Classroom-based book-sharing in rural Lesotho: results from the Strengths and Difficulties Questionnaire

• In Event: 3-198 - CANCELLED - Developing a center of excellence in child development research led from the Global South

Integrative Statement

Children raised in low- and middle-income countries (LMICs) face a myriad of disadvantages, and are often subjected to adverse outcomes that affect their physical health, socio-emotional development, and cognitive functioning (Cooper et al., 2014; Opel et al., 2009). When young children do not receive adequate care and stimulation, they are at risk of impaired cognitive (including educational achievement) and socio-emotional development. In LMICs, only between 10-41% of children are provided with sufficient stimulating materials, while only 11-33% of parents actively involve their children in cognitively stimulating activities (Walker et al., 2007). Dialogic book-sharing, an interactive form of sharing picture books with young children, is one such intervention strategy that has substantial benefits for promoting the cognitive development of young children. In particular, research from HICs suggests that carer-child book-sharing during the first five years of life have positive cognitive outcomes, e.g., literacy, language development, attention and school readiness. This study aimed to evaluate the effect of a preschool-based book-sharing intervention, implemented in rural ECCD centers in Mokhotlong, Lesotho, called the Selemela Project.

We hypothesized that children who received the intervention would have significantly better behavior at post-intervention follow up.

Following mapping, the 14 matched villages were randomized to condition. The participants were recruited from one of three groups to be included as participants in the study: 1) ECCD teachers (n = 13), 2) all children attending the ECCDs (n = 176) and 3) the children’s caregivers (n = 152).

The study used a quasi-experimental cross-sectional post-intervention survey design. Fourteen rural ECCD centers were matched into pairs based on the ECCD center and village characteristics. Within each pair, one ECCD center was randomly allocated to be in the intervention group, and the other to be a waitlist comparison ECCD center. We used the Strengths and Difficulties Questionnaire (caregiver- and teacher-report) to assess child behavior and socio-emotional functioning in all ECCD centers.

Following χ2 analyses, significant differences on all subscales of teacher-reported SDQ where children in the intervention were rated as having significantly better behavior compared to control children (p = 0.00). Moreover, within intervention teachers rated children to be significantly better behaved compared to caregivers (p = 0.00). There were however, no significant differences in reported child behavior from caregivers no matter group assignment. Teachers reported a positive benefit of the intervention for children, but not parents. The absence of effect for the caregivers could be explained by the fact that behavior change was more easily observable in the classroom environment in which the intervention took place. The present study has shown that when provided with a light-touch training on classroom-based book sharing the teachers were successful implementing this program with positive results in improvements in child behavior in the classroom.

Authors

• Sarah L Gordon, Stellenbosch University
  Non-Presenting Author

• Marguerite Marlow, Stellenbosch University
  Non-Presenting Author

• Sarah Skeen, Stellenbosch University
  Non-Presenting Author

• Shoeshoe Mofokeng, Stellenbosch University
  Non-Presenting Author

• Mark Tomlinson, Stellenbosch University
  Non-Presenting Author

• Peter Cooper, University of Reading
  Non-Presenting Author

• Lynne Murray, University of Reading
  Non-Presenting Author

• Xanthe Hunt, Stellenbosch University
  Presenting Author