未经批准:在过去的十年中,促进幼儿发展的全球政策和计划势头有所增加。儿童发展关怀(CCD)包,由儿童基金会和世界卫生组织开发,是响应全球需求的关键工具。《防治荒漠化公约》一揽子计划包括两项针对特定年龄的循证建议,供护理人员使用:1)玩耍和交流;2)与子女(0-5岁)进行响应性互动,旨在纳入现有服务,以加强对儿童发展的养育护理。本报告的目的是对《防治荒漠化公约》一揽子方案的执行和评价进行最新的全球审查。
UNASSIGNED:除了对55份报告进行系统审查之外,我们采访了23名主要线人(包括儿童基金会和世卫组织人员),以更好地了解《防治荒漠化公约》的实施情况。
UNASSIGNED:《防治荒漠化公约》一揽子计划已经或正在54个低收入和中等收入国家和地区实施,它已经整合到整个健康的政府服务中,社会,和26个国家的教育部门。在这些背景下,CCD已通过三种主要方式进行了改编:1)将CCD材料(主要是咨询卡)翻译成当地语言,2)适应局部环境的CCD材料,弱势儿童,或人道主义/紧急情况(例如,包括当地的游戏活动,使用更适合视觉障碍儿童的活动),和3)对CCD材料内容的实质性修改(例如,扩大游戏和交流活动,增加新的主题,创建结构化课程)。虽然有良好实施做法的有希望的证据和例子,在适应方面,关于实施CCD的经验参差不齐,培训,监督,集成到现有服务中,并监控实施保真度和质量。例如,许多CCD用户发现培训劳动力有困难,获得政府的支持,并确保家庭福利,在其他人中。
UNASSIGNED:关于如何提高效率的其他知识,实施保真度和质量,并且需要接受CCD。根据审查的结果,我们为今后大规模实施《防治荒漠化公约》的努力提出了建议。
In the last decade, there has been increased global policy and program momentum to promote early childhood development. The Care for Child Development (CCD) package, developed by UNICEF and the WHO, is a key tool responding to the global demand. The CCD package comprises two age-specific evidence-based recommendations for caregivers to 1) play and communicate and 2) responsively interact with their children (0-5 years) and was designed to be integrated within existing services to strengthen nurturing care for child development. The aim of this report was to provide an up-to-date global
review of the implementation and evaluation of the CCD package.
In addition to a systematic
review of 55 reports, we interviewed 23 key informants (including UNICEF and WHO personnel) to better understand the implementation of CCD.
The CCD package has been or is being implemented in 54 low- and middle-income countries and territories, and it has been integrated into government services across the health, social, and education sectors in 26 countries. Across these contexts, CCD has been adapted in three primary ways: 1) translations of CCD materials (mostly counseling cards) into local language(s), 2) adaptations of CCD materials for the local context, vulnerable children, or a humanitarian/emergency setting (e.g., including local play activities, using activities that are better suited to children with visual impairments), and 3) substantive modifications to the content of CCD materials (e.g., expansion of play and communication activities, addition of new themes, creation of a structured curriculum). While there is promising evidence and examples of good implementation practice, there has been mixed experience about implementation of CCD with respect to adaptation, training, supervision, integration into existing services, and monitoring implementation fidelity and quality. For example, many users of CCD found difficulties with training the workforce, garnering buy-in from governments, and ensuring benefits for families, among others.
Additional knowledge on how to improve the effectiveness, implementation fidelity and quality, and acceptance of CCD is needed. Based on the findings of the
review we make recommendations for future efforts to implement CCD at-scale.