Cognitive development of children in vulnerable contexts: the role of psychosocial intervention

Psychosocial intervention programs are carried out in Latin American communities with socioeconomic disadvantage to improve their quality of life; few evaluations are carried out to measure their effectiveness. The study aimed to determine if intervention processes in vulnerable communities might fa...

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Autores:
Martínez–Sande, Paola Andrea
Cantillo Pacheco, Kattia
Martínez-González, Marina Begoña
Hernandez Chajin, Leidylizeth
Tipo de recurso:
http://purl.org/coar/resource_type/c_816b
Fecha de publicación:
2021
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/8401
Acceso en línea:
https://hdl.handle.net/11323/8401
https://doi.org/10.1080/03004430.2021.1932863
https://repositorio.cuc.edu.co/
Palabra clave:
Psychosocial intervention
Child cognitive development
Community
Childcare
Rights
openAccess
License
CC0 1.0 Universal
id RCUC2_7b984c33ea0c47fd2abbf274078e349f
oai_identifier_str oai:repositorio.cuc.edu.co:11323/8401
network_acronym_str RCUC2
network_name_str REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
title Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
spellingShingle Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
Psychosocial intervention
Child cognitive development
Community
Childcare
title_short Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
title_full Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
title_fullStr Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
title_full_unstemmed Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
title_sort Cognitive development of children in vulnerable contexts: the role of psychosocial intervention
dc.creator.fl_str_mv Martínez–Sande, Paola Andrea
Cantillo Pacheco, Kattia
Martínez-González, Marina Begoña
Hernandez Chajin, Leidylizeth
dc.contributor.author.spa.fl_str_mv Martínez–Sande, Paola Andrea
Cantillo Pacheco, Kattia
Martínez-González, Marina Begoña
Hernandez Chajin, Leidylizeth
dc.subject.spa.fl_str_mv Psychosocial intervention
Child cognitive development
Community
Childcare
topic Psychosocial intervention
Child cognitive development
Community
Childcare
description Psychosocial intervention programs are carried out in Latin American communities with socioeconomic disadvantage to improve their quality of life; few evaluations are carried out to measure their effectiveness. The study aimed to determine if intervention processes in vulnerable communities might favor the children's development. An analysis of variance was used to find the dependence between different intervention processes and the cognitive development of 97 children between 3 and 6 years old. No relationship was found between the type of intervention received by the communities and their infants’ global cognitive development. However, the children of the community intervened by multiple agents and services showed significant differences related to a better performance in dimensions such as language, rhythm, memory, and attention. It is necessary to ensure nutrition and guarantee quality education, early stimulation, spaces of relationship with peers, and a community aware of their co-responsibility in childcare to improve children's cognitive development
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-06-24T13:18:37Z
dc.date.available.none.fl_str_mv 2021-06-24T13:18:37Z
dc.date.issued.none.fl_str_mv 2021-05-31
dc.date.embargoEnd.none.fl_str_mv 2023
dc.type.spa.fl_str_mv Pre-Publicación
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_816b
dc.type.content.spa.fl_str_mv Text
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/preprint
dc.type.redcol.spa.fl_str_mv http://purl.org/redcol/resource_type/ARTOTR
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/acceptedVersion
format http://purl.org/coar/resource_type/c_816b
status_str acceptedVersion
dc.identifier.issn.spa.fl_str_mv 0300-4430
1476-8275
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/8401
dc.identifier.doi.spa.fl_str_mv https://doi.org/10.1080/03004430.2021.1932863
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv 0300-4430
1476-8275
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/8401
https://doi.org/10.1080/03004430.2021.1932863
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv 1. Aguilar, F. (2003). Plasticidad cerebral. Parte 1. Rev Med IMSS, 41 (1), 55–64. https://bit.ly/3nBZKrz [Google Scholar]
2. Amar, J. (1998). Educación infantil y desarrollo local. Investigación y Desarrollo, 7, 1–17. [Google Scholar]
