Does Long-Term Enrollment in Day-Care Maintain or Increase Early Developmental Gains—Findings from an Intervention Study in Rural Bangladesh

Article


Agrawal, Priyanka, Nair, Divya, Salam, Shumona Sharmin, Islam, Md Irteja, Hamadani, Jena Derakhshani and Alonge, Olakunle. 2022. "Does Long-Term Enrollment in Day-Care Maintain or Increase Early Developmental Gains—Findings from an Intervention Study in Rural Bangladesh." Children. 9 (7). https://doi.org/10.3390/children9070929
Article Title

Does Long-Term Enrollment in Day-Care Maintain or Increase Early Developmental Gains—Findings from an Intervention Study in Rural Bangladesh

ERA Journal ID212052
Article CategoryArticle
AuthorsAgrawal, Priyanka, Nair, Divya, Salam, Shumona Sharmin, Islam, Md Irteja, Hamadani, Jena Derakhshani and Alonge, Olakunle
Journal TitleChildren
Journal Citation9 (7)
Article Number929
Number of Pages10
Year2022
PublisherMDPI AG
Place of PublicationSwitzerland
ISSN2227-9067
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.

Keywordschildren; cognitive development; community day-cares; early childhood development; rural Bangladesh
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 20205201. Applied and developmental psychology
Byline AffiliationsLibrary Services
Johns Hopkins University, United States
University of Sheffield, United Kingdom
University of Sydney
International Centre for Diarrheal Disease Research (ICDDRB), Bangladesh
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