Relationship between nutritional status, psychosocial stimulation, and cognitive development in preschool children in Indonesia.
- Author:
Oktarina WARSITO
1
;
Ali KHOMSAN
;
Neti HERNAWATI
;
Faisal ANWAR
Author Information
- Publication Type:Original Article
- Keywords: Children's nutritional status; psychosocial stimulation; cognitive development
- MeSH: Aged; Child; Child, Preschool; Surveys and Questionnaires; Humans; Indonesia; Mothers; Nutritional Status; Thinness
- From:Nutrition Research and Practice 2012;6(5):451-457
- CountryRepublic of Korea
- Language:English
- Abstract: The purposes of the study were to analyze nutritional status, psychosocial stimulation, and factors affecting the cognitive development of preschool-age children. This study was conducted in the Village of Babakan, Sub-District of Dramaga, Bogor Regency, West Java. This cross-sectionally designed study was conducted with mothers who had preschool children aged 3-5 years as respondents. Fifty-eight children were included. The distribution of mother's educational level was quite diverse, and the largest percentage (44.8%) had senior high school education. Approximately 78% of the family income per capita was classified into the non-poor category and 22.4% into the poor category. The average mother's nutritional knowledge score was 76.7 +/- 2.5 (moderate category). Most of the preschool children (84.4%) had psychosocial stimulation scores in the moderate category (30-45). The nutritional status of children showed that 15.5% were underweight, 5.2% were wasted, 3.4% were severely wasted, and 19% of the children were in the short and very short categories (stunted). The stepwise regression results showed that psychosocial stimulation (P < 0.001), participation in early childhood education (P = 0.002) and nutritional status based on the height index for age (P = 0.028) had a positive and significant effect on cognitive development of the preschool children (adjusted R2, 0.434; P = 0.028).
