Child Care Knowledge Research Articles

A cluster-randomized, controlled trial of nutritional supplementation and promotion of responsive parenting in Madagascar: the MAHAY study design and rationale.

BackgroundOver half of the world’s children suffer from poor nutrition, and as a consequence they experience delays in physical and mental health, and cognitive development. There is little data evaluating the effects of delivery of lipid-based, nutrition supplementation on growth and development during pregnancy and early childhood within the context of a scaled-up program. Furthermore, there is limited evidence on effects of scaled-up, home-visiting programs that focus on the promotion of child development within the context of an existing, national nutrition program.Methods/DesignThe MAHAY ("smart" in Malagasy) study uses a multi-arm randomized-controlled trial (RCT) to test the effects and cost-effectiveness of combined interventions to address chronic malnutrition and poor child development. The arms of the trial are: (T0) existing program with monthly growth monitoring and nutritional/hygiene education; (T1) is T0 + home visits for intensive nutrition counseling within a behavior change framework; (T2) is T1 + lipid-based supplementation (LNS) for children 6–18 months old; (T3) is T2 + LNS supplementation of pregnant/lactating women; and (T4) is T1 + intensive home visiting program to support child development. There are anticipated to be n = 25 communities in each arm (n = 1250 pregnant women, n = 1250 children 0–6 months old, and n = 1250 children 6–18 months old). Primary outcomes include growth (length/height-for-age z-scores) and child development (mental, motor and social development). Secondary outcomes include care-giver reported child morbidity, household food security and diet diversity, micro-nutrient status, maternal knowledge of child care and feeding practices, and home stimulation practices. We will estimate unadjusted and adjusted intention-to-treat effects.Study protocols have been reviewed and approved by the Malagasy Ethics Committee at the Ministry of Health in Madagascar and by the institutional review board at the University of California, Davis. This study is funded by the Strategic Impact Evaluation Fund (SIEF), the World Bank Innovation Grant, the Early Learning Partnership Grant, the Japan Scaling-up for Nutrition Trustfund, and Grand Challenges Canada. The implementation of the study is financed by Madagascar's National Nutrition Office.Trial registrationCurrent Controlled Trials ISRCTN14393738. Registered June 23, 2015.

'유아교사'를 경험한 '엄마'의 양육특성에 관한 연구

.Abstract This study was to establish a framework to provide the necessary caring knowledge in preparental periodby analyzing the effects of an experience of being a child-care teacher in a field based on child-care knowledge from university. The data were collected from 5 in-depth interviews for 7 weeks from July to August, 2015. The results showed that mothers who used to be child-care teachers put conversation first in the child rearing process, made aroom environment similar to the activity space in a kindergarten, and evaluated themselves as mothers with a burdenthat their children should be different from the others. This means that they perform child rearing in a positive wayby re-creating their experience and knowing the child rearing process. Keywords : child care teacher, mother, child caring knowledge, parenting efficacy

A program based on Social Cognitive Theory and Smith's model of health and illness and its effect on maternal self-efficacy and child behavior

