Evidence shows that genes and early life experiences drive the development of brain architecture and intellectual function. [1] Poor stimulation and poor social interaction can affect brain structure and function, and have lasting cognitive and emotional effects. [2]

Social interactions in the form of “serve and return” exchanges between child and parent serve as building blocks for psychosocial, physical and cognitive development. Parents in sub-Saharan countries are ill-equipped to maximize the benefits from this interaction. Our approach builds on the traditional concept of “it takes a village to raise a child” – in other words,  not only the parents but other extended family members play a role as caregivers to young children. Our intention is to use the existing post-natal/child welfare clinics to deliver an intervention that uses culturally acceptable videos and active skill building, to deliver health messages and practical skills to women, their partners and other caregivers on early child development.  It is expected that the mothers will in turn train their male partners and other caregivers on these skills, within the context of the home setting. To better prepare them for this home engagement process with their male partners and other caregivers, the training material for mothers will include skill-building such as communication and negotiation.

Funders

• Grand Challenges Canada

Key Partners

• National primary Health Care Development Agency, Nigeria
• Oyo State Ministry of Health, Nigeria
• University of Ibadan, Nigeria
• Albert Einstein University, U.S.A

“It takes a village to raise a child” is a concept that Nigerians can easily identify with. We plan to start this innovative approach to maximizing the cognitive potential of children by testing our hypotheses in Ibadan, and then bringing it to scale in the southwestern part of Nigeria. Because many sub Saharan countries have sociocultural contexts similar, there is potential to scale-up across and beyond Nigeria as well.

This intervention will be a randomized control trial, with study arms being the intervention and the control (i.e. normal care) groups.

Child outcomes

The effectiveness of the intervention will be evaluated by quantifying the effects on early brain development of children less than two years, i.e. comparing the socio-cognitive and physical development of children in the intervention compared to control group.

Caregiving behaviour

The mothers’ knowledge and competence to effectively engage their male partners and other caregivers on child development is expected to increase after the training. The change in perception and behavior of parents and caregivers on child development and rearing will be measured through self-reported child care behavior assessments, responses to case vignettes, and supplemented by objective home observation of child care practices. The beneficiary capacity and competence of health workers to successfully deliver this intervention after being trained will also be assessed.

1. National Scientific Council on the Developing Child. The Science of Early Childhood Development. 2007. [cited January 3, 2014]
2. Meaney M. Maternal Care, gene expression, and the transmission of individual differences in stress reactivity across generations. Ann Rev Neurosci 2001; 24: 1161-1192.
3. Shonkoff JP. From neurons to neighborhoods: old and new challenges for developmental and behavioral pediatrics. J Dev Behav Pediatr. 2003 Feb;24(1):70-6.
4. Cowan CP, Cowan PA, Pruett MK, Pruett K. An approach to preventing coparenting conflict and divorce in low income families: strengthening couple relationships and fostering fathers’ involvement. Family process. 2007 Mar;46(1):10921. PubMed PMID: 17375732. Epub 2007/03/23. eng.