Developmentis not just development. It cannot be practical unless it is viableand sustainable. Sustainable development primarily instigates withnothing less than a profound investment in early development of ourchildren. More specifically, this sustainable development can be ofgreat importance and impact if it is invested in the initial braindevelopment of children. The heart of the matter is comprehensivesustainable development begins primarily with the investment in theearly brain development of children. Quite a number of studies haverevealed that a child’s brain development at an early stage goes along way in creating sustainable development. Studies have indicatedthat nearly to quarter a million kids below the age of five who livein poverty stricken areas in third world or second world nations donot reach their intellectual and socioemotional growthaptitude. Weare not denying the fact that lack of proper diet and nutrition hasits stake in this predicament. Nevertheless, we acknowledge that amajor cause of this redundancy development in these children is dueto insufficient inspiration and stimulation in the first five yearsof their lives. A detrimental consequence of poverty on early braindevelopment is a field that has been researched by quite a number ofscholars around the United States and their resultsauthenticated.Among other issues, good quality parental caregiving as well asvariances in language development established on parental languagecorrelations are vivid factors that affect any child’s sustainabledevelopment. There have been studies in the United States that havedocumented that programs based on home visiting can develop not onlythe value of home milieu but parenting skills as well. This in turnhelps in boosting the intellectual and logical development amongkids. The aforementioned factors, among others, do affect the mannerin which children develop in their life thus leading to a poorsustainable development.
Inthe research of ‘Pediatrics’ by Benard P. Dreyer, the evaluationand scrutiny of unsystematicmeasuredexperimental of a home-basedearly developmental intrusion on courses of intellectual developmentamongst young kids from 1 to 3 years of age from advanced- andlower-means families in three low- to middle-meansnations ispresented in a deeper level [ CITATION Ben16 l 1033 ].These nations are Zambia, Pakistan, and India [ CITATION Ben16 l 1033 ].In this research, Dreyer has shown how home visits by various parenttrainers was carried out every after a couple of weeks ever since thechildren were born till they attained the age of three. Parenttrainers provided a set of courses to parents in the investigationalgroup that aimed atintellectual, linguistic, progress (or motor), aswell as socioemotional development. The investigational parents wereurged to use knowledgeable actions while waiting for the subsequentvisit. There are such remarkable results reported in this mode ofresearch. It was documented that even though kids from poor familiesrecorded poor result in the initial stages of this program ascompared to their counterparts from well-off families, theytremendously improved and even caught up with their counterparts fromwell off families when they attained 36 months of age [ CITATION Ben16 l 1033 ].This improvement was recorded in those children who obtained theintrusion in development. When these children attained the age ofthree (3) years, they were the sameas their counterparts from well off families in either the intrusionor the control group [ CITATION Ben16 l 1033 ].The effect of this intrusion if upheld and preserved through schooladmission as well as the primary ratings, they stand a higher chanceof changing these kids’ ultimate courses. Moreover, a furtherobservation of these children, or of kids in analogoustrainings orlessons, will need to be carried out so as to authenticate that theseimperative results do not lose control and disappear over time. Inaddition, conveying these platforms to scale will require a breakdownof overheads that is not captured as part of this research.Furthermore, growth of subsidy streams in the nations in which thesekids live or of subsidy through global resources is of paramountimportance.
TheAmerican Academy of Pediatrics (AAP) has come up with two primaciesin the recent past. These two primaries are “Poverty and ChildHealth” and “Early Brain and Child Development.” The twoprimacies have come hand in hand and are coinciding. These twoprimacies equally are replicated in and intenselyreverberate with theresultsstated in this research. Even though the efforts of this studyare principally engrossed on kids in the United States, the AmericanAcademy of Pediatrics (AAP) is devoted to the health of all kidsaround the globe. The American Academy of Pediatrics (AAP) as well asother programsisinvolveduniversally to endorseideal child health aswell as development in association with other countrywide pediatricsocieties. Other Universal organizations such asthe United Nations(UN), and more especially the United Nations Children’s EmergencyFunds (UNICEF), and the World Health Organization (WHO) are alsodedicated in providing mostly long-term philanthropic as well asdevelopmental help to children and mothers in developing nations [ CITATION Ben16 l 1033 ].These developmental programs provided by these global organizationshave helped a great deal those children in developing countries toattain sustainable development from early stages.
TheUnited Nations Millennium Developmental Goals (MDGs) is a universalcommunity body whose main aim is to try and get rid of extremepoverty and hunger throughout the world[CITATION Uni16 l 1033 ].In addition to this, The United Nations Millennium DevelopmentalGoals (MDGs) is as well focused on achieving a global basic educationas well as minimizing deathin children under the age of five years in developing nations. Thisobjective was formed and established many years ago but came intoaction in 2000 to 2015 [CITATION Uni16 l 1033 ]. There has been a tremendousdevelopment in the aforementioned fields in children under the age offive and even low earning families especially in developing nations.These programs have as well eradicated poverty as well as ignorancein parents from these nations through various parenting trainings [ CITATION Uni16 l 1033 ].Forinstance, the universal number of children mortality for childrenunder the age of five has been reported to have declined in anincredible way. The numbers show that the death toll in children inthese countries has reduced by more than half, declining from 12.7Million deaths in 1990 to nearly 6 million in 2015 [ CITATION Uni16 l 1033 ]. A notable reduction in percentage in the rate of poverty indeveloping countries was as well seen. The poverty rate is recordedto have declined to 14% in 2015 from 47% in 1990 [ CITATION Ben16 l 1033 ].Thishas gone a step further in creating sustainable development and moreespecially in children under the age of five.
Thenew projected Goals (SDGs) expect to shape onthe undertakings of the Millennium Developmental Goals MDGs over thesubsequent 15 years and supplementarycondensehunger, poverty, as wellas infant mortality [ CITATION Ben16 l 1033 ].Education inventivenesshave been suggested to be extended up tocollege and down to early infancy[ CITATION Uni16 l 1033 ].Startingto educate our children at their early stages in life will go a longway in creating a sustainable development in their future life. Thiswill in turn result to productive live not only for these childrenbut also for the generations to come after them.
AsI aforementioned in this research, comprehensive sustainabledevelopment begins primarily with the investment in the early braindevelopment of children. I agree we still have a long way to go butthe good thing is we have already taken the first very criticalsteps. All the above mentioned interventions by global bodies have tobe positively embraced by all nations of the world. Moreover, homevisiting programs designed on the intervention in this research mustnot be ignored. This program has to befinanced and be brought toscale if at all we want to make the world a better place for ourfuture generation. To attain a real difference for children in thedeveloping nations, and give them a fair chance at productive future,we all need to embrace these programs and do our best to see thatthey succeed. What legacy are you leaving behind for your childrenand the future generation? Remember, a great philosopher once saidthat if you want to leave behind a beautiful footprint for yourlegacy, then do not drag your feet as you walk.
Dreyer, B. P. (2016, April 02). Pediatrics. Retrieved from Pediatrics.aappublications.org: http://pediatrics.aappublications.org/content/early/2016/03/10/peds.2016-0137.abstract
UN. (2016, January 12). United Nations. Retrieved from United Nations.org: www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG 2015 rev (July 1).pdf