Programming for Early Child Development and Health: The Value of Combining Nutritional and Psycho-social Interventions and Some Ways To Do It. UNESCO-UNICEF Co-operative Programme Digest No. 30.

Autor/in	Myers, Robert G.
Institution	United Nations Children's Fund, Paris (France).; United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Programming for Early Child Development and Health: The Value of Combining Nutritional and Psycho-social Interventions and Some Ways To Do It. UNESCO-UNICEF Co-operative Programme Digest No. 30.
Quelle	(1990), (107 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Child Health; Curriculum Development; Developing Nations; Foreign Countries; Guidelines; Holistic Approach; Individual Development; Models; Nutrition; Program Development; India + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Ausland; Richtlinien; Holistischer Ansatz; Individuelle Entwicklung; Analogiemodell; Ernährung; Programmplanung; Indien
Abstract	This digest issues a call to make good on the rhetoric of "integrated attention to the whole child" and provides some suggestions about how that might be done, beginning with combined interventions aimed at improving the nutritional status and the psychosocial development of the young child. After an introductory chapter that provides a summary of the argument, the problem is discussed in Chapter II in terms of the rhetoric of integrated attention, forms of integration, and under-estimation of the importance of combined, or coordinated, actions among agencies. Chapter III defines child development and offers a multi-dimensional rationale for attending to developmental concerns. Chapter IV discusses the impact of nutrition on development in terms of the relevant research base and implications for programming. Chapter V offers guidelines for intervention. Chapters VI and VII discuss ways of incorporating psychosocial development into, respectively, nutrition plans and programs and nutrition manuals. Chapters VIII and IX illustrate holistic approaches with examples of programs in Northeast Thailand and in India, Indonesia, Brazil, Chile, and Jamaica. An appendix describes Mosley and Chen's analytical framework for the study of child survival in developing countries, indicates why the model is particularly important, and suggests a revised model that incorporates the idea of development. Fifty-five references are included. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC