The role of early childhood education programmes in the promotion of child and adolescent mental health in low- and middle-income countries
The role of early childhood education programmes in the promotion of child and adolescent mental health in low- and middle-income countries
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DOI：
10.1093/ije/dyt226
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发表时间：
2014-04-01
影响因子：
7.7
通讯作者：
Baker-Henningham, Helen
中科院分区：
文献类型：
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作者：
Baker-Henningham, Helen
背景越来越多的证据表明，幼儿教育干预措施可以减少中低收入国家弱势儿童发展潜力的丧失。这些项目在预防儿童心理健康问题和促进儿童福祉方面的潜力受到的关注较少。方法对描述欧洲经委会在LAIC干预措施的受控评估的同行评议期刊文章进行综述，以确定与儿童心理健康结果有关的研究。结果确定的63项研究中，21项(33.33%)包括儿童心理健康结果；16项短期措施研究中有12项显示益处；6项研究包括长期随访，所有研究均发现益处；25项研究包括照顾者结果：发现照顾者实践持续受益(21项研究)和9项衡量照顾者心理健康报告益处的研究中的6项。当欧洲经委会的干预措施包括三个主要内容时，最有可能获得儿童心理健康：(1)提高儿童技能的活动，包括认知、语言、自我调节和社会情绪能力；(2)培训照料者所需的技能，以提供促进认知和情感支持的环境；(3)关注照料者的心理健康、动机和自我效能。结论幼儿教育干预措施是儿童心理健康预防和促进的重要组成部分，促进儿童和照顾者的福祉是改善儿童发展的干预措施的一个基本方面。
Background There is growing evidence that early childhood education (ECE) interventions can reduce the loss of developmental potential of disadvantaged children in low- and middle-income countries (LAMIC). Less attention has been paid to the potential of these programmes to prevent child mental health problems and promote child well-being.Methods Peer-reviewed journal articles describing controlled evaluations of ECE interventions in LAMIC were reviewed to identify studies with child mental health outcomes. Studies with proximal outcomes for child mental health including caregiver practices and caregiver mental health were also reviewed.Results Of 63 studies identified, 21 (33.33%) included child mental health outcomes; 12 of 16 studies with short-term measures showed benefits; 6 studies included a longer-term follow-up and all found benefits; 25 studies included caregiver outcomes: consistent benefits were found for caregiver practices (21 studies) and 6 of 9 studies that measured caregiver mental health reported benefits. Gains to child mental health may be most likely when ECE interventions include three main elements: (i) activities to increase child skills including cognition, language, self-regulation and social-emotional competence; (ii) training caregivers in the skills required to provide a cognitively stimulating and emotionally supportive environment; and (iii) attention to the caregivers' mental health, motivation and self-efficacy. Recommendations for the design and implementation of programmes are provided.Conclusion ECE interventions are an important component of mental health prevention and promotion in LAMIC, and promoting child and caregiver well-being is a fundamental aspect of interventions to improve child development.