Guerrero Kevin D, Lakata Lucia, Lima Daniel, Mendoza Caroline, Uthirasamy Nila, Morrow Lesley M, Perez-Cortes Silvia, Pellerano Maria, Bator Alicja, Ohman Strickland Pamela, Crabtree Benjamin F, Jimenez Manuel E
Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, United States.
The Boggs Center on Disability and Human Development, Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, Liberty Plaza - 335 George Street, 3rd Floor, New Brunswick, NJ, 08901, United States, 1 732-235-9300.
JMIR Pediatr Parent. 2025 Jun 19;8:e60764. doi: 10.2196/60764.
Early childhood interventions can simultaneously promote positive health and early language experiences, but implementation and health equity often receive insufficient attention during the development process.
We apply a health equity lens to refine and pilot-test a family literacy and wellness program designed for Latino dual language learners (DLLs) entering kindergarten and their caregivers.
In collaboration with a parent and community advisory board, we refined an 8-week family literacy and wellness program and conducted a pilot randomized controlled trial (RCT) with a waitlist control. The program, specifically designed by our interprofessional team for Latino DLLs, uses health topics (ie, nutrition, physical activity, sleep, and social-emotional development) to (1) introduce foundational language and literacy skills to children; (2) empower families to engage in health and home literacy activities using a strengths-based approach; and (3) encourage maintenance of families' home language. We assessed reach by collecting sociodemographic information; attendance and acceptability using a parent survey; and preliminary effects on home literacy activities through a validated parent-report instrument (StimQ2 quantity, quality, content, and concepts subdomains) and on child literacy skills using investigator-developed assessments. We analyzed quantitative data using descriptive statistics and regression analyses.
Parents and community advisors informed the program content. A total of 32 parent-child dyads were enrolled in the pilot RCT. All parents identified as Latino, and half had not completed high school, indicating that we reached the intended audience. Parents rated the program as highly acceptable, and 23 (72%) participants attended at least half of the sessions. After participation, group 1 had higher StimQ2 quality scores (effect size 0.99, P=.02) and higher quantity scores (effect size 1.01, P=.04) compared with group 2.
Similar interprofessional collaborations may be a promising strategy to promote equity in early language experiences for Latino DLLs and their families.
幼儿期干预措施可同时促进积极的健康状况和早期语言体验，但在开发过程中，实施情况和健康公平性往往未得到充分关注。
我们运用健康公平视角来完善并试点测试一项为即将进入幼儿园的拉丁裔双语学习者（DLLs）及其照顾者设计的家庭读写与健康计划。
我们与家长及社区咨询委员会合作，完善了一项为期8周的家庭读写与健康计划，并开展了一项带有等待名单对照的试点随机对照试验（RCT）。该计划由我们的跨专业团队专门为拉丁裔DLLs设计，利用健康主题（即营养、体育活动、睡眠和社会情感发展）来（1）向儿童介绍基础语言和读写技能；（2）使家庭有能力采用基于优势的方法参与健康和家庭读写活动；（3）鼓励家庭保持其母语。我们通过收集社会人口统计学信息来评估覆盖范围；使用家长调查问卷评估出勤率和可接受性；并通过经过验证的家长报告工具（StimQ2数量、质量、内容和概念子领域）评估对家庭读写活动的初步影响，并使用研究人员开发的评估方法评估对儿童读写技能的影响。我们使用描述性统计和回归分析来分析定量数据。
家长和社区顾问为计划内容提供了信息。共有32对亲子参与了试点RCT。所有家长均为拉丁裔，且一半家长未完成高中学业，这表明我们覆盖到了目标受众。家长对该计划的评价很高，23名（72%）参与者至少参加了一半的课程。参与后，与第2组相比，第1组的StimQ2质量得分更高（效应量0.99，P = 0.02），数量得分也更高（效应量1.01，P = 0.04）。
类似的跨专业合作可能是促进拉丁裔DLLs及其家庭早期语言体验公平性的一种有前景的策略。
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