Educational interventions in child development and health literacy assumptions: an integrative review

Abstract

Objectives: to analyze scientific evidence in the literature that addresses educational interventions conducted by health professionals on early childhood development in a community context and to identify which health literacy assumptions are present during the implementation of interventions. Method: an integrative review in PubMed, CINAHL and Web of Science databases. Of 300 studies found, we selected 11 for the sample. Results: health professionals are trained to implement interventions with parents/caregivers to promote child development in community settings. Parents are encouraged to develop an environment that is encouraging and conducive to the development of their children. The main dimensions of health literacy found were access and apply. Conclusion: it confirms the importance of training health professionals, with skills and communicative skills to guide parents/caregivers to encourage the development of their children in their family environment with playful and interactive activities.

Interventions for child development based on the Touchpoints Model: scoping review

“…Regarding the mode of delivery, a greater offer of interventions individually, to the detriment of group interventions, shows a possible preference of researchers for the individual approach. This contradicts current research that points to the widespread use of group strategies, as they promote learning among peers through the exchange of knowledge and sharing of experiences, frustrations and anxieties ( 6 - 7 , 30 ).…”

“…As for the contexts of application, the predominance of consultations in Primary Health Care (PHC) and home visits (HV) can synergistically contribute to actions based on the model. PHC is a favorable environment with infrastructure to implement interventions to promote child development in the monitoring of children’s health in the early years ( 7 ), and scientific evidence shows that home visits offer favorable conditions for working on early childhood issues and needs, with better development of children in cognitive, behavioral and socio-emotional dimensions ( 29 , 33 ).…”

“…As for the various resources used in the interventions, such as leaflets, videos, guides/scripts, handouts, books and toys, they are similar to those usually used in research on educational interventions ( 4 , 7 , 30 ). However, the absence of information about the intervention material is remarkable, given that it was available in only two studies, one that shared the folder used ( 27 ), and another that provided the Uniform Resource Locator (URL) of the videos and songs ( 18 ).…”

“…The use of current technologies in interventions was not identified, such as the internet (message sending applications, videoconferences, social media), and only one of them was carried out in a hybrid format, with face-to-face meetings and telephone follow-up ( 20 ); this may be related to the fact that most studies were conducted more than 10 years ago. Currently, technologies are part of everyday life for families and enhance communication between health professionals and parents, facilitating and favoring different ways of delivering interventions, although there is the challenge of disparities in access to these technologies ( 7 ).…”

“…Programs focused on CD have improved child care, but there is a predominance of vertical interventions and family education, with scarce use of the theoretical framework to support them ( 7 ).…”