Deecd esl handbook

A trained parent educator delivered the visits, providing information on child development and supporting parents to enhance the quality of parent—child interactions. The program provides an integrated package of prevention services, including parent education and support, early childhood education, and home visiting, supplemented by other support services on an as-need basis.

Yes 4. Family Support Workers conducted regular home visits to connect families with resources and work with the family to improve child health, reduce child abuse, improve parenting skills, support parental physical and mental health, and encourage positive partner relationships.

Weekly parenting group sessions were held on topics such as early childhood development, nutrition, responsive feeding to support the caregiver—child relationship. Parents in the first intervention group T1 had access to both EI and Prospera, though there were no links between the programs. In the second group T2 , Prospera field staff received training on and encouraged parent participation in EI.

Mothers in the first intervention received biweekly home visits providing training in infant caretaking, the sensorimotor stage, and mother—infant interaction exercises. Nutrition-focused frontline workers provided regular home visits with counseling on responsive feeding and other infant and young child feeding IYCF messages and coached the mothers on relevant strategies and recommendations.

Community social mobilization was organized, and a mass media campaign was implemented to broadcast IYCF messages through national and local media. The intervention containing a parenting component comprised home visits by a community health worker to provide nutrition counseling, as well as fortnightly home visits for children aged 6—30 months to promote stimulation using a structured curriculum adapted from the Reach Up and Learn program.

The other 3 intervention strategies included delivery of home visits for nutrition counselling alone, nutrition counseling plus provision of lipid-based nutrient supplementation LNS for children aged 6—18 months, and nutrition counseling plus provision of LNS for pregnant or lactating women. The stimulation intervention consisted of weekly home visits conducted by trained community health workers to teach mothers how to engage with their child in an age-appropriate fashion.

Simple toys were left with mothers each week. Mothers who received the nutrition intervention were given weekly zinc supplements. Through 3 sessions delivered at age 4—8 months, 12 months, and 18 months, trained maternal and child health nurses modeled shared reading activities. Home visits were delivered with 4 main activities: creation and follow-up of a family service plan based on a needs assessment, educating parents about child development and teaching parenting skills, developmental screening for all children, and referral and linkages with services.

The focus of the intervention was to teach mothers how to play with their children to promote development. Mothers receiving the nutrition intervention were given 1 kg milk-based formula per week. The facilitators used home visiting and group sessions to deliver messages about nutritional education and basic hygiene practices through games, stories, and cooking demonstrations.

In the psychosocial stimulation component, facilitators showed mothers how to play and interact with and respond to their children in ways likely to promote development. Materials were handmade toys and purpose-designed books. Play materials were given to mothers to use at home and exchanged weekly.

The high-intensity home visitation coaching arm received 55 sessions with videotaped feedback sessions along with infant and toddler modules to teach mothers a set of interactional skills that collectively represent a responsive parenting style.

The low-intensity arm included monthly phone calls from a coach, printed informational materials, and community resource referrals. The psychosocial component of the intervention trained village women as play leaders to run group and individual meetings with mothers and children. Sessions promoted positive caring practices to improve mother—child interaction.

Mothers were given low-cost picture books and information and demonstrations on the importance of play. Mothers were trained in using the Wawa Wasi toys and materials to stimulate and interact with their children. Families were also provided age-appropriate toys. Mothers with infants aged 3—15 months had access to weekly mother—infant groups.

Caregivers were given handbooks with instructions for preparing formula and information on complementary feeding. The psychosocial stimulation intervention received weekly parenting classes, guided by a handbook with 24 age-appropriate play sessions to enable mothers to play with their infants and support responsive mother—child interactions.

Yes 7. Intervention activities include discussion of basic attachment principles, guided practice of new parenting behaviors, and review of video clips from previous sessions to reinforce parenting targets.

Books contained brightly colored pictures and simple language, depicted culturally diverse images, and promoted parent—child interaction, while educational handouts presented benefits of reading to children beginning from a young age and focused on interaction between the parent and the child.

Yes 7 mo Twelve sessions were delivered by trained facilitators over a 1-year period. Group content focused on the importance of early childhood development, and parents who attended received free childcare services at community centers.

Through regular visits, program staff facilitated family goal setting and tailored support based on individual family needs. The program included developmental screenings, routine health screenings, and referrals to other services. No 0 mo In year 1, a bilingual teacher provided weekly home visits for the mother and child and weekend sessions for the whole family. In year 2, the mother and child participated in a center-based nursery program, with evening sessions for fathers.

Parents receive grief management sessions from a neonatal nurse, followed by 7 min sessions before discharge.

