Home-based child development interventions for preschool children from socially disadvantaged families

Sarah Miller, Lisa K. Maguire, Geraldine Macdonald

Research output: Contribution to journalLiterature review

17 Citations (Scopus)

Abstract

BACKGROUND
Social disadvantage can have a significant impact on early child development, health and wellbeing. What happens during this critical period is important for all aspects of development. Caregiving competence and the quality of the environment play an important role in supporting development in young children and parents have an important role to play in optimising child development and mitigating the negative effects of social disadvantage. Home-based child development programmes aim to optimise children's developmental outcomes through educating, training and supporting parents in their own home to provide a more nurturing and stimulating environment for their child.

OBJECTIVES
To determine the effects of home-based programmes aimed specifically at improving developmental outcomes for preschool children from socially disadvantaged families.

SEARCH STRATEGY
We searched the following databases between 7 October and 12 October 2010: Cochrane Central Register of Controlled Trials (CENTRAL) (2010, Issue 4), MEDLINE (1950 to week 4, September 2010), EMBASE (1980 to Week 39, 2010), CINAHL (1937 to current), PsycINFO (1887 to current), ERIC (1966 to current), ASSIA (1987 to current), Sociological Abstracts (1952 to current), Social Science Citation Index (1970 to current). We also searched reference lists of articles.

SELECTION CRITERIA
Randomised controlled trials comparing home-based preschool child development interventions with a 'standard care' control. Participants were parents with children up to the age of school entry who were socially disadvantaged in respect of poverty, lone parenthood or ethnic minority status.

DATA COLLECTION AND ANALYSIS
Two authors independently selected studies, assessed the trials' risk of bias and extracted data.

RESULTS
We included seven studies, which involved 723 participants. We assessed four of the seven studies as being at high risk of bias and three had an unclear risk of bias; the quality of the evidence was difficult to assess as there was often insufficient detail reported to enable any conclusions to be drawn about the methodological rigour of the studies. Four trials involving 285 participants measured cognitive development and we synthesised these data in a meta-analysis. Compared to the control group, there was no statistically significant impact of the intervention on cognitive development (standardised mean difference (SMD) 0.30; 95% confidence interval -0.18 to 0.78). Only three studies reported socioemotional outcomes and there was insufficient data to combine into a meta-analysis. No study reported on adverse effects.

AUTHORS’ CONCLUSIONS
This review does not provide evidence of the effectiveness of home-based interventions that are specifically targeted at improving developmental outcomes for preschool children from socially disadvantaged families. Future studies should endeavour to better document and report their methodological processes.
Original languageEnglish
Article numberCD008131
Pages (from-to)1-49
Number of pages49
JournalCochrane database of systematic reviews (Online)
Issue number10
Early online date07 Dec 2011
DOIs
Publication statusPublished - 2012

Fingerprint

Vulnerable Populations
Preschool Children
Child Development
Parents
Meta-Analysis
Social Sciences
Poverty
MEDLINE
Mental Competency
Databases
Confidence Intervals
Control Groups

Keywords

  • Randomized Controlled Trials as Topic
  • Vulnerable Populations
  • Parenting
  • Humans
  • Home Care Services
  • Child Development
  • Child Welfare
  • Social Environment
  • Child, Preschool

