Shaping Development Through Parents: A Scalable Approach to Early Learning

Abstract

ABSTRACT Early childhood is a sensitive period for cognitive, language, and socio‐emotional development, with parental engagement playing a central role. In Argentina, families facing socioeconomic adversity often encounter barriers that limit access to developmentally enriching parent–child activities; heightening developmental risk amid ongoing economic instability. We conducted an exploratory proof‐of‐concept study adapting low‐cost parent–child activity packs—originally co‐developed in the UK—for use in Argentina. The adaptation prioritised cultural relevance, developmental suitability, material accessibility, and day‐to‐day feasibility, with guidance from a local healthcare professional to ensure alignment with local caregiving practices. The adapted packs were distributed to 73 vulnerable families who attended one of eighteen Early Childhood Centres (CPI Centro de Primera Infancia). Parents provided feedback through surveys (N = 73) and sessions (N = 45). Infant development (N = 73) was assessed with the Bayley‐III Scales. Parents reported increases in the frequency and variety of parent–child activities, alongside significant improvements in indicators of home learning environment quality. Thematic analysis identified perceived benefits for children (enjoyment, stimulation), families (stronger emotional bonds), and caregivers (greater capability, opportunity and motivation to engage in parent‐child activities), as well as suggestions for refinement. As expected in a short‐term, small‐scale study of a light‐touch programme, no significant changes were observed in Bayley‐III scores. As an exploratory proof of concept, the results indicate that culturally‐adapted, low‐cost interventions are acceptable and can help strengthen caregiver support and early learning in disadvantaged contexts. Aligned with SDGs 1,3,4, and 10, this model offers a scalable approach to enhancing parental engagement and equitable access to early learning.