Mamedova, Kamilla;
Laurenzi, Christina A;
Gordon, Sarah;
Tomlinson, Mark;
Fearon, Pasco;
(2023)
Identifying the Common Elements of Early Childhood Interventions Supporting Cognitive Development in Low- and Middle-Income Countries.
Adversity and Resilience Science
10.1007/s42844-023-00105-0.
(In press).
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Abstract
Psychosocial interventions for infants and young children in low- and middle-income countries (LMICs) have great potential, but there is a large and diverse range of techniques and procedures used within them, which poses challenges to evaluating and adapting them for scale-up. Our objective was to review psychosocial interventions conducted in LMICs to improve young children’s cognitive outcomes, and identify common techniques used across effective interventions. We systematically searched for relevant reviews using academic databases (PsycINFO, Web of Science, PubMed) and subject-specific databases (EPPI Centre, WHO Global Health Library, UNICEF Publications Database) for publications dated up to March 2021. Reviews of psychosocial interventions aimed at parents and children in LMICs, measuring child cognitive outcomes, were eligible. Study selection was performed in duplicate. Review characteristics and effectiveness data were extracted, with a proportion checked by a second reviewer. AMSTAR2 was applied to assess review strength. The PracticeWise coding system was used to distil practice elements from effective interventions. We included ten systematic reviews demonstrating evidence of effectiveness. Comprehensive interventions of higher intensity and longer duration yielded better results. From these reviews, 28 effective interventions were identified; their protocols and/or linked publications were coded for common practice elements. Six elements occurred in ≥ 75% of protocols: attachment building, play/pretend, psychoeducation, responsive care, talking to baby, and toys use. Interventions and reviews were highly heterogenous, limiting generalizability. LMIC-based psychosocial interventions can be effective in improving children’s cognitive development. Identifying common practice elements of effective interventions can inform future development and implementation of ECD programs in LMICs.
| Type: | Article |
|---|---|
| Title: | Identifying the Common Elements of Early Childhood Interventions Supporting Cognitive Development in Low- and Middle-Income Countries |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s42844-023-00105-0 |
| Publisher version: | https://doi.org/10.1007/s42844-023-00105-0 |
| Language: | English |
| Additional information: | Copyright © The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Early childhood development; Common elements; Psychosocial interventions; Parenting interventions; Cognitive development |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10176540 |
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