Sample records for child development early

  1. A comparative analysis of early child health and development services and outcomes in countries with different redistributive policies.

    PubMed

    van den Heuvel, Meta; Hopkins, Jessica; Biscaro, Anne; Srikanthan, Cinntha; Feller, Andrea; Bremberg, Sven; Verkuijl, Nienke; Flapper, Boudien; Ford-Jones, Elizabeth Lee; Williams, Robin

    2013-11-06

    The social environment is a fundamental determinant of early child development and, in turn, early child development is a determinant of health, well-being, and learning skills across the life course. Redistributive policies aimed at reducing social inequalities, such as a welfare state and labour market policies, have shown a positive association with selected health indicators. In this study, we investigated the influence of redistributive policies specifically on the social environment of early child development in five countries with different political traditions. The objective of this analysis was to highlight similarities and differences in social and health services between the countries and their associations with other health outcomes that can inform better global early child development policies and improve early child health and development. Four social determinants of early child development were selected to provide a cross-section of key time periods in a child's life from prenatal to kindergarten. They included: 1) prenatal care, 2) maternal leave, 3) child health care, and 4) child care and early childhood education. We searched international databases and reports (e.g. Organization for Economic Cooperation and Development, World Bank, and UNICEF) to obtain information about early child development policies, services and outcomes. Although a comparative analysis cannot claim causation, our analysis suggests that redistributive policies aimed at reducing social inequalities are associated with a positive influence on the social determinants of early child development. Generous redistributive policies are associated with a higher maternal leave allowance and pay and more preventive child healthcare visits. A decreasing trend in infant mortality, low birth weight rate, and under five mortality rate were observed with an increase in redistributive policies. No clear influence of redistributive policies was observed on breastfeeding and immunization rates. In the analysis of child care and early education, the lack of uniform measures of early child development outcomes was apparent. This paper provides further support for an association between redistributive policies and early child health and development outcomes, along with the organization of early child health and development services.

  2. A comparative analysis of early child health and development services and outcomes in countries with different redistributive policies

    PubMed Central

    2013-01-01

    Background The social environment is a fundamental determinant of early child development and, in turn, early child development is a determinant of health, well-being, and learning skills across the life course. Redistributive policies aimed at reducing social inequalities, such as a welfare state and labour market policies, have shown a positive association with selected health indicators. In this study, we investigated the influence of redistributive policies specifically on the social environment of early child development in five countries with different political traditions. The objective of this analysis was to highlight similarities and differences in social and health services between the countries and their associations with other health outcomes that can inform better global early child development policies and improve early child health and development. Methods Four social determinants of early child development were selected to provide a cross-section of key time periods in a child’s life from prenatal to kindergarten. They included: 1) prenatal care, 2) maternal leave, 3) child health care, and 4) child care and early childhood education. We searched international databases and reports (e.g. Organization for Economic Cooperation and Development, World Bank, and UNICEF) to obtain information about early child development policies, services and outcomes. Results Although a comparative analysis cannot claim causation, our analysis suggests that redistributive policies aimed at reducing social inequalities are associated with a positive influence on the social determinants of early child development. Generous redistributive policies are associated with a higher maternal leave allowance and pay and more preventive child healthcare visits. A decreasing trend in infant mortality, low birth weight rate, and under five mortality rate were observed with an increase in redistributive policies. No clear influence of redistributive policies was observed on breastfeeding and immunization rates. In the analysis of child care and early education, the lack of uniform measures of early child development outcomes was apparent. Conclusions This paper provides further support for an association between redistributive policies and early child health and development outcomes, along with the organization of early child health and development services. PMID:24195544

  3. The influence of the neighborhood physical environment on early child health and development: A review and call for research.

    PubMed

    Christian, Hayley; Zubrick, Stephen R; Foster, Sarah; Giles-Corti, Billie; Bull, Fiona; Wood, Lisa; Knuiman, Matthew; Brinkman, Sally; Houghton, Stephen; Boruff, Bryan

    2015-05-01

    This review examines evidence of the association between the neighborhood built environment, green spaces and outdoor home area, and early (0-7 years) child health and development. There was evidence that the presence of child relevant neighborhood destinations and services were positively associated with early child development domains of physical health and wellbeing and social competence. Parents׳ perceptions of neighborhood safety were positively associated with children׳s social-emotional development and general health. Population representative studies using objective measures of the built environment and valid measures of early child development are warranted to understand the impact of the built environment on early child health and development. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Early Brain and Child Development: Connections to Early Education and Child Care

    ERIC Educational Resources Information Center

    Romano, Judith T.

    2013-01-01

    The vast majority of young children spend time in settings outside of the home, and the nature of those settings directly impacts the child's health and development. The ecobiodevelopmental framework of early brain and child development serve as the backdrop for establishing quality. This article describes the use of quality rating systems,…

  5. Preschool Predictors of the Need for Early Remedial and Special Education Services

    ERIC Educational Resources Information Center

    Mann, Emily A.; McCartney, Kathleen; Park, Jennifer M.

    2007-01-01

    We examined child, family, and early child care predictors of teacher reports of referral for or placement in special and remedial education for 999 youth. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and nested multivariate modeling techniques, we found that…

  6. Mothers' and Fathers' Support for Child Autonomy and Early School Achievement

    ERIC Educational Resources Information Center

    Developmental Psychology, 2008

    2008-01-01

    Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions…

  7. Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries.

    PubMed

    Engle, Patrice L; Fernald, Lia C H; Alderman, Harold; Behrman, Jere; O'Gara, Chloe; Yousafzai, Aisha; de Mello, Meena Cabral; Hidrobo, Melissa; Ulkuer, Nurper; Ertem, Ilgi; Iltus, Selim

    2011-10-08

    This report is the second in a Series on early child development in low-income and middle-income countries and assesses the effectiveness of early child development interventions, such as parenting support and preschool enrolment. The evidence reviewed suggests that early child development can be improved through these interventions, with effects greater for programmes of higher quality and for the most vulnerable children. Other promising interventions for the promotion of early child development include children's educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programmes. Effective investments in early child development have the potential to reduce inequalities perpetuated by poverty, poor nutrition, and restricted learning opportunities. A simulation model of the potential long-term economic effects of increasing preschool enrolment to 25% or 50% in every low-income and middle-income country showed a benefit-to-cost ratio ranging from 6·4 to 17·6, depending on preschool enrolment rate and discount rate. Copyright © 2011 Elsevier Ltd. All rights reserved.

  8. Are There Long-Term Effects of Early Child Care?

    ERIC Educational Resources Information Center

    Belsky, Jay; Vandell, Deborah Lowe; Burchinal, Margaret; Clarke-Stewart, K. Alison; McCartney, Kathleen; Owen, Margaret Tresch

    2007-01-01

    Effects of early child care on children's functioning from 4 1/2 years through the end of 6th grade (M age=12.0 years) were examined in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n=1,364). The results indicated that although parenting was a stronger and more consistent predictor of…

  9. Assessing Home Environment for Early Child Development in Pakistan

    ERIC Educational Resources Information Center

    Nadeem, Sanober; Rafique, Ghazala; Khowaja, Liaquat; Yameen, Anjum

    2014-01-01

    Family environment plays a very important role in early child development and the availability of stimulating material in the early years of a child's life is crucial for optimising development. The Home Observation for Measurement of the Environment (HOME) inventory is one of the most widely used measures to assess the quality and quantity of…

  10. Behavior problems in late childhood: the roles of early maternal attachment and teacher-child relationship trajectories.

    PubMed

    O'Connor, Erin E; Collins, Brian A; Supplee, Lauren

    2012-01-01

    The purposes of the current study were: (1) to examine the roles of early maternal attachment relationships and teacher-child relationships during childhood for externalizing and internalizing behaviors in late childhood, and (2) to investigate teacher-child relationships, as well as externalizing and internalizing behaviors in early childhood as possible mechanisms linking early maternal attachment relationships to behavior problems in late childhood. Longitudinal data from the National Institute of Child Health and Human Development Early Child Care Research Network Study of Early Child Care and Youth Development (N = 1140 mothers and children) were used in this investigation. There were three main findings. First, insecure/other maternal attachment relationships in early childhood (i.e., 36 months) were associated with externalizing and internalizing behaviors in late childhood (Grade 5). Second, elevated levels of teacher-child conflict during childhood were associated with externalizing behaviors in late childhood whereas low levels of teacher-child closeness were associated with internalizing behaviors. Third, the effects of insecure/other attachment on externalizing and internalizing behaviors in late childhood were mediated through teacher-child relationships during childhood and early externalizing and internalizing behaviors. Implications for attachment theory are discussed.

  11. Research on Children's Play: Analysis of Developmental and Early Education Journals from 2005 to 2007

    ERIC Educational Resources Information Center

    Cheng, Mei-Fang; Johnson, James E.

    2010-01-01

    Our review examined four early childhood journals ("Early Child Development and Care," "Early Childhood Education Journal," "Journal of Research in Childhood Education," and "Early Childhood Research Quarterly") and four developmental science journals ("Child Development," "Developmental Psychology," "Journal of Applied Developmental…

  12. The World Bank's Position on Early Child Education in Brazil: A Critical Assessment of Contributions and Shortcomings

    ERIC Educational Resources Information Center

    Fernandes, Sabrina

    2014-01-01

    In 2010, the World Bank published a policy study on early child education (ECE) developments in Brazil, entitled "Early Child Education: Making Programs Work for Brazil's Most Important Generation. Development." This paper analyses the report's assessment of ECE policy in Brazil as well as the recommendations it provides. A critical…

  13. Early childhood development in deprived urban settlements.

    PubMed

    Nair, M K C; Radhakrishnan, S Rekha

    2004-03-01

    Poverty, the root cause of the existence of slums or settlement colonies in urban areas has a great impact on almost all aspects of life of the urban poor, especially the all-round development of children. Examples from countries, across the globe provide evidence of improved early child development, made possible through integrated slum improvement programs, are few in numbers. The observed 2.5% prevalence of developmental delay in the less than 2 year olds of deprived urban settlements, the presence of risk factors for developmental delay like low birth weight, birth asphyxia, coupled with poor environment of home and alternate child care services, highlights the need for simple cost effective community model for promoting early child development. This review on early child development focuses on the developmental status of children in the deprived urban settlements, who are yet to be on the priority list of Governments and international agencies working for the welfare of children, the contributory nature-nurture factors and replicable working models like infant stimulation, early detection of developmental delay in infancy itself, developmental screening of toddlers, skill assessment for preschool children, school readiness programs, identification of mental sub-normality and primary education enhancement program for primary school children. Further, the review probes feasible intervention strategies through community owned early child care and development facilities, utilizing existing programs like ICDS, Urban Basic Services and by initiating services like Development Friendly Well Baby Clinics, Community Extension services, Child Development Referral Units at district hospitals and involving trained manpower like anganwadi/creche workers, public health nurses and developmental therapists. With the decentralization process the local self-government at municipalities and city corporations are financially equipped to be the prime movers to initiate, monitor and promote early child development programs, to emerge as a part and parcel of community owned sustainable development process.

