Table 1.
Early childhood development domain definitions and subdomains classification
| ECD domain | ECD subdomain | Study identification | ECD outcome | Definition reported by the study | Tool used to assess ECD outcome |
|---|---|---|---|---|---|
|
Developmental risk Developmental risk was defined when the delay was not specific per domain and the evaluation was performed by a global screening test. |
Black et al. (2012) | Developmental risk | Developmental risk was defined as having one or more developmental concerns. | Parents' Evaluation of Developmental Status | |
| Rose‐Jacobs et al. (2008) | Developmental risk | Children with two or more significant concerns are at developmental risk. | Parents' Evaluation of Developmental Status | ||
| Drennen et al. (2019) | Developmental risk | Children with two or more concerns were classified as at developmental risk. | Parents' Evaluation of Developmental Status | ||
|
Socio‐emotionalb Social–emotional skills, temperament, and personal social/adaptive skills |
Externalizing behaviour | Hobbs & King (2018) | Externalizing behaviour problems | Externalizing behaviours directed toward others (e.g., aggressive behaviours, whether the child argued a lot, bullied, was disobedient, or destroyed things). | Child Behavior Checklist (CBCL/1.5–5) |
| King (2018) | Externalizing behaviour problems | Externalizing behaviours (e.g., fights, hits others, or disobedience). | Child Behavior Checklist– (CBCL/1.5‐5) | ||
| Whitaker et al. (2006) | Aggressive | Not reported | Child Behavior Checklist (CBCL/1.5–5) | ||
| Nagata, Gomberg, Hagan, Heyman, & Wojcicki (2018) | Oppositional defiant score | Not reported | Child Behavior Checklist (CBCL/1.5–5) | ||
| Gill et al. (2018) | High‐frequency discipline | Not reported | “How many days in a typical week does NAME need to be disciplined for his/her behavior?” item adapted from the Home Observation Measurement of the Environment‐Short Form scale. | ||
| Johnson & Markowitz (2018) | Conduct problems | Conduct problems (e.g., how often child pushes or tantrums). | Items drawn from the Preschool and Kindergarten Behavior Scales, 2nd ed. and the Social Skills Rating Scale | ||
| Finch, Yousafzai, Rasheed, & Obradović (2018) | Externalizing behaviour problems | Not reported | Strengths and Difficulties Questionnaire | ||
| Externalizing behaviour/hyperactivity | Johnson & Markowitz (2018) | Hyperactivity | Hyperactivity (e.g., how well child pays attention, resists distraction, sits stilla). | Items drawn from the Preschool and Kindergarten Behavior Scales, 2nd ed. and the Social Skills Rating Scale | |
| Nagata et al. (2018) | Attention deficit/hyperactivity | Not reported | Child Behavior Checklist (CBCL/1.5–5) | ||
| Whitaker et al. (2006) | Inattention/hyperactivity | Not reported | Child Behavior Checklist (CBCL/1.5–5) | ||
| Internalizing behaviour/anxiety | Whitaker et al. (2006) | Anxious/depressed | Not reported | Child Behavior Checklist (CBCL/1.5–5) | |
| Nagata et al. (2018) | Anxiety | Not reported | Child Behavior Checklist (CBCL/1.5–5) | ||
| Internalizing behaviour | Nagata et al. (2018) | Affective score | Not reported | Child Behavior Checklist (CBCL/1.5–5) | |
| Nagata, Gomberg, Hagan, Heyman, & Wojcicki (2018)a | Pervasive developmental | Pervasive developmental symptoms included mothers reporting that their children avoided eye contact, did not answer when called or when spoken to, showed little affection, had a speech problem, exhibited strange behaviour, or were upset by new situations. | Child Behavior Checklist (CBCL/1.5–5) | ||
| Milner et al. (2018) | Personal social | Personal social reflects emotional responses and social interactions. | Inventory (Ages and Stages Questionnaire: I) | ||
| King (2018) | Internalizing behaviours | Internalizing behaviours (e.g., withdrawn, shy, secretive, or refuses to talk). | Child Behavior Checklist(CBCL/1.5‐5) | ||
| Hobbs & King (2018) | Internalizing behaviours | Internalizing behaviours are negative emotions directed toward self (e.g., whether the child worried, sulked a lot, was shy, or refused to talk). | Child Behavior Checklist (CBCL/1.5–5) | ||
|
Cognitiveb Cognitive skills and abilities for the executive function/self‐regulation/effortful control, early academic skills, and approaches to learning. |
Cognitive scores | Hernandez & Jacknowitz (2009)a | Cognitive scores | Early cognitive and language ability by examining items about early communication skills, expressive and receptive vocabulary, listening comprehension, and early problem‐solving skills. | Bayley Short Form‐Research Edition (BSF‐R) Mental Scale |
