Developmental potential in early childhood is measured as an index, currently represented in the Multiple Indicator Cluster Survey (MICS) that assesses children aged 36-59 months in four domains: language/literacy, numeracy, physical, socio-emotional, and cognitive development. Each of these four domains is measured through instruments based on real-time observation. The MICS surveys calculate an overall Index Score as the percentage of children aged 36-59 months who are on track in at least three of the four domains.

Child development is a universal process: All children develop along the same trajectory or path towards adulthood and implies that a set of ‘rules’ are followed throughout the process of child development. Differentiating factors such as cultural, temporal, contextual and individual are largely ignored. Adulthood has normative status: Once a child reaches adulthood s/he has full human status. Until adulthood, the child is considered to be in a state of immaturity characterized by irrationality, incompetence, weakness, naivety, and innocence. In other words, everything a child does is basically a preparation for adulthood. Childhood is not valued for and of itself, only as a developmental process.

Goals of child development are universal: All cultures have the same ultimate goals for development. Yet in reality, different cultures have significantly different aspirations for their children, and these differences influence the goals for their development. For instance, in most Western societies, the ultimate goals for development include the attainment of personal, social, and political autonomy, independence and self-sufficiency, whereas in many other cultures, inter-dependence and integration are more highly valued. The goals of development also differ within community contexts and cultures, whereby education may be emphasized for a boy-child living in a middle class family, and marriage and employment may be considered to be of high priority for a girl-child from an impoverished circumstance, or one where girl education is not highly valued.

Deviations from the norm indicates risk for the child: There are assumptions about what constitutes normal behaviour and activity at each stage of development and any deviations from these normal behaviours are deemed to be potentially harmful for the child. These assumptions are largely drawn from a Western model of childhood, and fail to reflect the differences and realities of childhood experience in other cultural environments. It assumes, for example, that all forms of work are harmful for young children, thus effectively pathologising the many millions of children for whom work is a necessity, or indeed, recognising the potential benefits for children associated with work.

Children are passive players: Childhood is seen to be a process of acquisition of competencies and skills according to pre-determined biological or psychological forces. It fails to acknowledge the extent to which children have agency to influence their own lives and development, and can make an active contribution to their social environments. The most effective way to ensure children receive the care and attention they need to survive and thrive is to begin in the earliest stages of childhood. Health care and proper nutrition provided to young children and their caregivers, helps the children survive their most vulnerable early years and days.

Paying special attention to a child's development early in life sets the child up for success. Focusing on early childhood development equips children with the skills they need to succeed and thrive as they age. By providing opportunities at a young age, healthy development of all aspects of the child are encouraged — spiritually, physically, socially, emotionally, and even economically. Through our holistic child development model, we begin assisting children in poverty, in some cases, when the child is still in the womb, and we continue helping all the way through young adulthood. Our approach to helping children develop begins in early childhood, but is a long-term, whole-life approach that changes as a child’s needs change.

The great danger of pollution exposure in early life is that it can undermine efforts to enhance children’s development through improved nutrition, early learning and better healthcare. Because it erodes children’s potential to learn and diminishes their capacity to develop and grow, pollution condemns generations of children to a lifetime of disease and poverty.

Regards,

Adria Jackson

Managing Editor

Journal of Childhood and Developing Disorders

Whatsapp: +32 25889658