Caregiver self-monitoring strategies in early childhood health care interventions: a scoping review

PURPOSE: This study mapped and described evidence on self-monitoring strategies used by caregivers in early childhood health care interventions, focusing on their characteristics, purposes, supporting materials, implementation approaches, and reported challenges. METHODS: A scoping review was conducted in accordance with the JBI Manual for Evidence Synthesis. Six databases-MEDLINE, CINAHL, PsycINFO, Scopus, the Cochrane Library, and the WHO Global Index Medicus-were searched with no date limits through April 23, 2026. Two reviewers independently screened studies and extracted data. The data were analyzed descriptively and synthesized narratively, distinguishing self-monitoring from proxy monitoring. RESULTS: Thirty-seven studies met the inclusion criteria. Most used randomized controlled trial designs (62.2%). Target populations included parents, preschool teachers, and childcare workers. Interventions primarily addressed health promotion (75.7%) and chronic disease management (24.3%). Supporting skill practice and reinforcement was the most common purpose of caregiver self-monitoring (29.7%), whereas monitoring symptoms and treatment adherence was the most common purpose of caregiver proxy monitoring (24.3%). Self-monitoring recording tools, such as checklists, diaries, and logbooks, were the most frequently used tools for recording self-monitoring activities. Implementation typically involved caregiver training, application of self-monitoring tools, and review with feedback. Reported challenges included reliance on self-reported data, technical difficulties, and caregiver burden. Conclusion: Caregiver self-monitoring and proxy monitoring are distinct but complementary strategies in early childhood health care interventions, supporting both health promotion and chronic disease management. Future studies should integrate self-monitoring by developing user-friendly tools, reducing caregiver burden, and testing hybrid parent-teacher or childcare-worker delivery models to improve sustainability and longterm child health outcomes.