The impact of a health promotion program on toddlers' socio-emotional development: a cluster randomized study

• Published in: BMC public health 2024-02, Vol.24 (1), p.415-415, Article 415
• Main Authors: Duarte, Ana, Martins, Silvana, Augusto, Cláudia, Silva, Maria José, Lopes, Luís, Santos, Rute, Rosário, Rafaela
• Format: Article
• Language: English
• Subjects: Age; Body mass index; Child; Child Day Care Centers; Child development; Child, Preschool; Children; Children & youth; Clinical trials; Clusters; Community health; COVID-19; Critical period; Education; Emotion regulation; Emotional regulation; Emotions; Exercise; Families & family life; Female; Health aspects; Health care; Health Promotion; Higher education; Humans; Infant; Intervention; Methods; Mothers; Pandemics; Parents & parenting; Physical activity; Psychological aspects; Social aspects; Socio-emotional skills; Teachers; Toddlers
• ISSN: 1471-2458; 1471-2458
• DOI: 10.1186/s12889-024-17953-9

The first 3 years of life are a critical period for the development of socio-emotional skills, highlighting the importance of socio-emotional development in early childhood. This study aimed to evaluate the effectiveness of a health promotion intervention program on the socio-emotional development of children aged 12 to 42 months during the COVID-19 pandemic. A total of 344 children from 15 childcare centers participated in this study, with six centers in the intervention group and nine in the control group. Childcare teachers in the intervention group received a 6-month training program aimed at promoting healthy lifestyles, including topics such as diet, sleep, physical activity, and sedentary behavior. Sociodemographic and anthropometric measures were assessed at baseline, and socio-emotional development was assessed using the Bayley Scales of Infant and Toddler Development - Third Edition (Bayley-III) at baseline and post-intervention. After the intervention, a significant difference in socio-emotional development was observed between children with mothers of varying education levels. Specifically, children whose mothers had lower education levels demonstrated significantly greater socio-emotional development (B = 19.000, p = 0.028) compared to the control group. In contrast, there was no significant difference in socio-emotional development among children with mothers from higher education levels. These findings suggest that intervention programs for childcare teachers can effectively promote healthy socio-emotional development in children from socioeconomically disadvantaged backgrounds. Future intervention programs should consider tailoring their approaches to target disadvantaged populations. This cluster randomized controlled trial was registered in the Clinical Trials database/platform on 09/09/2019 (number NCT04082247).