Thaís Calcagno Vidon Bruno, Isis Danyelle Dias Custódio, Luiz Antônio Alves de Menezes-Junior, Adriana Lúcia Meireles, Ana Cláudia Morito Neves, Sabrina Martins Barroso, Júlia Cristina Cardoso Carraro
Development and validity evidence on the scale of perceived social support for university students (EPSSEU) during the period of social restrictions
BMC public health
first 3 years life critical period development socioemotional skills highlighting importance socioemotional development early childhood study aimed evaluate effectiveness health promotion intervention program socioemotional development children aged 12 42 months covid19 pandemic total 344 children 15 childcare centers participated study six centers intervention group nine control group childcare teachers intervention group received 6month training program aimed promoting healthy lifestyles including topics diet sleep physical activity sedentary behavior sociodemographic anthropometric measures assessed baseline socioemotional development assessed using bayley scales infant toddler development third edition bayleyiii baseline postintervention intervention significant difference socioemotional development observed children mothers varying education levels specifically children whose mothers lower education levels demonstrated significantly greater socioemotional development b 19000 p 0028 compared control group contrast significant difference socioemotional development among children mothers higher education levels findings suggest intervention programs childcare teachers effectively promote healthy socioemotional development children socioeconomically disadvantaged backgrounds future intervention programs consider tailoring approaches target disadvantaged populations cluster randomized controlled trial registered clinical trials databaseplatform 09092019 number nct04082247