@article{ref1,
title="Psychosocial and environmental determinants of child cognitive development in rural South Africa and Tanzania: findings from the Mal-ed cohort",
journal="BMC public health",
year="2020",
author="Drago, Fabrizio and Scharf, Rebecca J. and Maphula, Angelina and Nyathi, Emanuel and Mahopo, Tjale C. and Svensen, Erling and Mduma, Estomih and Bessong, Pascal and Rogawski McQuade, Elizabeth T.",
volume="20",
number="1",
pages="e505-e505",
abstract="BACKGROUND: Approximately 66% of children under the age of 5 in Sub-Saharan African countries do not reach their full cognitive potential, the highest percentage in the world. Because the majority of studies investigating child cognitive development have been conducted in high-income countries (HICs), there is limited knowledge regarding the determinants of child development in low- and middle-income countries (LMICs). <br><br>METHODS: This analysis includes 401 mother-child dyads from the South Africa and Tanzania sites of the Etiology, Risk Factors, and Interactions of Enteric Infections and Malnutrition and the Consequences for Child Health and Development (MAL-ED) longitudinal birth cohort study. We investigated the effect of psychosocial and environmental determinants on child cognitive development measured by the Wechsler Preschool Primary Scales of Intelligence (WPPSI) at 5 years of age using multivariable linear regression. <br><br>RESULTS: Socioeconomic status was most strongly associated with child cognitive development (WPSSI Score Difference (SD):14.27, 95% CI:1.96, 26.59). Modest associations between the organization of the home environment and its opportunities for cognitive stimulation and child cognitive development were also found (SD: 3.08, 95% CI: 0.65, 5.52 and SD: 3.18, 95% CI: 0.59, 5.76, respectively). <br><br>CONCLUSION: This study shows a stronger association with child cognitive development at 5 years of age for socioeconomic status compared to more proximal measures of psychosocial and environmental determinants. A better understanding of the role of these factors is needed to inform interventions aiming to alleviate the burden of compromised cognitive development for children in LMICs.<p /> <p>Language: en</p>",
language="en",
issn="1471-2458",
doi="10.1186/s12889-020-08598-5",
url="http://dx.doi.org/10.1186/s12889-020-08598-5"
}