Browsing by Subject "Child development"

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    Open Access
    Could cash and good parenting affect child cognitive development? A cross-sectional study in South Africa and Malawi
    (2017) Sherr, Lorraine; Macedo, Ana; Tomlinson, Mark; Skeen, Sarah; Cluver, Lucie Dale
    BACKGROUND: Social protection interventions, including cash grants and care provision have been shown to effectively reduce some negative impacts of the HIV epidemic on adolescents and families. Less is known about the role of social protection on younger HIV affected populations. This study explored the impact of cash grants on children's cognitive development. Additionally, we examined whether combined cash and care (operationalised as good parenting) was associated with improved cognitive outcomes. METHODS: The sample included 854 children, aged 5 - 15, participating in community-based organisation (CBO) programmes for children affected by HIV in South Africa and Malawi. Data on child cognitive functioning were gathered by a combination of caregiver report and observer administered tests. Primary caregivers also reported on the economic situation of the family, cash receipt into the home, child and household HIV status. Parenting was measured on a 10 item scale with good parenting defined as a score of 8 or above. RESULTS: About half of families received cash (55%, n = 473), only 6% (n = 51) reported good parenting above the cut-off point but no cash, 18% (n = 151) received combined cash support and reported good parenting, and 21% (n = 179) had neither. Findings show that cash receipt was associated with enhanced child cognitive outcomes in a number of domains including verbal working memory, general cognitive functioning, and learning. Furthermore, cash plus good parenting provided an additive effect. Child HIV status had a moderating effect on the association between cash or/plus good parenting and cognitive outcomes. The association between cash and good parenting and child cognitive outcomes remained significant among both HIV positive and negative children, but overall the HIV negative group benefited more. CONCLUSIONS: This study shows the importance of cash transfers and good parenting on cognitive development of young children living in HIV affected environments. Our data clearly indicate that combined provision (cash plus good parenting) have added value.
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    A cross cultural study of motor development in the Western Cape
    (1986) Irwin-Carruthers, Sheena Margaret Hamilton; Molteno, Christopher D
    Despite conflicting evidence regarding advanced motor behaviour in black African infants, very few comparative studies have been published. Reliable developmental norms for local populations are essential for the early identification of developmental disabilities. In this study the sample consisted of 681 black and 741 white infants drawn proportionally from the Child Health Care Clinics in the northern areas of greater Cape Town. Babies were sampled in specified age-intervals between the ages of 16 and 1170 days. Variables studied were sex, birth-ranking, weight-percentile at the time of testing, marital status of the mother, parents' education and occupation, family size and family income. The demographic characteristics of the sample were compared with those of the population as a whole, based upon the 1980 census. The testing instruments were the gross and fine motor-adaptive sections of the Denver Developmental Screening Test, supplemented by another 21 items representing reflex reactions or specific components of movement. These supplementary items were pre-tested for inter- and intra-observer reliability. The percentage of children responding to the different tests at different ages was determined by probit analysis or, where more appropriate, by non-parametric logistic regression. Differences between the black and white South African infants were subjected to further statistical analysis, as was the contribution of the different variables to the attainment age. Comparison of the performance of the South African infants with the Denver norms showed that both black and white babies were in advance of the Denver children on the majority of fine motor items. The black infants were also considerably advanced in gross motor behaviour; the white infants less markedly so. In the very few (3) items in which the Denver children excelled, doubts exist regarding either scoring criteria or cultural suitability. Comparative analysis of the two South African samples identified certain consistent developmental trends. The black infants performed better on basic grasping patterns whereas the white infants were advanced in manipulative skills. The black infants were advanced on gross motor behaviour in the first year but were overtaken by the white group on learned gross motor skills in the second and third year, with the exception of items requiring physical strength. Very little correlation could be shown between motor achievement and socio- economic factors. Differences appear to be largely due to child-handling practices and experiential learning, but ethnic characteristics may well play a role in the advanced early gross motor development of the black infant. Heavier infants also performed better in both groups, indicating nutritional influences. The clinical implications of the findings are discussed and recommendations made for implementation and for further research.
