Poor early development of cognition and language in children Not Applicable Poor early development of cognition and language in children
Conditions
Interventions
The intervention has 5 study arms, with increasing levels of intensity of the intervention. Households in the same primary school catchment areas are randomly assigned to one of the 5 study arms using
Sponsors
The World Bank (USA)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Children aged between 2 to 6 years old and their primary care giver 2. Living within 1km of a small primary school (<20 children per class) in Nyanza province
Exclusion criteria
Exclusion criteria: Developmental delays or health conditions that would interfere with a child’s ability to take a standard developmental assessment or participate in the intervention (i.e. blindness and deafness).
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. The number of books in the home is measured by an enumerator's observation in the home at 5 weeks 2. Frequency of book use is measured by survey at baseline and endline (5 weeks) 3. Expressive and receptive vocabulary are measured by assessing children using adaptations of the British Picture Vocabulary Scale and purpose-specific illustrations at baseline and endline (5 weeks) Added 27/04/2016: 4. Comprehension is measured by questions specific to storybook content at endline (5 weeks) | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Home stimulation practices are measured by a Mother-Child observation conducted by an enumerator at baseline and endline (5 weeks) 2. Program take-up by intervention delivery method and sub-population include primary outcome measures, but with sub-populations divided according to baseline characteristics, including direct assessments of caregiver literacy based on reading a sentence in each of three languages. This will be assessed at endline (5 weeks) | — |
Countries
Kenya
Outcome results
None listed