Assessing the play and learning environments of children under two years in peri-urban Lima, Peru: a formative research study.
Identifieur interne : 000068 ( Main/Exploration ); précédent : 000067; suivant : 000069Assessing the play and learning environments of children under two years in peri-urban Lima, Peru: a formative research study.
Auteurs : Jessica D. Rothstein [États-Unis] ; Audrey J. Buckland [États-Unis] ; Kristin Gagnier [États-Unis] ; Mayra Ochoa [Pérou] ; Aliya Allen-Valley [États-Unis] ; Belinda Jivapong [États-Unis] ; Lilia Z. Cabrera [Pérou] ; Elli Leontsini [États-Unis] ; Kelly R. Fisher [États-Unis]Source :
- BMC public health [ 1471-2458 ] ; 2021.
Abstract
BACKGROUND
Home-based interventions have potential for improving early child development (ECD) in low-resource settings. The design of locally acceptable strategies requires an in-depth understanding of the household context. In this formative research study, we aimed to characterize the home play and learning environments of children 6-23 months of age from low-income households in peri-urban Lima, Peru.
METHODS
Drawing on the developmental niche framework, we used quantitative and qualitative methods to understand children's physical and social settings, childcare practices, and caregiver perspectives. We conducted interviews, unstructured video-recorded observations, and spot-checks with 30 randomly selected caregiver-child dyads, 10 from each child age group of 6-11, 12-17, and 18-23 months of age, as well as key informant interviews with 12 daycare instructors. We analyzed the data for key trends and themes using Stata and ATLAS.ti and employed an adapted version of the Indicator of Parent-Child Interaction to evaluate the observations.
RESULTS
Children's social settings were characterized by multi-generational homes and the presence of siblings and cousins as play partners. Access to books and complex hand-eye coordination toys (e.g., puzzles, building blocks) in the home was limited (30.0 and 40.0%, respectively). Caregivers generally demonstrated low or inconsistent levels of interaction with their children; they rarely communicated using descriptive language or introduced novel, stimulating activities during play. Reading and telling stories to children were uncommon, yet 93.3% of caregivers reported singing to children daily. On average, caregivers ascribed a high learning value to reading books and playing with electronic toys (rated 9.7 and 9.1 out of 10, respectively), and perceived playing with everyday objects in the home as less beneficial (rated 6.8/10). Daycare instructors reinforced the problems posed by limited caregiver-child interaction and supported the use of songs for promoting ECD.
CONCLUSIONS
The features of the home learning environments highlighted here indicate several opportunities for intervention development to improve ECD. These include encouraging caregivers to communicate with children using full sentences and enhancing the use of everyday objects as toys. There is also great potential for leveraging song and music to encourage responsive caregiver-child interactions within the home setting.
DOI: 10.1186/s12889-020-10119-3
PubMed: 33422022
PubMed Central: PMC7796591
Affiliations:
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Rothstein</name><affiliation wicri:level="2"><nlm:affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA. jrothstein@jhu.edu.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author><author><name sortKey="Buckland, Audrey J" sort="Buckland, Audrey J" uniqKey="Buckland A" first="Audrey J" last="Buckland">Audrey J. Buckland</name><affiliation wicri:level="2"><nlm:affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author><author><name sortKey="Gagnier, Kristin" sort="Gagnier, Kristin" uniqKey="Gagnier K" first="Kristin" last="Gagnier">Kristin Gagnier</name><affiliation wicri:level="2"><nlm:affiliation>Science of Learning Institute, Johns Hopkins University, Baltimore, MD, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Science of Learning Institute, Johns Hopkins University, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author><author><name sortKey="Ochoa, Mayra" sort="Ochoa, Mayra" uniqKey="Ochoa M" first="Mayra" last="Ochoa">Mayra Ochoa</name><affiliation wicri:level="1"><nlm:affiliation>Asociación Benéfica Proyectos en Informática, Salud, Medicina, y Agricultura (PRISMA), Lima, Peru.</nlm:affiliation><country xml:lang="fr">Pérou</country><wicri:regionArea>Asociación Benéfica Proyectos en Informática, Salud, Medicina, y Agricultura (PRISMA), Lima</wicri:regionArea><wicri:noRegion>Lima</wicri:noRegion></affiliation></author><author><name sortKey="Allen Valley, Aliya" sort="Allen Valley, Aliya" uniqKey="Allen Valley A" first="Aliya" last="Allen-Valley">Aliya Allen-Valley</name><affiliation wicri:level="2"><nlm:affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author><author><name sortKey="Jivapong, Belinda" sort="Jivapong, Belinda" uniqKey="Jivapong B" first="Belinda" last="Jivapong">Belinda Jivapong</name><affiliation wicri:level="2"><nlm:affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author><author><name sortKey="Cabrera, Lilia Z" sort="Cabrera, Lilia Z" uniqKey="Cabrera L" first="Lilia Z" last="Cabrera">Lilia Z. Cabrera</name><affiliation wicri:level="1"><nlm:affiliation>Asociación Benéfica Proyectos en Informática, Salud, Medicina, y Agricultura (PRISMA), Lima, Peru.