@article {5386, title = {Effects of early childhood psychosocial stimulation and nutritional supplementation on cognition and education in growth-stunted Jamaican children: prospective cohort study}, journal = {Lancet}, volume = {366}, number = {9499}, year = {2005}, note = {Walker, Susan P
Chang, Susan M
Powell, Christine A
Grantham-McGregor, Sally M
eng
Wellcome Trust/United Kingdom
Research Support, Non-U.S. Gov{\textquoteright}t
England
2005/11/22 09:00
Lancet. 2005 Nov 19;366(9499):1804-7. doi: 10.1016/S0140-6736(05)67574-5.}, month = {Nov 19}, pages = {1804-7}, abstract = {Growth retardation affects about a third of children younger than age 5 years in developing countries and is associated with poor development. Previously, we did a trial of nutritional supplementation and psychosocial stimulation in stunted children aged 9-24 months. Non-stunted children were also assessed. Both types of intervention improved development. We now present the effects of early interventions on cognition and education in 103 of the 129 stunted children and compare them with 64 of the 84 non-stunted children now aged 17-18 years. We recorded no significant effects of nutritional supplementation. Compared with no intervention, stimulation resulted in higher full scale IQ scores (coefficient 0.38, 95\% CI 0.06-0.71, p=0.02) and higher scores on the verbal subscale (0.37, 0.07-0.68, p=0.02), Peabody picture vocabulary test (7.84, 0.73-14.95, p=0.03), verbal analogies (0.26, 0.03-0.49, p=0.03), and reading tests (4.73, 1.31-8.14, p=0.007, and 2.7, 1.12-4.37, p=0.001). Overall, stunted non-stimulated participants had significantly poorer scores than the non-stunted group on 11 of 12 cognitive and educational tests. Stunting in early childhood is associated with cognitive and educational deficits in late adolescence, which are reduced by stimulation at a young age.}, keywords = {*Achievement, *Cognition, *Nutritional Support, *Social Support, Adolescent, Child, Child, Preschool, Growth Disorders/*therapy, Humans, Infant, Intelligence Tests, Jamaica, Randomized Controlled Trials as Topic, Regression Analysis}, isbn = {1474-547X (Electronic)
0140-6736 (Linking)}, author = {Walker, S. P. and Chang, S. M. and Powell, C. A. and Grantham-McGregor, S. M.} } @article {5416, title = {Inequality in early childhood: risk and protective factors for early child development}, journal = {Lancet}, volume = {378}, number = {9799}, year = {2011}, note = {Walker, Susan P
Wachs, Theodore D
Grantham-McGregor, Sally
Black, Maureen M
Nelson, Charles A
Huffman, Sandra L
Baker-Henningham, Helen
Chang, Susan M
Hamadani, Jena D
Lozoff, Betsy
Gardner, Julie M Meeks
Powell, Christine A
Rahman, Atif
Richter, Linda
eng
080534/Z/06/Z/Wellcome Trust/United Kingdom
Comment
Research Support, Non-U.S. Gov{\textquoteright}t
England
2011/09/29 06:00
Lancet. 2011 Oct 8;378(9799):1325-38. doi: 10.1016/S0140-6736(11)60555-2. Epub 2011 Sep 22.}, month = {Oct 8}, pages = {1325-38}, abstract = {Inequality between and within populations has origins in adverse early experiences. Developmental neuroscience shows how early biological and psychosocial experiences affect brain development. We previously identified inadequate cognitive stimulation, stunting, iodine deficiency, and iron-deficiency anaemia as key risks that prevent millions of young children from attaining their developmental potential. Recent research emphasises the importance of these risks, strengthens the evidence for other risk factors including intrauterine growth restriction, malaria, lead exposure, HIV infection, maternal depression, institutionalisation, and exposure to societal violence, and identifies protective factors such as breastfeeding and maternal education. Evidence on risks resulting from prenatal maternal nutrition, maternal stress, and families affected with HIV is emerging. Interventions are urgently needed to reduce children{\textquoteright}s risk exposure and to promote development in affected children. Our goal is to provide information to help the setting of priorities for early child development programmes and policies to benefit the world{\textquoteright}s poorest children and reduce persistent inequalities.}, keywords = {*Child Development, Humans}, isbn = {1474-547X (Electronic)
0140-6736 (Linking)}, author = {Walker, S. P. and Wachs, T. D. and Grantham-McGregor, S. and Black, M. M. and Nelson, C. A. and Huffman, S. L. and Baker-Henningham, H. and Chang, S. M. and Hamadani, J. D. and Lozoff, B. and Gardner, J. M. and Powell, C. A. and Rahman, A. and Richter, L.} } @article {5936, title = {Early childhood stimulation benefits adult competence and reduces violent behavior}, journal = {Pediatrics}, volume = {127}, number = {5}, year = {2011}, note = {1098-4275
Walker, Susan P
Chang, Susan M
Vera-Hernandez, Marcos
Grantham-McGregor, Sally
Clinical Trial
Journal Article
Research Support, Non-U.S. Gov{\textquoteright}t
