Does Long-Term Enrollment in Day-Care Maintain or Increase Early Developmental Gains—Findings from an Intervention Study in Rural Bangladesh
Article
Article Title | Does Long-Term Enrollment in Day-Care Maintain or Increase Early Developmental Gains—Findings from an Intervention Study in Rural Bangladesh |
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ERA Journal ID | 212052 |
Article Category | Article |
Authors | Agrawal, Priyanka, Nair, Divya, Salam, Shumona Sharmin, Islam, Md Irteja, Hamadani, Jena Derakhshani and Alonge, Olakunle |
Journal Title | Children |
Journal Citation | 9 (7) |
Article Number | 929 |
Number of Pages | 10 |
Year | 2022 |
Publisher | MDPI AG |
Place of Publication | Switzerland |
ISSN | 2227-9067 |
Digital Object Identifier (DOI) | https://doi.org/10.3390/children9070929 |
Web Address (URL) | https://www.mdpi.com/2227-9067/9/7/929 |
Abstract | Objective: Community day-care centers (or crèches) are gaining popularity; access to these centers can reduce cognitive gaps. This paper describes the sustained impact of enrollment in day-cares on cognitive gains. Methods: As part of a larger study, a census of all children was conducted in 2012–2013 to identify children between 9 and 17 months of age in rural Bangladesh. A sub-sample of children (n = ~1000) were assigned to receive either a day-care or playpen. Children from two sub-districts were randomly selected and assessed at 9–17 months of age for cognitive and behavioral domains using the Ages and Stages Questionnaire-III. The same children were then followed-up with after one year to see if the scores obtained by the children in the day-care intervention were different from those enrolled in the playpen intervention using a difference-in-difference estimator. Results: Children enrolled in the day-care intervention performed better (in communication, gross-motor, personal-social, and problem-solving domains) than children enrolled in the playpens when followed up with after a one-year period. Total scores were 0.31 (95% CI 0.141–0.472) higher (p value < 0.001) among children in the day-cares. Family care indicators as well as the child’s and mother’s weight were significantly associated with sustained and increased cognitive gains. Conclusion and relevance: The cognitive and psychosocial improvements seen with short-term exposure to structured ECD programs (day-care) were observed to be sustained over time with continued exposure. Home stimulation and parental involvement add to the long-term benefits of ECD. |
Keywords | children; cognitive development; community day-cares; early childhood development; rural Bangladesh |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 5201. Applied and developmental psychology |
Byline Affiliations | Library Services |
Johns Hopkins University, United States | |
University of Sheffield, United Kingdom | |
University of Sydney | |
International Centre for Diarrheal Disease Research (ICDDRB), Bangladesh |
https://research.usq.edu.au/item/yyx27/does-long-term-enrollment-in-day-care-maintain-or-increase-early-developmental-gains-findings-from-an-intervention-study-in-rural-bangladesh
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