PurposeThis study was conducted in order to determine the effect of a program based on Social Cognitive Theory and Smith's Model of Health and Illness on the self-efficacy, self-esteem and attitudes of mothers and on the emotional and behavioral problems and competence levels of their children. MethodThis quasi-experimental study used a control group and a pretest-posttest design. The sample was composed of 77 mothers (experimental group, n=39; control group, n=38) who had low self-efficacy and self-esteem and whose children had problematic behavior. The mothers in the experimental group underwent a 10-session program over a period of 10weeks. This program included activities to help them build trust in themselves and their surroundings, induce positive thinking, increase their childcare knowledge and skills, establish an effective interaction with their children, set realistic and positive goals, cope with stress, experience the feeling of success and become motivated. Data were collected by using the Demographic Information Form, the self-efficacy for Parenting Task Index-Toddler Scale, the Rosenberg Self-Esteem Scale, the Parent Attitude Scale and the Brief Infant-Toddler Social & Emotional Assessment. Data were collected before the start of the program, immediately after its completion and three months afterwards. ResultsIt was found that, at the end of the program and after the following three months, the self-efficacy, self-esteem and democratic attitude scores of the experimental group mothers and the competency scores of their children had significantly increased compared to their pre-program scores. The problem domain scores of their children had decreased and a statistically significant difference was detected in favor of the experimental group. In both the experimental and the control group, a weak negative correlation was found between the self-efficacy and democratic attitude scores of the mothers and the problem domain scores of their children. ConclusionThe total 12-hour program created a positive change, even among the mothers with low self-efficacy, low self-esteem and low education and income levels who had problematic children. Therefore, healthcare professionals may find it beneficial to offer this program to all mothers having 2- and 3-year-old children.

Stereotype validation: the effects of activating negative stereotypes after intellectual performance.

With regard to intellectual performance, a large body of research has shown that stigmatized group members may perform more poorly when negative, self-relevant stereotypes become activated prior to a task. However, no research to date has identified the potential ramifications of stereotype activation that happens after-rather than before-a person has finished performing. Six studies examined how postperformance stereotype salience may increase the certainty individuals have in evaluations of their own performance. In the current research, the accessibility of gender or racial stereotypes was manipulated after participants completed either a difficult math test (Studies 1-5) or a test of child-care knowledge (Study 6). Consistent with predictions, stereotype activation was found to increase the certainty that women (Studies 1, 2, 4, and 5), African Americans (Study 3), and men (Study 6) had toward negative evaluations of their own test performance. These effects emerged when performance-related perceptions were stereotype consistent rather than inconsistent (Studies 1-6) and were found to be most pronounced among those who were highly identified with the stereotyped group (Study 5). Furthermore, greater certainty-triggered by negative stereotypes-predicted lowered domain-relevant beliefs (Studies 1, 2, 3, and 6) and differential exposure to domain-relevant stimuli (Studies 4 and 5).

Relationship between mothers' nutritional knowledge in childcare practices and the growth of children living in impoverished rural communities.

This study assessed the relationship between maternal nutritional knowledge in childcare practices and growth of children living in impoverished rural communities. This was an analytical cross-sectional study which covered a random sample of 991 children aged 0-36 month(s). Multivariate analysis showed that, after adjusting for potential confounders, there was a significant positive association between the childcare knowledge index and mean HAZ (beta = 0.10, p = 0.005) but was not associated with mean WHZ. The strength of association increased among women of high socioeconomic status (beta = 0.15, p = 0.014) but there was no significant association among women of low socioeconomic status. Increase in maternal childcare knowledge may contribute significantly to child's nutritional status in Ghana if there is concurrent improvement in socioeconomic circumstances of women living in deprived rural communities.

The elusive effect of water and sanitation on the global burden of disease

About 2.5 billion people lack access to improved sanitation, and 1 billion have no access to any form of sanitation (UNICEF 2013). About 780 million people lack access to an improved water source, a figure that is based on a fairly generous definition incorporating little with respect to reliability, proximity and convenience of access (UNICEF 2013). While the ancient Romans may already have been aware of it (Bradley 2012), water and sanitation came to be regarded as key to improve health in the growing cities of Europe and America in the late 19th and early 20th centuries. A number of notable observational studies were carried out that even with the limited epidemiological tools available at the time all but proved the direct link between water, sanitation and health (Snow 1860; Pringle 1910). By contrast, in the early days of development aid in the post-colonial era, water and sanitation were often not regarded as a health issue, but primarily provided with the aim of making people’s life easier and enable developmental activities. Whoever tried to argue for more investment on health grounds was faced by a lack of epidemiological studies conducted in low-income settings, which led to a renewed interest in research from the 1970s.