3. Amar, J., Abello, R., & Tirado, D. (2014). Desarrollo infantil y construcción del mundo social. Editorial Universidad del Norte. https://www.jstor.org/stable/j.ctt1c3pwv4 [Google Scholar]
4. Amar, J., & Martínez-González, M. B. (2011). El ambiente imperativo (1.a ed.). Editorial Universidad del Norte; JSTOR. https://doi.org/10.2307/j.ctt1c3q0ft [Google Scholar]
5. Amar, J., Palacio, J., Madariaga, C., Abello, R., De los Reyes Aragón, C., De Castro, A., … Ramos, J. (2016). Infantia: Prácticas de cuidado en la primera infancia. Barranquilla: Editorial Universidad del Norte. [Google Scholar]
6. Armstrong-Carter, E., Finch, J. E., Siyal, S., Yousafzai, A. K., & Obradović, J. (2020). Biological sensitivity to context in Pakistani preschoolers: Hair cortisol and family wealth are interactively associated with girls’ cognitive skills. Developmental Psychobiology, 62(8), 1046–1061. https://doi.org/10.1002/dev.21981 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
7. Barboza-Salerno, G. E. (2020). Cognitive readiness to parent, stability and change in postpartum parenting stress and social-emotional problems in early childhood: A second order growth curve model. Children and Youth Services Review, 113(104958), 1–11. https://doi.org/10.1016/j.childyouth.2020.104958 [Google Scholar]
8. Beauregard, J. L., Drews-Botsch, C., Sales, J. M., Flanders, W. D., & Kramer, M. R. (2018). Preterm birth, poverty, and cognitive development. Pediatrics, 141(1), e20170509. doi:10.1542/peds.2017-0509 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
9. Berlinski Samuel & Schady, Norbert. (2015). The Early Years: Child Well-being and the Role of Public Policy (pp. 1–285). New York : Inter American Development Bank. https://eg2.novatechset.com/home/article/84557%7C1 [Crossref], [Google Scholar]
10. Black, M., Walker, S., Wachs, T., Ulkuer, N., Gardner, J., Grantham-McGregor, S., … De Mello, M. (2008). Policies to reduce undernutrition include child development. Lancet, 371(9611), 454–455. doi:10.1016/S0140-6736(08)60215-9 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
11. Blanco, A., & Valera, S. (2007). Los fundamentos de la intervención psicosocial. In A. En Blanco y J. Rodríguez Marín (Eds.), Intervención psicosocial (pp. 3–44). Pearson Educación. [Google Scholar]
12. Brito-Timauri, C. E. (2010). Interdisciplinariedad: Su valor en un programa de nutrición comunitaria. Revista Española de Nutrición Comunitaria, 16(1), 21–23. doi:10.1016/S1135-3074(10)70007-7 [Crossref], [Google Scholar]
13. Campo, L. (2010). Importancia del desarrollo motor en relación con los procesos evolutivos del lenguaje y la cognición en niños de 3 a 7 años de la ciudad de Barranquilla (Colombia). Salud Uninorte, 26(1), 65–76. https://bit.ly/3eFQZsk [Google Scholar]
14. Fiore, D. J. (2001). School, family, and community partnerships: Preparing educators and improving schools. NASSP Bulletin, 85(627), 85–87. doi:10.1177/019263650108562710 [Crossref], [Google Scholar]
15. García-Poole, C., Byrne, S., & Rodrigo, M. J. (2019). How do communities intervene with adolescents at psychosocial risk? A systematic review of positive development programs. Children and Youth Services Review, 99, 194–209. doi:10.1016/j.childyouth.2019.01.038 [Crossref], [Web of Science ®], [Google Scholar]
16. Hansen, K. (2016, abril). Desarrollo en la primera infancia: Una inversión inteligente para toda la vida. Banco Mundial Blogs. https://bit.ly/3vzDykx [Crossref], [Google Scholar]
17. Hernández, A. (2005). La familia como unidad de supervivencia, de sentido y de cambio en las intervenciones psicosociales: Intenciones y realidades. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 3(1), 57–71. [Google Scholar]
18. Junquera, C. (2020, julio). Cuatro motivos por los que hay que invertir en los niños. UNICEF para cada niño. https://bit.ly/3nC8ttL [Google Scholar]
19. Li, J., Liang, J. H., Li, J. Y., Qian, S., Jia, R. X., Wang, Y. Q., & Xu, Y. (2021). Optimal approaches for preventing depressive symptoms in children and adolescents based on the psychosocial interventions: A Bayesian network meta-analysis. Journal of Affective Disorders, 280(A), 364–372. doi:10.1016/j.jad.2020.11.023 [Crossref], [PubMed], [Google Scholar]
20. Mustard, J. F.. (2010). Early brain development and human development. Encyclopedia on Early Childhood Development. https://bit.ly/3taPFCM [Google Scholar]
21. OECD. (2017). Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care. OECD. https://doi.org/10.1787/9789264276116-en [Crossref], [Google Scholar]
