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Background Most neurodevelopmental tests used to assess child development in sub-Saharan Africa were developed in western or high-income countries, raising the question of their usefulness with African children. Objective This systematic review identified and synthesized key findings from studies measuring development in children in Sub-Saharan Africa in early childhood and again at school age, to assess neurocognitive associations longitudinally from infancy through middle childhood. Methods The study was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method, selecting articles referenced in the PubMed, PsycInfo, and Embase databases using the following inclusion criteria: published between 2000 and 2022, written in French or English, and presenting results dealing with the objective assessment of child's neurodevelopment. All articles were registered in the Zotero reference manager and analyzed by title, abstract, and full text. Results Several of the seven selected studies confirmed that attention and working memory in infancy can predict children's neurocognitive performance, including mathematical ability, at school age. In two of the studies, children with poor mental development at 1 year of age are more likely to present with poorer behavioral development at school age, including learning difficulties in school and risk for grade repetition. Conclusion Cognitive ability assessed in early childhood is strongly associated with performance at school age in cohorts of African children followed longitudinally. Even with assessments adapted cross-culturally, infants and preschoolers at risk for poor developmental outcomes can be identified to better receive strategic early interventions to enhance their development. [ABSTRACT FROM AUTHOR]

Background: With the advent of the internet and digitalization, a new challenge has emerged: the increasing amount of screen time in the early stages of life. This can be a significant problem that can have numerous adverse effects on children's normal development. Objective: This study aims to investigate the amount of screen time and digital exposure in children and to observe the relationship between screen time and behavioural changes. Material and methods: The study involved 308 children from different age groups. The data was collected through an online survey using Google Forms, which the parents had to complete for their children. The survey consisted of 30 questions aimed at identifying data related to demographics, exposure to screens and effects of the exposure. The data was then analysed using Microsoft Office Excel 2021 and SPSS applying the Pearson-R. Results: Most of the children, 251 out of 308 (81.5%), were from urban areas, while 57 (18.5%) were from rural areas. Mothers tend to be better educated than fathers. Specifically, 226 mothers (73.3%) had completed higher education (college, master's degree, or doctorate), whereas only 176 fathers (57%) had done so. Only 35.4% (109) of parents used parental control software on their children's devices. Additionally, 64.3% (198) tended to copy the behaviour seen in the digital environment. Most parents (73.7%) want to reduce the amount of screen time their children consume. Statistically significant correlations were found between native environment (urban or rural) and the amount of daily screen-time (r=0,172; p=0,002). Conclusions: Children from rural areas were more prone to a increased screen exposure. The issue of excessive screen time for children is a concern that many parents are well aware of. [ABSTRACT FROM AUTHOR]