The impact of a health promotion program on toddlers´ socio-emotional development: a cluster randomized study

Abstract

Abstract Background The first three years of life are a critical period for the development of socio-emotional skills, highlighting the importance of socio-emotional development in early childhood. This study aimed to evaluate the effectiveness of a health promotion intervention program on the socio-emotional development of children aged 12 to 42 months during the COVID-19 pandemic. Methods A total of 344 children from 15 childcare centers participated in this study, with six centers in the intervention group and nine in the control group. Childcare teachers in the intervention group received a six-month training program aimed at promoting healthy lifestyles, including topics such as diet, sleep, physical activity, and sedentary behavior. Sociodemographic and anthropometric measures were assessed at baseline, and socio-emotional development was assessed using the Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III) at baseline and post-intervention. Results Intervened children whose mothers had a lower education level demonstrated significantly higher socio-emotional development than the controlled children (B = 19.000, p = 0.028), while no significant difference was observed in children with mothers from higher education levels. Conclusion These findings suggest that intervention programs for childcare teachers can be effective in promoting healthy socio-emotional development in children from socioeconomically disadvantaged backgrounds. Future intervention programs should consider tailoring their approaches to target disadvantaged populations. Trial registration This cluster randomized controlled trial was registered in the Clinical Trials database/platform on 09/09/2019 (number NCT04082247).