Educational interventions in child development and health literacy assumptions: an integrative review

Abstract

ABSTRACT Objectives: to analyze scientific evidence in the literature that addresses educational interventions conducted by health professionals on early childhood development in a community context and to identify which health literacy assumptions are present during the implementation of interventions. Method: an integrative review in PubMed, CINAHL and Web of Science databases. Of 300 studies found, we selected 11 for the sample. Results: health professionals are trained to implement interventions with parents/caregivers to promote child development in community settings. Parents are encouraged to develop an environment that is encouraging and conducive to the development of their children. The main dimensions of health literacy found were access and apply. Conclusion: it confirms the importance of training health professionals, with skills and communicative skills to guide parents/caregivers to encourage the development of their children in their family environment with playful and interactive activities.