Measuring the impact of a training intervention for early childhood centre staff on child development outcomes: Findings from a cluster randomized control field trial in rural Malawi.
Measuring the impact of a training intervention for early childhood centre staff on child development outcomes: Findings from a cluster randomized control field trial in rural Malawi.
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DOI：
10.1111/cch.12981
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发表时间：
2022-09
影响因子：
1.9
通讯作者：
Lynch, Paul
中科院分区：
文献类型：
--
作者：
Jolley, Emma;Bechange, Stevens;Mankhwazi, Mika;Ngwira, Jenipher Mbukwa;Murphy, Rachel;Schmidt, Elena;Lynch, Paul
来自低收入环境的关于早期教育干预措施能够改善幼儿发展的证据很少，特别是关于最边缘化儿童的证据。本研究采用双臂平行聚类随机对照设计，以评估马拉维农村Thyolo区社区早期学习中心的儿童在调整后的工作人员培训计划中发展结果的影响。在基线时，我们随机选择了48个中心，每个中心随机选择了20名儿童，尽管一个中心的数据不完整，导致47个中心的932名儿童。中心被随机分配到干预组或对照组。12个月后，从44个中心收集了随访数据。在基线和终点，以社区为基础的托儿中心（CBCC）管理者提供了有关中心的信息，父母/监护人提供了有关儿童的信息，包括使用马拉维发展评估工具测量的语言和社会领域的年龄标准化发展分数的主要结果。在两个领域中处于倒数2.5个百分点的儿童被认为有延迟；第三个结果变量，任何延迟，被开发来指示儿童在一个或两个领域的延迟。计算中心水平的平均得分，并构建线性回归模型来评估基线和终点以及分配组之间的差异。对分配组中基线和终点测量值的差异分析显示，与所有领域的研究干预相关的延迟减少不显著。调整cbcc内的基线特征对观察到的效应的大小影响不大，差异仍然不显著。尽管分配组之间没有观察到差异，但数据确实表明干预组在两个领域，特别是语言方面都有积极的变化。马拉维以社区为基础的早期学习在促进包容性发展和学习方面具有巨大潜力。
Evidence from low‐income settings around early education interventions that can improve young children's development is sparse, particularly with regard to the most marginalized children. This study used a two‐arm parallel cluster randomized control design to evaluate the impact of an adapted staff training programme on the developmental outcomes of children attending community‐based early learning centres in Thyolo district, rural Malawi. At baseline we randomly selected 48 centres, from each of which 20 children were randomly selected, although data from one centre was incomplete resulting in 932 children from 47 centres. Centres were randomly allocated to either the intervention or control arm. Twelve months later, follow‐up data were collected from 44 centres. At baseline and endline, community‐based childcare centre (CBCC) managers provided information about the centre, and parents/guardians provided information on the children, including the primary outcomes of age‐standardized development scores in the language and social domains, measured using the Malawi Developmental Assessment Tool. Children in the bottom 2.5 percentile of either domain were considered to have a delay; a third outcome variable, Any Delay, was developed to indicate children with a delay in either or both domains. Centre‐level mean scores were calculated, and linear regression models were constructed to assess differences between baseline and endline and between allocation groups. Analysis of the difference between baseline and endline measures in the allocation groups shows a non‐significant reduction in delay associated with the study intervention across all domains. Adjustment for baseline characteristics within the CBCCs showed little impact on the magnitude of the observed effect, and the difference remained non‐significant. Despite no observed differences between allocation groups, the data did indicate a positive change in the intervention groups in both domains, particularly language. Community‐based early learning in Malawi holds tremendous potential for promoting inclusive development and learning.
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DOI：
10.1016/s0140-6736(16)31389-7
发表时间：
2017-01-07
期刊：
Lancet (London, England)
影响因子：
--
作者：
Black MM;Walker SP;Fernald LCH;Andersen CT;DiGirolamo AM;Lu C;McCoy DC;Fink G;Shawar YR;Shiffman J;Devercelli AE;Wodon QT;Vargas-Barón E;Grantham-McGregor S;Lancet Early Childhood Development Series Steering Committee
通讯作者：
Lancet Early Childhood Development Series Steering Committee
DOI：
10.1016/s2214-109x(18)30309-7
发表时间：
2018-10
期刊：
The Lancet. Global health
影响因子：
--
作者：
Global Research on Developmental Disabilities Collaborators
通讯作者：
Global Research on Developmental Disabilities Collaborators
影响因子：
105.7
作者：
Campbell, MK;Elbourne, DR;Altman, DG
通讯作者：
Altman, DG
影响因子：
--
作者：
Munthali, Alister C.;Mvula, Peter M.;Silo, Lois
通讯作者：
Silo, Lois
影响因子：
2.4
作者：
Mussa, Richard
通讯作者：
Mussa, Richard