From Millennium to Sustainable Development Goals: Evolving discourses and their reflection in policy coherence for development

The discourse of sustainable development is highly influential in global and national governance frameworks, though its meaning and operationalisation are context-dependent and have evolved over time. The transition from the Millennium Development Goals (MDGs) to the Sustainable Development Goals (SDGs) reflects the most recent evolution in this discourse. We analyse key differences in storylines between the MDGs and SDGs and develop an analytical framework to study these, focusing on the objectives of sustainable development, the means to reach those objectives, and the relations between developing and developed countries. We use this framework in quantitative and qualitative discourse analyses of the policy coherence for development (PCD) approach of the Netherlands. This shows that global discourses are closely reflected in national-level policy frameworks. During the MDG era, the key objective of sustainable development was poverty reduction to be reached through economic growth and participation in the global trade system. The SDGs aim for a broader set of objectives across the full spectrum of the economic, social and environmental dimensions. This is reflected in the Dutch PCD approach, first through a conceptualisation of environmental and social safeguards for trade and economic growth, and later with social and environmental sustainability as equally important objectives alongside poverty reduction. While the MDGs mainly focus on national averages and the poorest, the SDGs target the most marginalised and vulnerable groups with a focus on disaggregate data. In this respect, the Netherlands was ahead of its time; already in the early 2000s it acknowledged that “there is no question of “the” developing countries”. Related to this, the Dutch PCD approach also reflects the changed conceptualisation of the relations between developing and developed countries. This changed from aid to developing countries as reflected in the MDGs, toward partnerships with them, initially for the purpose of stimulating economic growth and trade, later also aimed at environmental sustainability. The article ends with a reflection on how our research findings contribute to debates around (the effectiveness of) governance through global goals, as well as to understanding the political nature of policy coherence for (sustainable) development

Attention capacities of preterm and term born toddlers: A multi-method approach

Objective Many preterm children show difficulties in attention at (pre)school age. The development of attention capacities of preterm and term toddlers was compared using a longitudinal and multi-method approach at 12, 18 and 24 months. Method Attention was measured for 123 preterm (32–36 weeks gestation) and 101 term born children, using eye tracking (18 months), observations during mother–child interaction (18 months), and mother-reports (12, 18, and 24 months). Results Preterm toddlers had lower scores than term children on the eye-tracking measures of orienting and alerting. No group differences were found with observations, mother-reports, and the eye-tracking measure of executive attention. More preterm than term children had suboptimal scores on measures of the alerting system at 18 months, possibly indicating difficulties in attention development. Conclusion Preterm children showed an increased risk for suboptimal functioning in alerting attention capacities, as early as at a toddler age

Introduction of the Utrecht Tasks for Attention in Toddlers Using Eye Tracking (UTATE) : A Pilot Study

Attention capacities underlie everyday functioning from an early age onwards. Little is known about attentional processes at toddler age. A feasible assessment of attention capacities at toddler age is needed to allow further study of attention development. In this study, a test battery is piloted that consists of four tasks which intend to measure the attention systems orienting, alerting, and executive attention: the Utrecht Tasks of Attention in Toddlers using Eye tracking [UTATE]. The UTATE assesses looking behavior that may reflect visual attention capacities, by using eye-tracking methods. This UTATE was studied in 16 Dutch 18-month-old toddlers. Results showed that the instrument is feasible and generates good quality data. A first indication of sufficient reliability was found for most of the variables. It is concluded that the UTATE can be used in further studies. Further evaluation of the reliability and validity of the instrument in larger samples is worthwhile

Behaviour and development in 24-month-old moderately preterm toddlers

OBJECTIVE: Moderately preterm children (gestational age 32-36+6 weeks) are at risk of cognitive and behaviour problems at school age. The aim of this study was to investigate if these problems are already present at the age of 2 years. STUDY DESIGN: Developmental outcome was assessed at 24-months (corrected age) with the Bayley-III-NL in 116 moderately preterm (M=34.66 ± 1.35 weeks gestation) and 99 term born children (M=39.45 ± 0.98 weeks gestation). Behaviour problems were assessed with the Child Behaviour Checklist. RESULTS: With age corrected for prematurity, moderately preterm children scored below term peers on Receptive Communication skills (11.05 ± 2.58 vs 12.02 ± 2.74, p=0.02). Without correcting age for prematurity, moderately preterm children scored below term born peers on Cognition (8.97 ± 2.11 vs 10.68 ± 2.35, p<0.001), Fine Motor (10.33 ± 2.15 vs 11.96 ± 2.15, p<0.001), Gross Motor (8.47 ± 2.55 vs 9.39±2.80, p=0.05), Receptive Communication (10.09 ± 2.48 vs 12.02 ± 2.74, p<0.001) and Expressive Communication (10.33 ± 2.43 vs 11.49 ± 2.51, p=0.005) skills. Compared with term peers, more moderately preterm children showed a (mild) delay (ie, scaled score <7) in gross motor skills with age uncorrected for prematurity (20.7% vs 11.2%, p=0.04). Moderately preterm children had more internalising behaviour problems than term children (44.76 ± 8.94 vs 41.54 ± 8.56, p=0.03). No group differences were found in percentages of (sub)clinical scores. CONCLUSIONS: At the age of 2 years, uncorrected for prematurity, differences in cognition, communication, and motor development were present in moderately preterm children compared with term born peers. After correcting age for prematurity, a difference was only found for receptive communication skills. In addition, moderately preterm children show more internalising behaviour problems

