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Psychosocial and cognitive development of babies and
infants depends upon their interaction with their parents. Programmes
that enhance the quality of these relations can improve substantially
the emotional, social, cognitive and physical development of children.
These activities are particularly meaningful for mothers living in
conditions of stress and social adversity. WHO has developed an international
programme to stimulate mother-infant interaction that has been widely
adopted.
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It is clear that schools remain a crucial social institution
for the education of children in preparation for life. But they need
to be more involved in a broader educational role fostering healthy
social and emotional development of pupils.
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WHO has developed a 'life skills' educational curriculum,
which teaches a wide range of skills to school age children to improve
their psychosocial competency. The skills include problem-solving,
critical thinking, communication, interpersonal skills, empathy, and
methods to cope with emotions. These skills enable children and adolescents
to develop sound and positive mental health.
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"Child-friendly schools" are another WHO mental health
initiative to promote a sound psychosocial environment in the school
to complement the life skills curriculum. A child-friendly school
encourages tolerance and equality between boys and girls and different
ethnic, religious and social groups. It promotes active involvement
and cooperation, avoids the use of physical punishment, and does not
tolerate bullying. It is also a supportive and nurturing environment;
providing education which responds to the reality of the children's
lives. Finally, it helps to establish connections between school and
family life, encourages creativity as well as academic abilities,
and promotes the self-esteem and self-confidence of children.
Working life and employment