ArticleFrontiers in public health2026
School readiness and its determinants among children 4 to 6 years in Zanzibar: a baseline population-based cross-sectional survey.
Article in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Early childhood development (ECD) is essential for lifelong learning and wellbeing. School readiness a key component of ECD is influenced by the dynamic interaction among children, their families, communities, and early learning environments. The evidence on these determinants is limited in many low and middle-income countries. A cross-sectional household survey was conducted to establish a baseline assessment of school readiness among children aged 4-6 years in Zanzibar. Social demographic data was collected using a structured questionnaire adapted from the UNICEF Multiple Indicator Cluster Survey. School readiness was measured using the International Development and Early Learning Assessment (IDELA) with household vulnerability being measured by FHI360 Household Vulnerability Assessment Tool (HVAT). A total of 362 child-caregiver pairs were enrolled, with children having a median age of 60 months (IQR: 54-65) and caregivers a mean age of 34.8 years (SD: 8.5. About 47% of children were living in households with lowest degree of vulnerability. Overall, 23% of children were classified as struggling in school readiness with the poorest performance observed in emergent literacy (40%) and social-emotional development (37%). Children residing in rural areas and in more vulnerable households were significantly more likely to be in the struggling category compared with their urban and less vulnerable counterparts (
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