The Child-to-Child Approach to Community and Health Development in South Asia

Pradhan, Uma

doi:10.1353/cye.2007.0119

Cited by 6 publications

(3 citation statements)

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Section: Discussionmentioning

confidence: 99%

“…The Child-to-Child methodology of the Alforja Educativa gives schoolchildren an active role in their learning process, incentivizing them to learn through recreational, artistic and practical experiences [ 11 , 23 ]. Not only does it create opportunities to improve knowledge among schoolchildren and their teachers but also for them to share with their families and communities [ 11 , 23 ]. Milandri 2004, found that schoolchildren’s negative perceptions of bacteria and microbes stemmed from a general state of misunderstanding within the family and society and suggests that more precise information should be taught to schoolchildren, using them as link, to share information back to their families [ 16 ].…”

Section: Discussionmentioning

confidence: 99%

“…The Alforja Educativa was then developed by an interdisciplinary and inter-institutional team composed of teachers, health and education professionals, artists, writers and communicators, and was co-developed with schoolchildren through an iterative educational training and review process [ 8 , 9 ]. The Alforja Educativa promotes experiential learning of science using the child-to-child methodology, an educational approach that links schoolchildren’s learning with taking action to promote the health, well-being and development of not only themselves, but also their families and the communities within which they live [ 11 , 12 ]. The Alforja Educativa consists of illustrated activity guides, supported by graphic, digital and audio-visual teaching materials such as songs, videos, stories, and comics [ 8 , 9 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

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Impact of the ´Alforja Educativa’ on Ecuadorian schoolchildren’s knowledge of bacteria, antibiotics, and antibiotic resistance, a pretest-posttest study

Célleri-Gomezcoello,

Avila,

Alessio

et al. 2024

BMC Public Health

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Background Widespread use of antibiotics disrupts the balance in the microbial world and promotes development and spread of antibiotic resistant bacteria. Educational initiatives are important as part of strategies to mitigate antibiotic resistance. The Alforja Educativa is an innovative educational program developed in Ecuador with the aim to teach schoolchildren about antibiotic use and antibiotic resistance. The program places antibiotic resistance within a broader frame of health, well-being, and ecological awareness, highlighting the importance to maintain balance in the microbial world. The objective of this study was to evaluate the effect of the Alforja Educativa on knowledge about bacteria, antibiotics and antibiotic resistance amongst fifth and sixth grade Ecuadorian schoolchildren. Methods This pretest-posttest intervention study was conducted between April and June 2017 and comprised fifth and sixth grade schoolchildren from 20 schools in Cuenca, Ecuador, recruited by purposeful sampling. The Alforja Educativa was implemented over twelve 80-minute sessions by trained university students. Schoolchildren’s knowledge was assessed before and after participation in the educational program using a structured questionnaire. A mean total score, the proportion of correct responses for each individual knowledge-based question, as well as correct responses for each of the multiple-choice options of the knowledge-based questions were calculated for the pretest and posttest. Results A total of 1,257 schoolchildren participated in the Alforja Educativa program, of which 980 (78%) completed both the pretest and posttest. Overall, the mean total knowledge score increased from pretest to posttest (2.58/7.00 vs. 3.85/7.00; CI = 0.5, p < 0.001). After participation in the program, the proportion of schoolchildren that correctly identified that bacteria can be both good and bad increased from 35.0 to 84.3%. In addition, scores increased for correctly identifying the meaning of antibiotic resistance (37.4–72.0%); how to prevent antibiotic resistance (63.2–74.6%); and for identifying the meaning of self-medication (46.3–54.3%). Conclusion The Alforja Educativa was effective in improving the knowledge of participating schoolchildren about concepts related to bacteria, antibiotics and antibiotic resistance. The holistic perspective taken to explain the complex relationship between humans and bacteria, as well as the effect of antibiotics on the microbial world, may help provide a foundation for more sustainable antibiotic use.

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Section: Discussionmentioning

confidence: 99%