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The impact of a health promotion program on toddlers' socio-emotional development: a cluster randomized study.
Duarte, Ana; Martins, Silvana; Augusto, Cláudia; Silva, Maria José; Lopes, Luís; Santos, Rute; Rosário, Rafaela.
Afiliación
  • Duarte A; School of Nursing, University of Minho, Campus de Gualtar, Braga, 4710-057, Portugal.
  • Martins S; UICISA:E, The Health Sciences Research Unit: Nursing, School of Nursing of Coimbra, Coimbra, Portugal.
  • Augusto C; CIEnf, Research Centre in Nursing, School of Nursing, University of Minho, Braga, Portugal.
  • Silva MJ; CIEC, Research Centre on Child Studies, Institute of Education, University of Minho, Braga, Portugal.
  • Lopes L; ProChild CoLAB Against Poverty and Social Exclusion - Association, Campus de Couros, Rua de Vila Flor, Guimarães, 4810-225, Portugal.
  • Santos R; School of Nursing, University of Minho, Campus de Gualtar, Braga, 4710-057, Portugal.
  • Rosário R; UICISA:E, The Health Sciences Research Unit: Nursing, School of Nursing of Coimbra, Coimbra, Portugal.
BMC Public Health ; 24(1): 415, 2024 Feb 09.
Article en En | MEDLINE | ID: mdl-38331822
ABSTRACT

BACKGROUND:

The first 3 years of life are a critical period for the development of socio-emotional skills, highlighting the importance of socio-emotional development in early childhood. This study aimed to evaluate the effectiveness of a health promotion intervention program on the socio-emotional development of children aged 12 to 42 months during the COVID-19 pandemic.

METHODS:

A total of 344 children from 15 childcare centers participated in this study, with six centers in the intervention group and nine in the control group. Childcare teachers in the intervention group received a 6-month training program aimed at promoting healthy lifestyles, including topics such as diet, sleep, physical activity, and sedentary behavior. Sociodemographic and anthropometric measures were assessed at baseline, and socio-emotional development was assessed using the Bayley Scales of Infant and Toddler Development - Third Edition (Bayley-III) at baseline and post-intervention.

RESULTS:

After the intervention, a significant difference in socio-emotional development was observed between children with mothers of varying education levels. Specifically, children whose mothers had lower education levels demonstrated significantly greater socio-emotional development (B = 19.000, p = 0.028) compared to the control group. In contrast, there was no significant difference in socio-emotional development among children with mothers from higher education levels.

CONCLUSION:

These findings suggest that intervention programs for childcare teachers can effectively promote healthy socio-emotional development in children from socioeconomically disadvantaged backgrounds. Future intervention programs should consider tailoring their approaches to target disadvantaged populations. TRIAL REGISTRATION This cluster randomized controlled trial was registered in the Clinical Trials database/platform on 09/09/2019 (number NCT04082247).
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Pandemias / Promoción de la Salud Tipo de estudio: Clinical_trials Aspecto: Equity_inequality Límite: Child / Child, preschool / Female / Humans / Infant Idioma: En Revista: BMC Public Health Asunto de la revista: SAUDE PUBLICA Año: 2024 Tipo del documento: Article País de afiliación: Portugal Pais de publicación: Reino Unido
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Pandemias / Promoción de la Salud Tipo de estudio: Clinical_trials Aspecto: Equity_inequality Límite: Child / Child, preschool / Female / Humans / Infant Idioma: En Revista: BMC Public Health Asunto de la revista: SAUDE PUBLICA Año: 2024 Tipo del documento: Article País de afiliación: Portugal Pais de publicación: Reino Unido