Within LPPS (URP_4057), Roméo Eseyelogni Zoumenou explored the neurocognitive development of children in Benin.
Roméo Eseyelogni Zoumenou, chercheur·e au sein de LPPS (URP_4057) (Université Paris Cité).
Thèse soutenue en 2024 à l'école doctorale École doctorale Cognition, comportements, conduites humaines (Paris ; 1996-....).
Référencée dans le réseau ABES/STAR, cette thèse répond aux critères de rigueur de l'enseignement supérieur français.
The neurocognitive development of children in Benin is a subject that deserves particular and urgent attention. In a context where nearly 43% of children under 5 years old are at risk of not reaching their developmental potential, it is imperative to understand the multiple factors that influence this alarming situation. Roméo Eseyelogni Zoumenou's thesis highlights the correlation between objective assessments of neurocognitive development and parental perception, an aspect often overlooked in previous studies. This raises crucial questions about how parents perceive their children's development and how these perceptions can influence outcomes, both positive and negative.
The challenges faced by children in Benin are not limited to biological or environmental factors. They are also rooted in cultural perceptions and societal expectations. For example, in some communities, there are traditional beliefs that can influence how parents interpret their children's behavior and abilities. Parents, often lacking information and resources, may have a distorted view of their children's capabilities, which can lead to neglect of mental health and educational needs. This situation is even more concerning in a country where access to information and education is limited.
The results of this research show that Western neuropsychological assessments are not always suitable for African contexts. For example, standardized tests used in Western countries may not take into account the cultural, linguistic, and social specificities of Benin. It is therefore urgent to develop assessment tools that consider these specificities, in order to better reflect the reality of Beninese children. This could include tests that integrate elements of local culture, spoken languages, and traditional educational practices.
Furthermore, Benin's Human Development Index (HDI), which stands at 0.525, reflects the socio-economic challenges that families face. This difficult economic context exacerbates the risks of neurocognitive development, as families may be forced to prioritize economic survival over the educational and emotional development of their children. Policymakers must be aware of the importance of conducting further studies on the monitoring of neurocognitive development in children in sub-Saharan Africa, as this could provide valuable data to guide public policies.
Qualitative studies are also needed to better understand the mental health needs of children and mothers. For example, surveys of mothers could reveal specific concerns regarding their children's emotional and social development, which are not always captured by quantitative assessments. This information could be crucial for developing tailored intervention programs.
The strategic recommendations arising from this research aim to improve health and education policies, in order to promote optimal development for children in Benin and the region. This could include training teachers on the specific needs of children regarding neurocognitive development, as well as raising parental awareness about the importance of education and mental health. In summary, it is essential to act quickly to implement targeted interventions that address the specific needs of children and their families.
It is also crucial to involve local communities in the policy development process. Parents, teachers, and community leaders must be integrated into the design and implementation of intervention programs. This would ensure that the proposed solutions are not only appropriate but also accepted by the community.
Finally, regional collaboration among West African countries could strengthen efforts to improve the neurocognitive development of children. Joint initiatives could facilitate the sharing of best practices and resources, while taking into account the cultural specificities of each country. In conclusion, the neurocognitive development of children in Benin is a complex issue that requires a multidimensional approach, integrating both objective assessments and a deep understanding of parental perceptions.
Données clés
- 43% : indique le pourcentage d'enfants de moins de 5 ans à risque de ne pas atteindre leur potentiel de développement.
- 0,525 : représente l'Indice de Développement Humain du Bénin, classant le pays au 166ème rang sur 191.
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Sources et accès
Roméo Eseyelogni Zoumenou. Le développement neurocognitif de l'enfant au Bénin : bilan psychologique et perception par les parents. Psychologie. Université Paris Cité, 2024. Français. ⟨NNT : 2024UNIP7314⟩. ⟨tel-05417311⟩