  14. Girl child marriage as a risk factor for early childhood development and stunting.

    PubMed

    Efevbera, Yvette; Bhabha, Jacqueline; Farmer, Paul E; Fink, Günther

    2017-07-01

    This paper quantitatively examines the intergenerational effects of girl child marriage, or the developmental and health outcomes of children born to women who marry before age 18. The overall objective is to understand the mechanisms through which girl child marriage affects the health and well-being of children in sub-Saharan Africa, as well as the relative magnitude and impact of these mechanisms. We used data from 37,558 mother-child pairs identified through 16 national and sub-national cross-sectional surveys across sub-Saharan Africa conducted between 2010 and 2014 by the UNICEF Multiple Indicator Clusters Survey program. The Early Childhood Development Index was used to measure child development, and stunting was used to measure health. Using logistic regression, we found that the odds of being off-track for development and being stunted were 25% and 29% higher, respectively, for children born to women who married before age 18 compared to those whose mothers married later (p < 0.001). Geographic location and primary education, which were conceptualized as contextual factors, explained most of this relationship, controlling for country fixed-effects. In adjusted models, we found that early childbearing was not the sole pathway through which girl child marriage affected child development and health. Our final models revealed that disparities in advanced maternal education and wealth explained child development and stunting. We conclude that there are intergenerational consequences of girl child marriage on her child's well-being, and that through association with other contextual, socioeconomic, and biological factors, marrying early does matter for child development and health. Our findings resonate with existing literature and point toward important policy considerations for improving early childhood outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. Child Development, Early Childhood Education and Family Life: A Bibliography.

    ERIC Educational Resources Information Center

    Reardon, Beverly, Comp.

    This bibliographical listing of approximately 2500 books on child development, early childhood education and family life was compiled as a resource for parents and students. Books are listed alphabetically by author and are grouped according to the following categories: child development; observation of children; adolescence; language…

  16. The Head Start Child Development and Early Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old

    ERIC Educational Resources Information Center

    Office of Head Start, US Department of Health and Human Services, 2010

    2010-01-01

    This report presents a revision of the Head Start Child Outcomes Framework (2000), renamed The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old. The Framework outlines the essential areas of development and learning that are to be used by Head Start programs…

  17. Mothers' Time with Infant and Time in Employment as Predictors of Mother-Child Relationships and Children's Early Development

    ERIC Educational Resources Information Center

    Huston, Aletha C.; Rosenkrantz Aronson, Stacey

    2005-01-01

    This study tested predictions from economic and developmental theories that maternal time with an infant is important for mother-child relationships and children's development, using time-use diaries for mothers of 7- to 8-month-old infants from the National Institute of Child Health and Human Development Study of Early Child Care (N=1,053).…

  18. Influences of early child nutritional status and home learning environment on child development in Vietnam.

    PubMed

    Nguyen, Phuong H; DiGirolamo, Ann M; Gonzalez-Casanova, Ines; Young, Melissa; Kim, Nicole; Nguyen, Son; Martorell, Reynaldo; Ramakrishnan, Usha

    2018-01-01

    Early childhood development plays a key role in a child's future health, educational success, and economic status. However, suboptimal early development remains a global challenge. This study examines the influences of quality of the home learning environment (HOME) and child stunting in the first year of life on child development. We used data collected from a randomized controlled trial of preconceptional micronutrient supplementation in Vietnam (n = 1,458). The Bayley Scales of Infant Development-III were used to assess cognition, language, and motor development domains at 2 years. At 1 year, 14% of children were stunted, and 15%, 58%, and 28% of children lived in poor, medium, and high HOME environments, respectively. In multivariate generalized linear regression models, living in a high HOME environment was significantly associated with higher scores (0.10 to 0.13 SD) in each of the developmental domains. Stunted children scored significantly lower for cognitive, language, and motor development (-0.11 to -0.18), compared to nonstunted children. The negative associations between stunting on development were modified by HOME; the associations were strong among children living in homes with a poor learning environment whereas they were nonsignificant for those living in high-quality learning environments. In conclusion, child stunting the first year of life was negatively associated with child development at 2 years among children in Vietnam, but a high-quality HOME appeared to attenuate these associations. Early interventions aimed at improving early child growth as well as providing a stimulating home environment are critical to ensure optimal child development. © 2017 John Wiley & Sons Ltd.

  19. Temperament in early childhood and peer interactions in third grade: the role of teacher-child relationships in early elementary grades.

    PubMed

    Rudasill, Kathleen Moritz; Niehaus, Kate; Buhs, Eric; White, Jamie M

    2013-12-01

    Children's interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children's success, there has been scant research linking child temperament, teacher-child relationship quality, and peer interactions in the same study. The purpose of this study is to examine children's early temperament, rated at preschool age, as a predictor of interactions with peers (i.e., aggression, relational aggression, victimization, and prosociality) in third grade while considering teacher-child relationship quality in kindergarten through second grades as a moderator and mediator of this association. The sample (N=1364) was drawn from the NICHD Study of Early Child Care and Youth Development. Results from structural equation models indicated that teacher-child conflict in early elementary grades mediated links between children's temperament and later peer interactions. Findings underscore the importance of considering children's temperament traits and teacher-child relationship quality when examining the mechanisms of the development of peer interactions. © 2013.

  20. The Australian Early Development Index: Reshaping Family-Child Relationships in Early Childhood Education

    ERIC Educational Resources Information Center

    Peers, Chris

    2011-01-01

    This article addresses the cultural significance of the Australian Early Development Index (AEDI) and discusses changes that the discourse of this instrument makes to the way in which the child is conceptualised. It analyses the technological function of the AEDI to examine how it makes the child a universal resource for human capital. The article…

  1. Child Development Laboratory Schools as Generators of Knowledge in Early Childhood Education: New Models and Approaches

    ERIC Educational Resources Information Center

    McBride, Brent A.; Groves, Melissa; Barbour, Nancy; Horm, Diane; Stremmel, Andrew; Lash, Martha; Bersani, Carol; Ratekin, Cynthia; Moran, James; Elicker, James; Toussaint, Susan

    2012-01-01

    Research Findings: University-based child development laboratory programs have a long and rich history of supporting teaching, research, and outreach activities in the child development/early childhood education fields. Although these programs were originally developed in order to conduct research on children and families to inform policy and…

  2. Principles and Models of Early Childhood Development in Thai Cultural Ways: Selected Research Findings Relating to Social Context and Child's Transition from Home to School.

    ERIC Educational Resources Information Center

    Khemmani, Tisana; And Others

    To develop innovative, developmentally appropriate models of child rearing in Thailand, several studies examined Thai child-rearing practices, principles which should be used in early child rearing, and models and strategies which could be used in child rearing in this cultural setting. Six different studies were conducted, using a variety of…

  3. Early Child Care and Adolescent Functioning at the End of High School: Results from the NICHD Study of Early Child Care and Youth Development

    ERIC Educational Resources Information Center

    Vandell, Deborah Lowe; Burchinal, Margaret; Pierce, Kim M.

    2016-01-01

    Relations between early child care and adolescent functioning at the end of high school (EOHS; M age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the EOHS. More…

  4. Early Childhood Anxious Solitude and Subsequent Peer Relationships: Maternal and Cognitive Moderators

    ERIC Educational Resources Information Center

    Gazelle, Heidi; Spangler, Tamara

    2007-01-01

    It was hypothesized that the relation between early anxious solitude and subsequent peer relations would be moderated by early relational (maternal sensitivity) and individual factors (child school readiness). Participants were 1364 children from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth…

  5. Teacher-Child Relationships and the Development of Academic and Behavioral Skills during Elementary School: A within- and between-Child Analysis

    ERIC Educational Resources Information Center

    Maldonado-Carreno, Carolina; Votruba-Drzal, Elizabeth

    2011-01-01

    Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and…

  6. Assessing Quality Inclusive Child Care Placements for Young Children with Special Needs.

    ERIC Educational Resources Information Center

    Kendrick, Martie; Poulin, Nancy

    As part of a program to increase the quality and availability of inclusive childcare and early childhood education in Maine, the University of Maine in Orono developed an instrument to assess inclusive child care programs. Eight of the 16 Child Development Services sites in Maine's early intervention system participated in developing and…

  7. Validity and Psychometric Properties of the Early Development Instrument in Canada, Australia, United States, and Jamaica

    ERIC Educational Resources Information Center

    Janus, Magdalena; Brinkman, Sally A.; Duku, Eric K.

    2011-01-01

    There is an increasing support from international organizations and the research community for stepping beyond infant or child mortality as the most common child level social indicator and progressing towards an international measure of child development. The Early Development Instrument (EDI) is a teacher-completed measure of children's…

  8. Early relations between language development and the quality of mother-child interaction in very-low-birth-weight children.

    PubMed

    Stolt, S; Korja, R; Matomäki, J; Lapinleimu, H; Haataja, L; Lehtonen, L

    2014-05-01

    It is not clearly understood how the quality of early mother-child interaction influences language development in very-low-birth-weight children (VLBW). We aim to analyze associations between early language and the quality of mother-child interaction, and, the predictive value of the features of early mother-child interaction on language development at 24 months of corrected age in VLBW children. A longitudinal prospective follow-up study design was used. The participants were 28 VLBW children and 34 full-term controls. Language development was measured using different methods at 6, 12 and at 24 months of age. The quality of mother-child interaction was assessed using PC-ERA method at 6 and at 12 months of age. Associations between the features of early interaction and language development were different in the groups of VLBW and full-term children. There were no significant correlations between the features of mother-child interaction and language skills when measured at the same age in the VLBW group. Significant longitudinal correlations were detected in the VLBW group especially if the quality of early interactions was measured at six months and language skills at 2 years of age. However, when the predictive value of the features of early interactions for later poor language performance was analyzed separately, the features of early interaction predicted language skills in the VLBW group only weakly. The biological factors may influence on the language development more in the VLBW children than in the full-term children. The results also underline the role of maternal and dyadic factors in early interactions. Copyright © 2014 Elsevier Ltd. All rights reserved.

  9. Promoting equity through integrated early child development and nutrition interventions.

    PubMed

    Black, Maureen M; Dewey, Kathryn G

    2014-01-01

    Sustainable development, a foundation of the post-2015 global agenda, depends on healthy and productive citizens. The origins of adult health begin early in life, stemming from genetic-environmental interactions that include adequate nutrition and opportunities for responsive learning. Inequities associated with inadequate nutrition and early learning opportunities can undermine children's health and development, thereby compromising their productivity and societal contributions. Transactional theory serves as a useful framework for examining the associations that link early child development and nutrition because it emphasizes the interplay that occurs between children and the environment, mediated through caregiver interactions. Although single interventions targeting early child development or nutrition can be effective, there is limited evidence on the development, implementation, evaluation, and scaling up of integrated interventions. This manuscript introduces a special edition of papers on six topics central to integrated child development/nutrition interventions: (1) review of integrated interventions; (2) methods and topics in designing integrated interventions; (3) economic considerations related to integrated interventions; (4) capacity-building considerations; (5) examples of integrated interventions; and (6) policy implications of integrated interventions. Ensuring the health and development of infants and young children through integrated child development/nutrition interventions promotes equity, a critical component of sustainable development. © 2014 New York Academy of Sciences.