Four home visits were conducted by the same nurse after discharge to promote parents to interactively play with their child. Yes 0 mo 3. During home-based sessions, mother—child interactions were videotaped and used to give feedback on how to sensitively respond to their child. Yes 6. The focus was to support parents to provide nurturing and supportive environments through strengthening self-efficacy for parenting behaviors, parenting support, and commitment to parenting.

Topics included sensitive and responsive affection, discipline, routines, play, language promotion, and school readiness. Clinic assistants provided counseling for mothers during quarterly visits using a flip-book tool. One group of mothers received intensive home visits from nurses during the antenatal period and 2 visits postpartum, along with screening and transportation services.

Health visitors conducted home visits to engage caregivers in observations of their infant and in shared dialogue to identify newborn behaviors and interpret these in the context of caregiver—infant interaction. Through 60 2-hour sessions, social workers and early childhood workers delivered content to parents consisting of: strategies to promote language, motor, social, and cognitive skills, behavior management strategies, and parenting skills.

It aimed to enhance child learning and psychosocial development and equip parents with the skills and knowledge to promote the cognitive and psychosocial development of their child. It consists of 40 2-hour sessions, including information sharing with parents and direct teaching of children by social workers. This program provides comprehensive child development services through home visits, childcare, case management, parenting education or healthcare and referrals.

The focus of the intervention was to promote mother—child relationships through learning about verbal and nonverbal shared activities, providing positive feedback, understanding child development, and supporting caregiver—child interactions. Data were extracted among the group of nonanemic infants.

Local community health workers provided training and education for caregivers on interactive caregiver—child activities to support child development and child health promotion, including appropriate child nutrition, hygiene habits, and other health-promoting behavior e. This was a home-based early education intervention that delivered biweekly home visits, during which a Toy Demonstrator modeled and coached mothers in verbal interactions with the child, using toys and books that were given to the family.

This program was delivered by a bilingual facilitator who coached mothers through feedback on individualized video sessions of mothers interacting with their newborns in order to promote early child development.

Bilingual facilitators use video feedback to reinforce responsive interactions and promote self-reflection.

The intervention is delivered in 2 phases, 1 infant through toddler VIP 0—3 , and 2 preschool age. Three main sessions each lasting 6 to 8 hours were delivered to impoverished mothers, covering cooking demonstrations, nutrition education, hygiene and sanitation, and importance of play in child development. The village health team leader conducted additional follow-up sessions with mothers.

In the psychostimulation intervention, play leaders provided center-based play sessions for mothers and children and parental education on child development. In the nutrition intervention, food packets were distributed, and mothers were instructed on how to prepare food.

All participants received growth monitoring, health education, and micronutrient supplementation in the first 3 months. Mothers are trained on visual, auditory, tactile, and vestibular-kinesthetic stimulation by an occupational therapist at the center and encouraged to continue the exercises at home. A team of nurse-led community resident advocates conducted monthly home visits to discuss developmental concerns, parenting strategies, infant health nutrition, preventative care, and home safety.

Nurses conducted developmental screening and health assessments during 3 home visits. The program provides parental education and support and linkages with local services. Topics include infant temperament, socioemotional development, learning and motor skills, responsive care, and physical and health needs of young children.

Yes Antenatal Community health aides visited children weekly for hour-long visits. Each visit consisted of a combination of psychostimulation activities, such as language exercises, games, songs and crayon and paper activities. Information on child health and nutrition was provided to mothers. One intervention group additionally attended group support sessions to share and discuss experiences about language interactions.

Mothers were also coached on how to provide interactive play experiences for their child. Through a maximum of 64 one-hour home visits, trained family nurses provided mothers with content on antenatal health behaviors, parenting, and caregiving of young infants and toddlers. Child Development Agents made recommendations on seeking routine child services, facilitated group meetings to discuss parenting skills, child nutrition, cooking, and activities to promote child development.

The first phase consisted of group workshops for pregnant mothers to discuss mother—child attachment. Parents also may attend optional monthly group meetings to build parenting networks and receive supplementary information. Caregivers in the intervention group received a parenting pamphlet and 2 parenting training sessions during well-child clinic visits.

Caregivers with children with suspected developmental delays received additional parenting guidance by telephone. It aims to support mothers to develop higher levels of parental reflective functioning, to minimize levels of disrupted affective communication, to promote secure attachment, and to have a positive impact on maternal depression and PTSD.

Participants in Promoting First Relationships received 10 weekly sessions from a trained graduate student who provided parents with feedback using videotaped caregiver—child interactions, including discussions about interpretation of child cues.

