Child development Not Applicable Child development
Conditions
Interventions
Part 1:
Each educational child care center is randomized to one of two groups using a random number generated through Microsoft Excel. Co-located sites (i.e., educational child care ce
Sponsors
New York University School of Medicine
Instituto Alfa e Beto
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Part 1: 1. Parent-child dyads participating in educational child care centers 2. Children aged between 1-6 years Part 2: 1. Parent-child dyads from communities with comparable characteristics to those in part 1 2. Children aged between 1-6 years 3. Children not attending an educational child care center
Exclusion criteria
Exclusion criteria: Known significant medical/neurologic conditions likely to influence development (e.g. significant genetic abnormality, significant chronic disease).
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Part 1 and 2: All outcome measures are collected at baseline, 6-12 and 18-24 months Parenting outcomes: 1. Parenting is assessed using: 1.1. Cognitive stimulation in the home / Reading attitudes and activities: Survey instruments will include the StimQ and an adapted version of the Reading Beliefs Inventory 1.2. Videotaped parent-child interactions while reading, to be coded with a system such as the Adult/Child Interactive Reading Inventory (ACIRI) Child Development outcomes: 1. Language and emergent literacy is assessed using: 1.1. A Brazilian Portuguese adaptation of the Peabody Picture Vocabulary Test and the Expressive One-Word Picture Vocabulary Test, developed and validated by Capovilla and Seabra. 1.2. Naturalistic language samples 1.3. Word and non-word repetition tasks 1.4. A Brazilian Portuguese test for assessing children’s early literacy abilities (e.g., letter knowledge, letter sounds, rhyming, blending, segmentation), developed by Seabra 2. Cognition is assessed using: 2.1. Age-specific parent-completed developmental questionnaires called Ages & Stages (ASQ) 2.2. The Snijders-Oomen nonverbal intelligence test (SON-test) 2.3. Verbal and non-verbal working memory using protocols developed by Seabra and colleagues 3. Social-emotional development is measured using: 3.1. Select items from the Child Behavior Checklist (CBCL, parent report) 3.2. Select subscales from the Infant-Toddler Social and Emotional Assessment-Revised (ITSEA) 3.3. Preschool Self-Regulation Assessment Assessor Report (PSRA) | — |
Secondary
| Measure | Time frame |
|---|---|
| Part 1 and 2: All outcome measures are collected at baseline, 6-12 and 18-24 months 1. Parental stress related to interactions with child is assessed using the PSI Short form and Parent-Child Dysfunctional Interactions Subscale 2. Parenting self-efficacy is assessed using an adapted version of the Karitane Parenting Self Confidence Scale (KPSC) 3. Exposure to electronic media is assessed through information provided by parents about amount of electronic media (e.g. television, videos) to which their children are exposed 4. Maternal depressive symptoms are assessed using the Edinburgh Postnatal Depression Scale (EPDS) 5. Parental self-sufficiency 6. Child health is measured by assessing nutritional status through parent interview and from review of Educational Center records (part 1) and parent interviews (part 2) | — |
Countries
Brazil
Contacts
Public ContactAlan Mendelsohn
Outcome results
None listed