어머니의 보육지식과 어머니-교사 의사소통과의 관계

The purpose of this study was to investigate the relationships between maternal knowledge of childcare and mother-teacher communication. The participants consisted of 240 mothers whose children were enrolled at seven childcare centers in Seoul. Respondents were asked to complete a series of questionnaires reporting the important aspects of their childcare, the frequency of mother-teacher communication, and individual characteristics. Information about childcare`s structural and procedural characteristics were obtained through interviews with the directors of those centers. The results indicated that mothers only answered 45.5% of questions correctly, and reported a lack of knowledge about childcare services in their respective centers. In particular, mothers didn`t have information about caregivers (e.g, education, year of job experience, license, etc). Actual maternal knowledge was significantly correlated with the length of time which mothers were associated with their childcare and the frequency of mother-teacher communication. In addition, there were significant differences in the maternal knowledge regarding childcare services according to mothers` educational level. The results of this study imply that effective parent education programs are needed for mothers who want to enroll their children in childcare centers.

The exploration of health education in newborn division

Objective To improve the quality of life in preterm infants, their parents were taught on the child-care knowledge guidance and how to deal with emergency situations.Methods Arrange regularly briefed on how to care for premature infants discharged from hospital, demonstration, and feedback from the combination of the time they were discharged.Results The parents of children mastered some information and skills on the care of premature infants, and the ratio of second hospitalization was decreased 4 percent.Conclusions Health education classes to parents of children with increased initiative to reduce dependence on new roles to enhance the sense of responsibility, and understand the most basic knowledge of child-care and improve quality of life in preterm infants, to reduce re-admitted. Key words: Health education; Premature infants

Childcare Options in South Korea: Experiences and Perceptions of Female College Faculty

This study investigates the perceptions of 203 female college/university faculty members about childcare policies in South Korea. All of the respondents had experience with childcare; most were aware of the option of maternity leave (89.7%), and many had taken such leave (43.3%). Regarding postchildbirth leave for childcare purposes (parental leave), 39.4% were aware of the option and only 6.9% had used such leave. The childcare needs of most respondents were met by relatives and private-hire services (e.g., nannies), whereas daycare facilities were considered unreliable. Most of the women reported that their spouses considered childcare the woman’s responsibility; this low paternal childcare involvement was attributed to husbands having high workloads, low degrees of childcare knowledge, unsupportive workplace cultures, and increased financial pressures. Societal and workplace cultures had great impact on the use of childcare policies. These findings provide insight into the current childcare status in South Korea and could support development of new family-friendly workplace initiatives.

Home-Visiting Intervention to Improve Child Care Among American Indian Adolescent Mothers

To assess the impact of a paraprofessional-delivered home-visiting intervention to promote child care knowledge, skills, and involvement among pregnant American Indian adolescents. Randomized controlled trial comparing a family-strengthening intervention with a breastfeeding education program. One Apache and 3 Navajo communities. Fifty-three pregnant American Indian adolescents were randomly assigned to intervention (n = 28) or control (n = 25) groups. Follow-up data were available for 19 intervention and 22 control participants. Intervention Paraprofessionals delivered 41 prenatal and infant care lessons in participants' homes from 28 weeks' gestation to 6 months post partum. Child care knowledge, skills, and involvement. Mothers in the intervention compared with the control group had significantly higher parent knowledge scores at 2 months (adjusted mean difference [AMD], +14.9 [95% confidence interval (CI), +7.5 to +22.4]) and 6 months post partum (AMD, +15.3 [95% CI, +5.9 to +24.7]). Intervention group mothers scored significantly higher on maternal involvement scales at 2 months post partum (AMD, +1.5 [95% CI, -0.02 to +3.02]), and scores approached significance at 6 months post partum (AMD, +1.1 [95% CI, -0.06 to +2.2]). No between-group differences were found for child care skills. A paraprofessional-delivered, family-strengthening home-visiting program significantly increased mothers' child care knowledge and involvement. A longer and larger trial is needed to understand the intervention's potential to improve adolescent parenting and related child outcomes in American Indian communities.