United States
Pediatrics. 2011 May;127(5):849-57. doi: 10.1542/peds.2010-2231. Epub 2011 Apr 25.}, month = {May}, pages = {849-57}, edition = {2011/04/27}, abstract = {OBJECTIVE: An estimated 178 million children younger than 5 years in developing countries experience linear growth retardation and are unlikely to attain their developmental potential. We aimed to evaluate adult benefits from early childhood stimulation and/or nutritional supplementation in growth-retarded children. METHODS: In Kingston, Jamaica, 129 growth-retarded children aged 9 to 24 months took part in a 2-year trial of nutritional supplementation (1 kg milk-based formula per week) and/or psychosocial stimulation (weekly play sessions to improve mother-child interaction). We assessed IQ, educational attainment, and behavior at 22 years old in 105 participants. We used multivariate regressions, weighted to adjust for loss to follow-up, to determine treatment benefits. RESULTS: We found no significant benefits from supplementation. Participants who received stimulation reported less involvement in fights (odds ratio: 0.36 [95\% confidence interval (CI) 0.12-1.06]) and in serious violent behavior (odds ratio: 0.33 [95\% CI: 0.11-0.93]) than did participants with no stimulation. They also had higher adult IQ (coefficient: 6.3 [95\% CI: 2.2-10.4]), higher educational attainment (achievement, grade level attained, and secondary examinations), better general knowledge, and fewer symptoms of depression and social inhibition. CONCLUSIONS: Early psychosocial intervention had wide-ranging benefits in adulthood that are likely to facilitate functioning in everyday life. The reductions in violent behavior are extremely important given the high levels of violence in many developing countries. The study provides critical evidence that early intervention can lead to gains in adult functioning.}, keywords = {*Achievement, *Dietary Supplements, *Early Intervention (Education), Adult, Age Factors, Child, Preschool, Cohort Studies, Confidence Intervals, Developing Countries, Developmental Disabilities/diagnosis/*rehabilitation, Female, Follow-Up Studies, Growth Disorders/epidemiology/physiopathology/*prevention \& control, Humans, Infant, Jamaica, Male, Malnutrition/epidemiology/physiopathology/*prevention \& control, Mental Competency, Multivariate Analysis, Odds Ratio, Poverty, Regression Analysis, Risk Assessment, Sex Factors, Time Factors}, isbn = {0031-4005}, doi = {10.1542/peds.2010-2231}, author = {Walker, S. P. and Chang, S. M. and Vera-Hernandez, M. and Grantham-McGregor, S.} } @article {5937, title = {Inequality in early childhood: risk and protective factors for early child development}, journal = {Lancet}, volume = {378}, number = {9799}, year = {2011}, note = {1474-547x
Walker, Susan P
Wachs, Theodore D
Grantham-McGregor, Sally
Black, Maureen M
Nelson, Charles A
Huffman, Sandra L
Baker-Henningham, Helen
Chang, Susan M
Hamadani, Jena D
Lozoff, Betsy
Gardner, Julie M Meeks
Powell, Christine A
Rahman, Atif
Richter, Linda
080534/Z/06/Z/Wellcome Trust/United Kingdom
Journal Article
Research Support, Non-U.S. Gov{\textquoteright}t
Comment
England
Lancet. 2011 Oct 8;378(9799):1325-38. doi: 10.1016/S0140-6736(11)60555-2. Epub 2011 Sep 22.}, month = {Oct 8}, pages = {1325-38}, edition = {2011/09/29}, abstract = {Inequality between and within populations has origins in adverse early experiences. Developmental neuroscience shows how early biological and psychosocial experiences affect brain development. We previously identified inadequate cognitive stimulation, stunting, iodine deficiency, and iron-deficiency anaemia as key risks that prevent millions of young children from attaining their developmental potential. Recent research emphasises the importance of these risks, strengthens the evidence for other risk factors including intrauterine growth restriction, malaria, lead exposure, HIV infection, maternal depression, institutionalisation, and exposure to societal violence, and identifies protective factors such as breastfeeding and maternal education. Evidence on risks resulting from prenatal maternal nutrition, maternal stress, and families affected with HIV is emerging. Interventions are urgently needed to reduce children{\textquoteright}s risk exposure and to promote development in affected children. Our goal is to provide information to help the setting of priorities for early child development programmes and policies to benefit the world{\textquoteright}s poorest children and reduce persistent inequalities.}, keywords = {*Child Development, Humans}, isbn = {0140-6736}, doi = {10.1016/s0140-6736(11)60555-2}, author = {Walker, S. P. and Wachs, T. D. and Grantham-McGregor, S. and Black, M. M. and Nelson, C. A. and Huffman, S. L. and Baker-Henningham, H. and Chang, S. M. and Hamadani, J. D. and Lozoff, B. and Gardner, J. M. and Powell, C. A. and Rahman, A. and Richter, L.} }