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    The relationship between growth, development and social milieu - a longitudinal study involving preschool Coloured children in Cape Town
    (1986) Molteno, Christopher D; Bowie, Malcolm David
    A prospective longitudinal study was carried out to establish the relationship between growth, development and social milieu in Coloured pre-school children in Cape Town. This population was selected because, on the basis of previous studies, a wide range of nutritional status as well as a spectrum of socio-economic conditions were known to exist. A pilot study was conducted to establish the feasibility of obtaining information about factors to be included in the study as well as to determine the most suitable sampling methods. A cohort of 1 000 consecutive Coloured infants born in the Cape Town municipal area and notified to the Cape Town City Council was identified. A random sample of 187 was selected from the cohort for long-term study. Anthropometric data were documented from birth until 5 years and compared to the NCHS reference values. Developmental data consisted of milestones recorded during infancy, language assessment on the Reynell Language Scale at 2½ years carried out by the Logopaedics Department, University of Cape Town, and at 5 years, a specially constructed developmental assessment designed to assess gross motor function, fine motor development including visuo-motor skills and language, both comprehension and expression as well as basic colour and number concepts. Social data were collected during home visits by two experienced, full-time research social workers, who were both integrally involved in the planning of the study. At birth infants were relatively light and short for gestational age. Size at birth correlated with social class. A rapid post-natal weight gain rendered them relatively overweight between 3 and 6 months. Thereafter they again became lighter and shorter than the NCHS reference values and this persisted during the pre-school period. Mother's weight was related to weight at birth, 12 months and 30 months. The genetic influence on growth was reflected in a correlation between parental height and child's length from 12 months onwards. Environmental influences as assessed by social class by occupational grading of the breadwinner, income and family stability were also correlated with growth from 12 months onwards. Infant development as indicated by milestones was very similar to internationally reported studies. Motor development was not associated with social class by occupational grading of the breadwinner but with father's education, mother's personality and family stability. It was also highly correlated with growth during infancy. Early language milestones were associated with the child's micro-environment as indicated by marital status, family unit, setting and stability. Language development at 30 months reflected a general lag in verbal skills and was correlated with parental education and family stability. At five years there was a good correlation between growth, development and social milieu, although the social variables accounted for far more of the variation in development than did growth. Social class by occupation grading of the breadwinner and income reflected the general socio-economic status and there was a good cross-correlation between the social variables. Approximately one third of the families lived in a middle cl ass environment. However, poor maternal education, low incomes and over-crowding were prevalent and must constitute risk factors in child rearing. Sixty five percent of the mothers were not educated further than primary school level and over half of the families were living below an effective minimum level of income. Similarly, over half the families lived in grossly overcrowded conditions. In conclusion, therefore, during infancy developmental milestones were similar to those reported in the literature. Later, however, there was a fall-off in development and this coincided with a greater association with social circumstances. Just prior to school entry social factors far outweighed growth indices as predictors of developmental variation. Social stability of the family a composite evaluation based on a number of social characteristics, was most consistently associated with development. The implications for intervention are that this would need to be broad based and aimed at improving incomes, housing, family cohesion and child centredness and eliminating social pathology. Such intervention would require a concerted effort from a variety of sources which should include administrators, community workers and health professionals.
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    The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children
    (1988) Blakey, Judy Ann; Oxtoby, Richard
    Professional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears.
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    The effects of two early parenting interventions on child aggression and risk for violence in Brazil (The PIÁ Trial): protocol for a randomised controlled trial
    (2019-05-02) Murray, Joseph; Santos, Iná S; Bertoldi, Andréa D; Murray, Lynne; Arteche, Adriane; Tovo-Rodrigues, Luciana; Cruz, Suélen; Anselmi, Luciana; Martins, Rafaela; Altafim, Elisa; Soares, Tâmara B; Andriotti, Maria G; Gonzalez, Andrea; Oliveira, Isabel; da Silveira, Mariângela F; Cooper, Peter
    Background Children in many low- and middle-income countries (LMICs) are at high risk for exposure to violence and later violent behaviour. The World Health Organization has declared an urgent need for the evaluation and implementation of low-cost parenting interventions in LMICs to prevent violence. Two areas of significant early risk are harsh parenting and poor child cognitive and socio-emotional development. Parenting interventions suitable for LMIC contexts have been developed targeting these risk factors and have been shown to have promising effects. However, their impact on child aggression, a key precursor of violence, has yet to be determined. The Pelotas Trial of Parenting Interventions for Aggression (PIÁ) has been designed to address this issue. Methods We are conducting a randomised controlled trial to evaluate two early parenting interventions for mothers of children aged between 30 and 42 months in a Brazilian city. The first of these, dialogic book-sharing (DBS), aims to promote child cognitive and socio-emotional development; and the second, the ACT Raising Safe Kids Program (ACT), is designed to reduce harsh parenting. These interventions are being compared with a control group receiving neither intervention. Three hundred and sixty-nine families in a birth cohort are being randomly allocated to one of the three groups (DBS, ACT, Control). Facilitators deliver the interventions to groups of five to 10 mothers at weekly sessions for 8 weeks in DBS and 9 weeks in ACT. Independent assessments of parenting and child development are being made before the interventions, shortly afterwards, and at follow-up 6 months later. The primary outcome is child aggression, and the two main secondary outcomes are: (1) child cognitive and socio-emotional development and (2) harsh parenting. Longer-term outcomes will be investigated as the birth cohort is followed into late childhood, adolescence, and adulthood. Discussion The Pelotas Trial of Parenting Interventions for Aggression (PIÁ) aims to evaluate the impact of two early parenting interventions on child aggression and several other key risk factors for the development of violence, including aspects of parenting and child cognition and socio-emotional functioning. The study is being carried out in a LMIC context where violence constitutes a major social and health burden. Since the two interventions are brief and, with modest levels of training, readily deliverable in LMIC settings, a demonstration that they benefit parenting and reduce risk factors for violence would be of major significance. Trial registration Brazilian Ministry of Health Register of Clinical Trials, ID: RBR-2kwfsk . Registered on 6 June 2018.