</nlm:affiliation><country xml:lang="fr">Pérou</country><wicri:regionArea>Asociación Benéfica Proyectos en Informática, Salud, Medicina, y Agricultura (PRISMA), Lima</wicri:regionArea><wicri:noRegion>Lima</wicri:noRegion></affiliation></author><author><name sortKey="Leontsini, Elli" sort="Leontsini, Elli" uniqKey="Leontsini E" first="Elli" last="Leontsini">Elli Leontsini</name><affiliation wicri:level="2"><nlm:affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author><author><name sortKey="Fisher, Kelly R" sort="Fisher, Kelly R" uniqKey="Fisher K" first="Kelly R" last="Fisher">Kelly R. Fisher</name><affiliation wicri:level="2"><nlm:affiliation>Science of Learning Institute, Johns Hopkins University, Baltimore, MD, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Science of Learning Institute, Johns Hopkins University, Baltimore, MD</wicri:regionArea><placeName><region type="state">Maryland</region></placeName></affiliation></author></analytic><series><title level="j">BMC public health</title><idno type="eISSN">1471-2458</idno><imprint><date when="2021" type="published">2021</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b></p><p>Home-based interventions have potential for improving early child development (ECD) in low-resource settings. The design of locally acceptable strategies requires an in-depth understanding of the household context. In this formative research study, we aimed to characterize the home play and learning environments of children 6-23 months of age from low-income households in peri-urban Lima, Peru.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>Drawing on the developmental niche framework, we used quantitative and qualitative methods to understand children's physical and social settings, childcare practices, and caregiver perspectives. We conducted interviews, unstructured video-recorded observations, and spot-checks with 30 randomly selected caregiver-child dyads, 10 from each child age group of 6-11, 12-17, and 18-23 months of age, as well as key informant interviews with 12 daycare instructors. We analyzed the data for key trends and themes using Stata and ATLAS.ti and employed an adapted version of the Indicator of Parent-Child Interaction to evaluate the observations.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Children's social settings were characterized by multi-generational homes and the presence of siblings and cousins as play partners. Access to books and complex hand-eye coordination toys (e.g., puzzles, building blocks) in the home was limited (30.0 and 40.0%, respectively). Caregivers generally demonstrated low or inconsistent levels of interaction with their children; they rarely communicated using descriptive language or introduced novel, stimulating activities during play. Reading and telling stories to children were uncommon, yet 93.3% of caregivers reported singing to children daily. On average, caregivers ascribed a high learning value to reading books and playing with electronic toys (rated 9.7 and 9.1 out of 10, respectively), and perceived playing with everyday objects in the home as less beneficial (rated 6.8/10). Daycare instructors reinforced the problems posed by limited caregiver-child interaction and supported the use of songs for promoting ECD.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>The features of the home learning environments highlighted here indicate several opportunities for intervention development to improve ECD. These include encouraging caregivers to communicate with children using full sentences and enhancing the use of everyday objects as toys. There is also great potential for leveraging song and music to encourage responsive caregiver-child interactions within the home setting.</p></div></front></TEI><pubmed><MedlineCitation Status="In-Data-Review" Owner="NLM"><PMID Version="1">33422022</PMID><DateRevised><Year>2021</Year><Month>01</Month><Day>14</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1471-2458</ISSN><JournalIssue CitedMedium="Internet"><Volume>21</Volume><Issue>1</Issue><PubDate><Year>2021</Year><Month>Jan</Month><Day>09</Day></PubDate></JournalIssue><Title>BMC public health</Title><ISOAbbreviation>BMC Public Health</ISOAbbreviation></Journal><ArticleTitle>Assessing the play and learning environments of children under two years in peri-urban Lima, Peru: a formative research study.</ArticleTitle><Pagination><MedlinePgn>108</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1186/s12889-020-10119-3</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Home-based interventions have potential for improving early child development (ECD) in low-resource settings. The design of locally acceptable strategies requires an in-depth understanding of the household context. In this formative research study, we aimed to characterize the home play and learning environments of children 6-23 months of age from low-income households in peri-urban Lima, Peru.