OBJECTIVES: to list educational elements in nursing with a focus on monitoring child development in the context of the Sustainable Development Goals and Nurturing Care. METHODS: qualitative report on an educational perspective for nursing undergraduates. The following stages emerged: key conceptual dimensions, simulated situation, clinical field, case study and assessment. RESULTS: educational elements were listed regarding child development monitoring prioritizing home visits. Contents and practices were anchored in scientific evidence from Nurturing Care and Sustainable Development Goals in their peculiarities of promoting child development, health and well-being, eradicating poverty and hunger, early childhood education and reducing inequalities. FINAL CONSIDERATIONS: the educational perspective presents itself as a triangulation between theoretical knowledge, simulation and clinical environment, with challenges in the face of circumstances, strengths and weaknesses in simulated situations and with families with children, allowing us to recognize the potential of existing practices and the barriers to be broken.
Débora Falleiros de Mello, Flávia Azevedo Gomes-Sponholz, Luciana Mara Monti Fonseca et al.
to analyze maternal parenting practices aimed at the development of children under one year of age in the home context, from the perspective of the Nurturing Care framework. a qualitative study, grounded in philosophical hermeneutics and the conceptual approach of Nurturing Care. In-depth, semi-structured interviews were conducted with 27 mothers, followed by inductive thematic analysis. maternal parenting practices involved interaction and engagement in play activities with the child, socialization with other children, early exposure to screens, relative paternal participation, and occasional book reading. Uncertainties emerged regarding setting limits, early childhood education enrollment, and perceptions of child development. The findings indicated a partial interrelation with Nurturing Care domains related to responsive caregiving, opportunities for early learning, and child security and safety. maternal parenting practices, analyzed through the lens of the Nurturing Care framework, reflected the child's care environment, highlighting both strengths and vulnerabilities in promoting child development in the home context. The Nurturing Care domains are useful for child care within Primary Health Care, reinforcing the relevance of parental responsiveness and the child's daily routine for their full development. This suggests a potential strategy to promote nursing care in child health. BACKGROUND: (1) Daily home routine reflects parenting practices for child development. BACKGROUND: (2) Maternal reports express strengths and weaknesses of the child care environment. BACKGROUND: (3) A nurturing and interactive environment provides opportunities of child learning. BACKGROUND: (4) Daily constraints expose children to developmental vulnerabilities. BACKGROUND: (5) The Nurturing Care framework offers analytical domains of child care at home.
Jeniffer Stephanie Marques Hilário, Letícia Pancieri, Regina Aparecida Garcia de Lima et al.
When most people think of early childhood development, what comes to mind is preprimary school learning; similarly, when they think about how best to ensure a child turns out well, their thoughts turn to adolescents. The FrameWorks Institute in Washington, DC, calls this “aging up,” a phenomenon that has been demonstrated as a bias in policy and public thinking in several countries, including South Africa (Richter, Tomlinson, Watt, Hunt, & Lindland, 2019). Yet it is the earliest period of life, from conception to two to three years of age, that most strongly regulates our trajectory across the course of our lives (Shonkoff, Richter, van der Gaag, & Bhutta, 2012) and that influences how children cope with early formal learning and the challenges of adolescence.
BACKGROUND: The majority of children with neurodevelopmental disorders (NDDs) reside in low- and middle-income countries (LMICs). NDDs are a public health concern in countries in sub-Saharan Africa (SSA). Nurturing care has been recommended as a pathway for addressing the developmental needs and unlocking the full potential of children, including those with NDDs. However, little information exists on the strategies to support children with NDDs using the Nurturing Care Framework in many countries in SSA. This review aims to synthesize information on nurturing care practices for children with NDDs in SSA. The review will also determine gaps in the provision of nurturing care for children with NDDs. Further, the review will highlight the drivers of care as well as the experiences of the caregivers. METHODS: The review will be implemented in six steps: specification of the research question, identification of relevant studies, selection of studies to be included, extracting, mapping, and charting the data, collating, summarizing, and reporting the results, and stakeholder consultation. We propose a database search followed by a manual search for the literature synthesis. We will search the following electronic databases: PubMed, ScienceDirect, Scopus, Open Grey and African Journals Online (AJOL). All studies published after May 2018 to May 2023 that include relevant terms will be identified and included. The research team will develop a data extraction form for use in capturing relevant information from each of the included studies. A patterning chart that will summarize and analyze the key findings of each article will be created. DISCUSSION: We anticipate that the study will provide evidence on the existing nurturing care practices and unearth gaps in the provision of nurturing care for children with NDDs. Key determinants of care and the experiences of the parents/caregivers of children will also be identified. The study will provide key recommendations on interventions to improve the quality of care for children with NDDs. Through this study, awareness of the unmet nurturing care needs of these children will be increased. The evidence generated may assist policymakers and stakeholders in addressing the needs of children with NDDs.
