Knowledge Of Child Development Research Articles

Understanding Knowledge Mobilisation between Community Champions and Parents: Evidence from a Community-Based Programme to Support Parents with Young Children

Background: Community champions have been employed across various settings to disseminate evidence-based public health information. The Building Babies’ Brains programme trains champions to work with parents in communities, equipping them with child development knowledge and parental engagement strategies. We explored what makes community champions effective in distributing information to parents, including how the champion–parent relationship and champions’ personal characteristics affect information dissemination. Methods: Champions included both peers and professionals working with parents in target communities. We administered an online survey (n = 53) and follow-up interviews (n = 14) with champions, with representation from across all training cohorts. We conducted a realist-informed reflexive thematic analysis to generate themes in the data and highlight the contexts, mechanisms, and outcome patterns identified. Results: We observed 15 Context–Mechanism–Outcome configurations across five themes: information sharing opportunities, information relevance, the nature of the champion–parent relationship, interaction expectations, and champion confidence. Our programme theory for how the community champion approach works identified that peer champions focused more on building rapport, modelling behaviours, and being a trusted community resource than direct information transfer. Professional champions, in contrast, showed greater expertise and confidence in discussing parenting practices directly. For both groups, traits such as friendliness and the ability to establish a trusting relationship enhanced effectiveness. Conclusions: This research identifies the impacts of champion role, characteristics, and the champion–parent relationship on the effectiveness of knowledge mobilisation in this context, with implications for training and recruitment of champions. Those using a champion model in comparable settings should ensure that champions have the necessary knowledge, skills, and confidence to engage parents and share information effectively.

Impact of an educational intervention on water, sanitation and hygiene knowledge, attitudes, and practices in early childhood development centres in low-socio-economic areas in the Nelson Mandela Bay, South Africa.

Good water, sanitation, and hygiene (WASH) enhance healthy living and safe environments for child development. The study aimed to evaluate the impact of an educational intervention on WASH status, knowledge, attitudes and practices in early child development (ECD) centres in low socio-economic areas in the Nelson Mandela Bay in 2021. This quasi-experimental, one group, pre-post-test study elicited responses from 51 ECD practitioners (1 per ECD centre). Telephonic structured knowledge, attitude and practices (KAP) questionnaires were used. KAP was good among participants. The educational intervention significantly improved mean knowledge (p<0.001, 95% CI: 0.58-1.11) attitudes (p<0.001, 95% CI: 0.39-0.67) and practices (p = 0.001, 95% CI: 0.20-0.74). WASH knowledge was significantly impacted by toilet facilities ventilation status (p = 0.083) while WASH attitudes scores were significantly impacted by ventilation where the potties are kept (p = 0.041). WASH practice scores were significantly impacted by across the bush/field (no facility) (p = 0.021) and plastic potties usage (p = 0.057). The educational intervention significantly improved WASH-related knowledge, attitudes, and practices among ECD practitioners. WASH conditions in the ECD centres in the study area require additional interventions targeted to sustainable strategies to enhance behavioural modifications for acceptability and sustainability of intervention strategies.

Child development education in the Neonatal Unit: Understanding parent developmental literacy needs, priorities and preferences

ObjectiveTo describe child development knowledge needs, priorities, and preferences for education to enhance developmental literacy among parents with children admitted to the neonatal unit (NNU). MethodsTwo separate cohorts completed a survey; 1) Parents with children graduated from Australian NNUs (n = 316); 2) Parents with infants’ inpatient at two South Australian NNUs (n = 209). ResultsParents considered it extremely important to understand child development (Graduates: 80%; Inpatients: 71%). Inpatient parents reported lower child development knowledge. Almost half (42%) of graduate parents described the child development education provided by neonatal staff as poor or inadequate. There was consistency in preferences for developmental literacy education provision. Parents desired education to commence during NNU and continue post discharge. Priorities included content specific to preterm birth and how to support child development over the first two years of life. Individualised education by a Neonatal Nurse/Midwife was most preferred. ConclusionMothers and fathers value guidance to support their child’s development during NNU admission and early childhood. Our study highlights the importance of improved early developmental literacy education for parents with children admitted to the neonatal unit. Practice implicationsOur findings can be used to inform the creation of future educational resources targeting improved parent developmental literacy.

