40 research outputs found
Executive function and pre-academic skills in preschoolers from South Africa
No full textBackground: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association.Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; Mage = 50.91 months; 45% female).Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation.Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox.Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p < 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant.Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings.Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school
Cross-sectional associations between mental health indicators and social vulnerability, with physical activity, sedentary behaviour and sleep in urban African young women
No full textBACKGROUND: Relationships between mental health and multiple health behaviours have not been explored in young South African women experiencing social constraints. The aim of this study was to identify associations between mental health indicators and risk factors with physical activity, sedentary behaviour, and sleep, amongst young women living in Soweto, a predominantly low-income, urban South African setting. METHODS: For this cross-sectional study, baseline measurements for participants (n = 1719, 18.0–25.9 years old) recruited for the Healthy Life Trajectories Initiative were used including: physical activity, sedentary behaviour (sitting, screen and television time), sleep (duration and quality), depression and anxiety indicators, emotional health, adverse childhood experiences, alcohol-use risk; social vulnerability, self-efficacy, and social support. RESULTS: Multiple regression analyses showed that depression (β = 0.161, p < 0.001), anxiety (β = 0.126, p = 0.001), adverse childhood experiences (β = 0.076, p = 0.014), and alcohol-use risk (β = 0.089, p = 0.002) were associated with poor quality sleep. Alcohol-use risk was associated with more screen time (β = 0.105, p < 0.001) and television time (β = 0.075, p < 0.016). Social vulnerability was associated with lower sitting time (β = − 0.187, p < 0001) and screen time (β = − 0.014, p < 0.001). Higher self-efficacy was associated with more moderate- to vigorous-intensity physical activity (β = 0.07, p = 0.036), better-quality sleep (β = − 0.069, p = 0.020) and less television time (β = − 0.079, p = 0.012). Having no family support was associated with more sitting time (β = 0.075, p = 0.022). Binomial logistic regression analyses supported these findings regarding sleep quality, with anxiety and depression risk doubling the risk of poor-quality sleep (OR = 2.425, p < 0.001, OR = 2.036, p = 0.003 respectively). CONCLUSIONS: These findings contribute to our understanding of how mental health indicators and risk factors can be barriers to health behaviours of young women in Soweto, and that self-efficacy and social support can be protective for certain of these behaviours for these women. Our results highlight the uniqueness of this setting regarding associations between mental health and behaviours associated with non-communicable diseases risk. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-022-01325-w
Supplementary materials to: 'We don’t have things for counting': An exploration of early numeracy skills and home learning experiences of children growing up in poverty in South Africa
No full textSupplementary materials to: Merkley, R., Sernoskie, E., Cook, C. J., Howard, S. J., Makaula, H., Mshudulu, M., Tshetu, N., Draper, C. E., & Scerif, G. (2023). 'We don’t have things for counting': An exploration of early numeracy skills and home learning experiences of children growing up in poverty in South Africa. Journal of Numerical Cognition, 9(2), 268–284. https://doi.org/10.5964/jnc.8061The Supplementary Materials contain the home learning environment survey items.unknownunknow
Executive function and pre-academic skills in preschoolers from South Africa
No full textBackground: While there is now considerable evidence in support of a relationship between
executive function (EF) and academic success, these findings almost uniformly derive from
Western and high-income countries. Yet, recent findings from low- to middle-income
countries have suggested that patterns of EF and academic skills differ in these contexts, but
there is little clarity on the extent, direction and nature of their association.
Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample
of preschool children (N = 124; Mage = 50.91 months; 45% female).
Setting: Two preschools were recruited from an urban setting in a community with both
formal and informal housing, overcrowding, high levels of crime and violence, and poor
service delivery. Three preschools were recruited from rural communities with household
plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited
access to running water and rudimentary sanitation.
Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development
Criteria test, and EF was assessed using the Early Years Toolbox.
Results: Although EF scores appeared high and pre-academic skills were low (in norm
comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p < 0.001)
nevertheless showed strong prediction of pre-academic skills while shifting was not significant.
Conclusion: While EF is an important predictor of pre-academic skills even in this low- and
middle-income country context, factors in addition to EF may be equally important targets to
foster school readiness in these settings.
