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Dynamics of child development : analysis of a longitudinal cohort in a very low income country (Inglês)

Longitudinal patterns of child development and socioeconomic status are described for a cohort of children in Madagascar who were surveyed when they were 3–6 and 7-10 years old. Substantial wealth gradients were found across multiple domains: receptive vocabulary, cognition, sustained attention, and working memory. The results are robust to the inclusion of lagged outcomes, maternal endowments, measures of child health, and home stimulation. Wealth gradients are significant at ages 3–4, widen with age, and flatten out by ages 9-10. For vocabulary and sustained attention, the gradient grows steadily between ages three and six; for cognitive composite and memory of phrases, the gradient widens later (ages 7-8) before flattening out. These gaps in cognitive outcomes translate into equally sizeable gaps in learning outcomes. Between 12 and 18 percent of the predicted gap in early outcomes is accounted for by differences in home stimulation, even after controlling for maternal education and endowments.

Detalhes

  • Autor

    Galasso,Emanuela, Weber,Ann, Fernald,Lia C. H.

  • Data do documento

    2017/02/15

  • TIpo de documento

    Documento de trabalho sobre pesquisa de políticas

  • No. do relatório

    WPS7973

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    África,

    Madagascar,

  • Região

    África,

  • Data de divulgação

    2017/02/15

  • Disclosure Status

    Disclosed

  • Nome do documento

    Dynamics of child development : analysis of a longitudinal cohort in a very low income country

  • Palavras-chave

    Child development;wealth quintile;infant and young child;Demographic and Health Survey;child nutritional status;access to safe water;Poverty & Inequality;framework for health promotion;brain development in children;home environment;maternal education;early child development;primary school enrollment;development research group;birth weight;living in poverty;child cognitive development;health and nutrition;principal component analysis;child health outcomes;games of strategy;nationally representative survey;magnetic resonance imaging;labor market outcome;primary school age;evolution over time;care for child;school readiness;developmental outcomes;birth order;standard error;Early childhood;test score;school learning;early literacy;working memory;child outcome;maternal height;household wealth;standard deviation;wealth group;confidence interval;empirical method;bottom quintile;short stories;cohort study;cognitive ability;cooking fuel;literacy score;word problem;cognitive stimulation;longitudinal study;Learning and Innovation Credit;age category;measurement error;urban cities;rural area;explanatory variable;attending school;intergenerational transmission;public health;mathematics skill;developmental psychology;bootstrap estimate;household characteristic;descriptive statistic;picture book;public well;open pit;home language;cultural acceptability;community level;language use;cognitive outcome;cross-sectional studies;cement floor;nutrition intervention;community representative;reading material;children's development;behavioral change;developmental potential;school-age child;environmental intervention;ordinal scale;Disease Prevention;addressing poverty;cognitive achievement;money matter;reading ability;childrens development;molecular biology;poor child;art work;preschool child;children of ages;panel data;art supply;sampling variance;study design;life span;odds ratio;early grade;charter school;reducing inequality;brain research;nutritional supplementation;wealth effect;Higher Education;national academy;research effort;economic efficiency;longitudinal analysis;learning dynamic;cognitive skill;Political Economy;educational enrollment;regression model;individual difference;child psychology;early stimulation;paternal education;cultural reality;poor health;life course;cognitive function;human capital;home learning;environmental influence;livestock ownership;childhood exposure;school achievement;lagged dependent;neonatal mortality;longitudinal data;education study;housing condition;cattle ownership;assessment tool;urban household;village characteristic;test result;literacy outcome;formal schooling;absolute reduction;racial gap;direct proxy;income variable;preschool year;wealth index;nutritional outcome;know how;learning environment;household density;indicator variable;home ownership;urban village;open access;basic arithmetic;development policy;model specification;skill formation;outcome measure;dynamic process;academic skill;conceptual framework;socioeconomic status;cross-sectional evidence;demographic variables;parental investment;early age;health disparities;developmental benefit;poor housing;clinical psychologist;variable input;input use;language development;primary caregiver;previous work;important component;cross-sectional data;internal consistency;theoretical model;coefficient estimate;school feeding;wealth ranking;

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