feeding practices: 0–5 months, 6–8 months, 9–11 months, and 12–23 months. · Mother’s work status: Caregivers working inside the home for remuneration, those working outside the home for remuneration, or not working for remuneration. · Family socioeconomic status: Caregivers who are marginalized by socioeconomic class or caste, those who are not. · Mother’s experience: First-time mothers, experienced mothers. · By practice: Mothers who are breastfeeding, those who are not. Box 4. Sample research questions, respondents, and types of information Respondents Types of information Research question, Nepal: What are the infant and young child feeding practices during and after an episode of diarrheal illness? Mothers of children younger than 2 years who currently have diarrhea: 0–5, 6–11, and 12–23 months · What they do during different stages of a diarrheal episode: careseeking, breastfeeding, diet, other fluids, changes in usual feeding, manner of feeding. · Their perceptions of diarrhea, appetite, and child health. Mothers of children younger than 2 years who have had diarrhea in the past two weeks; by same age groups · What they did after the diarrhea subsided: care-seeking, breastfeeding, diet, other fluids, changes in usual feeding. · Their perceptions of recuperation and child appetite. Grandmothers present in the young child’s home · Their role in care of the child, including when the child is sick. · Their perceptions of diarrhea and feeding. · Their opinion of childcare given by the mother and about careseeking related to the diarrheal disease episode. Community health workers · Their knowledge of what should be done for feeding during and after diarrhea. · Their observations about mothers in the village. · What counseling/recommendations are provided regarding a child with and following diarrhea (if related to a specific child, the advice can be checked with the caregiver). · Their perceptions of diarrhea, feeding, and appetite. Local shop owners · Are they sought out for advice? · What is their advice? · What foods do mothers buy for diarrhea? Health facility staff nurses · Their knowledge of what should be done for feeding during and after diarrhea. · Their observations about mothers’ practices. · What counseling/recommendations are provided regarding a child with and following diarrhea. · Their perceptions of diarrhea, feeding, and appetite. 7 Respondents Types of information Research question, Nigeria: What are the key issues related to food diversity, focusing on animalsource and micronutrient-rich fruits and vegetables? Mothers of children younger than 2 years: 0–5, 6–11, and12–23 months · Mothers’ knowledge of appropriateness of different foods for young children. · Use of foods from family diet versus ‘special foods.’ · Amount of food that is purchased for the child. · Availability/Affordability of nutrient-dense foods. · Mothers’ ‘skills’ in making foods that are more diverse. Others in the household responsible for purchasing and/or preparing food · Grandmothers who purchase child foods from ambulatory vendors: How do they decide what to buy, what is their perception of the food, do they alter the food in any way to feed it to the child, or would they be willing to alter it. · Men who occasionally bring commercial foods from shops in large cities: How do they decide what to buy, would they be willing to buy something different. Vendors in the market/ shopkeepers · What is available and what do they sell and/or think are good child foods. · Are they asked for and do they offer advice on infant and young child feeding. · Do they have foods that could be promoted and would they feel comfortable promoting foods for young children. Men’s/Women’s agriculture/ livestock groups · What do they believe are nutritious foods for young children. · Their perceptions about growing food specifically to promote in the community for infant and young child feeding—would they use it for their children. Research methods The kind of information needed should dictate a particular formative research method since not all methods lend themselves to truthful or insightful answers depending on the sensitivity of the topic. Box 5 below summarizes the typical methods available and their uses, as well as sources to consult for additional information. Box 5. Research methods and their use Method Use Key resources for more information Pre-coded knowledge, attitudes, and practices surveys To determine the prevalence of particular practices in a given geographic area; differences and similarities among areas, ethnicities, and income levels; or certain relationships among practices. United States Agency for International Development knowledge, practices, and coverage surveys: Infant and Young Child Feeding Practices: Collecting and Using Data—A Step-by-Step Guide. January 2010. Focus group discussions To obtain information on norms, attitudes, and beliefs, NOT individual practices. Mack N et al. Qualitative Research Methods: A Data Collector’s Field Guide. Family Health International, 2005. Methodological Review: A Handbook for Excellence in Focus Group Research. Academy for Educational Development/Healthcom (no date). de Negri B, Thomas E. Making Sense of Focus Group Findings: A Systematic Participatory Analysis Approach. 8 Method Use Key resources for more information Academy for Educational Development, 2003. In-depth individual interviews with women To understand what is done on a daily or frequent basis and less frequently; to understand reasons for practices and influences on practices. Often combined with dietary assessments and observations. Mack N et al. Qualitative Research Methods: A Data Collector’s Field Guide. Family Health International, 2005. Linkages Project. Formative Research: Skills and Practice for Infant and Young Child Feeding and Maternal Nutrition. Linkages/India, January 2003. Dicken K, Griffiths M, Piwoz E. Designing by Dialogue: A Program Planner’s Guide to Consultative Research for Improved Young Child Feeding. Support for Analysis and Research in Africa Project, 1997: www.manoffgroup.com/ resources/Designing%20by%20Dialogue.pdf. Key