What do the parents of tomorrow know about child care? A survey of 14–16 year olds

What do the parents of tomorrow know about child care? This study aimed to obtain a baseline measurement of child care knowledge, to ascertain any differences in knowledge between adolescents with and without mild to moderate learning difficulties (MLD). In addition, we were interested to establish the effect of school nurse health education health input on knowledge in the learning difficulties subgroup. Assessment was by self‐completed questionnaire and interview of a random sample of 14–16 year olds attending mainstream and special schools. Sixty pupils from secondary school and 33 from a MLD school took part in the study. Pupil knowledge in basic parenting and child care was dependent on the type of school attended, reading ability of those attending the MLD school and the provision of health education in the special school by the school nurse. No associations were found between pupils knowledge and their gender, family position or family size. Pupils from both schools scored lower in the areas of health service organisation and personnel, health promotion and management of common childhood conditions. Adolescents have insufficient knowledge of basic child care and services available for new parents. The effect of school based health education in these areas is promising. Copyright © 2001 John Wiley & Sons, Ltd.

Teen father participation in child rearing: Family perspectives

To explore adolescent fatherhood from the perspectives of teen fathers, teen mothers, paternal grandmothers (PGMs), and maternal grandmothers (MGMs). To identify perceived barriers to and recommendations for the enhancement of teen father participation in child rearing. A total of 61 teen parents participated in the design of a structured interview. A community-based sample of 173 teen fathers, 167 teen mothers, 76 PGMs, and 79 MGMs were interviewed by teenage assistants. Multiple logistic regression analysis using maximum likelihood estimation and the best subset algorithm identified barriers most predictive of paternal uninvolvement in child rearing. Fifty-four percent of teen fathers and 70% of partners of teen mothers' met the definition of involvement in child rearing. Disinterest in child rearing most consistently predicted uninvolvement. Fathers were less likely than mothers to report paternal disinterest as a barrier and more likely to attribute their lack of involvement to resistance from mothers and MGMs (p < 0.05). The best model predicting paternal involvement from the fathers' perspective included paternal disinterest [odds ration (OR) = 0.42, confidence interval (CI) = 0.19-0.92] and age (OR = 0.74, CI = 0.56-0.97). The best model from the mothers' perspective included paternal disinterest (OR = 0.16, CI = 0.07-0.36) and lack of time (OR = 0.31, CI = 0.15-0.91). Of those fathers who cited disinterest, there was an association with lack of money (p = 0.002) and lack of knowledge of child care (p = 0.069. While fathers and mothers disagreed on several interventions, they agreed (82% and 95%, respectively) that availability of jobs would promote paternal involvement. Most teen fathers in this study were involved and interested in child rearing. A young father's financial insecurity or confusion about child care was most likely to lead to a stated disinterest, and that disinterest predicted uninvolvement.

Physicians' Attitudes Toward and Knowledge of Child Care

A questionnaire designed to elicit information about training in child-care issues, frequency of discussion during office visits, and attitudes regarding specific medical and developmental issues of child care was sent to randomly chosen board-certified family practitioners and pediatricians in District 3 of the American Academy of Pediatrics. Among respondents, 39% said they felt uncomfortable discussing child-care issues and 85% felt that their training in this area was inadequate. Forty-three percent reported rarely or never discussing child care during an initial visit. More formal training is needed to address issues of child care.