Cite this

@article{8922b319fb04466fb01b9db364d46016,
title = "Home-based child development interventions for preschool children from socially disadvantaged families",
abstract = "BACKGROUNDSocial disadvantage can have a significant impact on early child development, health and wellbeing. What happens during this critical period is important for all aspects of development. Caregiving competence and the quality of the environment play an important role in supporting development in young children and parents have an important role to play in optimising child development and mitigating the negative effects of social disadvantage. Home-based child development programmes aim to optimise children's developmental outcomes through educating, training and supporting parents in their own home to provide a more nurturing and stimulating environment for their child.OBJECTIVESTo determine the effects of home-based programmes aimed specifically at improving developmental outcomes for preschool children from socially disadvantaged families.SEARCH STRATEGYWe searched the following databases between 7 October and 12 October 2010: Cochrane Central Register of Controlled Trials (CENTRAL) (2010, Issue 4), MEDLINE (1950 to week 4, September 2010), EMBASE (1980 to Week 39, 2010), CINAHL (1937 to current), PsycINFO (1887 to current), ERIC (1966 to current), ASSIA (1987 to current), Sociological Abstracts (1952 to current), Social Science Citation Index (1970 to current). We also searched reference lists of articles.SELECTION CRITERIARandomised controlled trials comparing home-based preschool child development interventions with a 'standard care' control. Participants were parents with children up to the age of school entry who were socially disadvantaged in respect of poverty, lone parenthood or ethnic minority status.DATA COLLECTION AND ANALYSISTwo authors independently selected studies, assessed the trials' risk of bias and extracted data.RESULTSWe included seven studies, which involved 723 participants. We assessed four of the seven studies as being at high risk of bias and three had an unclear risk of bias; the quality of the evidence was difficult to assess as there was often insufficient detail reported to enable any conclusions to be drawn about the methodological rigour of the studies. Four trials involving 285 participants measured cognitive development and we synthesised these data in a meta-analysis. Compared to the control group, there was no statistically significant impact of the intervention on cognitive development (standardised mean difference (SMD) 0.30; 95{\%} confidence interval -0.18 to 0.78). Only three studies reported socioemotional outcomes and there was insufficient data to combine into a meta-analysis. No study reported on adverse effects.AUTHORS’ CONCLUSIONSThis review does not provide evidence of the effectiveness of home-based interventions that are specifically targeted at improving developmental outcomes for preschool children from socially disadvantaged families. Future studies should endeavour to better document and report their methodological processes.",
keywords = "Randomized Controlled Trials as Topic, Vulnerable Populations, Parenting, Humans, Home Care Services, Child Development, Child Welfare, Social Environment, Child, Preschool",
author = "Sarah Miller and Maguire, {Lisa K.} and Geraldine Macdonald",
year = "2012",
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journal = "Cochrane database of systematic reviews (Online)",
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}

Home-based child development interventions for preschool children from socially disadvantaged families. / Miller, Sarah; Maguire, Lisa K.; Macdonald, Geraldine.

In: Cochrane database of systematic reviews (Online), No. 10, CD008131, 2012, p. 1-49.

Research output: Contribution to journalLiterature review

TY - JOUR

T1 - Home-based child development interventions for preschool children from socially disadvantaged families

AU - Miller, Sarah

AU - Maguire, Lisa K.

AU - Macdonald, Geraldine

PY - 2012

Y1 - 2012

N2 - BACKGROUNDSocial disadvantage can have a significant impact on early child development, health and wellbeing. What happens during this critical period is important for all aspects of development. Caregiving competence and the quality of the environment play an important role in supporting development in young children and parents have an important role to play in optimising child development and mitigating the negative effects of social disadvantage. Home-based child development programmes aim to optimise children's developmental outcomes through educating, training and supporting parents in their own home to provide a more nurturing and stimulating environment for their child.OBJECTIVESTo determine the effects of home-based programmes aimed specifically at improving developmental outcomes for preschool children from socially disadvantaged families.SEARCH STRATEGYWe searched the following databases between 7 October and 12 October 2010: Cochrane Central Register of Controlled Trials (CENTRAL) (2010, Issue 4), MEDLINE (1950 to week 4, September 2010), EMBASE (1980 to Week 39, 2010), CINAHL (1937 to current), PsycINFO (1887 to current), ERIC (1966 to current), ASSIA (1987 to current), Sociological Abstracts (1952 to current), Social Science Citation Index (1970 to current). We also searched reference lists of articles.SELECTION CRITERIARandomised controlled trials comparing home-based preschool child development interventions with a 'standard care' control. Participants were parents with children up to the age of school entry who were socially disadvantaged in respect of poverty, lone parenthood or ethnic minority status.DATA COLLECTION AND ANALYSISTwo authors independently selected studies, assessed the trials' risk of bias and extracted data.RESULTSWe included seven studies, which involved 723 participants. We assessed four of the seven studies as being at high risk of bias and three had an unclear risk of bias; the quality of the evidence was difficult to assess as there was often insufficient detail reported to enable any conclusions to be drawn about the methodological rigour of the studies. Four trials involving 285 participants measured cognitive development and we synthesised these data in a meta-analysis. Compared to the control group, there was no statistically significant impact of the intervention on cognitive development (standardised mean difference (SMD) 0.30; 95% confidence interval -0.18 to 0.78). Only three studies reported socioemotional outcomes and there was insufficient data to combine into a meta-analysis. No study reported on adverse effects.AUTHORS’ CONCLUSIONSThis review does not provide evidence of the effectiveness of home-based interventions that are specifically targeted at improving developmental outcomes for preschool children from socially disadvantaged families. Future studies should endeavour to better document and report their methodological processes.