Upaya Orang Tua dalam Pencegahan Kekerasan Seksual terhadap Anak

Cases of sexual violence that occur against children are caused by the child's ignorance of the actions taken by the perpetrator to carry out the action which is not in accordance with existing norms in society. One of the efforts to prevent sexual violence is carried out jointly and is a shared responsibility, it cannot be done by parents alone but must be able to collaborate with the government, community institutions, schools, professional staff who have knowledge of child development. This research aims to describe and explore the obstacles to parents' efforts to prevent sexual violence against children in Nagari Tanjuang Bungo, Limapuluh Kota Regency. This research is qualitative in nature, informants were selected using a purportive sampling technique with 3 informants. In-depth interview techniques use recording equipment and interview guides as well as taking notes in the field. Data analysis uses the Miles and Huberman principles. The obstacles faced by parents in preventing sexual violence are due to knowledge and work factors which mean that parents do not spend much time with their children at home. It is hoped that the local government will provide more information to parents regarding the impact of sexual violence so that this deviant behavior does not have a negative impact on both children and parents.

Surveying Cross-Cultural Parenting Styles During Coronavirus Disease 2019 Within Turkish and US Parents in the Context of Stress and Prior Knowledge of Child Development

Surveying Cross-Cultural Parenting Styles During Coronavirus Disease 2019 Within Turkish and US Parents in the Context of Stress and Prior Knowledge of Child Development

Parental Self-Efficacy: Impact of a School Readiness Summer Parenting Intervention

This study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation of parenting skills to support their child’s development and wellbeing, a toolkit of kindergarten readiness resources, and social support with other parents. Parent self-efficacy was collected pre and post intervention utilizing the Parent Empowerment and Efficacy Measure (PEEM). Paired samples t-tests demonstrated statistically significant increases in parents’ overall self-efficacy, t(44) = 3.55, p < .05, and efficacy to connect to resources following the intervention, t(44) = 4.30, p < .05. Focus groups explored parents’ perceived growth and confidence to parent and the quality of the relationship with their child after the intervention. Thematic analyses illuminated five core themes, including increased confidence in managing their child’s behavior and emotional regulation, increased ability to perspective take with their child, increased knowledge of milestones and child development, improved conscientiousness and intentional parenting skills, and an increased efficacy to utilize a toolkit of parent resources and skills. Results and implications are discussed regarding how school psychologists and other school staff can support the home learning environment of families during the transition to kindergarten to promote optimal child development.

Early childhood professionals’ pedagogical decision making

ABSTRACT The present study sought to determine how and where pedagogical decisions are made, as well as how such pedagogical decisions construct pedagogy, in the early childhood education context. The data was collected through interviews conducted with 46 early childhood education professionals, both teachers and practical nurses. The questions focused on the participants’ perceptions of the children’s learning and their own role in the process. Both data-based and theory-driven analyses were employed. The theory-driven analysis was based on the ecological dimensions introduced by Bronfenbrenner [Bronfenbrenner, Urie. 1976. “The Experimental Ecology of Education.” Educational Researcher 5 (9): 5–15. https://doi.org/10.3102/0013189X005009005] and Sheridan (Sheridan, Sonja. 2007. “Dimensions of Pedagogical Quality in Preschool.” International Journal of Early Years Education 15 (2): 197–217. https://doi.org/10.1080/09669760701289151, 2009. “Discerning Pedagogical Quality in Preschool.” Scandinavian Journal of Educational Research 53 (3): 245–261. https://doi.org/10.1080/00313830902917295). We found that teachers and practical nurses generally make pedagogical decisions based on their knowledge of child development. Moreover, they use their knowledge of pedagogy and learning theories when making decisions as they make plans for the child or a group of children in advance.

