TY  - JOUR
PY  - 2020//
TI  - Psychosocial and environmental determinants of child cognitive development in rural South Africa and Tanzania: findings from the Mal-ed cohort
JO  - BMC public health
A1  - Drago, Fabrizio
A1  - Scharf, Rebecca J.
A1  - Maphula, Angelina
A1  - Nyathi, Emanuel
A1  - Mahopo, Tjale C.
A1  - Svensen, Erling
A1  - Mduma, Estomih
A1  - Bessong, Pascal
A1  - Rogawski McQuade, Elizabeth T.
SP  - e505
EP  - e505
VL  - 20
IS  - 1
N2  - 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>
LA  - en
SN  - 1471-2458
UR  - http://dx.doi.org/10.1186/s12889-020-08598-5
ID  - ref1
ER  -