Promoting Child Development through Group-Based Parent Support within a Cash Transfer Program: Experimental Effects on Children's Outcomes

Autor/inn/en	Fernald, Lia C. H.; Kagawa, Rose M. C.; Knauer, Heather A.; Schnaas, Lourdes; Guerra, Armando Garcia; Neufeld, Lynnette M.
Titel	Promoting Child Development through Group-Based Parent Support within a Cash Transfer Program: Experimental Effects on Children's Outcomes
Quelle	In: Developmental Psychology, 53 (2017) 2, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000185
Schlagwörter	Child Development; Welfare Services; Poverty Programs; Family Programs; Program Effectiveness; Parents; Interviews; Followup Studies; Cognitive Development; Group Activities; Indigenous Populations; Parent Education; National Programs; Foreign Countries; Young Children; Statistical Analysis; Mexico; McCarthy Scales of Childrens Abilities + Suchen Sie Ihr Suchwort? Kindesentwicklung; Fürsorgeeinrichtung; Armenfürsorge; Family program; Familienprogramm; Eltern; Interviewing; Interviewtechnik; Follow-up studies; Kontaktstudium; Kognitive Entwicklung; Gruppenaktivität; Sinti und Roma; Parents education; Elternbildung; Elternschule; nicht übertragen; Ausland; Frühe Kindheit; Statistische Analyse; Mexiko
Abstract	We examined effects on child development of a group-based parenting support program ("Educación Inicial" - EI) when combined with Mexico's conditional cash transfer (CCT) program ("Prospera," originally 'Oportunidades" and "Progresa"). This cluster-randomized trial included 204 communities (n = 1,113 children in final sample), stratified by community indigenous status, and assigned to receive either: (T[subscript 0]) CCT only; (T[subscript 1]) CCT plus availability of EI in the community; or (T[subscript 2]) [subscript 1] plus promotion of the EI program by the CCT program. Interviews were conducted with the mother or primary caregiver of each child at baseline (2008, children 0-18 months old), and at follow-up (2012, children 3-5 years old); the intervention began after baseline and continued for all eligible households. Cognitive development was assessed with the Extended Ages and Stages Questionnaire (baseline) and the McCarthy Scales of Children's Development (follow-up); assessors were blinded to treatment. All analyses were intention to treat. There were significant effects on child development when EI received support and promotion from the CCT program (T[subscript 2] vs. T[subscript 0]: General Cognitive Index, ß = 3.90; 95% CI [0.51, 7.30], Verbal Score, ß = 4.28; 95% CI [0.51, 8.05], and Memory Score, ß = 4.14; 95% CI [0.62, 7.66]), effects equivalent to 0.26-0.29 SD. There were no significant benefits when the programs operated independently (T[subscript 1] vs. T[subscript 0]). In stratified analyses, EI showed significant effects in indigenous communities only. We found consistent results in regressions controlling for covariates, with some reductions in magnitude of differences. Our findings suggest that group-based, parenting support programs can improve child outcomes within the context of a CCT, but only when the 2 programs are integrated and mutually supportive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01