  10. Missouri: Early Head Start Initiative

    ERIC Educational Resources Information Center

    Center for Law and Social Policy, Inc. (CLASP), 2012

    2012-01-01

    Missouri's Early Head Start/Child Care Partnership Project expands access to Early Head Start (EHS) services for children birth to age 3 by developing partnerships between federal Head Start, EHS contractors, and child care providers. Head Start and EHS contractors that participate in the initiative provide services through community child care…

  11. Class Climate Moderates Peer Relations and Emotional Adjustment in Children with an Early History of Anxious Solitude: A Child x Environment Model

    ERIC Educational Resources Information Center

    Gazelle, Heidi

    2006-01-01

    Classroom emotional climate was hypothesized to moderate psychosocial adjustment in 1st grade for children with an early childhood history of anxious solitude. Participants were 1,364 children in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and their mothers, child-care providers, and teachers.…

  12. Infant Satellite Nurseries: Family Day Care with a Difference. Parent-Child Program Series, Report No. 4.

    ERIC Educational Resources Information Center

    Rosenfeld, Anne H.

    Part of a series on early childhood demonstration programs designed to improve early parent-child relationships, stimulate positive child development, and prevent later behavior difficulties, the pamphlet describes the Infant Satellite Nursery Program, developed in Honolulu, Hawaii, to provide low-income families with subsidized, home-based care…

  13. Model of Early Support of Child Development in Poland

    ERIC Educational Resources Information Center

    Czyz, Anna Katarzyna

    2018-01-01

    The development of a child, especially a child with a disability, is conditional upon the initiation of rehabilitation measures immediately after the problem has been identified. The quality of the reaction is conditioned by the functioning of the therapeutic team. The main purpose of the research was the diagnosis of early support system for…

  14. Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

    ERIC Educational Resources Information Center

    Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

    2016-01-01

    Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

  15. Getting an Early Start on Early Child Development. Education Notes. 30194

    ERIC Educational Resources Information Center

    Young, Mary Eming; Dunkelberg, Erika

    2004-01-01

    The children born this year--2004--will be eleven years old in 2015--the age of primary school completion in most countries. This is the MDG (Millennium Development Goal) generation--for whom the international community has pledged that by 2015, all children will be able to complete primary schooling. Ensuring good early child development is the…

  16. State of Early Child Development Research, Practice, and Policy for Most Vulnerable Children: A Global Perspective

    ERIC Educational Resources Information Center

    Young, Mary Eming

    2017-01-01

    Interventions to enhance development of children ages 0-6 have profound benefits for children, families, and societies. The benefits are well documented, recognized internationally, and supportive of policies and programs targeting early child development (ECD). Intervening in the early years is a critical first step toward alleviating poverty,…

  17. A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children

    ERIC Educational Resources Information Center

    Center on the Developing Child at Harvard University, 2007

    2007-01-01

    This report combines neuroscience, child development research, and program evaluation data to better inform policymakers' decisions about investing in and supporting existing early childhood programs. Core child development concepts highlight the importance of early experiences on the development of brain architecture and, in turn, future…

  18. Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

    PubMed

    Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

    2017-09-18

    This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  19. Maternal Education, Early Child Care and the Reproduction of Advantage

    ERIC Educational Resources Information Center

    Augustine, Jennifer March; Cavanagh, Shannon E.; Crosnoe, Robert

    2009-01-01

    The social and human capital that educational attainment provides women enables them to better navigate their children's passages through school. In this study, we examine a key mechanism in this intergenerational process: mothers' selection of early child care. Analyses of the NICHD Study of Early Child Care and Youth Development revealed that…

  20. Early Parental Depression and Child Language Development

    ERIC Educational Resources Information Center

    Paulson, James F.; Keefe, Heather A.; Leiferman, Jenn A.

    2009-01-01

    Objective: To examine the effects of early maternal and paternal depression on child expressive language at age 24 months and the role that parent-to-child reading may play in this pathway. Participants and methods: The 9-month and 24-month waves from a national prospective study of children and their families, the Early Childhood Longitudinal…

  1. Early Indicators of Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Muratori, Filippo

    2008-01-01

    In the absence of a neurological or genetic marker to aid in the early diagnosis of autism, clinicians can use infant behaviors and parental responses during the child's first year of life to determine the child's risk of an autistic disorder. The author presents 12 questions for clinicians to ask parents about their child's early development. An…

  2. The Child as an Active Learner: Views, Practices, and Barriers in Chinese Early Childhood Education

    ERIC Educational Resources Information Center

    Tang, Fengling

    2006-01-01

    The Chinese view of the child is in the process of changing from the dependent child of traditional Chinese society to the child as an active learner in contemporary China. The view of the child as an active learner forces early childhood practitioners to rethink the features of the child's learning and development, individuality, and needs and…

  3. Increasing the Effectiveness and Efficiency of Existing Public Investments in Early Childhood Education: Recommendations to Boost Program Outcomes and Efficiency

    ERIC Educational Resources Information Center

    Cooper, Donna; Costa, Kristina

    2012-01-01

    There is a mounting body of research demonstrating the impact of early learning on lifelong success. The quality of early child care is the most consistent predictor of young children's behavior, according to the National Institute of Child Health and Human Development Early Childcare Research Network. Children who receive high-quality child care…

  4. The beginnings of the Southern Child/Pediatric Neurology Society.

    PubMed

    Dyken, Paul Richard; Bodensteiner, John B

    2015-04-01

    The founding and early development of the Southern Pediatric Neurology Society was in many ways parallel to that of the Child Neurology Society. The organization started out as the Southern Child Neurology Society but the name was changed at the time of incorporation so as to avoid confusion of identity and purpose with the larger Child Neurology Society. Although there are archives of early days and the later development of the Southern Pediatric Neurology Society, the details have never been set down in a narrative explaining the events that led to the development of the organization. In this paper, we try to produce a written record of the history of the founding and early development of the Southern Pediatric Neurology Society. © The Author(s) 2014.

  5. Changes in Parent-Child Relationship Quality across Early Adolescence: Implications for Engagement in Sexual Behavior

    ERIC Educational Resources Information Center

    McElwain, Alyssa D.; Bub, Kristen L.

    2018-01-01

    The present study investigated how changes in specific dimensions of the parent-adolescent relationship predict adolescent engagement in sexual intercourse and oral sex. Longitudinal data from 1,364 participants in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development were gathered at…

  6. Brazil Early Child Development: A Focus on the Impact of Preschools. Report.

    ERIC Educational Resources Information Center

    World Bank, Washington, DC. Latin America and the Caribbean Region.

    In spite of remarkable improvement over the past 20 years, there remain substantial deficits in Brazil's education levels and child health, as well as high levels of chronic grade repetition. This study examined the impact of Brazil's long established preschool as an early child development (ECD) intervention for improving the status of the…

  7. Capacity building in the health sector to improve care for child nutrition and development.

    PubMed

    Yousafzai, Aisha K; Rasheed, Muneera A; Daelmans, Bernadette; Manji, Sheila; Arnold, Caroline; Lingam, Raghu; Muskin, Joshua; Lucas, Jane E

    2014-01-01

    The effectiveness of interventions promoting healthy child growth and development depends upon the capacity of the health system to deliver a high-quality intervention. However, few health workers are trained in providing integrated early child-development services. Building capacity entails not only training the frontline worker, but also mobilizing knowledge and support to promote early child development across the health system. In this paper, we present the paradigm shift required to build effective partnerships between health workers and families in order to support children's health, growth, and development, the practical skills frontline health workers require to promote optimal caregiving, and the need for knowledge mobilization across multiple institutional levels to support frontline health workers. We present case studies illustrating challenges and success stories around capacity development. There is a need to galvanize increased commitment and resources to building capacity in health systems to deliver early child-development services. © 2014 New York Academy of Sciences.

  8. Early Childhood.

    ERIC Educational Resources Information Center

    Peters, Donald L.; Willis, Sherry L.

    This book summarizes theory and discusses major issues pertaining to child development in the early childhood years. Chapter I provides an introduction to the conceptual framework and major theories of child development. Chapter II deals with motor, sensory, and perceptual development. Chapter III focuses on the cognitive-developmental theory of…

  9. Relations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement

    ERIC Educational Resources Information Center

    Sektnan, Michaella; McClelland, Megan M.; Acock, Alan; Morrison, Frederick J.

    2010-01-01

    This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic…

  10. Planning in Middle Childhood: Early Predictors and Later Outcomes

    ERIC Educational Resources Information Center

    Friedman, Sarah L.; Scholnick, Ellin K.; Bender, Randall H.; Vandergrift, Nathan; Spieker, Susan; Pasek, Kathy Hirsh; Keating, Daniel P.; Park, Yoonjung

    2014-01-01

    Data from 1,364 children and families who participated in the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development were analyzed to track the early correlates and later academic outcomes of planning during middle childhood. Maternal education, through its effect on parenting quality when…

  11. The Australian Early Development Index, Who Does It Measure: Piaget or Vygotsky's Child?

    ERIC Educational Resources Information Center

    Agbenyega, Joseph

    2009-01-01

    Several psychological instruments have been developed and used over the years to measure various domains of child development. The Australian Early Development Index (AEDI) is a current assessment tool being used as a community measure of young children's development. It measures the following domains: Physical health and wellbeing; Social…

  12. Child maltreatment and children's developmental trajectories in early to middle childhood.

    PubMed

    Font, Sarah A; Berger, Lawrence M

    2015-01-01

    Associations between experiencing child maltreatment and adverse developmental outcomes are widely studied, yet conclusions regarding the extent to which effects are bidirectional, and whether they are likely causal, remain elusive. This study uses the Fragile Families and Child Wellbeing Study, a birth cohort of 4,898 children followed from birth through age 9. Hierarchical linear modeling and structural equation modeling are employed to estimate associations of maltreatment with cognitive and social-emotional well-being. Results suggest that effects of early childhood maltreatment emerge immediately, though developmental outcomes are also affected by newly occurring maltreatment over time. Additionally, findings indicate that children's early developmental scores predict their subsequent probability of experiencing maltreatment, though to a lesser extent than early maltreatment predicts subsequent developmental outcomes. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

  13. Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

    PubMed

    Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

    2014-01-01

    This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries. © 2013 New York Academy of Sciences.

  14. Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

    PubMed Central

    Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

    2016-01-01

    The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis model included features of parenting, emotion regulation, preschool language skills, and attention to predict child outcomes in 1st grade. Early caregiving environments were directly predictive of peer relationship satisfaction, oppositional behavior, social skills, and classroom competence over and above significant mediated effects through preschool self regulation (language, inattention, and anger/frustration). These results suggest that the characteristics of supportive and stimulating caregiving shift in valence over time, such that qualities of the infant-child relationship that are significant in predicting early childhood outcomes are not the same as the caregiving qualities that move to the foreground in predicting primary school outcomes. Implications for school-readiness programming are discussed, including interventions in the early caregiving system to encourage sensitive and supportive parent child interactions to bolster school readiness via the development of social-emotional competence. PMID:27616805

  15. The Blind Child and His Parents: Congenital Visual Defect and the Repercussion of Family Attitudes on the Early Development of the Child.

