State of the science on implementation research in early child development and future directions

Abstract

We summarize the state of the field of implementation research and practice for early child development and propose recommendations. First, conclusions are drawn regarding what is generally known about the implementation of early childhood development programs, based on papers and discussions leading to a published series on the topic. Second, recommendations for short-term activities emphasize the use of newly published guidelines for reporting data collection methods and results for implementation processes; knowledge of the guidelines and a menu of measures allows for planning ahead. Additional recommendations include careful documentation of early-stage implementation, such as adapting a program to a different context and assessing feasibility, as well as the process of sustaining and scaling up a program. Using existing implementation information by building on and improving past programs and translating them into policy are recommended. Longer term goals are to identify implementation characteristics of effective programs and determinants of these characteristics.

Human resources and curricula content for early child development implementation: multicountry mixed methods evaluation

“…5 8 However, there are limited data to guide the practical implementation of RCEL programmes at scale in low and middle-income countries (LMIC), and a particular lack of data regarding human resources and curricula content. [9][10][11] Additionally, guidance for contextual adaptation of projects is crucial but complex for RCEL which involves sectors beyond health. These gaps present challenges to decision-makers and may result in small-scale projects making design choices that limit the potential for sustainable scaling.…”

“…5 12 13 Thus, analysis of implementation factors for scaling of RCEL projects, particularly human resources and curricula content, is needed. 9 The Lancet series 'Advancing Early Child Development: from Science to Scale' 14 and the Annals of the New York Academy of Sciences series 'Implementation Research and Practice for Early Childhood Development' 15 described gaps in the literature relating to ECD programming. The Archives of Diseases in Childhood series 'Informing design and implementation for early child development programmes' [16][17][18][19][20] provided evidence from the Grand Challenges Canada (GCC) Saving Brains portfolio for decision points related to ECD programming but did not specifically address human resources and curricula content.…”

The Aspirations of Measurement for Change

“…Contributors presented frameworks for gathering and reporting data relevant to effective implementation and called for continued empirical research with the explicit aim of improving both implementation and scale-up ( 3 ). The commentary paper to the series ( 12 ) builds on the contributions to provide seven recommendations providing “guidance on what implementers need to do in the coming years to provide a systematic body of useful knowledge …” [( 12 ): p.265].…”

A quantitative cross-sectional survey of psychosocial stimulation and counselling interventions at nutritional rehabilitation units in Southern Malawi

“…According to the Ministry of Health in Malawi, nurses and homecraft workers are to counsel caregivers and give psychosocial support [10][11][12] . Integrated interventions that include nutrition and water, sanitation and hygiene (WASH) interventions, promotion of responsive caregiving and psychosocial stimulation, and support for caregivers can promote better nutritional status and development in all children [13][14][15][16][17][18][19] . This is particularly relevant for children with SAM who have been shown to have poor developmental and nutritional outcomes, as well as high risk of mortality, after inpatient treatment at NRUs 20,24 .…”