Children ◽

Dsm Iv

A milestone of child development is theory of mind (ToM): the ability to attribute mental states, especially beliefs and desires, to other persons and to understand that their behavior is guided by mental states. The learning process about the mental world also takes place in social communication and interaction, beginning in infancy. Infancy is assumed to be a sensitive period for the development of social skills through interaction. Due to limited self-regulatory skills, infants depend on sensitive behavior of their caregivers to regulate affective states and physiological arousal, and in turn, mutually regulated affects allow the infant to gradually acquire the capability to self-regulate negative affective states. Effective and adequate affect regulation is an important prerequisite for environmental interaction and thus for the development of socio-emotional skills. The present study investigated the relation of self-regulatory abilities in infancy and later ToM in pre-school aged children of clinically depressed mothers and healthy controls. The sample comprised of N = 55 mother–child dyads, n = 22 diagnosed with postpartum or lifetime depression according to DSM-IV and n = 33 healthy controls. Mother–infant-interaction was videotaped during the Face-to-Face Still-Face paradigm. At 3 and 42 months postpartum mothers were interviewed with the Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I) to evaluate maternal psychopathological status according to DSM-IV. At the age of M = 4.0 years, children’s ToM abilities were assessed using content-false-belief and location-false-belief tasks. The results of this study show that contrary to our hypotheses, maternal depression did not impair the development of children’s ToM-abilities per se. Rather, an interaction effect highlights the role of infant’s self-comforting behavior during mother–infant interaction in infancy (3 months postpartum) for ToM-development at pre-school age assessed with the Maxi-task; this association was distinct for female in comparison to male children. The results of this longitudinal study shed light on the discussion, how maternal depression influences child development and point in the direction that self-comforting behaviors in infancy can also be seen as a resource.

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