    ERIC Educational Resources Information Center

    Lairy, G. C.; Harrison-Covello, A.

    Discussed are the effects of parental attitudes on the early development of the congenitally blind child. The disproportion between family reactions and the limitations of the handicap are attributed to symbolic aspects of blindness and previously existing pathological elements in the parents. Compared are developmental milestones (such as the…

  16. Using Information from an Early Intervention Program to Enhance Literacy Goals on the Individualized Education Program (IEP)

    ERIC Educational Resources Information Center

    O'Connor, Evelyn A.; Yasik, Anastasia E.

    2007-01-01

    The Individuals with Disabilities Education Act requires that an Individualized Education Program (IEP) be developed for each child that receives special education services. To develop the most effective IEP, information is gathered from everyone who has worked with the child. In many schools the child receives early intervention services prior to…

  17. Study of Early Child Care and Youth Development (SECCYD)

    MedlinePlus

    ... Snapshot of Pregnancy & Infant Development Advances Snapshot of Child Development Advances Snapshot of Adult & Family Health Advances NICHD ... Meetings and Events BACK TO TOP Content Owner Child Development and Behavior Branch Last Reviewed Date 12/30/ ...

  18. Henri Wallon's Theory of Early Child Development: The Role of Emotions

    PubMed

    Veer

    1996-12-01

    The present paper gives an account of part of the stage theory of early child development of the French theorist Henri Wallon (1879-1962). Unlike his contemporary Jean Piaget, Wallon concentrated his efforts upon a description of the child's emotional development and the role emotions play in establishing the bond between child and caregiver. The description of Wallon's stage theory is preceded by biographical information and a presentation of his methodological views. It is argued that Wallon's theory is unique in its focus, exerted influence upon theorists such as Lev Vygotsky, and is basically compatible with modern insights about the nature of child development and the growth of intersubjectivity.

  19. Child Care Subsidy Use and Child Development: Potential Causal Mechanisms

    ERIC Educational Resources Information Center

    Hawkinson, Laura E.

    2011-01-01

    Research using an experimental design is needed to provide firm causal evidence on the impacts of child care subsidy use on child development, and on underlying causal mechanisms since subsidies can affect child development only indirectly via changes they cause in children's early experiences. However, before costly experimental research is…

  20. Child Development and Behavior Branch (CDBB), NIHCD, Report to the NACHHD Council

    ERIC Educational Resources Information Center

    National Institute of Child Health and Human Development (NICHD), 2009

    2009-01-01

    The Child Development & Behavior (CDB) Branch of the National Institute of Child Health and Human Development (NICHD) seeks to improve the health and well-being of individuals from infancy through early adulthood by supporting research into healthy growth and development, including all aspects of child development. The study of typical child…

  1. Professional Development Opportunities for Early Childhood Educators in Community-Based Child Care Centers

    ERIC Educational Resources Information Center

    Vesay, Joanne Palermo

    2008-01-01

    In this study, the staff development opportunities among early childhood educators in community-based, nonprofit child care centers were investigated. The trends for professional development and implications for future staff development were determined from data gathered from surveys completed by 12 lead teachers, 5 paraprofessionals, and 5…

  2. Can Parents' Involvement in Children's Education Offset the Effects of Early Insensitivity on Academic Functioning?

    ERIC Educational Resources Information Center

    Monti, Jennifer D.; Pomerantz, Eva M.; Roisman, Glenn I.

    2014-01-01

    Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,312) were analyzed to examine whether the adverse effects of early insensitive parenting on children's academic functioning can be offset by parents' later involvement in children's education. Observations of mothers' early…

  3. From Early Attachment to Engagement with Learning in School: The Role of Self-Regulation and Persistence

    ERIC Educational Resources Information Center

    Drake, Kim; Belsky, Jay; Fearon, R. M. Pasco

    2014-01-01

    This article presents theoretical arguments and supporting empirical evidence suggesting that attachment experiences in early life may be important in the later development of self-regulation and conscientious behavior. Analyses of data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth…

  4. Do Children's Executive Functions Account for Associations between Early Autonomy-Supportive Parenting and Achievement through High School?

    ERIC Educational Resources Information Center

    Bindman, Samantha W.; Pomerantz, Eva M.; Roisman, Glenn I.

    2015-01-01

    This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N…

  5. Early Childhood Education, The Year in Review: A Look at 1988.

    ERIC Educational Resources Information Center

    Hymes, James L., Jr.

    This is a report on the happenings in early childhood education in the United States in 1988. Contents focus on: (1) the week, the year, and the decade of the young child; (2) the proposed Act for Better Child Care Services; (3) other child care developments; (4) other early childhood programs; (5) growth of pre-kindergarten programs; (6) the need…

  6. How Early Child Care Affects Later Development. Science Briefs

    ERIC Educational Resources Information Center

    National Scientific Council on the Developing Child, 2007

    2007-01-01

    "Science Briefs" summarize the findings and implications of a recent study in basic science or clinical research. This brief reports on the study "Are there Long-Term Effects of Early Child Care?" (J. Belsky, D. L. Vandell, M. Burchinal, K. A. Clarke-Stewart, K. McCartney, M. T. Owen, M. T., and The NICHD Early Child Care Research Network).…

  7. Celebrating African Men's Role in Child Care and Early Childhood Development Programs

    ERIC Educational Resources Information Center

    Ejuu, Godfrey

    2016-01-01

    In many cultures, early child care and education has been considered the purview of women, who were thought to be more nurturing and better suited to the role. Hand-in-hand with this notion is the historical misconception that early child care and education is unimportant, and that the most valued members of society should focus on other, more…

  8. Early Developments, 1998.

    ERIC Educational Resources Information Center

    Little, Loyd, Ed.

    1998-01-01

    This document consists of the two 1998 issues of a journal reporting new research in early child development conducted by the Frank Porter Graham Child Development Center at the University of North Carolina at Chapel Hill. In the Spring 1998 issue, articles highlight the Center's diverse cross-cultural projects and global research, training and…

  9. Building a Stable Workforce: Recruitment and Retention in the Child Care and Early Years Sector

    ERIC Educational Resources Information Center

    Rolfe, Heather

    2005-01-01

    The paper presents findings from research aimed at identifying effective approaches to the recruitment and retention of child care workers, conducted to assist the UK Government's Childcare Strategy. The paper explores the practices and views of child care employers, Early Years Development and Childcare Partnerships (EYDCPs) and child care…

  10. Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

    PubMed Central

    Fuligni, Allison Sidle; Howes, Carollee; Lara-Cinisomo, Sandraluz; Karoly, Lynn

    2009-01-01

    This paper presents a naturalistic investigation of the patterns of formal education, early childhood education training, and mentoring of a diverse group of urban early childhood educators participating in the Los Angeles: Exploring Children's Early Learning Settings (LA ExCELS) study. A total of 103 preschool teachers and family child care providers serving primarily low-income 3- and 4-year-old children in Los Angeles County provided data on their education, training, and beliefs about teaching. This sample worked in public center based preschool programs including Head Start classrooms and State preschool classrooms (N=42), private non-profit preschools including community based organizations and faith-based preschools (N=42), and licensed family child care homes (N=19). This study uses a person-centered approach to explore patterns of teacher preparation, sources of support, supervision, and mentoring across these 3 types of education settings, and how these patterns are associated with early childhood educators' beliefs and practices. Findings suggest a set of linkages between type of early education setting, professional development, and supervision of teaching. Public preschools have the strongest mandates for formal professional development and typically less variation in levels of monitoring, whereas family child care providers on average have less formal education and more variability in their access to and use of other forms of training and mentorship. Four distinct patterns of formal education, child development training, and ongoing mentoring or support were identified among the educators in this study. Associations between professional development experiences and teachers' beliefs and practices suggested the importance of higher levels of formal training for enhancing the quality of teacher-child interactions. Implications of the findings for changing teacher behaviors are discussed with respect to considering the setting context. PMID:20072719

  11. Losing Sight of the Child? Human Capital Theory and Its Role for Early Childhood Education and Care Policies in Finland and England since the Mid-1990s

    ERIC Educational Resources Information Center

    Campbell-Barr, Verity; Nygård, Mikael

    2014-01-01

    The international interest in early childhood education and care (ECEC) by supranational organisations, including the European Union, has grown considerably due to its dual function of sustaining parental employment and fostering child development. Focussing primarily on child development debates around ECEC, this article argues that human capital…

  12. The relation of parenting, child temperament, and attachment security in early childhood to social competence at school entry.

    PubMed

    Rispoli, Kristin M; McGoey, Kara E; Koziol, Natalie A; Schreiber, James B

    2013-10-01

    A wealth of research demonstrates the importance of early parent-child interactions on children's social functioning. However, less is known about the interrelations between child and parent characteristics and parent-child interactions in early childhood. Moreover, few studies have broadly examined the longitudinal relations between these constructs and social competence. This study is an examination of the relations between parent responsiveness, negativity, and emotional supportiveness, attachment security, and child temperament, and their impact on children's social competence from infancy to kindergarten entry. The sample was derived from the Early Childhood Longitudinal Study--Birth Cohort and included 6850 parent-child dyads. Observational and rating scale data were used. The proposed model was nearly fully supported by path analysis, and it provides insight into the complex relations between early parenting behaviors, child characteristics, and parent-child interactions in the development of social competence. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  13. A review of neighborhood effects and early child development: How, where, and for whom, do neighborhoods matter?

    PubMed

    Minh, Anita; Muhajarine, Nazeem; Janus, Magdalena; Brownell, Marni; Guhn, Martin

    2017-07-01

    This paper describes a scoping review of 42 studies of neighborhood effects on developmental health for children ages 0-6, published between 2009 and 2014. It focuses on three themes: (1) theoretical mechanisms that drive early childhood development, i.e. how neighborhoods matter for early childhood development; (2) dependence of such mechanisms on place-based characteristics i.e. where neighborhood effects occur; (3) dependence of such mechanisms on child characteristics, i.e. for whom is development most affected. Given that ecological systems theories postulate diverse mechanisms via which neighborhood characteristics affect early child development, we specifically examine evidence on mediation and/or moderation effects. We conclude by discussing future challenges, and proposing recommendations for analyses that utilize ecological longitudinal population-based databases. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  14. The Minnesota Child Development Inventory--Some Possibilities.

    ERIC Educational Resources Information Center

    Ireton, Harold

    This paper discusses early identification of children with developmental handicaps, a subject highlighted recently through the creation of federal and state sponsored Early Periodic Screening Programs (EPSDT). The Minnesota Child Development Inventory (MCDI) provides a systematic means of obtaining parental (usually maternal) information about the…

  15. Marital Birth and Early Child Outcomes: The Moderating Influence of Marriage Propensity

    ERIC Educational Resources Information Center

    Ryan, Rebecca M.

    2012-01-01

    Using data from the Fragile Families and Child Well-Being Study, the present study tested whether the benefits of a marital birth for early child development diminish as parents' risk of having a nonmarital birth increases (N = 2,285). It was hypothesized that a child's likelihood of being born to unmarried parents is partly a function of father…

  16. Developmental milestones record

    MedlinePlus

    ... in the early years is to follow your child's development. Most parents also watch for different milestones. Talk ... child's provider if you have concerns about your child's development. Closely watching a "checklist" or calendar of developmental ...

