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Aim: This study aimed to examine the association between child development at 5 years of age and mathematics ability and schooling outcomes at 12 years of age in Malawian children., Methods: A prospective cohort study looking at 609 rural Malawian children. Outcome measures were percentage of correctly answered mathematics questions, highest school grade completed and number of times repeating school grades at 12 years of age. A child development summary score obtained at 5 years of age was the main exposure variable. Regression analyses were used to estimate the association and adjust for confounders. Sensitivity analysis was performed by handling losses to follow-up with multiple imputation (MI) method., Results: The summary score was positively associated with percentage of correctly answered mathematics questions (p = 0.057; p = 0.031 MI) and with highest school grade completed (p = 0.096; p = 0.070 MI), and negatively associated with number of times repeating school grades (p = 0.834; p = 0.339 MI). Fine motor score at 5 years was independently associated with the mathematic score (p = 0.032; p = 0.011 MI). The association between child development and mathematics ability did not depend on school attendance., Conclusion: Child development at 5 years of age showed signs of positive association with mathematics ability and possibly with highest school grade completed at 12 years of age., (© 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.)

Aim: To examine the association between height gain at different stages of early childhood and schooling and cognitive outcomes in 12-year-old Malawian children., Methods: A prospective cohort study looking at the growth and development of 325 rural Malawian children. Main outcome measures were highest school grade completed, number of times repeating grades and percentage of correctly answered mathematical questions at 12 years of age. Height-for-age at 1 month and conditional height gain for 6, 18 and 60 months were used as predictors. Ordinal logistic and linear regression analyses were used to estimate the association and adjust for confounder., Results: The conditional height gain during 18-60 months was positively associated with mathematics test results (p=0.003) and negatively associated with number of times repeating grades (p=0.011). It was not significantly associated with highest grade completed (p=0.194) if those who never attended school were included as having completed zero grade, but was positively (p=0.049) associated with this outcome among those who ever attended school., Conclusion: Height gain during the 18-60 months period of age was related to schooling and mathematics ability at age 12 years. The importance of promoting catch-up growth after the period when stunting is common should receive attention., (© 2011 The Author(s)/Acta Paediatrica © 2011 Foundation Acta Paediatrica.)

Objective: Assessment of child development often results in a multitude of binary outcome data. There is no agreed way to use them to score the developmental status of children. Conventional methods include age-standardized Z-scores and simple sum of number of passes. Recently two approaches based on the Rasch model and the concept of 'developmental age' have been proposed. This study aims to compare the performance of the four approaches., Methods: In a longitudinal study, 473 Malawian children were measured for growth status at age 36 months and administered a new test of developmental milestones between age 3 and 6 years. The test consisted of four domains: gross motor (GM), fine motor (FM), social and language development. The four approaches were used to score the developmental level of each child in each domain, and the results compared., Results: In this sample, the approach based on the Rasch model provided development scores that were more normally distributed than the other approaches did. The four sets of scores were highly correlated with each other. They gave similar estimates of the effect of height-for-age on GM, social and language development. In FM development, the maximum difference in the effect size estimates was only 0.04 standard deviation despite its statistical significance (P = 0.009)., Conclusion: The four approaches were practically equivalent in the context of the estimation of an intervention effect or association. Their relative advantages and disadvantages are discussed. None of them can be universally recommended.