Comparing Two Early Child Development Assessment Tools in Rural Limpopo, South Africa
Open accessAbstract
BACKGROUND: Providing increased cognitive stimulation or learning opportunities to young children significantly increases cognitive and social-emotional competence later in life. This study aims to determine the acceptability of a pediatric assessment tool to track early child development (ECD) in a rural health district in Limpopo, South Africa. METHODS: A total of 11 primary health nurses from the region in two focus groups were selected to learn and compare two ECD assessment tools: the Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) and Ages and Stages Questionnaire (ASQ). Data were analyzed using versus coding to compare between the two focus groups and between ASQ and CAT/CLAMS. RESULTS: The major categories that emerged from the discussion were current practice, usability, resource management, cultural adaptation, patient and parent factors, and new knowledge. CONCLUSIONS: This study illustrates the challenges related to adapting and implementing ECD assessment in an environment where ECD is largely unknown by local residents, and differs from the environment in which the tool was initially developed. Further work is needed to develop new tools or alter existing tools that can be adapted to diverse settings and cultures.
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Tools for comprehensive child development assessment such as the Griffiths Assessment Tool, CAT/CLAMS and ASQ that have been assessed in South Africa require trained personnel and are time-consuming.
“Tools for comprehensive child development assessment such as the Griffiths Assessment Tool, the Cognitive Adaptive Test/Clinical Linguistic, and Auditory Milestone Scale (CAT/CLAMS) and Ages and Stages Questionnaire (ASQ) that have been assessed in South Africa [2] require trained personal and the assessment of each child is time-consuming.”
From Assessing early child development and its association with stunting and schistosome infections in rural Zimbabwean children using the Griffiths Scales of Child Development (2021) · cites this paper as [2]
The Results (Usability and Table 2; page unavailable) describe CAT/CLAMS as time-consuming, and the Conclusion says both CAT/CLAMS and ASQ require significant training. But the paper describes ASQ as requiring less clinic time, and the searched copy does not address the Griffiths Assessment Tool. It therefore does not support the claim that all three tools make each child's assessment time-consuming. (LLM, conf=0.88)
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- Authors
- Milbrath, G., Constance, C., Ogendi, A., & Plews-Ogan, J.
- Affiliations
- University of Illinois Chicago (US)
- Michigan State University (US)
- University of Virginia Children's Hospital (US)
- Corresponding author
- Milbrath, Gwyneth
- ORCID
- Milbrath, Gwyneth
- Venue
- BMC Pediatrics
- Published
- 2020-05-07
- Volume
- 20
- Issue
- 1
- Pages
- 197-197
- ISSN
- 1471-2431 (ISSN-L)
- PMC
- PMC7204218
- OpenAlex
- W3021773693
- Cited by
- 3
- References
- 20
- Citations by year
- 2024: 1 · 2021: 2
- FWCI
- 0.76
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- BMC Pediatrics (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- University of Virginia Jefferson Public Citizens Program
- University of Virginia Center for Global Health
- Topics
- Social Sciences › Education › Health Education and Validation
- Health Sciences › Health Professions › General Health Professions › Child and Adolescent Health
- Health Sciences › Nursing › Nutrition and Dietetics › Child Nutrition and Water Access
- Keywords
- early childhood development, Ages and Stages Questionnaire, rural health care, Limpopo, tool usability, cognitive stimulation
- MeSH terms
- Child, Child Development, Child, Preschool, Humans, Learning, Neuropsychological Tests, Rural Population, South Africa
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