  17. Serve and Return: Communication Foundations for Early Childhood Music Policy Stakeholders

    ERIC Educational Resources Information Center

    Reynolds, Alison M.; Burton, Suzanne L.

    2017-01-01

    Serve-and-return interactions between a young child and caregiver are cited as integral to healthy child development and language development. In this article, the authors assert that serve-and-return interactions offer a relevant model for policy development in early childhood music education. They share contemporary evidence that music learning…

  18. Implementation of Attachment Theory into Early Childhood Settings

    ERIC Educational Resources Information Center

    Shirvanian, Natalia; Michael, Tony

    2017-01-01

    Because numerous studies show that early child-adult attachment significantly affects a child's socio-emotional and cognitive development, we propose that establishing attachment-based child care can contribute to a healthy and happy childhood. This proposition is part of a new theoretical and experimental field and, thus, research is limited.…

  19. Early predictors of autism in young children who are deaf or hard of hearing: three longitudinal case studies.

    PubMed

    Kellogg, Elizabeth Cameron; Thrasher, Amy; Yoshinaga-Itano, Christine

    2014-11-01

    Early assessment data (starting at 9 months) for three children who were deaf or hard of hearing and later diagnosed with autism spectrum disorder (ASD) were analyzed. The results from the MacArthur-Bates Communicative Development Inventories (CDI) Words and Gestures and the Child Development Inventory were used to develop three profiles of children who were deaf or hard of hearing and had ASD. One child lacked expected skills and language at ages 9 and 14 months. Another child lost skills and language after 17 months. The third child had results usually within or above the average range until 3 years of age. However, his age quotient decreased for MacArthur-Bates CDI: Words and Gestures Words Expressed and the Child Development Inventory: Social to significantly below the normal range. Although it can be difficult to diagnose the co-occurrence of ASD and deafness, there were early warning signs for these children. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  20. Infant and child motor development.

    PubMed

    Edwards, Sara L; Sarwark, John F

    2005-05-01

    Identifying infant and child developmental delay is a skill important for orthopaedic surgeons to master because they often are asked to distinguish between normal and abnormal movement. An emphasis has been placed on early detection and referral for intervention, which has been shown to enhance the lives of the infant or child and his or her family. Appropriate recognition of delay is necessary for referral to early intervention services, which serve to help these children overcome or improve motor dysfunction and to help families grow more confident in caring for children with special needs. We define early intervention, discuss normal and abnormal motor development, and provide useful examination tools to assess motor development.

  1. Child Care Assistance: Helping Parents Work and Children Succeed

    ERIC Educational Resources Information Center

    Matthews, Hannah; Walker, Christina

    2014-01-01

    Quality child care enables parents to work or go to school while also providing young children with the early childhood education experiences needed for healthy development. The Child Care and Development Block Grant (CCDBG) is the primary federal program that provides funding for child care assistance for low-income working parents. Child care…

  2. Is the Prediction of Adolescent Outcomes from Early Child Care Moderated by Later Maternal Sensitivity? Results from the NICHD Study of Early Child Care and Youth Development

    ERIC Educational Resources Information Center

    Burchinal, Margaret R.; Lowe Vandell, Deborah; Belsky, Jay

    2014-01-01

    Longitudinal data are used to examine whether effects of early child care are amplified and/or attenuated by later parenting. Analyses tested these interactions using parenting as both a categorical and continuous variable to balance power and flexibility in testing moderation. The most consistent finding was that maternal sensitivity during…

  3. [Types of child rearing behavior of parents during early childhood: Q-methodological approach].

    PubMed

    Park, Sun-Jung; Kang, Kyung-Ah; Kim, Shin-Jeong

    2013-08-01

    The purpose of this study was to identify the awareness of child rearing among parents of children in early childhood and to provide fundamental data for parent education programs according to child rearing type. Q-methodology which provides a method of analyzing the subjectivity of each item was used. Forty Q items which were derived from a literature review and interviews with nurturing mothers were classified into a normal distribution using a 9-point scale. Collected data were analyzed using the QUANAL PC Program. Four types of parents' child rearing were identified. Type I was named 'affection-respect type', type II, 'concern-rule compliant type', type III, 'solicitude-model type', and type IV, 'geniality-encouragement type'. For proper growth and development during early childhood, parents should have rational information and awareness of their child rearing type. Results of this study can be used as essential data to develop child rearing education programs according to parents' child rearing attitude.

  4. Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

    ERIC Educational Resources Information Center

    Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

    2016-01-01

    The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…

  5. Child Development in Cultural Contexts: Implications of Cultural Psychology for Early Childhood Teacher Education

    ERIC Educational Resources Information Center

    Lee, Kyunghwa; Johnson, Amy S.

    2007-01-01

    In this article we argue that early childhood educators, under the influence of last century's grand universal theories of child development, have not been attentive enough to the centrality of culture in children's development. We discuss how the exploration of contemporary developmental perspectives is critical to the field and illustrate…

  6. Rethinking Early Learning and Development Standards in the Ugandan Context

    ERIC Educational Resources Information Center

    Ejuu, Godfrey

    2013-01-01

    Concerns that the African child is being tailored to be a "global child," alongside other homogenizing and dominating projections, such as early learning and development standards (ELDS), have increased. African communities need to be assured that global standards and global indicators will not further homogenize nations and thereby risk…

  7. Child Development

    MedlinePlus

    ... ARTICLES Scientific articles. RESEARCH Legacy for Children™ study. Child Development: What's New Article: Differences in health care, family, ... Disorders, Learning Disorders, and other developmental conditions. ... Development Basics Early Brain Development Developmental Screening Screening for ...

  8. The French-Farsi Simultaneous Early Bilingualism in an Iranian Child--Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child

    ERIC Educational Resources Information Center

    Jalilian, Sahar; Rahmatian, Rouhollah; Safa, Parivash; Letafati, Roya

    2017-01-01

    In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the…

  9. Automated Analysis of Child Phonetic Production Using Naturalistic Recordings

    ERIC Educational Resources Information Center

    Xu, Dongxin; Richards, Jeffrey A.; Gilkerson, Jill

    2014-01-01

    Purpose: Conventional resource-intensive methods for child phonetic development studies are often impractical for sampling and analyzing child vocalizations in sufficient quantity. The purpose of this study was to provide new information on early language development by an automated analysis of child phonetic production using naturalistic…

  10. Developmental delay and emotion dysregulation: Predicting parent-child conflict across early to middle childhood.

    PubMed

    Marquis, Willa A; Noroña, Amanda N; Baker, Bruce L

    2017-04-01

    Cumulative risk research has increased understanding of how multiple risk factors impact various socioemotional and interpersonal outcomes across the life span. However, little is known about risk factors for parent-child conflict early in development, where identifying predictors of change could be highly salient for intervention. Given their established association with parent-child conflict, child developmental delay (DD) and emotion dysregulation were examined as predictors of change in conflict across early to middle childhood (ages 3 to 7 years). Participants (n = 211) were part of a longitudinal study examining the development of psychopathology in children with or without DD. Level of parent-child conflict was derived from naturalistic home observations, whereas child dysregulation was measured using an adapted CBCL-Emotion Dysregulation Index. PROCESS was used to examine the conditional interactive effects of delay status (typically developing, DD) and dysregulation on change in conflict from child ages 3 to 5 and 5 to 7 years. Across both of these timeframes, parent-child conflict increased only for families of children with both DD and high dysregulation, providing support for an interactive risk model of parent-child conflict. Findings are considered in the context of developmental transitions, and implications for intervention are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  11. Developmental delay and emotion dysregulation: Predicting parent-child conflict across early to middle childhood

    PubMed Central

    Marquis, Willa A.; Noroña, Amanda N.; Baker, Bruce L.

    2016-01-01

    Cumulative risk research has increased understanding of how multiple risk factors impact various socioemotional and interpersonal outcomes across the life span. However, little is known about risk factors for parent-child conflict early in development, where identifying predictors of change could be highly salient for intervention. Given their established association with parent-child conflict, child developmental delay (DD) and emotion dysregulation were examined as predictors of change in conflict across early to middle childhood (ages 3 to 7 years). Participants (n=211) were part of a longitudinal study examining the development of psychopathology in children with or without DD. Level of parent-child conflict was derived from naturalistic home observations, while child dysregulation was measured using an adapted CBCL-Emotion Dysregulation Index. PROCESS was used to examine the conditional interactive effects of delay status (typically developing, DD) and dysregulation on change in conflict from child ages 3 to 5 and 5 to 7 years. Across both of these timeframes, parent-child conflict increased only for families of children with both DD and high dysregulation, providing support for an interactive risk model of parent-child conflict. Findings are considered in the context of developmental transitions, and implications for intervention are discussed. PMID:28054804

  12. Career Development Survey.

    ERIC Educational Resources Information Center

    Mulley, Barbara W.; And Others

    Based on a 1992 survey of 146 child care centers, this report documents the current wages and turnover rates for early child care staff in the St. Louis metropolitan area. The survey was designed to collect descriptive information about the population of individuals working in child care and early education and to provide baseline data to assess…

  13. Early Childhood Education and Care Educators Supporting Parent-Child Relationships: A Systematic Literature Review

    ERIC Educational Resources Information Center

    O'Connor, Amanda; Nolan, Andrea; Bergmeier, Heidi; Hooley, Merrilyn; Olsson, Craig; Cann, Warren; Williams-Smith, Janet; Skouteris, Helen

    2017-01-01

    Building strong relationships between children and parents is vital for children's social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator-child, educator-parent, parent-child). Educators build relationships with children and…

  14. Child Care and Cortisol across Early Childhood: Context Matters

    ERIC Educational Resources Information Center

    Berry, Daniel; Blair, Clancy; Ursache, Alexandra; Wiloughy, Michael; Garrett-Peters, Patricia; Veron-Feagans, Lynne; Bratsch-Hines, Mary; Mills-Koonce, W. Roger; Granger, Douglas A.

    2014-01-01

    A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large…

  15. Parent-Child Mathematical Interactions: Examining Self-Report and Direct Observation

    ERIC Educational Resources Information Center

    Missall, Kristen N.; Hojnoski, Robin L.; Moreano, Ginna

    2017-01-01

    Variability in children's early-learning home environments points to the need to better understand specific mechanisms of early mathematical development. We used a sample of 66 parent-preschool child dyads to describe parent-reported mathematical activities in the home and observed parent-child mathematical activities in a semi-structured play…

  16. Model Programs Compensatory Education: Mother-Child Home Program, Freeport, New York.

    ERIC Educational Resources Information Center

    American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

    The Mother-Child Home Program was designed to modify the early cognitive experience of preschool disadvantaged children by "intervening" with a series of verbal stimulation activities planned to raise the child's measured IQ. Intervention was timed to occur with early speech development and within the context of family relationships. The…

  17. Parent–Child Conflict and Early Childhood Adjustment in Two-Parent Low-Income Families: Parallel Developmental Processes

    PubMed Central

    Shaw, Daniel S.; Crossan, Jennifer L.; Dishion, Thomas J.; Wilson, Melvin N.

