Hollowell Jennifer, Dumbaugh Mari, Belem Mireille, Kousse Sylvain, Swigart Tessa, Korsaga Chantal, Lankoande Pokiandi Solange, Lawson Kokovi Hogban, Hill Zelee
Development Media International CIC, London, UK.
Insight Impact Consulting, Chicago, Illinois, USA.
BMJ Glob Health. 2019 Mar 30;4(2):e001233. doi: 10.1136/bmjgh-2018-001233. eCollection 2019.
Effective stimulation and responsive caregiving during the first 2 years is crucial for children's development. By age 3-4 years, over 40% of children in sub-Saharan Africa fail to meet basic cognitive or socioemotional milestones, but there are limited data on parenting and childcare practices. This study, conducted to inform the design of a mass media intervention, explored practices, perceptions, motivators and obstacles to childhood development-related practices among parents and caregivers of children aged 0-2 years in rural Burkina Faso.
We performed two rounds of six focus groups with 41 informants in two villages, using an adapted version of the Trials of Improved Practices methodology. These first explored beliefs and practices, then introduced participants to the principles and benefits of early childhood development (ECD) and provided illustrative examples of three practices (interactive ways of talking, playing and praising) to try with their children. One week later, further discussions explored participants' experiences and reactions. Data were analysed inductively using thematic content analysis.
Existing activities with young children were predominantly instructive with limited responsive interaction and stimulation. Participants were receptive to the practices introduced, noted positive changes in their children when they adopted these practices and found engagement with children personally rewarding.
Interactive, stimulating activities with young children did not appear to be widespread in the study area, but caregivers were receptive to information about the importance of early stimulation for children's development. ECD messages should be tailored to the local sociocultural context and consider time limitations.
头两年内有效的刺激和积极的照料对儿童发展至关重要。到3至4岁时，撒哈拉以南非洲地区超过40%的儿童未达到基本认知或社会情感发展里程碑，但关于育儿和儿童照料做法的数据有限。本研究旨在为大众媒体干预措施的设计提供信息，探讨了布基纳法索农村地区0至2岁儿童的父母及照料者在与儿童发展相关做法上的实际情况、看法、动机和障碍。
我们在两个村庄对41名受访者开展了两轮共六个焦点小组讨论，采用了改进做法试验方法的改编版。首先探讨了信念和做法，然后向参与者介绍了幼儿发展（ECD）的原则和益处，并提供了三种做法（互动式交谈、玩耍和表扬方式）的示例供他们与孩子尝试。一周后，进一步讨论探讨了参与者的经历和反应。使用主题内容分析法对数据进行归纳分析。
现有的与幼儿开展的活动主要是指导性的，互动和刺激有限。参与者对所介绍的做法持接受态度，采用这些做法后注意到孩子有积极变化，并发现与孩子互动本身就有回报。
在研究地区，与幼儿进行的互动性、刺激性活动似乎并不普遍，但照料者接受了关于早期刺激对儿童发展重要性的信息。幼儿发展信息应根据当地社会文化背景进行调整，并考虑时间限制。