REVIEWS OF LAY LITERATURE ON CHILD CARE: WHAT PARENTS ARE READING

Considering development to have multivariate determinants, the authors address child-care issues from womb to adolescence. Parents' roles include controller and arranger of the environment and instructor and guide; identical across parents' gender. Management methods depend on applied behavioral theory, usually reinforcement and punishment. These evolve with the developing child, and are designed to be preventive, instructive, and corrective. Detailed advice is given on a range of child-rearing topics such as immunizations, illnesses, thumbsucking, diaper changing, and toilet training. The social context includes consideration of parents' vulnerabilities, the effects of divorce, sibling rivalry, and the needs of exceptional children. Parents are assisted in finding needed resources and there are no presumptions of family structure or material resources. The reading level is moderate, the book well-organized; thorough and systematic in its coverage of a diverse range of topics. It is indexed in detail. The authors assume no prior knowledge of child-care. Medical content was rated as excellent.

Family interactions surrounding feedings of infants with nonorganic failure to thrive.

Family interactional processes surrounding infant feedings in 34 consecutive cases of nonorganic failure to thrive (NFT) admitted to a university teaching hospital are reported. Observations of family interactions for 90 minutes, including one feeding, yielded clinically useful information not readily available from other sources. Behaviors that supported inadequate feedings were reliably identified in 79 percent of the families. Failure of mothers to appropriately respond to their infants' cues, coupled with few signs of emotional attachment, were present in only 26 percent of cases, and inadequate child-care knowledge and skills in only 6 percent. Thus, widely held conceptual models explained perpetuation of inadequate feedings in only 32 percent of cases. Instead, sibling rivalry, displaced maternal anger, and undermined mother were among the problems found. Assessments of family members' interactions surrounding feedings have the potential to enhance the current management of NFT.

Knowledge of reproduction and childcare possessed by 16-year-olds in Northern Ireland

A questionnaire was administered to 2444 male and female adolescents in Northern Ireland to ascertain the general level of knowledge among them concerning reproduction and child care. Knowledge of both child care and reproduction was at a low level. Girls knew more about reproduction than boys and grammer school pupils scored higher than secondary school pupils. Pupils who had studied either biology or home economics scored higher on the reproduction questions than those who had not studied either subject. Child care knowledge was even lower in the sampling than reproduction knowledge. The study of home economics and biology made some differences in the scores but not to the same extent that it did on reproduction. It is recommended that pupils who do not study biology be assigned courses on human physiology. It was felt that all pupils could benefit from a course on parenthood.

The effects of educational program on child care knowledge and behaviors of mothers of children under five years with pneumonia

Objectives: This study was aimed to evaluate the effects of the educational program on child care knowledge and behaviors of mothers of children aged under five years. Materials and Methods: The quasi-experimental, pretest-posttest design was used to examine the effects of educational program on child care knowledge and behaviors of mothers of children under five years old with pneumonia. Fifty mothers of children under five years hospitalized with pneumonia were purposively assigned following standard procedure into either experimental or control group. Mothers of the study group received educational program together with children’s routine care, where as control group mothers just attended their children receiving treatment. Subsequently mothers’ knowledge, evaluated through structured Knowledge Questionnaire and behavioral information, through Behavioral Checklist Form were evaluated. Data were expressed as number (percent) and mean (SD) as appropriate. Demographic characteristics were analyzed by using frequency, percentage, mean, and standard deviation. Independent t-test and paired t-test were used to calculate statistical difference between groups as applicable. Results: Findings revealed that, subjects of both groups are homogenous in terms of demographic characteristics, but significant difference was observed regarding their mean (±SD) knowledge (25.04±5.81 vs 34.64±3.86, p&lt;0 .001) and behavior score (6.64±2.23 vs 17.68±1.89; p&lt;0.001) between control and study group respectively. Conclusions: It was concluded that educational program supported that nurses need to involve themselves through helpful method of the educational program to teach the mothers' knowledge about pneumonia and their behavior during caring their sick children. Such program could effectively increase both knowledge and behavior of mothers of children under five with pneumonia. Key words: Pneumonia; knowledge and behavior; education program. DOI: 10.3329/bjms.v9i3.6468Bangladesh Journal of Medical Science Vol.09 No.3 July 2010, pp.136-142