    2015-01-01

    Parent–child conflict is central to most intervention models focused on reducing child problem behavior, yet few longitudinal studies have examined these processes during early childhood. The current study investigates (1) growth in mother–child and father figure (FF)–child conflict, (2) associations between trajectories of mother–child and FF–child conflict and children’s adjustment; and (3) intervention effects in attenuating conflict. Participants are 195 ethnically diverse mother–FF–child triads drawn from a larger parenting intervention study for families with children at risk for developing conduct problems. Mother–child conflict decreased from ages 2 to 4, but decreases were unrelated to changes in children’s adjustment problems. In contrast, the slope of FF–child conflict was positively related to the slope of child externalizing behaviors. Random assignment to a family-centered parenting intervention predicted rate of decline in mother–child conflict. Findings are discussed with respect to developmental patterns of parent–child conflict in early childhood and implications for prevention. PMID:24610382

  18. The role of planning skills in the income-achievement gap.

    PubMed

    Crook, Stephen R; Evans, Gary W

    2014-01-01

    The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math, and reading achievement (n = 1,009). The ability to plan in Grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  19. The Benefits of Early Book Sharing (BEBS) for child cognitive and socio-emotional development in South Africa: study protocol for a randomised controlled trial.

    PubMed

    Dowdall, Nicholas; Cooper, Peter J; Tomlinson, Mark; Skeen, Sarah; Gardner, Frances; Murray, Lynne

    2017-03-09

    Children in low and middle-income countries (LMICs) are at risk for problems in their cognitive, social and behavioural development. Factors such as a lack of cognitive stimulation, harsh parenting practices, and severe and persistent aggression in early childhood are central to the genesis of these problems. Interventions that target the intersection between early childhood development, parenting, and early violence prevention are required in order to meaningfully address these problems. We are conducting a randomised controlled trial to evaluate a parenting intervention for caregivers of children aged between 23 and 27 months, designed to promote child cognitive and socioemotional development in Khayelitsha, a low-income peri-urban township in South Africa. Families are randomly allocated to a book-sharing intervention group or to a wait-list control group. In the intervention, we train caregivers in supportive book-sharing with young children. Training is carried out in small groups over a period of 8 weeks. Data are collected at baseline, post intervention and at 6 months post intervention. In addition to targeting child cognitive development, the intervention aims to improve child socioemotional functioning. The Benefits of Early Book Sharing (BEBS) trial aims to evaluate the impact of an early parenting intervention on several key risk factors for the development of violence, including aspects of parenting and child cognition, prosocial behaviour, aggression, and socioemotional functioning. The study is being carried out in a LMIC where violence constitutes a major social and health burden. Since the intervention is brief and, with modest levels of training, readily deliverable in LMIC contexts, a demonstration that it is of benefit to both child cognitive and socioemotional development would be of significance. The BEBS trial is registered on the International Standard Randomised Controlled Trial Number database, registration number ISRCTN71109104 . Registered on 9 February 2016. This is version 1 of the protocol for the BEBS trial.

  20. Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?

    ERIC Educational Resources Information Center

    McCormick, Meghan P.; O'Connor, Erin E.

    2015-01-01

    Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's…

  1. Early Intervention: Parental Involvement, Child Agency and Participation in Creative Play

    ERIC Educational Resources Information Center

    Matthews, Alice; Rix, Jonathan

    2013-01-01

    Early intervention activities for very young disabled children are frequently linked to developmental targets and goals. A key challenge for parents and practitioners involved in early intervention programmes is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. This paper reports on a…

  2. Developmental Precursors of Number of Sexual Partners from Ages 16 to 22

    ERIC Educational Resources Information Center

    Lansford, Jennifer E.; Yu, Tianyi; Erath, Stephen A.; Pettit, Gregory S.; Bates, John E.; Dodge, Kenneth A.

    2010-01-01

    This study examines family and child characteristics, parent and peer relationships, and early adolescent behavior as statistical predictors of trajectories of number of sexual partners from midadolescence through early adulthood using data from 527 participants in the Child Development Project. Early adolescent developmental antecedents accounted…

  3. 76 FR 61347 - Notice of Submission for OMB Review

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-04

    ... Sciences of the U.S. Department of Education, is a survey that focuses on children's early school... child assessments. Like its sister study, the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, the ECLS-K:2011 is exceptionally broad in its scope and coverage of child development, early...

  4. Long-Term Effect of Early Relationships for African American Children's Academic and Social Development: An Examination from Kindergarten to Fifth Grade

    ERIC Educational Resources Information Center

    Iruka, Iheoma U.; Burchinal, Margaret; Cai, Karen

    2010-01-01

    This study investigates the extent to which the quality of the relationships between African American children and their mothers and teachers in kindergarten predict academic and social development during elementary school years using the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. The…

  5. Do Effects of Early Child Care Extend to Age 15 Years? Results from the NICHD Study of Early Child Care and Youth Development

    ERIC Educational Resources Information Center

    Vandell, Deborah Lowe; Belsky, Jay; Burchinal, Margaret; Steinberg, Laurence; Vandergrift, Nathan

    2010-01-01

    Relations between nonrelative child care (birth to 4 1/2 years) and functioning at age 15 were examined (N = 1,364). Both quality and quantity of child care were linked to adolescent functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15, with…

  6. Nourish and Nurture: World Food Programme Assistance for Early Childhood Education in India's Integrated Child Development Services. Education Sector Monograph No. 3.

    ERIC Educational Resources Information Center

    Siraj-Blatchford, Iram

    Part of UNESCO's Action Research in Family and Early Childhood series, this monograph is based upon a technical report on the Early Childhood Education (ECE) component of the Integrated Child Development Services (ICDS) program in India. This document overviews the ICDS and how better use could be made of World Food Programme (WFP) food aid along…

  7. Mothers' early depressive symptoms and children's first-grade adjustment: a transactional analysis of child withdrawal as a mediator.

    PubMed

    Yan, Ni; Dix, Theodore

    2014-05-01

    The depression-inhibition hypothesis suggests that mothers' depressive symptoms undermine development because they lead children to withdraw from social contact. To test this, this study examined whether poor first-grade adjustment among children of mothers with depressive symptoms is mediated by the emergence of child withdrawal in early development. Based on 1,364 dyads, four waves of data spanning from 24 months to first grade (7 years) were used to examine paths by which children's withdrawal mediates relations between mothers' early depressive symptoms and three first-grade outcomes: social competence, academic performance, and externalizing behavior problems. Structural equation modeling revealed three principal paths. First, direct relations were observed: Mothers' depressive symptoms predicted early child withdrawal and increases in child withdrawal over time, which predicted poor first-grade adjustment. Second, reciprocal relations were observed: Mothers' depressive symptoms predicted child withdrawal, which predicted increases in depressive symptoms. Third, relations via mother-child mutual responsiveness were observed: Depression-related increases in child withdrawal predicted declines in mutual responsiveness, which predicted poor first-grade adjustment. The findings suggest that, due to its interdependence with maternal depression and low mother-child mutual responsiveness over time, child withdrawal may play an important role in the poor first-grade adjustment of children whose mothers are high in depressive symptoms. © 2013 The Authors. Journal of Child Psychology and Psychiatry. © 2013 Association for Child and Adolescent Mental Health.

  8. Parenting and the Family Check-Up: Changes in Observed Parent-Child Interaction Following Early Childhood Intervention

    PubMed Central

    Sitnick, Stephanie L.; Shaw, Daniel S.; Gill, Anne; Dishion, Thomas; Winter, Charlotte; Waller, Rebecca; Gardner, Frances; Wilson, Melvin

    2016-01-01

    Coercion theory posits a cyclical relationship between harsh and coercive parent–child interactions and problem behavior beginning in early childhood. As coercive interactions have been theorized and found to facilitate the development and growth of early conduct problems, early interventions often target parenting to prevent or reduce early disruptive problem behavior. This study utilizes direct observations of parent–child interactions from the Early Steps Multisite study (N = 731; 369 boys) to examine the effect of the Family Check-Up, a family-centered intervention program, on measures of parent–child positive engagement and coercion from age 2 through 5, as well as on childhood problem behavior at age 5. Results indicate that high levels of parent–child positive engagement were associated with less parent–child coercion the following year, but dyadic coercion was unrelated to future levels of positive engagement. In addition, families assigned to the Family Check-Up showed increased levels of positive engagement at ages 3 and 5, and the association between positive engagement at age 3 and child problem behavior at age 5 was mediated by reductions in parent–child coercion at age 4. These findings provide longitudinal confirmation that increasing positive engagement in parent–child interaction can reduce the likelihood of coercive family dynamics in early childhood and growth in problem behavior. PMID:25133754

  9. Parenting and the Family Check-Up: Changes in Observed Parent-Child Interaction Following Early Childhood Intervention.

    PubMed

    Sitnick, Stephanie L; Shaw, Daniel S; Gill, Anne; Dishion, Thomas; Winter, Charlotte; Waller, Rebecca; Gardner, Frances; Wilson, Melvin

    2015-01-01

    Coercion theory posits a cyclical relationship between harsh and coercive parent-child interactions and problem behavior beginning in early childhood. As coercive interactions have been theorized and found to facilitate the development and growth of early conduct problems, early interventions often target parenting to prevent or reduce early disruptive problem behavior. This study utilizes direct observations of parent-child interactions from the Early Steps Multisite study (N = 731; 369 boys) to examine the effect of the Family Check-Up, a family-centered intervention program, on measures of parent-child positive engagement and coercion from age 2 through 5, as well as on childhood problem behavior at age 5. Results indicate that high levels of parent-child positive engagement were associated with less parent-child coercion the following year, but dyadic coercion was unrelated to future levels of positive engagement. In addition, families assigned to the Family Check-Up showed increased levels of positive engagement at ages 3 and 5, and the association between positive engagement at age 3 and child problem behavior at age 5 was mediated by reductions in parent-child coercion at age 4. These findings provide longitudinal confirmation that increasing positive engagement in parent-child interaction can reduce the likelihood of coercive family dynamics in early childhood and growth in problem behavior.

  10. Brain Development

    MedlinePlus

    ... All Early Learning Child Care Early Literacy Early Math and Science Language and Communication Play School Readiness ... Brain Development from Birth Series Let's Talk About Math: Early Math Video Series Resource | Disponible en español ...

  11. Breastfeeding, parenting, and early cognitive development.

    PubMed

    Gibbs, Benjamin G; Forste, Renata

    2014-03-01

    To explain why breastfeeding is associated with children's cognitive development. By using a nationally representative longitudinal survey of early childhood (N = 7500), we examined how breastfeeding practices, the early introduction of solid foods, and putting an infant to bed with a bottle were associated with cognitive development across early childhood. We also explored whether this link can be explained by parenting behaviors and maternal education. There is a positive relationship between predominant breastfeeding for 3 months or more and child reading skills, but this link is the result of cognitively supportive parenting behaviors and greater levels of education among women who predominantly breastfed. We found little-to-no relationship between infant feeding practices and the cognitive development of children with less-educated mothers. Instead, reading to a child every day and being sensitive to a child's development were significant predictors of math and reading readiness outcomes. Although breastfeeding has important benefits in other settings, the encouragement of breastfeeding to promote school readiness does not appear to be a key intervention point. Promoting parenting behaviors that improve child cognitive development may be a more effective and direct strategy for practitioners to adopt, especially for disadvantaged children. Copyright © 2014 Mosby, Inc. All rights reserved.

