Katherine Solís-Cordero, Patricia Marinho, Patricia Camargo, Silvia Takey, Rogério Lerner, Vladimir Pinheiro Ponczek, Alberto Filgueiras, Jesus Landeira-Fernandez, Elizabeth Fujimori
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There is a need for research to evaluate the effects of online parenting programs on child development, such as the BEM Program ('Play Teaches Change' in English), an online play-based parenting program that teaches caregivers on how to introduce playful interactions into their daily household chores.</p><p><strong>Objective: </strong>To assess the effects of the BEM Program on child development and the quality of caregiver-child interaction.</p><p><strong>Method: </strong>A two-arm randomized controlled trial was conducted in a socioeconomically disadvantaged district of São Paulo city in Brazil. 129 children aged 12-23 months and their caregiver were randomly assigned to receive either the BEM Program for 8 weeks (intervention, <i>n</i> = 66) or standard child care (control, <i>n</i> = 63). Data were collected at baseline and endline of the intervention through home visits and online interviews. An intention-to-treat analysis was conducted.</p><p><strong>Results: </strong>The intervention showed positive effects on child development, by improving language development (Cohen's d = 0.20, 95%CI 0.08-0.47) and reduced intrusiveness (Cohen's d = 0.35, 95%CI 0.06-0.65) of caregiver-child interaction. No significant differences were observed in caregiver's repertoire and engagement in age-appropriate play activities with the child while doing the household chores, parenting sense of competence and perceived stress.</p><p><strong>Conclusions: </strong>Despite the small size and low adherence to the program, such promising results advance evidences for fully remote parenting programs and their effects on child development.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9579672/pdf/","citationCount":"2","resultStr":"{\"title\":\"Effects of an Online Play-Based Parenting Program on Child Development and the Quality of Caregiver-Child Interaction: A Randomized Controlled Trial.\",\"authors\":\"Katherine Solís-Cordero, Patricia Marinho, Patricia Camargo, Silvia Takey, Rogério Lerner, Vladimir Pinheiro Ponczek, Alberto Filgueiras, Jesus Landeira-Fernandez, Elizabeth Fujimori\",\"doi\":\"10.1007/s10566-022-09717-6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Studies assessing the effects of parenting programs have focused on interventions delivered through face-to-face modalities. 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An intention-to-treat analysis was conducted.</p><p><strong>Results: </strong>The intervention showed positive effects on child development, by improving language development (Cohen's d = 0.20, 95%CI 0.08-0.47) and reduced intrusiveness (Cohen's d = 0.35, 95%CI 0.06-0.65) of caregiver-child interaction. 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引用次数: 2
摘要
背景：评估育儿计划效果的研究主要集中在通过面对面方式提供的干预措施上。有必要进行研究来评估在线育儿计划对儿童发展的影响，例如BEM计划（英语：“Play Teaches Change”），这是一个基于游戏的在线育儿计划，教照顾者如何在日常家务中引入有趣的互动。目的：评估BEM计划对儿童发展和照顾者与儿童互动质量的影响。方法：在巴西圣保罗市一个社会经济困难地区进行了一项双臂随机对照试验。129名12-23个月大的儿童及其护理者被随机分配接受为期8周的BEM计划（干预 = 66）或标准儿童保育（对照，n = 63）。通过家访和在线访谈在干预的基线和终点收集数据。进行了意向治疗分析。结果：干预措施通过改善语言发展对儿童的发展产生了积极影响（Cohen’s d = 0.20，95%置信区间0.08-0.47）和减少侵入性（Cohen’s d = 0.35、95%CI 0.06-0.65）。在照顾者的曲目和在做家务时与孩子进行适龄游戏活动的参与度、育儿能力感和感知压力方面没有观察到显著差异。结论：尽管该项目规模小，依从性低，但这些有希望的结果为完全远程育儿项目及其对儿童发展的影响提供了证据。
Effects of an Online Play-Based Parenting Program on Child Development and the Quality of Caregiver-Child Interaction: A Randomized Controlled Trial.
Background: Studies assessing the effects of parenting programs have focused on interventions delivered through face-to-face modalities. There is a need for research to evaluate the effects of online parenting programs on child development, such as the BEM Program ('Play Teaches Change' in English), an online play-based parenting program that teaches caregivers on how to introduce playful interactions into their daily household chores.
Objective: To assess the effects of the BEM Program on child development and the quality of caregiver-child interaction.
Method: A two-arm randomized controlled trial was conducted in a socioeconomically disadvantaged district of São Paulo city in Brazil. 129 children aged 12-23 months and their caregiver were randomly assigned to receive either the BEM Program for 8 weeks (intervention, n = 66) or standard child care (control, n = 63). Data were collected at baseline and endline of the intervention through home visits and online interviews. An intention-to-treat analysis was conducted.
Results: The intervention showed positive effects on child development, by improving language development (Cohen's d = 0.20, 95%CI 0.08-0.47) and reduced intrusiveness (Cohen's d = 0.35, 95%CI 0.06-0.65) of caregiver-child interaction. No significant differences were observed in caregiver's repertoire and engagement in age-appropriate play activities with the child while doing the household chores, parenting sense of competence and perceived stress.
Conclusions: Despite the small size and low adherence to the program, such promising results advance evidences for fully remote parenting programs and their effects on child development.
期刊介绍：
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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