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Cited by 1,796Child Nutrition and Water AccessGlobal Maternal and Child HealthEarly Childhood Education and Development

Nurturing care: Promoting early childhood development

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Britto, Pia R, Lye, Stephen J, Proulx, Kerrie, Yousafzai, Aisha K, Matthews, Stephen G, Vaivada, Tyler, Perez-Escamilla, Rafael, Rao, Nirmala +10 more·2017·The Lancet
DOI 10.1016/s0140-6736(16)31390-3
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Abstract

The UN Sustainable Development Goals provide a historic opportunity to implement interventions, at scale, to promote early childhood development. Although the evidence base for the importance of early childhood development has grown, the research is distributed across sectors, populations, and settings, with diversity noted in both scope and focus. We provide a comprehensive updated analysis of early childhood development interventions across the five sectors of health, nutrition, education, child protection, and social protection. Our review concludes that to make interventions successful, smart, and sustainable, they need to be implemented as multi-sectoral intervention packages anchored in nurturing care. The recommendations emphasise that intervention packages should be applied at developmentally appropriate times during the life course, target multiple risks, and build on existing delivery platforms for feasibility of scale-up. While interventions will continue to improve with the growth of developmental science, the evidence now strongly suggests that parents, caregivers, and families need to be supported in providing nurturing care and protection in order for young children to achieve their developmental potential.

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  • Different types of parenting interventions have consistently shown benefits across a wide age range of children, especially during early childhood.

    “These different types of parenting interventions have consistently shown benefits across a wide age range of children, and especially during early childhood [5,18].”

    From Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis (2021) · cites this paper as [5]

    The “Interventions from birth to five years” section (page not available in our copy) reports positive findings from three reviews of parenting programmes and a meta-analysis showing gains in several developmental outcomes. It supports benefits in early childhood, but does not establish benefits across a wide age range beyond that period. (LLM, conf=0.87)

    Experimental — accuracy not yet measured

  • Parenting interventions that include components to directly enhance early child learning or strengthen parent-child relationships are more effective for improving early cognitive, language, motor, and socioemotional development.

    “recent evidence has revealed that parenting interventions that include components to directly enhance early child learning or strengthen parent–child relationships are more effective for improving early cognitive, language, motor, and socioemotional development [5–7].”

    From Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis (2021) · cites this paper as [5]

    The section on interventions from infancy to five years reports that parenting programmes promoting responsive parent–child interactions and early learning improved cognitive, language, psychosocial, and motor development. It does not show that programmes with those components were more effective than parenting programmes without them across those outcomes. Page numbers are unavailable in our copy. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • For children's development, early relationships based on responsive and developmental enriching interactions are crucial, including responsive caregiving and opportunities for early learning such as interactive or dialogic reading.

    “For children ' s development, their early relationships based on responsive and developmental enriching interactions are crucial, which includes the key components of responsive caregiving, and opportunities for early learning, such as interactive or dialogic reading (Britto et al., 2017).”

    From Early-Initiated Childhood Reading for Pleasure: Associations with Better Cognitive Performance, Mental Well-being and Brain Structure in Young Adolescence (2024) · cites this paper as Britto et al., 2017

  • The Britto et al. review found significant small-to-medium sized benefits of parenting interventions on child socioemotional development (SMD = 0.35, n = 13).

    “socioemotional development (SMD = 0.35, n = 13).”

    From Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis (2021) · cites this paper as [5]

  • The Britto et al. review found significant small-to-medium sized benefits of parenting interventions on child motor development (SMD = 0.13, n = 9).

    “motor (SMD = 0.13, n = 9)”

    From Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis (2021) · cites this paper as [5]

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Authors
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L. C. H., MacMillan, H., Hanson, M., Wachs, T. D., Yao, H., Yoshikawa, H., Cerezo, A., Leckman, J. F., & Bhutta, Z. A.
Affiliations
  • United Nations Children's Fund (US)
  • University of Toronto (CA)
  • Harvard University (US)
  • Hospital for Sick Children (CA)
  • Yale University (US)
  • University of Hong Kong (HK)
  • University of California, Berkeley (US)
  • McMaster University (CA)
  • University Hospital Southampton NHS Foundation Trust (GB)
  • Purdue University West Lafayette (US)
  • Columbia University (US)
  • New York University (US)
  • University of Missouri–St. Louis (US)
  • Aga Khan University (PK)
Corresponding author
Britto, Pia R
ORCID
Venue
The Lancet
Publisher
Elsevier BV
Published
2017-01
Volume
389
Issue
10064
Pages
91-102
ISSN
  • 0099-5355 (ISSN-L)
  • 0140-6736
DOI
10.1016/s0140-6736(16)31390-3
OpenAlex
W2528367599
Cited by
1,796
References
82
Citations by year
2026: 179 · 2025: 189 · 2024: 194 · 2023: 259 · 2022: 187 · 2021: 224 · 2020: 217 · 2019: 148 · 2018: 123 · 2017: 61 · 2016: 13
FWCI
15.46
Type
journal article
Language
en
Open access
Licence
Locations
  • The Lancet (publishedVersion)
  • PubMed (publishedVersion)
  • ePrints Soton (University of Southampton) (acceptedVersion)
  • eCommons - AKU (Aga Khan University) (submittedVersion)
  • The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
Funders
  • Bill and Melinda Gates Foundation
  • UNICEF
  • British Heart Foundation (PG/14/33/30827)
  • UBS Optimus Foundation
Topics
  • Health Sciences › Nursing › Nutrition and Dietetics › Child Nutrition and Water Access
  • Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Global Maternal and Child Health
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
nurturing care, early childhood development, multisectoral interventions, Sustainable Development Goals, child health, child nutrition, early childhood education, child protection, social protection, scaling up interventions, developmental science
MeSH terms
Child Development, Child, Preschool, Humans, Parents, Public Policy, Social Behavior, Caregivers

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