Silas Onyango, Margaret Nampijja, Paul Otwate et al.
Introduction: The importance of nurturing care for child development is well-established, and parents play a central role in providing this care. However, cultural values and traditions can influence child-rearing practices, and there are gaps in child welfare in Ecuador. Two research questions delve into caregivers' definitions of nurturing care for children aged 0-5 and its alignment with World Health Organization's concept. Methods: A qualitative methodology was applied to comprehensively explore caregivers' perspectives and application of nurturing care across diverse cultural contexts in rural areas of Cotopaxi and Loja in Ecuador. Using snowball sampling primary caregivers, healthcare professionals, childcare workers, and community leaders were interviewed and participated in focus groups, examining its congruence with WHO's Nurturing Care Framework for Early Childhood Development. Results: While there is alignment with the WHO framework, the study reveals challenges such as a lack of awareness of the term "nurturing care" among participants. Findings also indicate issues in health communication, reliance on traditional medicine, and myths around nutritional practices. The role of technology in early learning is explored, noting both its advantages and disadvantages. Notably, preventive health activities were not mentioned, emphasizing a universal need for knowledge. Conclusion: This study urges tailored interventions for nurturing care, emphasizing success tied to robust healthcare and child protection. Urgency lies in cultural sensitivity, local adaptation, and targeted training for implementation. These insights contribute significantly to the global discourse, stressing the importance of context-specific approaches. Implications are crucial for policymakers, practitioners, and researchers dedicated to elevating care quality for vulnerable populations worldwide.
Betzabé Tello, Maria J. Mendoza-Gordillo, Marcelo Moreano et al.
The Nurturing Care Framework (NCF) calls for establishing a global monitoring and accountability systems for early childhood development (ECD). Major gaps to build low-cost and large-scale ECD monitoring systems at the local level remain. In this manuscript, we describe the process of selecting nurturing care indicators at the municipal level from existing routine information systems to develop the Brazilian Early Childhood Friendly Index (IMAPI). Three methodological steps developed through a participatory decision-making process were followed. First, a literature review identified potential indicators to translate the NCF domains. Four technical panels composed of stakeholders from federal, state and municipal levels were consulted to identify data sources, their availability at the municipal level and the strengths and weakness of each potential indicator. Second, national and international ECD experts participated in two surveys to score, following a SMART approach, the expected performance of each nurturing care indicator. This information was used to develop analytical weights for each indicator. Third, informed by strengths and weaknesses pointed out in the previous steps, the IMAPI team reached consensus on 31 nurturing care indicators across the five NCF domains (Good health [n = 14], Adequate nutrition [4], Responsive caregiving [1], Opportunities for early learning [7] and Security and safety [4]). IMAPI represents the first attempt to select nurturing care indicators at the municipal level using data from existing routine information systems.
Gabriela Buccini, Jéssica Pedroso, Stefanie Eugênia dos Anjos Campos COELHO et al.
ABSTRACT Objective: To understand the interfaces of family care for preterm infants at home with the domains of good health, adequate nutrition, responsive care, safety and protection, and early learning opportunities, from the Nurturing Care Framework (NCF). Method: This is a qualitative study guided by the theoretical framework of Nurturing Care Framework. Data were collected between August 2023 and March 2024, in the homes of 12 preterm infants, with 27 family members, followed by a high-risk newborn follow-up service. During the visits, dyadic or group family interviews were conducted, and records were kept in field diaries. In parallel, two researchers performed blind coding of the data and inter-coder verification, using software-assisted deductive thematic analysis guided by a code dictionary. Results: The results showed: prevention of illness and promotion of physical health in preterm infants; early introduction of solid foods and breastfeeding-related weaknesses; caregiver responsiveness to the needs of preterm infants; intrafamily safety and prevention of domestic accidents; Early learning opportunities, limited to motor stimulation. Conclusion: It became evident that caregivers have a limited understanding of the domains of Nurturing Care Framework (NCF), a reflection of the current healthcare model in the research setting. It is expected that families, upon receiving nursing care and guidance based on the NCF, will be able to broaden their understanding and applicability of the model in their daily lives, which would be aligned with the objectives for sustainable development.