Perceptions of the influence of a mobile phone-based messaging platform on caregiver ECD knowledge, attitudes and practices: a qualitative exploration in an informal settlement in Nairobi

BackgroundPrograms supporting initiatives for children younger than three years are inadequate and not accessible to many families, particularly in resource-limited settings. Many primary caregivers have little knowledge on how to monitor the development of their children or the importance of engaging children in stimulative activities during the course of early development. Health system limitations make it difficult for health workers to educate and demonstrate stimulative engagement to caregivers. The massive use of technology can be used to facilitate access to growth and development programs for children. We developed and implemented a mobile phone technology to help caregivers monitor and stimulate their children’s development in real-time. This study explored the influence that this intervention had on the caregivers’ early child development (ECD) knowledge, attitudes and practices.MethodsIn this qualitative cross-sectional study, we conducted interviews through eight (8) focus group discussions, three (3) key informant interviews and 9 indepth interviews among a total of 111 participants including primary caregivers (n = 87), community health volunteers (CHVs) (n = 21) health managers and workers (n = 3) to determine their attitudes and experience with the intervention with regards to improving their KAP. Interviews were audio-recorded, transcribed, and analyzed thematically.ResultsCaregivers and CHVs reported that the intervention had provided them with new knowledge that positively influenced their ECD caregiving attitudes and practices. CHVs and health workers and managers reported that the intervention had provided caregivers with confidence in caring for their children while increasing their knowledge on how to monitor and stimulate their children’s development.ConclusionMobile phone technology can be effectively used to enhance caregivers’ knowledge of ECD and enable them to monitor and support their children’s development in real-time.Trial registrationThe trial was registered with the Pan African Clinical Trial Registry (www.pactr.org) database (ID number: PACTR201905787868050 Date: 6/05/2019.

Family homeless shelters as contexts for early childhood development: Shelter resources and staff capacity

AbstractFamily homeless shelters are critical contexts in which many young children develop; however, little is known about the developmental appropriateness of these settings, including their resources and the capacity of their staff to effectively meet the needs of the children and families they serve. The current study involves both quantitative and qualitative components to assess aspects of developmental appropriateness of US shelter spaces for children ages birth to 5 years, with an emphasis on staff knowledge, parenting programmes, and play spaces. Participants were 64 staff working in different family homeless shelters representing all 10 Housing and Urban Development regions. Data were collected via semistructured phone interviews. Results indicated that most shelters offered some type of parenting programme (65.5%) and had some developmentally appropriate space for families with young children (87.5%); however, the nature of these spaces and programmes varied considerably, with very few respondents describing use of evidence‐based practices. Findings on knowledge of early child development among shelter staff indicated substantial need for trainings on a range of topics, including typical child development, parent–child relationships, and impacts of trauma on families with young children. Furthermore, we identified a need for better measurement tools to assess knowledge of child development.

Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences

ABSTRACT This article focuses on the English Early Childhood Education and Care (ECEC) sector’s perception of graduates in the workforce. Previous research has already highlighted the benefits of a graduate workforce, demonstrating a positive impact on provision and leading to high-quality education and care. However, there has been limited appetite for policy makers to reflect the wider need for graduates in non-compulsory provision. This research aimed to explore the ECEC sector’s perspectives on: higher education (HE) qualifications on the skills and knowledge graduates’ need to develop, both in training and in practice, to provide high-quality ECEC provision. Employing qualitative research approaches via survey (n = 105) and semi-structured interview (n = 16) methods, data were collected from ECEC owners, managers and practitioners. Our findings indicate the importance of HE qualifications as they give a sound foundational knowledge of child development and behaviour management to future staff; develop students’ and graduates reflective skills about their own, and others’ professional practice; support development of business management skills; and enhance further understanding and knowledge of how to interpret current legislation. The findings inform the understanding of the ways in which HE programmes can enable practitioners to develop themselves and contribute to their wider profession.

The effects of the COVID-19 pandemic on preschool teachers’ identity

ABSTRACT COVID-19 has affected different aspects of teachers’ personal and professional lives, including their teaching skills and their relationships with each other and the children they teach. This study investigated the effects of COVID-19 on preschool teachers’ identity in a city in South East Turkey between September and October 2020. It aimed to understand how the teachers coped with the situation and how they feel about their personal and professional lives in the wake of the pandemic. The study was qualitative and used semi-structured interviews as the data collection method. The participants included 29 preschool teachers (one male and 28 female). Three main themes emerged from the data: emotional bonds, improving professional knowledge and taking on more responsibilities. The findings indicated that the participating teachers faced challenges in establishing emotional bonds with children, and they felt that a vital part of their profession was missing. The findings demonstrate that the teachers considered the pandemic as an opportunity to revise and improve their professional knowledge of child development and their use of technology in teaching.