  12. Heterogeneity in Externalizing Problems at Age 3: Association with Age 15 Biological and Environmental Outcomes

    ERIC Educational Resources Information Center

    Fanti, Kostas A.; Kimonis, Eva

    2017-01-01

    Investigating heterogeneity in antisocial behavior early in life is essential for understanding the etiology, development, prognosis, and treatment of these problems. Data from the longitudinal National Institute of Child Health and Development (NICHD) study of Early Child Care were used to identify homogeneous groups of young antisocial children…

  13. The Importance of Father Involvement in Early Childhood Programs

    ERIC Educational Resources Information Center

    Ancell, Katherine S.; Bruns, Deborah A.; Chitiyo, Jonathan

    2018-01-01

    Active family involvement in Early Childhood Special Education (ECSE) is regarded as a beneficial factor in young children's learning and development. One definition of family involvement is the active role parents take in their child's development and the knowledge and participation they share with professionals who are part of the child's daily…

  14. Early Intervention and Mediating Processes in Cognitive Performance of Children of Low-Income African American Families.

    ERIC Educational Resources Information Center

    Burchinal, Margaret R.; Campbell, Frances A.; Bryant, Donna M.; Wasik, Barbara H.; Ramey, Craig T.

    1997-01-01

    Examined influences on African-American children's cognitive development between 6 months and 8 years. Found that more optimal patterns of development were associated with intensive early educational child care, responsive home stimulation, and higher maternal IQ. Child care experiences were related to cognitive performance through enhancing…

  15. Accentuation of Individual Differences in Social Competence during the Transition to Adolescence

    ERIC Educational Resources Information Center

    Monahan, Kathryn C.; Steinberg, Laurence

    2011-01-01

    Using a sample of individuals (277 males, 315 females) studied since birth in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the present study investigated how early pubertal maturation and school transition alter youth trajectories of social competence during the transition to…

  16. Accuracy of Knowledge of Child Development in Mothers of Children Receiving Early Intervention Services

    ERIC Educational Resources Information Center

    Zand, Debra H.; Pierce, Katherine J.; Bultas, Margaret W.; McMillin, Stephen Edward; Gott, Rolanda Maxim; Wilmott, Jennifer

    2015-01-01

    Parents' involvement in early intervention (EI) services fosters positive developmental trajectories in young children. Although EI research on parenting skills has been abundant, fewer data are available on parents' knowledge of normative child development. Sixty-seven mothers of children participating in a Midwestern city's EI program completed…

  17. Quality Rating and Improvement Systems and Children's Cognitive Development

    ERIC Educational Resources Information Center

    Jeon, Lieny; Buettner, Cynthia K.

    2015-01-01

    Background: Providing enriched learning environments is important to stimulating children's development in early childhood. Early child-care policymakers in many states in the US have adopted Quality Rating and Improvement Systems (QRIS) as a way to verify quality of child care and to support children's school readiness. Objective: The purpose of…

  18. Early childhood development: impact of national human development, family poverty, parenting practices and access to early childhood education.

    PubMed

    Tran, T D; Luchters, S; Fisher, J

    2017-05-01

    This study was to describe and quantify the relationships among family poverty, parents' caregiving practices, access to education and the development of children living in low- and middle-income countries (LAMIC). We conducted a secondary analysis of data collected in UNICEF's Multiple Indicator Cluster Surveys (MICS). Early childhood development was assessed in four domains: language-cognitive, physical, socio-emotional and approaches to learning. Countries were classified into three groups on the basis of the Human Development Index (HDI). Overall, data from 97 731 children aged 36 to 59 months from 35 LAMIC were included in the after analyses. The mean child development scale score was 4.93 out of a maximum score of 10 (95%CI 4.90 to 4.97) in low-HDI countries and 7.08 (95%CI 7.05 to 7.12) in high-HDI countries. Family poverty was associated with lower child development scores in all countries. The total indirect effect of family poverty on child development score via attending early childhood education, care for the child at home and use of harsh punishments at home was -0.13 SD (77.8% of the total effect) in low-HDI countries, -0.09 SD (23.8% of the total effect) in medium-HDI countries and -0.02 SD (6.9% of the total effect) in high-HDI countries. Children in the most disadvantaged position in their societies and children living in low-HDI countries are at the greatest risk of failing to reach their developmental potential. Optimizing care for child development at home is essential to reduce the adverse effects of poverty on children's early development and subsequent life. © 2016 John Wiley & Sons Ltd.

  19. Child protection and the development of child abuse pediatrics in New York City.

    PubMed

    Palusci, Vincent J

    2017-11-01

    The history of child abuse pediatrics reflects the development of medicine as a profession influenced by social movements reacting to poverty, economic exploitation, and child maltreatment. As physicians began to specialize in caring for children, egregious cases led them to recognize children were affected by special medical problems and diseases which were compounded by poor conditions and abuse and neglect. They developed the fields of pediatrics and child abuse pediatrics to advocate for their needs in courts and communities. Using a history of prominent physicians and cases, the objectives of this article are to: (1) rediscover the founding of pediatrics in NYC in the context of the environment which served as the setting for its development; (2) highlight our early understanding of the medical issues surrounding child maltreatment, with advocacy and forensic medicine becoming a growing part of medical care for children; and (3) explore the development of child abuse pediatrics in light of prominent physicians making major contributions to child protection. Timelines show the early interplay among social problems, publicized cases, private and governmental agencies, and the development of child abuse pediatrics. The article concludes with potential lessons to be learned and further questions about this interplay of child protection systems and the development of child abuse pediatrics. Copyright © 2017 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

  20. Early motor skill competence as a mediator of child and adult physical activity

    PubMed Central

    Loprinzi, Paul D.; Davis, Robert E.; Fu, Yang-Chieh

    2015-01-01

    Objective: In order to effectively promote physical activity (PA) during childhood, and across the lifespan, a better understanding of the role of early motor skill development on child and adult PA is needed. Methods: Here, we propose a conceptual model delineating the hypothesized influence of motor skill development on child and adult PA, while providing an overview of the current empirical research related to this model. Results: There is consistent and emerging evidence showing that adequate motor skill competence, particularly locomotor and gross motor skills, is associated with increased PA levels during the preschool, child, and adolescent years, with early motor skill development also influencing enjoyment of PA as well as long-term PA and motor skill performance. The physical education setting appears to be a well-suited environment for motor skill development. Conclusion: Employing appropriate strategies to target motor skill development across the childhood years is of paramount interest in helping shape children's PA behavior, their experiences related to PA, as well as maintain their PA. PMID:26844157

  1. Measuring Father Involvement in the Early Head Start Evaluation: A Multidimensional Conceptualization.

    ERIC Educational Resources Information Center

    Cabrera, Natasha J.; Tamis-LeMonda, Catherine S.; Lamb, Michael E.; Boller, Kimberly

    Early Head Start (EHS) is a comprehensive, two-generation program that includes intensive services that begin before the child is born and concentrate on enhancing the child's development and supporting the family during the critical first 3 years of a child's life. This paper discusses approaches to measuring father involvement in their…

  2. Developing the Child Care Workforce: Understanding "Fight" or "Flight" Amongst Workers

    ERIC Educational Resources Information Center

    Bretherton, Tanya

    2010-01-01

    The early childhood education and care sector in Australia is undergoing a shift in philosophy. Changes in policy are driving the industry towards a combined early childhood education and care focus, away from one only on child care. This move has implications for the skilling of the child care workforce. This report examines workforce development…

  3. Home Literacy Exposure and Early Language and Literacy Skills in Children Who Struggle with Behavior and Attention Problems

    ERIC Educational Resources Information Center

    Haak, Jill; Downer, Jason; Reeve, Ronald

    2012-01-01

    Research Findings: This study investigated the relationships between behavior and attention problems and early language and literacy outcomes for 4-year-olds who experienced varied early home literacy environments. Participants were 1,364 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care…

  4. The Source of Child Care Center Preschool Learning and Program Standards: Implications for Potential Early Learning Challenge Fund Grantees

    ERIC Educational Resources Information Center

    Ackerman, Debra J.; Sansanelli, Rachel A.

    2010-01-01

    The proposed federal Early Learning Challenge Fund (ELCF) aims to improve the quality of early care and education programs by promoting the integration of more stringent program and early learning standards than are typically found in child care centers. ELCF grantees also must outline their plans for professional development and technical…

  5. Maternal Employment and Parenting Through Middle Childhood: Contextualizing Factors

    PubMed Central

    Buehler, Cheryl; O’Brien, Marion; Swartout, Kevin M.; Zhou, Nan

    2014-01-01

    The authors used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) to examine maternal work hour status and parenting (sensitivity and learning opportunities) from infancy through middle childhood. Work hour status was conceptualized as nonemployment, part time, and full time. Adjusting for covariates, mothers employed part time had higher sensitivity scores and higher provision of child learning opportunity scores than did mothers who were not employed, and these differences characterized families during early childhood rather than middle childhood. Mothers’ provision of child learning opportunities was greater when employed full time (vs. part time) during early childhood. In addition to child age, mothers’ ethnic minority status and partner status moderated the association between maternal work hour status and mothers’ parenting. In general, the findings supported ideas forwarded by role expansionist theory. PMID:25530631

  6. Child Care Effects in Context: Quality, Stability, and Multiplicity in Nonmaternal Child Care Arrangements during the First 15 Months of Life

    ERIC Educational Resources Information Center

    Tran, Henry; Weinraub, Marsha

    2006-01-01

    Main and interactive effects of child care quality, stability, and multiplicity on infants' attachment security, language comprehension, language production, and cognitive development at 15 months were examined using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Thirty-nine percent of the…

  7. Skillstreaming in Early Childhood: Teaching Prosocial Skills to the Preschool and Kindergarten Child.

    ERIC Educational Resources Information Center

    McGinnis, Ellen; Goldstein, Arnold P.

    Teaching prosocial behavioral alternatives at an early age may enhance a child's personal development and help prevent more serious difficulties in later childhood, adolescence, and early adulthood. This book provides classroom teachers and others working with young children with a guiding strategy and concrete techniques for instruction in…

  8. Child and Family Development Research. OPRE Report 2014-89

    ERIC Educational Resources Information Center

    Administration for Children & Families, 2014

    2014-01-01

    This catalog provides short descriptions of major Division of Child and Family Development (DCFD) projects from Fiscal Year 2014. Multiple projects are described in the areas of child care, Head Start/Early Head Start, child welfare promotion, and the recognition of cultural diversity. An additional section features projects that fall into more…

  9. 45 CFR 1306.30 - Provisions of comprehensive child development services.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... development of the child. (c) The facilities used by Early Head Start and Head Start grantee and delegate... 45 Public Welfare 4 2010-10-01 2010-10-01 false Provisions of comprehensive child development... CHILDREN, YOUTH AND FAMILIES, HEAD START PROGRAM HEAD START STAFFING REQUIREMENTS AND PROGRAM OPTIONS Head...