Maria Luiza Cunha Da Fonseca, Bruna da Silva Calderaro, Larissa Alves de Souza et al.
Cultures of CareThe primary role of a teacher is to teach: to educate, impart knowledge and facilitate learning.It is what teachers are trained to do, and what they do best.And yet, the teachers who tend to stand out are those who see their role as something more than just to teach, but to nurture, care and protect those in their charge.This is the theme picked up in the first paper in this issue of Child Abuse Review.In a qualitative study based in 16 primary schools in Ireland, Margaret Nohilly (2019) explores the care practices and systems that support child protection work in the schools.Ireland differs from the UK in that all teachers (along with other professionals) are mandated to report child abuse, above a defined threshold, which comes to their attention in the course of their professional or employment duties.One of the most consistent findings from their interviews was a consensus 'that the ethos of a school, by its very nature, was one of caring and that attending to the pupils' needs was the priority' (p.267).This emphasis on nurture, care and protection was most prominent in those schools designated as disadvantaged and a special school, and it included providing meals, addressing other care needs, running before and after school activities, and programmes to support parents.This ethos of care seemed to permeate all areas of school life and was felt to contribute in a significant way to pupil safety and protection.And yet, these elements of nurture, care and protection appeared to fall outside the statutory interagency framework of child protection to the extent that it was perceived that the Child and Family Agency was not aware of the care practices established at the school level.This carries some important implications for the value and validity of such care, and raises some important questions for schools.First, to what extent should this aspect of the teaching role be recognised?If this forms a major part of a teacher's role, and yet is neither remunerated nor allocated time, and is not recognised in training, supervision or inspection, how sustainable is it?Second, should such work be subject to inspection as are other aspects of the teaching and management of schools?If it were, what implications would that have for the quality or spontaneity of the care provided?Would it enhance or stifle these elements of a school's ethos?Third, is the provision of care and nurture within a school setting always the most appropriate response to a child in need?Does such an approach merely provide a sticking plaster, patching over the problems and not
INTRODUCTION: Children who are HIV-exposed and uninfected (CHEU) are a growing population at potential risk of poor neurocognitive development. We tested a nurturing care intervention on children's neurocognitive development and maternal depressive symptoms (primary) with mediation through caregiving activities (secondary). METHODS: This study was conducted among six intervention and nine comparison antenatal-care/prevention of vertical transmission (ANC/PVT) HIV clinics in eSwatini. We enrolled pregnant women and measured infant development at 9 and 18 months. mothers2mothers (m2m) designed and implemented the clinic-home-community-based intervention. We measured infants' neurodevelopment, maternal depressive symptoms and caregiving activities with the Mullen Scales of Early Learning (MSEL), Edinburgh Postnatal Depression Scale, HOME Inventory and Family Care Indicators. We fitted linear mixed effects regression models with clinic random effects to compare intervention versus comparison arms, and generalised structural equation models to evaluate mediation, adjusting for confounders. RESULTS: Mother-infant pairs (n = 429) participated between January 2016 through May 2018. Socio-demographic characteristics were balanced between arms except for higher rates of peri-urban versus rural residence and single versus married mothers in the comparison group. The 18 month retention was 82% (180/220) intervention, 79% (166/209) comparison arm, with 25 infant deaths. Intervention MSEL scores were significantly, and modestly, higher in receptive language (55.7 [95% CI 54.6, 56.9] vs. 53.7 [95% CI 52.6, 54.8]), expressive language (42.5 [95% CI 41.6, 39.8] vs. 40.8 [95% CI 39.8, 41.7]) and composite MSEL (85.4 [95% CI 83.7, 84.5] vs. 82.7 [95% CI 81.0, 84.5]), with no difference in maternal depressive symptoms or in observations of mother-child interactions. Intervention book-sharing scores were higher (0.63 vs. 0.41) and mediated the effect on MSEL scores (indirect effect, p-values ≤ 0.024). The direct effects on visual reception and expressive language scores were significantly higher in the intervention compared to the comparison arm (coefficients 1.93 [95% CI 0.26, 3.60] and 1.66 [95% CI 0.51, 2.79, respectively]). CONCLUSIONS: Nurturing care interventions can be integrated into ANC/PVT clinic-home-community programmes. The intervention, mediated through interactive caregiving activities, increased language development scores among CHEU. Partnering with a local team, m2m, to design and implement a culturally relevant intervention illustrates the ability to impact parent-child play and learning activities that are associated with children's neurodevelopment.
Andrea Ruff, Xolisile Dlamini, Bareng A. S. Nonyane et al.