Home-visiting programs based on the Brazelton approach: a scoping review

This review maps and summarizes the quantitative studies on the main outcomes associated with home visiting (HV) programs using Brazelton methods aimed at supporting expectant and new parents. One hundred thirty-seven records were identified, and 19 records were selected. The design of our study was based on the methodological framework for conducting scoping reviews. Quality was assessed through the Jadad scale. Studies were coded for participant characteristics (number, mean age, and risk status), methodology (recruitment, home visit frequency, age of the child, Brazelton method, and research design), and intervention outcomes (on infants, parents, and home visitors). The studies mostly focused on the impact of Brazelton HV programs on infant development, the mother’s psychological well-being, mother-infant interaction, and home visitor satisfaction. Experimental and quasi-experimental studies consistently have shown that parents receiving the intervention have greater knowledge of their children. Results are less conclusive regarding the intervention’s impact on other domains of child development, mothers’ psychological well-being, and mothers’ sensitivity to the relationship with the child. Overall, the results suggest that the improvements associated with the intervention are mainly influenced by the risk status of families. Further research is needed to better understand the benefits of HV based on the Brazelton approach and the target population that may benefit most from this intervention.Conclusion: Although the impact of the Brazelton home visiting intervention is not yet fully understood, there is promising evidence of its positive effects on child development, maternal well-being, and parental knowledge. Further research with consistent methodologies and larger sample sizes is needed to strengthen our understanding. However, existing findings in the literature underscore the importance of preventive interventions such as the Brazelton program in improving family well-being, with potential long-term benefits.What is Known:• Home visiting programs based on the Brazelton approach aim to increase parents’ knowledge and sensitivity to their children.• There is no clear picture in the literature of the effectiveness of these programs.What is New:• Existing studies consistently show the effectiveness of these programs to improve parents’ knowledge of their children.• Findings on the impact of these programs on child development, mothers' psychological well-being and sensitivity to their child are inconclusive and may be influenced by the risk status.

Promoting father engagement among low-income fathers: fathers’ narratives on what matters in a fatherhood programme in the western US

ABSTRACT Over the past two decades increased attention has been paid to promoting positive father involvement. Much of this effort has occurred through the development of fatherhood education programmes, however, examining the ways in which these programmes impact how men enact their fatherhood roles, especially those from diverse backgrounds is limited. Based on focus group data derived from ethnically diverse low-income fathers (n = 40), participating in a fatherhood education programme, we identified the following programme themes as integral to increasing father engagement: (1) social support from facilitators, (2) peer support among fathers, (3) feeling valued in family relationships, (4) improvements in co-parenting relationship, and (5) increased knowledge of child development. These findings provide critical information on the aspects of fatherhood programmes that men deem as most impactful to their fatherhood role and identity. The data also highlighted the positive ways in which the programme impacted fathering behaviours. Moreover, these qualitative results highlight key focus areas for practitioners, scholars, and policy makers in their continued efforts to support father involvement.

Supporting Depressed Mothers of Young Children with Intellectual Disability: Feasibility of an Integrated Parenting Intervention in a Low-Income Setting.

As a lifelong condition, intellectual disability (ID) remains a public health priority. Parents caring for children with ID experience serious challenges to their wellbeing, including depression, anxiety, stress and health-related quality of life. Integrated parenting interventions, which have been well evidenced for depressed mothers, may also effectively support depressed parents with a child with ID in low-resource settings such as Pakistan, and in turn optimise child outcomes. We conducted a mixed-method rater-blind feasibility randomised controlled trial, which assessed the feasibility and acceptability of the Learning Through Play in My Own Way Plus (LTP-IMOW Plus) intervention. Mothers who screened positive for depression (n = 26) with a young child (age 3-6 years) with ID were recruited from two low-resource community settings. Participants in the intervention arm (n = 13) received 12 group sessions of LTP-IMOW Plus and others (n = 13) received routine care. The intervention was feasible and acceptable with 100% retention and 100% session attendance. The intervention improved depression, anxiety, parenting stress and child socialisation score outcomes relative to the routine care arm. The framework utilised to analyse the qualitative interviews with seven participants at pre-intervention identified a range of struggles experienced by the mothers, and at post-intervention, found improved knowledge of child development and practices, improved mother-child relationships, recommendations for the intervention and perceived practical barriers and facilitators. The findings highlight the prospects for a clinical and cost-effective trial of an integrated parenting intervention to manage long-term parental mental health needs and improve child outcomes.

