Home caregiving, early learning and the development of Fiji’s preschoolers
Preschool aged children in Fiji are not all getting the same start in life, and new research from Monash University’s Global and Women’s Health unit reveals which factors are most strongly linked to better child development.
Published in Early Child Development and Care, the study is the first to examine how family life and access to early learning affect children aged two to five years in Fiji. The Pacific region has long faced data gaps in early childhood development, making it challenging to guide country-specific solutions.
“Early childhood is a crucial time for growth, learning and development,” says PhD candidate Sally Popplestone, who led the research, with support from senior author Professor Jane Fisher AO.
“Between ages two and five, children can recover from early setbacks and build foundational skills, but these gains depend on the care and simulation they receive, especially at home.”
Nurturing Care Framework
The research draws on the World Health Organization’s Nurturing Care Framework which identifies five essential pillars for optimal development: good health, nutrition, safety, learning and responsive caregiving. Home environments play a central role in nurturing these elements, with evidence showing that parenting practices such as play, storytelling and emotional engagement can help children thrive.
Yet globally, three out of four children in low and middle-income countries miss out on nurturing care, especially in early learning and responsive caregiving.
Fiji’s first Multiple Indicator Cluster Survey
Researchers conducted secondary analyses using data from 1,100 children aged 24 to 59 months from Fiji’s first Multiple Indicator Cluster Survey, led by UNICEF in 2021. The survey included the Early Childhood Development Index 2030; a new global tool linked to the UN's Sustainable Development Goals.
Using regression models and moderation analyses, the study assessed how child development relates to home factors such as books, toys, parental engagement, supervision and discipline, and how these relationships differ by age, sex, region, education, wealth and urbanicity.
Developmental disparities
Girls, older children and those with at least three children’s books at home had higher developmental scores. Children living in the Northern division, from poorer households, and receiving minimal positive parenting had lower developmental scores.
Supervision was especially beneficial for girls’ development, while the impact of books was greater in urban areas, possibly due to wider access to resource such as libraries. Toys appeared to play a compensatory role for children whose mothers had limited formal education.
Policy implications
“Our findings suggest that programs targeting age, sex, and socioeconomic factors could be a mechanism through which to help address persistent gaps in child development,” says Ms Popplestone.
Embedding parenting support and early learning resources into the health system could be a practical way to reach families, especially those facing disadvantage.
“What happens at home in terms of books, play, supervision and emotional connection are all very important for optimal early childhood development,” she says.
A timely contribution to Fiji’s child development agenda
This research arrives as Fiji launched the 2024-2028 Early Childhood Development Policy, which aims to ensure that every child receives adequate care, nutrition, and early learning opportunities, while safeguarding them from abuse, neglect, and violence through coordinated multi sectoral efforts. The policy builds on a regional collaboration through the 2017 Pasifika Call to Action on Early Childhood Development, championed by 15 Pacific leaders including Fiji.
The study aligns with Fiji’s strategic commitment to equity and long term development, offering insights that can guide investment in early childhood development.
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