1 Department of Pediatrics, University of Colorado Anschutz Medical Campus, Aurora, CO, USA.
2 Center for Global Health, Colorado School of Public Health, Aurora, CO, USA.
Glob Health Promot. 2019 Jun;26(2):61-69. doi: 10.1177/1757975917714287. Epub 2017 Aug 14.
The first three years of a child's life are a critical period for brain growth and development. Caregiver interventions during this period that improve early childhood health and development have the potential to enhance a child's physical, mental, and social well-being.
This was a pretest/posttest quasi experimental program evaluation. Early childhood education materials were adapted to create two separate interventions consisting of 30-page interactive flipchart talks to educate mothers on health and development topics relevant to 0-6 and 6-12 month old children. Three community health workers performed the talks with groups of 5-8 mothers. Short learning assessments were given individually to each mother pre-intervention (pretest), immediately post-intervention (posttest 1), and two weeks post-intervention (posttest 2). Demographic surveys and focus group discussions were conducted with all participants.
Mothers ( = 77) had an average age of 33.6 years and had an average of 3.6 living children. Most of the mothers (71%) had received some primary education, but 23% had received no formal schooling. For the 0-6 months flipchart learning assessment ( = 38), the mean pretest score was 77% correct. The mean posttest 1 score improved to 87% ( < 0.0001), and the mean posttest 2 score improved further from the mean posttest 1 score to 90% ( = 0.01). For the 6-12 months flipchart learning assessment ( = 39), the mean pretest score was 78%. The mean posttest 1 score improved to 89% ( < 0.0001), and the mean posttest 2 score improved further from the mean posttest 1 score to 92% ( = 0.03).
Mothers in an impoverished region of southwestern Guatemala significantly increased their knowledge about child health topics following a short interactive group talk. Mothers further increased their knowledge two weeks after the intervention, without specific re-exposure to the intervention materials, suggesting assimilation and informal reinforcement through group based learning with other mothers in their community.
儿童生命的头三年是大脑生长和发育的关键时期。在此期间，改善幼儿健康和发展的照护者干预措施有可能增强儿童的身心健康和社会福利。
这是一项前测/后测准实验性方案评价。将幼儿教育材料改编为两个单独的干预措施，包括 30 页互动翻页式谈话，以教育母亲与 0-6 个月和 6-12 个月大的儿童相关的健康和发展主题。三名社区卫生工作者与 5-8 名母亲组成小组进行了这些谈话。在干预前（前测）、干预后即刻（后测 1）和干预后两周（后测 2），分别对每位母亲进行简短的学习评估。对所有参与者进行了人口统计调查和焦点小组讨论。
母亲（=77）的平均年龄为 33.6 岁，平均有 3.6 个活产子女。大多数母亲（71%）接受过一些小学教育，但 23%的母亲没有接受过正规学校教育。对于 0-6 个月翻页学习评估（=38），平均前测得分是 77%正确。平均后测 1 得分提高到 87%（<0.0001），平均后测 2 得分进一步从平均后测 1 得分提高到 90%（=0.01）。对于 6-12 个月翻页学习评估（=39），平均前测得分是 78%。平均后测 1 得分提高到 89%（<0.0001），平均后测 2 得分进一步从平均后测 1 得分提高到 92%（=0.03）。
在危地马拉西南部一个贫困地区，母亲们在参加了简短的互动小组讨论后，关于儿童健康主题的知识显著增加。在干预两周后，母亲们的知识进一步增加，而没有具体重新接触干预材料，这表明通过与社区中其他母亲的群体学习，进行同化和非正式强化。