Preliminary evaluation of the What You Do Matters curriculum in community-based settings

Preventive parent education programs are an increasingly popular means to increase parents’ knowledge of child development, improve parenting practices, and foster better social, emotional, and educational outcomes for children. This study examined the extent to which participation in What You Do Matters (WYDM; Parents as Teachers National Center, Inc., 2018) is associated with increases in caregivers' knowledge, improved parenting, and enhanced parental self-efficacy. Naturally occurring site-related differences in implementation were also examined as potential moderators of impact. Ninety-four families attended up to six classes that comprise WYDM. Participants completed caregiver knowledge surveys before and after each class and they completed a caregiver behavior change and self-efficacy survey after completion of the program. Participants demonstrated large increases in knowledge about children’s brain development (t = 8.86, p <.0001, d = 0.97), language development (t = 10.69, p <.0001, d = 0.81), and social-emotional development (t = 6.88, p <.0001, d = 0.95). Caregivers also demonstrated moderate increases in knowledge of children’s motor development (t = 5.80, p= < 0.0001, d = 0.95) and small increases in knowledge about children’s cognitive development (t = 3.45; p = < 0.001; d = 0.24). Most participants reported large increases in effectual parent/child interactions and high parental self-efficacy upon program completion. Significant Time by Site interactions on caregivers’ knowledge of child development (Fs = 7.56 to 19.95, ps = < 0.01) suggest that participants’ learning gains may be moderated by differences in intensity of implementation, parent educator effectiveness, demographic characteristics of participants, and/or the match between language of instruction and language dominance of participants.

Competences for promoting mental health in primary school

Background: The mental health od school-age children is of growing concern in many countries. School professionals require the competences and methods to intervene effectively to promote mental health in schools. Objective: The objective of this study was to describe school professionals’ perceptions of the competences needed and effective methods to promote mental health in primary schools. Design and setting: Qualitative study conducted in five European countries. Method: Multidisciplinary focus group interviews were conducted with teachers, school nurses, psychologists and social workers in Greece ( n = 2), Lithuania ( n = 3), Slovenia ( n = 2), Bulgaria ( n = 2) and Finland ( n = 2). Data were analysed using qualitative content analysis. Results: Competences perceived as required for mental health promotion in primary schools were related to (1) knowledge of child development and mental health among primary school age children, (2) skills such as communication and empathy and (3) teachers’ self perception as health promoters. Insufficient attention is currently given to the development of these competences in basic teacher education and ongoing professional development. Providing a safe and inclusive school environment for children and families, early intervention and the use of structured models of support were viewed as effective approaches to use. Digital tools, online materials, and online support were seen as having a valuable role to play in children’s mental health promotion. Conclusion: School professionals require multiple competences to undertake mental health promotion in primary schools. The development of these competences is best supported by basic and ongoing education. Teachers, school nurses, psychologists and social workers see mixed methods as likely to be most effective in promoting mental health in primary schools.

Early Stimulation and Enhanced Preschool: A Randomized Trial.