Early Education Support participants received 3 monthly min visits from trained individuals who connected caregivers to resources, referrals, and activities to stimulate child growth and development. Yes 18 mo 2. Children were provided nutritional and psychosocial resources.

The nutrition component included weekly liquid iron supplements for the first 6 months, and the psychosocial component included weekly home visits that focused on promoting mother—child interactions and play. The intervention arm included videotaping and providing feedback on parent—child interactions and sharing supplemental information about child development. Families in the first intervention group received Integrated Child Development Services ICDS and home visits comprising of nutrition education, responsive feeding, and appropriate play-based stimulation messages.

Families in a second intervention group received ICDS services and home visits consisting of nutrition education only. The maternal education intervention included home visits by trained individuals that provided mothers with information on child development and responsive caregiving.

It promotes responsive interactions and language. Phase 2 occurred between 7—24 months of age, during which community health workers demonstrated play techniques to the mother and engaged her in play sessions with her child. The intervention goal was to promote early development by training caregivers to stimulation their children using developmentally and age-appropriate play and learning activities.

The intervention aims to increase effective parenting by providing developmentally appropriate activities and problem solving and goal setting skills. Using an adapted version of the Care for Child Development approach, Lady Health Workers promoted caregiver sensitivity, responsiveness, and developmentally appropriate play between caregiver and child. Fig 2. Forest plot for the effect of parenting interventions on cognitive development.

Fig 3. Forest plot for the effect of parenting interventions on language development. Fig 4. Forest plot for the effect of parenting interventions on motor development. Fig 5. Forest plot for the effect of parenting interventions on socioemotional development.

Fig 6. Forest plot for the effect of parenting interventions on behavior problems. Fig 7. Forest plot for the effect of parenting interventions on attachment. Fig 8. Forest plot for the effect of parenting interventions on parenting knowledge. Fig 9. Forest plot for the effect of parenting interventions on parenting practices.

Fig Forest plot for the effect of parenting interventions on parent—child interactions. Forest plot for the effect of parenting interventions on parental depressive symptoms.

Moderator analyses Given the large observed heterogeneity across all but one of the pooled effect size estimates, we conducted several moderator analyses to investigate potential sources of this heterogeneity. Table 2 Subgroup results for the effect of parenting interventions on early child development outcomes stratified by study characteristics. Table 3 Subgroup results for the effect of parenting interventions on parenting outcomes stratified by study characteristics.

Discussion To the best of our knowledge, this is the largest and most comprehensive systematic review and meta-analysis that synthesized parenting interventions delivered during early childhood from across 33 countries and estimated the effectiveness on a wide range of ECD and caregiving outcomes.

Conclusions Parenting interventions during the first 3 years of childhood are effective for improving ECD and caregiving. S1 Protocol Final review protocol. DOCX Click here for additional data file.

S1 Text Search strategy. S1 Table Definition of parenting interventions and those that focus on responsive caregiving versus those that do not. S1 Fig Risk of bias across all randomized controlled trials. Data Availability All relevant data are within the manuscript and its Supporting information files. References 1. Risk of poor development in young children in low-income and middle-income countries: an estimation and analysis at the global, regional, and country level. Lancet Glob Health.

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Although this is now felt to be a minor cause, it may be a factor in some children who later develop a motor disorder. Whenever possible adverse behavioral and early learning opportunities for policy makers can reach developmental indicators, approach as hips and independence. Inching toward a peer reviewers for the fine motor development in young children are developed for choosing which allow your page.

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Bower Ed. Cognitive Development, 18 3 , — New York: Academic Press. Pianta, R. Adult—child relationship processes and early schooling.

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Organizational Butler, C. Talk and social interaction in the playground. Behavior and Human Performance, 4 2 , — Aldershot: Ashgate.

Roberts, R. Wellbeing from birth. Opportunities for learning during storybook reading Ltd. Applied Linguistics Review, 1 1 , — Rowe, M. Pausing phenomena: Influence on the quality of Curby, T. Journal of Psycholinguistic Research, 3 3 , — Wait time: slowing down may be a way of social skills.

Journal of Teacher Education, 37, 43— How to be masculine in the block area. Using wait time to stimulate inquiry. Wilen Childhood, 5 , — Danby, S. Unravelling the fabric of social order 95— Francis Eds. A simplest Ethnomethodological studies of knowledge in action. Amsterdam: systematics for the organization of turn-taking for conversation.

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The handbook of conversation analysis. Dialogical patterns of interaction in pre-school classrooms By Helena Rasku-puttonen.