Formative Communication Research on Early Childhood Development in Uganda

Executive Summary
The purpose of the study was to identify the factors that inhibit and encourage positive parental interactions (PPI) with young children, in order to guide the development of project communication and intervention strategies.

• Opportunities for parent-child interaction
• Both men and women cited "work/lack of time/fatigue" as the major reason it would be difficult to interact with their young children. Parents are often away from the house for long period, and are often tired or ill.
• Concepts of Intelligence
  
  • Parents thought of a bright child as one who is able to follow instructions, but they also mentioned characteristics that indicate creativity as indicative of intelligence.
  • Children who are withdrawn or slow to learn, as well as those who are disobedient or obstreperous, are considered "dull."
  • Innate intellectual capacity and being from a "good family" were seen as the main determinants of whether a child is bright or dull.
• Parental Role in School Outcomes
  
  • Although most parents thought that a child's success in school has to do with natural intelligence or coming from a good family, many also recognized that a parent can help prepare a child for school by teaching him/her things.
  • Mother's roles in affecting school outcomes were identified as feeding the child properly; teaching the child good manners and self administration; providing emotional support; teaching the child to read and write; and assisting with homework.
  • The father's role was seen as primarily provider of material support, responsible for school fees and supplies, food, and housing. Fathers were also seen as disciplinarians.
• Beliefs and Attitudes about Child Development
  
  • Most parents agreed with statements about positive parenting concepts.
  • Parents agreed that infants as well as children in the 4-5 year age range need a lot of attention. Attention was most often thought of as providing for physical needs, or, for older children, as instruction.
  • Most parents thought that talking to a young child stimulates the child to talk and learn.
  • The great majority of parents agreed that it is good if a child of 4 or 5 asks a lot of questions because it helps the child learn and reassures the parent that the child will be bright.
  • There was somewhat less consensus on punishing children or making them fearful of parents. This appears to be a matter of degree: Children should not be punished for every infraction or be afraid of parents; however, children are expected to obey and respect parents.
• Current Parental Interaction with Children
  
  • The majority of parents, both male and female, reported that they played with the child on most days, although it is difficult to determine how play is defined. Almost half said they told a story to the child on most days; over 1/3 said they read to the child on most days; and over 2/3 said they sang to/with the child on most days. (None of these activities was observed.)
  • Most of parents said that they taught something to the child on most days--usually practical daily skills such as feeding or dressing oneself; domestic or agricultural tasks such as preparing food, washing clothes and dishes, or digging; or teaching "good behavior" such as greeting people and respecting parents.
• Behavioral Analysis and Program Implications
  
  • The socio-economic context of poverty, hard work, and illness, as well as domestic problems such as drinking and parental discord, curtails parents' ability to spend time in relaxed interaction with their children. Instability and violence in the north present especially serious problems. Project messages must ask caregivers to do things that are in fact feasible within this context. Wherever possible, underlying socio-economic problems should be addressed.
  • It is unlikely that parents will be able to set aside time for special activities devoted solely to a child; opportunities must found within the course of routine activities to engage in PPI. "Active feeding" is such an example.
  • It will be important to promote ways of relating rather than specific activities; it appears that many parents define "attention" or "interaction" as providing for basic needs, instructing, or even disciplining. Since the concept of PPI may be new, it will be important to model the interaction, even if just verbally. It may be possible to convey the concept by referring to how some mothers interact with young infants. This kind of interaction with infants is more acceptable than with children aged 2 and above.
  • Portraying activities as "playing with the child" should be avoided, as many parents consider it undignified to be playing with children. Further, portraying situations that might be viewed as children taking too many liberties should be avoided; respect for parents is of very high value.
  • "Child-to-child" approaches should be considered, since very young children are often left in the care of children aged 7, 8, and 9.
  • There is little awareness that positive interaction stimulates brain development. This is likely to be a good motivator, as doing well in school is valued.
  • PPI could be linked to a happy and harmonious family; parents desire family harmony.
  • The project will have to work on community norms, on making PPI more acceptable. There are fears, especially among mothers, that if they engage in PPI, neighbors will either be jealous or disapprove.
  • It does not appear that women can "negotiate" with fathers to spend more time with their children. Paternal involvement is better addressed through working on community norms by providing models, associating PPI with being a provider, and building on the positive outcomes of PPI that fathers identify in the behavioral analyses.

Introduction
This is a report on findings from formative communication research on parental interaction with young children in Uganda. The research was commissioned by the Nutrition and Early Childhood Development Project (NECDP), financed by the World Bank. The purpose of the research was to serve as the basis for planning strategies to promote more frequent positive interactions between adults and children under six years of age. The research was not intended to be a thorough sociological study of early childhood development (ECD) but rather to be a focused study to identify the factors that encourage and the factors that inhibit positive parent-child interactions, in order to guide the development of project communication and intervention strategies.

The NECD project and the research are important because a child's experiences during the first years of life are critical to his or her physical, intellectual, and social development. In order for brain capacity to develop, a child needs not only adequate nutrition, but also generous amounts of psychosocial stimulation that actually "wire" the brain for learning. Consistent attention from caring adults increases the child's ability to learn. A toddler who receives affection, hears conversation and music, sees pictures and colors, and is frequently cuddled is likely to develop intellectual capabilities superior to those of children who do not have these experiences. The NECD project is attempting to encourage more frequent and positive interactions between caring adults and young children. As shorthand, we refer here to such experiences as "positive parental interaction", or PPI...