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">Drawing on the developmental niche framework, we used quantitative and qualitative methods to understand children's physical and social settings, childcare practices, and caregiver perspectives. We conducted interviews, unstructured video-recorded observations, and spot-checks with 30 randomly selected caregiver-child dyads, 10 from each child age group of 6-11, 12-17, and 18-23 months of age, as well as key informant interviews with 12 daycare instructors. We analyzed the data for key trends and themes using Stata and ATLAS.ti and employed an adapted version of the Indicator of Parent-Child Interaction to evaluate the observations.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">Children's social settings were characterized by multi-generational homes and the presence of siblings and cousins as play partners. Access to books and complex hand-eye coordination toys (e.g., puzzles, building blocks) in the home was limited (30.0 and 40.0%, respectively). Caregivers generally demonstrated low or inconsistent levels of interaction with their children; they rarely communicated using descriptive language or introduced novel, stimulating activities during play. Reading and telling stories to children were uncommon, yet 93.3% of caregivers reported singing to children daily. On average, caregivers ascribed a high learning value to reading books and playing with electronic toys (rated 9.7 and 9.1 out of 10, respectively), and perceived playing with everyday objects in the home as less beneficial (rated 6.8/10). Daycare instructors reinforced the problems posed by limited caregiver-child interaction and supported the use of songs for promoting ECD.</AbstractText><AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">The features of the home learning environments highlighted here indicate several opportunities for intervention development to improve ECD. These include encouraging caregivers to communicate with children using full sentences and enhancing the use of everyday objects as toys. There is also great potential for leveraging song and music to encourage responsive caregiver-child interactions within the home setting.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Rothstein</LastName><ForeName>Jessica D</ForeName><Initials>JD</Initials><AffiliationInfo><Affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA. jrothstein@jhu.edu.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Buckland</LastName><ForeName>Audrey J</ForeName><Initials>AJ</Initials><AffiliationInfo><Affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Gagnier</LastName><ForeName>Kristin</ForeName><Initials>K</Initials><AffiliationInfo><Affiliation>Science of Learning Institute, Johns Hopkins University, Baltimore, MD, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Ochoa</LastName><ForeName>Mayra</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>Asociación Benéfica Proyectos en Informática, Salud, Medicina, y Agricultura (PRISMA), Lima, Peru.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Allen-Valley</LastName><ForeName>Aliya</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Jivapong</LastName><ForeName>Belinda</ForeName><Initials>B</Initials><AffiliationInfo><Affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Cabrera</LastName><ForeName>Lilia Z</ForeName><Initials>LZ</Initials><AffiliationInfo><Affiliation>Asociación Benéfica Proyectos en Informática, Salud, Medicina, y Agricultura (PRISMA), Lima, Peru.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Leontsini</LastName><ForeName>Elli</ForeName><Initials>E</Initials><AffiliationInfo><Affiliation>Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Fisher</LastName><ForeName>Kelly R</ForeName><Initials>KR</Initials><AffiliationInfo><Affiliation>Science of Learning Institute, Johns Hopkins University, Baltimore, MD, USA.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><GrantList CompleteYN="Y"><Grant><GrantID>R01AI108695</GrantID><Agency>National Institute of Allergy and Infectious Diseases</Agency><Country></Country></Grant></GrantList><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2021</Year><Month>01</Month><Day>09</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>BMC Public Health</MedlineTA><NlmUniqueID>100968562</NlmUniqueID><ISSNLinking>1471-2458</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Early child development</Keyword><Keyword MajorTopicYN="N">Formative research</Keyword><Keyword MajorTopicYN="N">Learning environment</Keyword><Keyword MajorTopicYN="N">Mixed methods</Keyword><Keyword MajorTopicYN="N">Peri-urban</Keyword><Keyword MajorTopicYN="N">Peru</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2020</Year><Month>05</Month><Day>21</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2020</Year><Month>12</Month><Day>22</Day></PubMedPubDate><PubMedPubDate 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last="Rothstein">Jessica D. 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