Notes

Aim: To identify factors of poor development; find indicators that are closely associated with poor cognitive and educational performance in children in developing countries
Cross-section studies
high-risk children have noted associations between concurrent stunting and poor school progress or cognitive ability
stunt children were more likely to enroll late in school tan non-stunted children
Longitudinal studies
Peru: Stunting at 24 months was related to cognition at 9 years
Philippines: Stunting related to intelligent quotient (IQ) at 8 and 11 years, age at enrollment in school, grade repetition, and dropout from school
Brazil and South Africa: Stunting between 12 and 36 months was related to later measures of cognition or grade attainment

Results: Two Factors: Prevalence of early childhood stunting and the number of people living in absolute poverty.
Use them to estimate that over 200 million children under 5 years are not fulfilling their developmental potential

Child Development Series (3) Engle (2007)
Aim: To review intervention programmes in developing countries
Countries: Guatemala, Pakistan, Nepal, Jamaica, India, Philippines
Assesses strategies to promote child development and to prevent or ameliorate the loss of developmental potential.
Most effective early child development programmes: provide direct learning experiences to children and families, are targeted toward younger and disadvantaged children, are of longer duration, high quality, and high intensity, and are integrated with family support, health, nutrition, or educational systems and services
Results of programes: Gains in skills (sociability, self-confidence, and motivation)

Additional Info: However, programme coverage is low. To achieve the Millennium Development Goals of reducing poverty and ensuring primary school completion, governments and civil society should consider expanding high quality, cost-effective early child development programmes.