| Literature DB >> 30552286 |
Matilda van den Bosch1,2, Michael Brauer1, Rick Burnett3, Hugh W Davies1, Zoe Davis1, Martin Guhn1, Ingrid Jarvis1, Lorien Nesbitt1, Tim Oberlander1, Emily Rugel1, Hind Sbihi1, Jason G Su4, Michael Jerrett5.
Abstract
INTRODUCTION: Deficiencies in childhood development is a major global issue and inequalities are large. The influence of environmental exposures on childhood development is currently insufficiently explored. This project will analyse the impact of various modifiable early life environmental exposures on different dimensions of childhood development.Entities:
Keywords: air pollution; childhood development; early life exposure; green space; mixed effect models; noise
Mesh:
Year: 2018 PMID: 30552286 PMCID: PMC6303566 DOI: 10.1136/bmjopen-2018-026954
Source DB: PubMed Journal: BMJ Open ISSN: 2044-6055 Impact factor: 2.692
Figure 1Postal code areas and land cover types in Metro Vancouver (Sources: Statistics Canada 2015,118 Metro Vancouver 2017119). Two example areas of 50 postal codes in Vancouver west and east, respectively, demonstrate difference in proportions of land cover. The west side of the region has, on average, a higher representation, within a buffer zone of 250 m, of green (colour green in circles) than built (red) or paved (grey) areas compared with the east side.
Figure 2Exposure to natural environments (NE) in the neighbourhood reduces the negative impacts of air and noise pollution on early development (ED). NE exposure may also reduce inequalities associated with low socioeconomic status (SES), at least partly due to the mitigating impact on air and noise pollution. The combined effects of reduced risk factors and increased health-promoting behaviours (eg, physical activity, stress relief, social interactions) result in improved early development among children exposed to high levels of NE in early life.
Early Development Index (EDI) domains and subdomains
| EDI domain | EDI subdomain |
| Physical health and well-being | Physical readiness for school |
| Social competence | Overall social competence |
| Emotional maturity | Prosocial and helping behaviour |
| Language and cognitive development | Basic literacy |
| Communication skills and general knowledge | Communicates easily and effectively |
Each is scored on a scale of 0 to 10. If a child falls in the bottom 10th percentile, he or she is considered ‘vulnerable’ in that domain. An ‘overall vulnerability’ flag is set if a child is vulnerable in one or more domains.
Pair matched case–control analysis
| NE | Case (High EDI vulnerability) | ||
| High | Low | ||
| Control (low EDI vulnerability) | High | a | b |
| Low | c | d | |
EDI, Early Development Instrument; NE, natural environments.