Rising Temperatures Impact Early Childhood Development Globally

Rising temperatures due to climate change are negatively impacting early childhood development, according to a study published in the Journal of Child Psychology and Psychiatry. Lead author Jorge Cuartas, an assistant professor of applied psychology at NYU Steinhardt, notes that children experiencing average maximum temperatures above 86 degrees Fahrenheit, or 30 degrees Celsius, are less likely to meet expected literacy and numeracy milestones compared to those in cooler environments.

The research analyzed data from 19,607 children aged three to four from countries including Gambia, Georgia, Madagascar, Malawi, Palestine, and Sierra Leone. These nations were selected for their detailed data on child development, household conditions, and climate.

The study utilized the Early Childhood Development Index, or ECDI, which measures milestones in literacy, numeracy, social-emotional development, approaches to learning, and physical development. The data was combined with 2017 to 2020 climate records from the Multiple Indicator Cluster Surveys, or MICS, which track demographic and well-being indicators.

Findings revealed that children in hot conditions were 5 to 6.7 percent less likely to meet basic literacy and numeracy benchmarks compared to those exposed to temperatures below 78.8 degrees Fahrenheit during the same season.

The most pronounced effects were observed in economically disadvantaged households, areas with limited access to clean water, and densely populated urban regions. Cuartas emphasized the need for further research to identify mechanisms behind these impacts and to develop targeted policies and interventions.

The study was co-authored by Lenin H. Balza and Nicolas Gomez-Parra of the Interamerican Development Bank, and Andres Camacho of the University of Chicago.