ABSTRACT
Assessments of infant sociability, motoric capacities, and nutritional factors were performed to elucidate early influences on infant development in an undernourished Kenya population. In this longitudinal study, infant social skills were assessed using both the Bayley Behavior Record and home observations during the first 6 months of the infants' lives. Abilities were measured using an adapted version of the Bayley scales of infant development at 6 and 30 months, and a short battery of cognitive measures at 5 years. Infant size measurements were used as indicators of infant nutritional status. Shorter and lighter infants, and those infants showing growth faltering in weight attainment, were significantly less sociable at 6 months than infants who were taller and maintained heavier weights. Infants with smaller arm circumferences displayed lower motor scores at 6 months and lower Bayley mental scores at 30 months than infants with greater arm circumference. Furthermore, infants who were more motorically able and socially adept at 6 months had higher Bayley scores at 30 months and higher verbal comprehension scores at 5 years.
Subject(s)
Child Development , Developmental Disabilities/etiology , Infant Nutrition Disorders/complications , Anthropometry , Child , Child Rearing , Child, Preschool , Developmental Disabilities/diagnosis , Exploratory Behavior/physiology , Factor Analysis, Statistical , Family Health , Female , Follow-Up Studies , Forecasting , Health Surveys , Humans , Infant , Infant Behavior/physiology , Infant, Newborn , Kenya , Language Development , Male , Motor Skills/physiology , Neuropsychological Tests , Nonverbal Communication/physiology , Observation , Prospective Studies , Regression Analysis , Social BehaviorABSTRACT
Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities.
Subject(s)
Developing Countries , Food Deprivation , Mother-Child Relations , Mothers/psychology , Poverty/psychology , Child , Child Behavior , Child, Preschool , Female , Humans , Infant , Intelligence , Kenya , Male , Play and Playthings , Social BehaviorABSTRACT
The peer interaction of 26 physically abused children was observed and compared to the peer interaction of normal children (n = 26), neglected children (n = 4) and children referred to a child guidance clinic (n = 21). The children were either enrolled in a day-care intervention program and observed in well-established peer groups or not enrolled in peer-based intervention and observed in newly formed peer groups. The hypothesis that abused children who were enrolled in day-care intervention programs would be more competent in peer interaction than abused children who were observed in newly formed groups and not enrolled in peer-based intervention programs was supported. The peer interaction of abused children in well-established groups was similar to that of normal children and more skillful than that of abused and clinic children in newly formed groups. Normal children engaged in similar peer interaction in newly formed and well-established groups. The results are discussed in terms of the social support network provided by the day-care intervention and missing in the family environment of abused children.