Contribution: The current study represents a first step towards an understanding of the
current strengths that can be leveraged, and opportunities for additional development, in the
service of preparing all children for the demands of schoolPM202
‘Community Conversations’ to Understand Perceptions of Crime and Violence in a Low-Income Urban Setting
No full textCrime and violence are highly prevalent in South Africa, exacerbated by numerous socioeconomic challenges. To investigate how exposure to crime and violence (and their impacts, e.g. stress) are perceived in low-income communities, we hosted a set of facilitated ‘community conversations’, as opportunities for community engagement. Our objective was to provide a safe space for community members to share their perceptions; we were interested to know if such conversations would be feasible with adolescents (>12 years) and adults in the community. We hosted five conversations (each 2.5-3 hours in length) with 25 adults (56% female) and 47 adolescents (26% female) at a local church, providing refreshments. Overall, it proved feasible to arrange and conduct ‘community conversations’ about stress and exposure to crime and violence in this community. Despite the sensitive nature of the topics being discussed, participants in all groups were found to be willing to speak openly and appeared to respond well to the term ‘stress’ rather than mental health. The main challenges identified in discussions were poverty, safety (linked to crime and violence), substance abuse, lack of trust, and conflict in homes, and a lack of unity within the community linked to a lack of trust. Poverty and unemployment were seen as contributing to these challenges, contributing to community members feeling unsafe and unprotected, and living with the fear of being targeted by crime and violence. Based on our experience of these conversations, we make recommendations relating to the feasibility, facilitation, and the role of such activities in research. Participants’ responses provided a positive indication that facilitating similar conversations on a more regular basis (and potentially in other communities) could help provide support for community members while also increasing researchers’ understanding of community member experiences
The South African 24-hour movement guidelines for birth to 5 years: an integration of physical activity, sitting behavior, screen time, and sleep
No full textBackground: In December 2018, the South African 24-hour movement guidelines for birth to 5 years were released. This article describes the process used to develop these guidelines. Methods: The Grading of Recommendations Assessment, Development, and Evaluation-ADOLOPMENT approach was followed, with some pragmatic adaptions, using the Australian guidelines for the early years as a starting point. A consensus panel, including stakeholders in early childhood development and academics, was formed to assist with the development process. Results: At a face-to-face meeting of the panel, global and local literatures were considered. Following this meeting, a first draft of the guidelines (including a preamble) was formulated. Further reviews of these drafts by the panel were done via e-mail, and a working draft was sent out for stakeholder consultation. The guidelines and preamble were amended based on stakeholder input, and an infographic was designed. Practical “tips” documents were also developed for caregivers of birth to 5-year-olds and early childhood development practitioners. The guidelines (and accompanying documents) were released at a launch event and disseminated through various media channels. Conclusions: These are the first movement guidelines for South African and the first such guidelines for this age group from a low- and middle-income countr
Executive function and pre-academic skills in preschoolers from South Africa
No full textBackground: While there is now considerable evidence in support of a relationship between
executive function (EF) and academic success, these findings almost uniformly derive from
Western and high-income countries. Yet, recent findings from low- to middle-
income
countries have suggested that patterns of EF and academic skills differ in these contexts, but
there is little clarity on the extent, direction and nature of their association.
Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample
of preschool children (N = 124; Mage = 50.91 months; 45% female).
Setting: Two preschools were recruited from an urban setting in a community with both
formal and informal housing, overcrowding, high levels of crime and violence, and poor
service delivery. Three preschools were recruited from rural communities with household
plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited
access to running water and rudimentary sanitation.
Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development
Criteria test, and EF was assessed using the Early Years Toolbox.
Results: Although EF scores appeared high and pre-academic skills were low (in norm
comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p < 0.001)
nevertheless showed strong prediction of pre-academic skills while shifting was not significant.
Conclusion: While EF is an important predictor of pre-academic skills even in this low- and
middle-income country context, factors in addition to EF may be equally important targets to
foster school readiness in these settings.
Contribution: The current study represents a first step towards an understanding of the
current strengths that can be leveraged, and opportunities for additional development, in the
service of preparing all children for the demands of school.PM202
Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings
No full textExecutive function is foundational for cognitive development. Previous research has shown both gross motor skills and physical activity to be related to executive function. However, evidence for these relationships in the preschool years, as well as in low- and middle-income countries is lacking. Therefore, this study aimed to investigate the relationships between components of executive function (inhibition, shifting and working memory) and gross motor skills (locomotor skills and object control skills) in a sample of preschool children from urban and rural low-income settings in South Africa. Results revealed that inhibition and working memory, but not shifting, were associated with gross motor skills. More specifically: inhibition was associated with both locomotor [beta = 0.20, p = 0.047] and object control skills [beta = 0.24, p = 0.024], whereas working memory was only associated with locomotor skills [beta = 0.21, p = 0.039]. Physical activity was not associated with inhibition and shifting but was negatively associated with working memory. These results elaborate a growing evidence base linking executive function and gross motor skills in the early years, and it is the first to look at specific associations of locomotor and object control skills with executive function in the South African context (a low- and middle-income country).</p
“We Don’t Have Things for Counting”: An Exploration of Early Numeracy Skills and Home Learning Experiences of Children Growing up in Poverty in South Africa
No full textA child’s home environment has been shown to be related to the development of early numeracy skills in some countries. However, significant relationships between home learning environment and math achievement have not consistently been found, and likely vary across different cultural and socio-political contexts. Here we explored the home environment and early numeracy skills of 243 children (3-5 years), who were not attending preschool programmes in very low-income settings in Cape Town, South Africa. Caregivers completed a questionnaire including information regarding experiences of children in the home; children completed a number identification task, a counting task and the Give-N task. The amount of resources in the home learning environment (e.g. the number of books and toys), frequency of home learning activities caregivers did with their children, and caregiver levels of education and income were not associated with number knowledge. While the home learning environment has been shown to be important for developing early numeracy skills in previous research, this study suggests that factors other than the home learning environment may also be important targets to foster numeracy skills and school readiness in low-income settings in South Africa
Caregiver perspectives of risk and protective factors influencing early childhood development in low‐income, urban settings: A social ecological perspective
No full text