AB - BACKGROUNDSocial disadvantage can have a significant impact on early child development, health and wellbeing. What happens during this critical period is important for all aspects of development. Caregiving competence and the quality of the environment play an important role in supporting development in young children and parents have an important role to play in optimising child development and mitigating the negative effects of social disadvantage. Home-based child development programmes aim to optimise children's developmental outcomes through educating, training and supporting parents in their own home to provide a more nurturing and stimulating environment for their child.OBJECTIVESTo determine the effects of home-based programmes aimed specifically at improving developmental outcomes for preschool children from socially disadvantaged families.SEARCH STRATEGYWe searched the following databases between 7 October and 12 October 2010: Cochrane Central Register of Controlled Trials (CENTRAL) (2010, Issue 4), MEDLINE (1950 to week 4, September 2010), EMBASE (1980 to Week 39, 2010), CINAHL (1937 to current), PsycINFO (1887 to current), ERIC (1966 to current), ASSIA (1987 to current), Sociological Abstracts (1952 to current), Social Science Citation Index (1970 to current). We also searched reference lists of articles.SELECTION CRITERIARandomised controlled trials comparing home-based preschool child development interventions with a 'standard care' control. Participants were parents with children up to the age of school entry who were socially disadvantaged in respect of poverty, lone parenthood or ethnic minority status.DATA COLLECTION AND ANALYSISTwo authors independently selected studies, assessed the trials' risk of bias and extracted data.RESULTSWe included seven studies, which involved 723 participants. We assessed four of the seven studies as being at high risk of bias and three had an unclear risk of bias; the quality of the evidence was difficult to assess as there was often insufficient detail reported to enable any conclusions to be drawn about the methodological rigour of the studies. Four trials involving 285 participants measured cognitive development and we synthesised these data in a meta-analysis. Compared to the control group, there was no statistically significant impact of the intervention on cognitive development (standardised mean difference (SMD) 0.30; 95% confidence interval -0.18 to 0.78). Only three studies reported socioemotional outcomes and there was insufficient data to combine into a meta-analysis. No study reported on adverse effects.AUTHORS’ CONCLUSIONSThis review does not provide evidence of the effectiveness of home-based interventions that are specifically targeted at improving developmental outcomes for preschool children from socially disadvantaged families. Future studies should endeavour to better document and report their methodological processes.

KW - Randomized Controlled Trials as Topic

KW - Vulnerable Populations

KW - Parenting

KW - Humans

KW - Home Care Services

KW - Child Development

KW - Child Welfare

KW - Social Environment

KW - Child, Preschool

U2 - 10.1002/14651858.CD008131.pub2

DO - 10.1002/14651858.CD008131.pub2

M3 - Literature review

C2 - 22161419

SP - 1

EP - 49

JO - Cochrane database of systematic reviews (Online)

JF - Cochrane database of systematic reviews (Online)

SN - 1469-493X

IS - 10

M1 - CD008131

ER -