22. Orozco-Hormaza, M., Sánchez-Ríos, H., & Cerchiaro-Ceballos, E. (2011). Relación entre desarrollo cognitivo y contextos de interacción familiar de niños que viven en sectores urbanos pobres. Universitas Psychologica, 11(2), 427–440. doi:10.11144/Javeriana.upsy11-2.rdcc [Crossref], [Google Scholar]
23. Pomati, M., & Nandy, S. (2020). Assessing progress towards SDG2: Trends and patterns of multiple malnutrition in young children under 5 in west and Central Africa. Child Ind Res, 13, 1847–1873. doi:10.1007/s12187-019-09671-1 [Crossref], [Web of Science ®], [Google Scholar]
24. Portellano, J., Mateos, R., Martínez, R., Granados, J., & Tapia, A. (2000). Cuestionario de madurez neuropsicológica infantil (CUMANIN). Madrid: TEA Ediciones. [Google Scholar]
25. Razeto Pavez, A. C. (2013). Potenciando el desarrollo local de comunidades afectadas por desastres. Revista INVI, 28(77), 111–136. doi:10.4067/S0718-83582013000100004 [Crossref], [Google Scholar]
26. Rosenzweig, M., & Bennett, E. (1996). Psychobiology of plasticity: Effects of training and experience on brain and behavior. Behavioural Brain Research, 78(1), 57–65. doi:10.1016/0166-4328(95)00216-2 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
27. Sabri, N. A. I., Gan, W. Y., Law, L. S., Chin, Y. S., & Mohd Shariff, Z. (2020). Factors associated with cognitive and motor delays in Malaysian infants aged 6–12 months. Early Child Development and Care, 1–14. https://www.tandfonline.com/doi/full/10.1080/03004430.2020.1801666 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
28. Sastre, S. (2006). Condiciones tempranas del desarrollo y el aprendizaje: El papel de las funciones ejecutivas. Revista de Neurología, 42 (Supl 2), 143–151. doi:10.33588/rn.42S02.2005782 [Crossref], [Google Scholar]
29. Universidad de Los Andes, Profamilia, & DNP. (2009). Evaluación de impacto del Programa Hogares Comunitarios de Bienestar del ICBF. DNP. https://www.icbf.gov.co/sites/default/files/impacto_hcb.pdf [Google Scholar]
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35. Yotyodying, S., Dettmers, S., & Jonkmann, K. (2020). Quality features of family–school partnerships in German schools: Measurement and association with parent–child communication about school. Children and Youth Services Review, 115(105078). DOI: 10.1016/j.childyouth.2020.105078 [Crossref], [Google Scholar]
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spelling Martínez–Sande, Paola AndreaCantillo Pacheco, KattiaMartínez-González, Marina BegoñaHernandez Chajin, Leidylizeth2021-06-24T13:18:37Z2021-06-24T13:18:37Z2021-05-3120230300-44301476-8275https://hdl.handle.net/11323/8401https://doi.org/10.1080/03004430.2021.1932863Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Psychosocial intervention programs are carried out in Latin American communities with socioeconomic disadvantage to improve their quality of life; few evaluations are carried out to measure their effectiveness. The study aimed to determine if intervention processes in vulnerable communities might favor the children's development. An analysis of variance was used to find the dependence between different intervention processes and the cognitive development of 97 children between 3 and 6 years old. No relationship was found between the type of intervention received by the communities and their infants’ global cognitive development. However, the children of the community intervened by multiple agents and services showed significant differences related to a better performance in dimensions such as language, rhythm, memory, and attention. It is necessary to ensure nutrition and guarantee quality education, early stimulation, spaces of relationship with peers, and a community aware of their co-responsibility in childcare to improve children's cognitive developmentMartínez–Sande, Paola AndreaCantillo Pacheco, KattiaMartínez-González, Marina Begoña-will be generated-orcid-0000-0002-5840-6383-600Hernandez Chajin, Leidylizethapplication/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Early Child Development and Carehttps://www.tandfonline.com/doi/full/10.1080/03004430.2021.1932863Psychosocial interventionChild cognitive developmentCommunityChildcareCognitive development of children in vulnerable contexts: the role of psychosocial interventionPre-Publicaciónhttp://purl.org/coar/resource_type/c_816bTextinfo:eu-repo/semantics/preprinthttp://purl.org/redcol/resource_type/ARTOTRinfo:eu-repo/semantics/acceptedVersion1. Aguilar, F. (2003). Plasticidad cerebral. Parte 1. Rev Med IMSS, 41 (1), 55–64. https://bit.ly/3nBZKrz [Google Scholar]2. Amar, J. (1998). Educación