Behaviour and development in 24-month-old moderately preterm toddlers

OBJECTIVE: Moderately preterm children (gestational age 32-36+6 weeks) are at risk of cognitive and behaviour problems at school age. The aim of this study was to investigate if these problems are already present at the age of 2 years. STUDY DESIGN: Developmental outcome was assessed at 24-months (corrected age) with the Bayley-III-NL in 116 moderately preterm (M=34.66 ± 1.35 weeks gestation) and 99 term born children (M=39.45 ± 0.98 weeks gestation). Behaviour problems were assessed with the Child Behaviour Checklist. RESULTS: With age corrected for prematurity, moderately preterm children scored below term peers on Receptive Communication skills (11.05 ± 2.58 vs 12.02 ± 2.74, p=0.02). Without correcting age for prematurity, moderately preterm children scored below term born peers on Cognition (8.97 ± 2.11 vs 10.68 ± 2.35, p<0.001), Fine Motor (10.33 ± 2.15 vs 11.96 ± 2.15, p<0.001), Gross Motor (8.47 ± 2.55 vs 9.39±2.80, p=0.05), Receptive Communication (10.09 ± 2.48 vs 12.02 ± 2.74, p<0.001) and Expressive Communication (10.33 ± 2.43 vs 11.49 ± 2.51, p=0.005) skills. Compared with term peers, more moderately preterm children showed a (mild) delay (ie, scaled score <7) in gross motor skills with age uncorrected for prematurity (20.7% vs 11.2%, p=0.04). Moderately preterm children had more internalising behaviour problems than term children (44.76 ± 8.94 vs 41.54 ± 8.56, p=0.03). No group differences were found in percentages of (sub)clinical scores. CONCLUSIONS: At the age of 2 years, uncorrected for prematurity, differences in cognition, communication, and motor development were present in moderately preterm children compared with term born peers. After correcting age for prematurity, a difference was only found for receptive communication skills. In addition, moderately preterm children show more internalising behaviour problems

Cognitive Functioning in Toddlerhood : The Role of Gestational Age, Attention Capacities, and Maternal Stimulation

Why do many preterm children show delays in development? An integrated model of biological risk, children's capacities, and maternal stimulation was investigated in relation to cognitive functioning at toddler age. Participants were 200 Dutch children (gestational age = 32-41 weeks); 51% boys, 96% Dutch nationality, 71.5% highly educated mothers. At 18 months, attention capacities were measured using eye-tracking, and maternal attention-directing behavior was observed. Cognitive functioning was measured at 24 months using the Bayley-III-NL. Cognitive functioning was directly predicted by children's attention capacities and maternal attention-maintaining behavior. Gestational age was indirectly related to cognitive functioning through children's attention capacities and through maternal attention-redirecting behavior. In this way, a combination of gestational age, children's attention capacities, and maternal stimulation was associated with early cognitive development. (PsycINFO Database Recor

Cognitive Functioning in Toddlerhood : The Role of Gestational Age, Attention Capacities, and Maternal Stimulation

Why do many preterm children show delays in development? An integrated model of biological risk, children's capacities, and maternal stimulation was investigated in relation to cognitive functioning at toddler age. Participants were 200 Dutch children (gestational age = 32-41 weeks); 51% boys, 96% Dutch nationality, 71.5% highly educated mothers. At 18 months, attention capacities were measured using eye-tracking, and maternal attention-directing behavior was observed. Cognitive functioning was measured at 24 months using the Bayley-III-NL. Cognitive functioning was directly predicted by children's attention capacities and maternal attention-maintaining behavior. Gestational age was indirectly related to cognitive functioning through children's attention capacities and through maternal attention-redirecting behavior. In this way, a combination of gestational age, children's attention capacities, and maternal stimulation was associated with early cognitive development. (PsycINFO Database Recor