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The problem
Intervention: Examination of how parental psychological distress and beliefs about nurturing care, combined with parent investments (learning materials, cognitive stimulation, preschool enrollment), affect child development
Who it was tested with: Families with children in Ethiopia; infants/toddlers (0-35 months) and preschool-aged children (36-72 months); 48.5% girls.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"Results showed different patterns of associations between the two age groups. Specifically, for infants and toddlers, parental distress and beliefs did not predict parent investments or child outcomes, but both access to learning materials and cognitive stimulation at home positively predicted child development in every domain. For preschool-aged children, parental beliefs positively predicted hours in preschool, and parental distress negatively predicted the availability of learning materials and cognitive stimulation at home." The study examined predictive associations between parental factors and child development outcomes across different age groups in Ethiopia.
The abstract does not specify whether the study was longitudinal or cross-sectional, the causal direction of associations, or control for confounding variables. Measurement methods and reliability information are not provided.
Across countries and designs
1 study · 1 country