infantil y desarrollo local. Investigación y Desarrollo, 7, 1–17. [Google Scholar]3. Amar, J., Abello, R., & Tirado, D. (2014). Desarrollo infantil y construcción del mundo social. Editorial Universidad del Norte. https://www.jstor.org/stable/j.ctt1c3pwv4 [Google Scholar]4. Amar, J., & Martínez-González, M. B. (2011). El ambiente imperativo (1.a ed.). Editorial Universidad del Norte; JSTOR. https://doi.org/10.2307/j.ctt1c3q0ft [Google Scholar]5. Amar, J., Palacio, J., Madariaga, C., Abello, R., De los Reyes Aragón, C., De Castro, A., … Ramos, J. (2016). Infantia: Prácticas de cuidado en la primera infancia. Barranquilla: Editorial Universidad del Norte. [Google Scholar]6. Armstrong-Carter, E., Finch, J. E., Siyal, S., Yousafzai, A. K., & Obradović, J. (2020). Biological sensitivity to context in Pakistani preschoolers: Hair cortisol and family wealth are interactively associated with girls’ cognitive skills. Developmental Psychobiology, 62(8), 1046–1061. https://doi.org/10.1002/dev.21981 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]7. Barboza-Salerno, G. E. (2020). Cognitive readiness to parent, stability and change in postpartum parenting stress and social-emotional problems in early childhood: A second order growth curve model. Children and Youth Services Review, 113(104958), 1–11. https://doi.org/10.1016/j.childyouth.2020.104958 [Google Scholar]8. Beauregard, J. L., Drews-Botsch, C., Sales, J. M., Flanders, W. D., & Kramer, M. R. (2018). Preterm birth, poverty, and cognitive development. Pediatrics, 141(1), e20170509. doi:10.1542/peds.2017-0509 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]9. Berlinski Samuel & Schady, Norbert. (2015). The Early Years: Child Well-being and the Role of Public Policy (pp. 1–285). New York : Inter American Development Bank. https://eg2.novatechset.com/home/article/84557%7C1 [Crossref], [Google Scholar]10. Black, M., Walker, S., Wachs, T., Ulkuer, N., Gardner, J., Grantham-McGregor, S., … De Mello, M. (2008). Policies to reduce undernutrition include child development. Lancet, 371(9611), 454–455. doi:10.1016/S0140-6736(08)60215-9 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]11. Blanco, A., & Valera, S. (2007). Los fundamentos de la intervención psicosocial. In A. En Blanco y J. Rodríguez Marín (Eds.), Intervención psicosocial (pp. 3–44). Pearson Educación. [Google Scholar]12. Brito-Timauri, C. E. (2010). Interdisciplinariedad: Su valor en un programa de nutrición comunitaria. Revista Española de Nutrición Comunitaria, 16(1), 21–23. doi:10.1016/S1135-3074(10)70007-7 [Crossref], [Google Scholar]13. Campo, L. (2010). Importancia del desarrollo motor en relación con los procesos evolutivos del lenguaje y la cognición en niños de 3 a 7 años de la ciudad de Barranquilla (Colombia). Salud Uninorte, 26(1), 65–76. https://bit.ly/3eFQZsk [Google Scholar]14. Fiore, D. J. (2001). School, family, and community partnerships: Preparing educators and improving schools. NASSP Bulletin, 85(627), 85–87. doi:10.1177/019263650108562710 [Crossref], [Google Scholar]15. García-Poole, C., Byrne, S., & Rodrigo, M. J. (2019). How do communities intervene with adolescents at psychosocial risk? A systematic review of positive development programs. Children and Youth Services Review, 99, 194–209. doi:10.1016/j.childyouth.2019.01.038 [Crossref], [Web of Science ®], [Google Scholar]16. Hansen, K. (2016, abril). Desarrollo en la primera infancia: Una inversión inteligente para toda la vida. Banco Mundial Blogs. https://bit.ly/3vzDykx [Crossref], [Google Scholar]17. Hernández, A. (2005). La familia como unidad de supervivencia, de sentido y de cambio en las intervenciones psicosociales: Intenciones y realidades. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 3(1), 57–71. [Google Scholar]18. Junquera, C. (2020, julio). Cuatro motivos por los que hay que invertir en los niños. UNICEF para cada niño. https://bit.ly/3nC8ttL [Google Scholar]19. Li, J., Liang, J. H., Li, J. Y., Qian, S., Jia, R. X., Wang, Y. Q., & Xu, Y. (2021). Optimal approaches for preventing depressive symptoms in children and adolescents based on the psychosocial interventions: A Bayesian network meta-analysis. Journal of Affective Disorders, 280(A), 364–372. doi:10.1016/j.jad.2020.11.023 [Crossref], [PubMed], [Google Scholar]20. Mustard, J. F.. (2010). Early brain development and human development. Encyclopedia on Early Childhood Development. https://bit.ly/3taPFCM [Google Scholar]21. OECD. (2017). Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care. 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