| Executive function | Obradovíc, Yousafzai, Finch, & Rasheed (2016)a | Executive function | Executive function skills include inhibitory control (ability to suppress a dominant response in favour of a subdominant response), working memory (ability to hold, update, and manipulate information in the mind over short periods of time), and cognitive flexibility (ability to switch flexibly between two different dimensions). | Executive function battery | |
| Obradovíc, Yousafzai, Finch, & Rasheed (2016)a | Performance Intelligence Quotient | Performance intelligence (e.g., fluid reasoning, spatial processing, perceptual organization, and visual–motor integration). | Wechsler Preschool and Primary Scale of Intelligence III | ||
|
School readiness and reading |
Hobbs & King (2018) | Woodcock–Johnson letter–word identification | Not reported | Woodcock–Johnson test of achievement letter–word identification subtest | |
| Huang, Potochnick, & Heflin (2018) | School readiness in reading assessment score | Reading assessment (e.g., phonological awareness, letter recognition and sound knowledge, and word recognition). | Peabody Picture Vocabulary Test | ||
| Johnson & Markowitz (2018) | Reading | Reading ability evaluated letter and letter–sound knowledge, print conventions, and expressive and receptive vocabulary skills. | Measure developed specifically for the Early Childhood Longitudinal Study‐Birth Cohort | ||
| Vocabulary | Hobbs & King (2018) | Peabody Picture Vocabulary Test | Children's receptive vocabulary capabilities for standard English and academic readiness. | Peabody Picture Vocabulary Test–Revised | |
| Obradovíc, Yousafzai, Finch, & Rasheed (2016) | Verbal Intelligence Quotient | Verbal intelligence (e.g., vocabulary, verbal comprehension, and knowledge about the world). | Wechsler Preschool and Primary Scale of Intelligence III | ||
| Math | Huang et al., 2018 | School readiness in math assessment score | Math assessment (e.g., number sense, counting, operations, and geometry). | Test of Early Mathematics Ability–3 | |
| Johnson & Markowitz (2018) | Math | Math skills assessed children's number sense, properties, operations, measurement, and geometry and spatial abilities. | Measure developed for the Early Childhood Longitudinal Study‐Birth Cohort | ||
| Mickens et al. (2019) | Early Mathematics Ability | Informal and formal mathematical knowledge. Informal knowledge covers concepts that children learn outside of the context of formal schooling, whereas formal knowledge covers concepts that a child is taught in school. | Test of Early Mathematics Ability (TEMA) | ||
|
Motorb Control and coordination of gross and fine movements skills |
Hernandez & Jacknowitz (2009) | Fine and gross motor | Fine motor skills (e.g., reaching, grasping, and manipulating small objects) and gross motor skills (e.g., sitting, standing, walking, and balance). | Motor skills scale adapted from the Bayley Scales of Infant Development, Second Edition | |
| Milner et al. (2018) | Gross motor | Gross motor evaluates body and muscle movement, including tasks such as standing, walking, and balancing. | Inventory (Ages and Stages Questionnaire: I) | ||
|
Languageb Comprehensive and expressive verbal communication skills |
Milner, Fiorella, Mattah, Bukusi, & Fernald (2018)a | Communication | The communication assesses language development and the use of words or sounds to express feelings. | Inventory (Ages and Stages Questionnaire: I) | |
| Saha et al. (2010)a | Language comprehension | Children's ability to comprehend words in different categories (e.g., animals, body parts, or food). | Bengali adaptation of MacArthur's Communicative Development Inventory | ||
| Saha et al. (2010)a | Language expression | Children's ability to express words in different categories (e.g., animals, body parts, or food). | Bengali adaptation of MacArthur's Communicative Development Inventory |
Abbreviation: ECD, early childhood development.
a
Hernandez & Jacknowitz, 2009 (evaluating cognitive scores), Obradovíc et al., 2016 (evaluating executive function and performance intelligence quotient), Nagata et al., 2018 (evaluating pervasive developmental), Milner et al., 2018 (evaluating communication), and Saha et al., 2010 (evaluating language comprehension and language expression) could not be grouped in the ECD domains due to the ECD definition.
b
The four main ECD domains were adapted according the proposed by Fernald et al. (2017).