Nutrition and health (all ages) | ECCD for children aged 12–30 months | ECCD for children aged 31–60 months | |
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Session 1 | Introduce the importance of child health and growth for future development | Introduce concept of picture book-sharing as an activity that improves caregiver-child relationship and facilitates school readiness | Introduce concept of picture book-sharing as an activity that improves caregiver-child relationship and facilitates school readiness |
Present child development as a holistic concept (physical, mental and social health) | Facilitate baby’s handling of the book | Encourage child’s active participation in book-sharing | |
Session 2 | Importance of growth monitoring | Support caregivers to follow cues from baby | Encourage pointing and naming to help child learn new words |
Basic nutrition education | Encourage baby’s active participation in book-sharing | Engaging the child in a conversation about the picture book (using “where,” “who,” “what,” “why” questions) | |
Identifying locally available nutritious food options | Demonstrate how to follow baby’s interest (indexed by simple looking, patting or banging the picture) | Active linking of book content to the child’s world | |
Measuring weight, height and MUAC | Using lively voice to keep baby interested and to help baby learn | Responding to the child in a supportive and nonjudgmental manner | |
Individual feedback session with caregivers to discuss child’s growth status and make referrals if necessary | |||
Session 3 | Key messages and recommendations for appropriate infant and young child feeding | Using pointing and naming of pictures to help baby learn new words | Talking about feelings with the child: using book-sharing as an opportunity to talk about different emotions |
Hygiene, sanitation, and safe food preparation | Repeating words to help baby remember new words | Helping child understand the meaning of emotion words | |
Early recognition of illness and help-seeking | Emphasizing the importance of positive responses | Linking emotions being shown in the book to the child’s own emotions | |
Finding opportunities to praise baby | |||
Session 4 | Information about HIV prevention and modes of HIV infection | Prompting baby to point to words that he/she knows (“where is the…” or “can you find the…”) | Talking about intentions: helping child to think about reasons why characters in the book are doing what they are doing (questions such as “why do you think they are doing that?” or “what are they trying to do here?”) |
Importance of early identification of HIV (video followed by group discussion) | Prompting baby to name objects in the book that he/she knows how to say by asking “what’s this?” | ||
Session 5 | Emphasizing the importance of early identification of HIV through testing for caregivers and children | Active linking of book content to the baby’s world (making links between objects in the book and objects in the baby’s visual field) | Perspective taking: using what is happening in the book to help the child see that different people can think and feel different things |
Information on benefits of HIV treatment (video followed by group discussion) | |||
Session 6 | Exploring fears and concerns (for family testing) | Talking about feelings with the child: using book-sharing as an opportunity to talk about different emotions | Numeracy and comparisons: using the book to help child become comfortable with numbers and practice counting |
Discuss barriers to testing and disclosure | Helping child understand the meaning of emotion words | Using books to get children to make comparisons in relation to numbers, size or order (most/least; big/small; first/last) | |
Identify strategies and systems of support to overcome barriers | Linking emotions being shown in the book to the child’s own emotions | ||
Session 7 | Summary of key messages from past 6 sessions | Summary of main book-sharing principles from past 6 sessions using video examples of caregivers | Summary of main book-sharing principles from past 6 sessions using video examples of caregivers |
Sessions 8 & 9 | Promote attendance of community health events | Review of main principles using more video examples of caregivers | Review of main principles using more video examples of caregivers |
Identify strategies for continued recognition of illness and help-seeking | Identify strategies to encourage continued book-sharing | Identify strategies to encourage continued book-sharing |