To estimate the impacts of 2 interventions, early stimulation (ES) for children aged <3 years and enhanced preschool (EP) for children aged 3+ years, and their interactions. In Odisha, India, 192 villages were randomly assigned to ES or to no ES. Within each village, about 8 mothers with children initially aged 7 to 16 months were enrolled, receiving ES or no ES accordingly (n = 1449). Subsequently, when children were aged ∼3 years, the villages were rerandomized to either EP at Anganwadi centers or no EP. This yielded 4 groups: (1) ES and EP, (2) only ES, (3) only EP, and (4) no intervention. Trained Anganwadi workers ran the EP. Primary outcomes, measured at baseline and follow-up after ∼1 year, were children's IQ (summarizing cognition, language, and executive functioning) and school readiness (SR). Secondary outcomes were home environments, caregivers' child-development knowledge. and preschool quality. Fifteen months after ES ended, onlyES had a sustained benefit on IQ (0.18 SD, P <.04) and on SR (0.13 SD, P <.08). Only EP improved IQ (0.17 SD, P <.04) and SR (0.24 SD, P <.01). Receiving both interventions improved IQ (0.24 SD, P <.01) and SR (0.21 SD, P <.01). No statistically significant interactions between the 2 interventions were observed. Both ES and EP increased IQ and SR. Only ES impacts were sustained for 15 months. Only EP resulted in considerable catch-up for children who did not receive only ES. The absence of significant complementarities should be investigated further because of its profound policy implications.

Evaluation of Child Development Knowledge Among Medical Students

Objective: With the developments in the world, a significant decrease in the death rates of chronic or fatal diseases causes the problems that affect the development of children to be seen more frequently. Physicians must be aware of the basic developmental stages and information of children during medical education for early diagnosis and intervention. This study aimed to determine the knowledge of medical students about child development. Material and Methods: A total of 482 3rd and 4th-year medical faculty students who did not take the Developmental Pediatrics lecture in the Department of Pediatrics of İnönü University Faculty of Medicine between 2018 and 2019 were included in the study. Our study included socio-demographic information and questions on “Caregiver Knowledge of Child Development Inventory”. Results: 227 (47.09%) 3rd year and 255 (52.90%) 4th-year students were included in the study. The mean Caregiver Knowledge of Child Development Inventory total score was 14.44±5.89 for 3rd-year students and 16.10 ± 5.90 for 4th-year students. More than 50% of the third and fourth year students answered 5 of the 10 questions in the developmental skills component section correctly. It was observed that the developmental skills and stimulation component knowledge of the third and fourth year medical students were not sufficient. It was also understood that the general pediatrics courses given in the third year did not increase the knowledge of the fourth year students about child development. Conclusion: Evaluating the child development knowledge of medical students is important for interventions and studies to ensure that medical students are familiar with and detect developmental delays in infancy and early childhood.

Exploring parent profiles in parent–child interactions with e-books

Despite the documented rise of children’s use of mobile media devices in the United States, particularly in lower-income homes, there is limited research on how children and parents interact together with these types of devices. This study sought to describe and investigate how parents and their 3-year-old children use one type of mobile digital media – e-books. With a sample of 65 families from middle- and lower-income homes, the present study examined different parent profiles in a parent–child interaction with e-books and how parents’ attitudes around learning influenced their interactions. Results show that parents and children on average demonstrated high levels of engagement and collaboration when using an e-book, although there was wide variability in the way parents and children interacted with e-books. Using latent profile analysis, three distinct profiles of parent interactions when using e-books with their children were identified: parents with high levels of speech quality and dialogic talk but low levels of engagement, parents with low levels of speech quality, and parents with high speech quality but low dialogic talk. In addition, parent report measures of self-efficacy, growth mindset, knowledge of child development, and screen time used at home varied by the parent profiles identified in this study. The findings suggest that future research should examine parent profiles to help advance the research base in service of informing efforts to promote adult–child interactions as they relate to mobile device use.

Perspectives on How to Implement Developmental Screening and Intervention for Children With Sickle Cell Disease

Background: Children with sickle cell disease (SCD), a genetic blood disorder, are at increased risk of developmental delays but are not routinely referred to Early Intervention (EI). The study aimed to understand the need for and acceptability and feasibility of screening and providing EI services to children with SCD. Methods: Eleven EI partners and eight caregivers of children aged 3 to 5 years with SCD completed semi-structured interviews and short surveys. Results: Three main themes emerged from interviews and surveys: (a) awareness of disparities and moderate caregiver knowledge of child development, (b) high acceptability of screening for EI, and (c) the need for partner education to increase buy-in and feasibility of potential programming. Conclusion: Partners identified a clear need for EI screening and referral for children with SCD and indicated that a future program would be acceptable and feasible. However, education and incentives are needed to encourage providers to change current practice patterns.