Oxford University.
Stellenbosch University.
Child Dev. 2021 Nov;92(6):2252-2267. doi: 10.1111/cdev.13619. Epub 2021 Oct 30.
This study evaluated the impact of a parenting intervention on children's cognitive and socioemotional development in a group of caregivers and their 21-to-28-month-old children in a low-income South African township. A randomized controlled trial compared an experimental group (n = 70) receiving training in dialogic book-sharing (8 weekly group sessions) with a wait-list control group (n = 70). They were assessed before the intervention, immediately following it, and at a six month follow-up. The intervention had positive effects on child language and attention, but not behavior problems, prosocial behavior, or theory of mind. Intervention caregivers were less verbally and psychologically harsh, showed more sensitivity and reciprocity and more complex cognitive talk. This program benefitted parenting and child development and holds promise for low-income contexts.
本研究评估了在一个低收入南非乡镇的一组照顾者及其 21 至 28 个月大的儿童中，育儿干预对儿童认知和社会情感发展的影响。一项随机对照试验比较了实验组（n=70）接受对话式图书分享（8 次每周小组会议）培训与等待名单对照组（n=70）。他们在干预前、干预后立即和六个月随访时进行了评估。该干预措施对儿童的语言和注意力有积极影响，但对行为问题、亲社会行为或心理理论没有影响。干预照顾者的言语和心理虐待较少，表现出更多的敏感性和互惠性，以及更复杂的认知对话。该计划有益于育儿和儿童发展，并为低收入环境带来了希望。
