Improving Parenting Practices and Development for Young Children in Rwanda: Results from a Randomized Control Trial

Autor/inn/en	Abimpaye, Monique; Dusabe, Caroline; Nzabonimpa, Jean Providence; Ashford, Richard; Pisani, Lauren
Titel	Improving Parenting Practices and Development for Young Children in Rwanda: Results from a Randomized Control Trial
Quelle	In: International Journal of Behavioral Development, 44 (2020) 3, S.205-215 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nzabonimpa, Jean Providence) ORCID (Ashford, Richard) ORCID (Pisani, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025419861173
Schlagwörter	Foreign Countries; Developing Nations; Parenting Skills; Parent Child Relationship; Parent Education; Early Childhood Education; Child Development; Program Effectiveness; Family Environment; Observation; Home Visits; Toddlers; Low Income; Community Education; Rwanda; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Familienmilieu; Beobachtung; Hausbesuch; Infant; Infants; Toddler; Kleinkind; Niedriglohn; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ruanda
Abstract	It is well known that the first 1,000 days of life have long-lasting impact on a child's cognitive, language, socio-emotional, and physical development, but there is little evidence from Rwanda about how to maximize parent-child interactions during these critical early years. Save the Children piloted the First Steps "Intera za Mbere" early childhood parenting education program in one district of Rwanda to promote healthy development through holistic parenting education. Using a cluster randomized control trial, we assessed outcomes of a 17-week parenting education on parenting skills and child development for families with children aged 6-36 months. Families were randomly allocated into three study groups: light touch (n = 482), full intervention (n = 482), and control (n = 483) groups. We used a Kinyarwanda-adaptation of the validated Ages & Stages Questionnaires (ASQ), a Home Observation Measurement of the Environment-Short Form. Multivariate linear and logistic regression analyses were used for both the intention-to-treat analyses and more robust models controlling for ASQ form received, child gender, maternal education, number of children in the home, and baseline ASQ scores. Findings indicate that children in the light touch and full intervention groups were significantly more likely to meet the ASQ benchmarks than the control group in all developmental domains. The strong positive results from the light touch group are especially relevant to efforts to bring beneficial early childhood stimulation programs to scale in low-income contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01