  10. Assessing recall in mothers' retrospective reports: concerns over children's speech and language development.

    PubMed

    Russell, Ginny; Miller, Laura L; Ford, Tamsin; Golding, Jean

    2014-01-01

    Retrospective recall about children's symptoms is used to establish early developmental patterns in clinical practice and is also utilised in child psychopathology research. Some studies have indicated that the accuracy of retrospective recall is influenced by life events. Our hypothesis was that an intervention: speech and language therapy, would adversely affect the accuracy of parent recall of early concerns about their child's speech and language development. Mothers (n = 5,390) reported on their child's speech development (child male to female ratio = 50:50) when their children were aged 18 or 30 months, and also reported on these early concerns retrospectively, 10 years later, when their children were 13 years old. Overall reliability of retrospective recall was good, 86 % of respondents accurately recalling their earlier concerns. As hypothesised, however, the speech and language intervention was strongly associated with inaccurate retrospective recall about concerns in the early years (Relative Risk Ratio = 19.03; 95 % CI:14.78-24.48). Attendance at speech therapy was associated with increased recall of concerns that were not reported at the time. The study suggests caution is required when interpreting retrospective reports of abnormal child development as recall may be influenced by intervening events.

  11. Early Child Development and Nutrition: A Review of the Benefits and Challenges of Implementing Integrated Interventions.

    PubMed

    Hurley, Kristen M; Yousafzai, Aisha K; Lopez-Boo, Florencia

    2016-03-01

    Poor nutrition (substandard diet quantity and/or quality resulting in under- or overnutrition) and the lack of early learning opportunities contribute to the loss of developmental potential and life-long health and economic disparities among millions of children aged <5 y. Single-sector interventions representing either early child development (ECD) or nutrition have been linked to positive child development and/or nutritional status, and recommendations currently advocate for the development and testing of integrated interventions. We reviewed the theoretical and practical benefits and challenges of implementing integrated nutrition and ECD interventions along with the evidence for best practice and benefit-cost and concluded that the strong theoretical rationale for integration is more nuanced than the questions that the published empirical evidence have addressed. For example, further research is needed to 1) answer questions related to how integrated messaging influences caregiver characteristics such as well-being, knowledge, and behavior and how these influence early child nutrition and development outcomes; 2) understand population and nutritional contexts in which integrated interventions are beneficial; and 3) explore how varying implementation processes influence the efficacy, uptake, and cost-benefit of integrated nutrition and ECD interventions. © 2016 American Society for Nutrition.

  12. Early Child Development and Nutrition: A Review of the Benefits and Challenges of Implementing Integrated Interventions1234

    PubMed Central

    Hurley, Kristen M; Yousafzai, Aisha K; Lopez-Boo, Florencia

    2016-01-01

    Poor nutrition (substandard diet quantity and/or quality resulting in under- or overnutrition) and the lack of early learning opportunities contribute to the loss of developmental potential and life-long health and economic disparities among millions of children aged <5 y. Single-sector interventions representing either early child development (ECD) or nutrition have been linked to positive child development and/or nutritional status, and recommendations currently advocate for the development and testing of integrated interventions. We reviewed the theoretical and practical benefits and challenges of implementing integrated nutrition and ECD interventions along with the evidence for best practice and benefit-cost and concluded that the strong theoretical rationale for integration is more nuanced than the questions that the published empirical evidence have addressed. For example, further research is needed to 1) answer questions related to how integrated messaging influences caregiver characteristics such as well-being, knowledge, and behavior and how these influence early child nutrition and development outcomes; 2) understand population and nutritional contexts in which integrated interventions are beneficial; and 3) explore how varying implementation processes influence the efficacy, uptake, and cost-benefit of integrated nutrition and ECD interventions. PMID:26980819

  13. From Early Child Development to Human Development: Investing in Our Children's Future. Proceedings of a World Bank Conference (Washington, D.C., April 10-11, 2000).

    ERIC Educational Resources Information Center

    Young, Mary Eming, Ed.

    In April 2000, the World Bank hosted a global conference that addressed the benefits and challenges of investing in early child development (ECD). The landmark conference brought together the world's leading experts, academicians, practitioners, and policymakers to focus on various aspects of ECD. This volume contains the proceedings of the…

  14. Using Relationships as a Tool: Early Childhood Educators' Perspectives of the Child-Caregiver Relationship in a Childcare Setting

    ERIC Educational Resources Information Center

    Brebner, Chris; Hammond, Lauren; Schaumloffel, Nicole; Lind, Christopher

    2015-01-01

    Children's early years are critical for development and many children access out-of-home care during this time. Services offering high-quality childcare afford an opportunity to impact positively on children's development, including acquisition of communication skills. A strong, responsive relationship between child and carer is important in…

  15. Early Child Development and Care in Tanzania: Challenges for the Future

    ERIC Educational Resources Information Center

    Mtahabwa, Lyabwene

    2009-01-01

    Much remains unknown about the status of early child development and care in Tanzania. The little information available has never been put together to provide a holistic picture of the progress so far made in this important area. This paper intends to synchronise the information available in Tanzania for the purpose of depicting the country's…

  16. Early Child-Care and Educational Policies for the Developing World: The Brazilian Case

    ERIC Educational Resources Information Center

    Rosemberg, Fulvia

    2004-01-01

    This article intends to show that contemporary proposals for early child-care and education (ECCE), typical of the modern process of neo-liberal policies, have been familiar to developing countries since the 1960s. Their heralds continue to announce the same news; they have just changed their clothes. These heralds are the international…

  17. Early Head Start: Factors Associated with Caregiver Knowledge of Child Development, Parenting Behavior, and Parenting Stress

    ERIC Educational Resources Information Center

    Belcher, Harolyn M. E.; Watkins, Katara; Johnson, Elizabeth; Ialongo, Nicholas

    2007-01-01

    This study investigates the role of socioeconomic status, parental mental health, and knowledge of child development on parenting styles and perceived parenting stress in caregivers of children, ages 3 months to 3 years, enrolled in Early Head Start (EHS). Caregivers of EHS students were interviewed using the Knowledge of Infant Development…

  18. EPSDT: Child Health. Child Health Information for Workers in the Medicaid Early and Periodic Screening Diagnosis and Treatment Program.

    ERIC Educational Resources Information Center

    Manela, Roger; And Others

    One of six information booklets with accompanying training materials for the Medicaid Early and Periodic Screening Diagnosis and Treatment (EPSDT) program, this booklet describes the stages of child growth and development and some of the health problems which EPSDT clients might have. Section I describes tests commonly included in an EPSDT…

  19. The Child Care Industry: Supporting Jobs and Economic Development in Minneapolis. Report and Recommendations.

    ERIC Educational Resources Information Center

    Miels, Gayle, Ed.

    Once generally perceived as a service for working parents, child care is now recognized as an early education setting where children learn skills and behaviors for life. The child care and early education industry is also a powerful economic force that experienced significant growth in the past three decades in response to family, economic, and…

  20. Children with Special Needs: Lessons for Early Childhood Professionals. Early Childhood Education Series.

    ERIC Educational Resources Information Center

    Kostelnik, Marjorie J.; Onaga, Esther; Rohde, Barbara; Whiren, Alice

    Bridging the gap between child development and strategies for inclusion, this book is intended to help early childhood practitioners and pre-service teachers feel better equipped to meet the needs of all the children in their early childhood setting. Each chapter of the book is a case study introducing a child (ages birth to 8 years) with one or…

  1. Mediators and Moderators of the Relation Between Parental ADHD Symptomatology and the Early Development of Child ADHD and ODD Symptoms

    PubMed Central

    Breaux, Rosanna P.; Brown, Hallie R.; Harvey, Elizabeth A.

    2016-01-01

    The present study examined mediators and moderators of the relation between parental ADHD symptomatology and the development of child attention deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms across the preschool years. Participants included 258 (138 boys) 3-year-old children (M = 44.13 months, SD = 3.39) with and without behavior problems and their parents who took part in a 3-year longitudinal study. Maternal ADHD symptoms predicted later ADHD symptoms in children, controlling for early child symptomatology. Both family history of ADHD and paternal comorbid psychopathology predicted later child ADHD and ODD symptoms, but they did not account for the association between maternal and child ADHD symptoms. Although paternal ADHD symptoms were associated with age 3 child ADHD symptoms, they did not significantly predict later child ADHD symptoms controlling for early symptomatology. Family adversity moderated the relation between maternal ADHD and child ADHD symptoms, such that the relation between maternal and child ADHD symptoms was stronger for families with less adversity. Maternal overreactive parenting mediated the relation between maternal ADHD symptoms and later child ADHD and ODD symptoms. Our findings suggest that targeting paternal comorbid psychopathology and maternal parenting holds promise for attenuating the effects of parental ADHD on children’s ADHD. PMID:27752934

  2. Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: findings from the National Institute of Child Health and Human Development Study of Early Child Care.

    PubMed

    Fanti, Kostas A; Henrich, Christopher C

    2010-09-01

    How and why do internalizing and externalizing problems, psychopathological problems from different diagnostic classes representing separate forms of psychopathology, co-occur in children? We investigated the development of pure and co-occurring internalizing and externalizing problems from ages 2 to 12 with the use of latent class growth analysis. Furthermore, we examined how early childhood factors (temperament, cognitive functioning, maternal depression, and home environment) and early adolescent social and behavioral adjustment variables were related to differential trajectories of pure and co-occurring internalizing and externalizing problems. The sample (National Institute of Child Health and Human Development Study of Early Child Care) consisted of 1,232 children (52% male). Mother reports on the Child Behavior Checklist (Achenbach, 1991, 1992) were used to construct the trajectories of externalizing and internalizing problems. Analyses identified groups of children exhibiting pure and co-occurring internalizing and externalizing problems. Children exhibiting continuous externalizing or continuous co-occurring internalizing and externalizing problems across the 10-year period under investigation were more likely to (a) engage in risky behaviors, (b) be associated with deviant peers, (c) be rejected by peers, and (d) be asocial with peers at early adolescence. However, children exhibiting pure internalizing problems over time were only at higher risk for being asocial with peers as early adolescents. Moreover, the additive effects of individual and environmental early childhood risk factors influenced the development of chronic externalizing problems, although pure internalizing problems were uniquely influenced by maternal depression. Results also provided evidence for the concepts of equifinality and multifinality.

  3. Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts.

    PubMed

    Heatly, Melissa Castle; Votruba-Drzal, Elizabeth

    2017-06-01

    Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Training of Unskilled Child Care Providers: An In-House Program to Overcome Management's Financial Constraints.

    ERIC Educational Resources Information Center

    Adams, Brian

    An in-house staff development program was designed and implemented for unskilled child caregivers employed at Tiny Tots Educare Academies, Inc., a privately owned and operated child care center located in Ellenton, Florida. Employees had little knowledge of child development and other topics related to early childhood education and, therefore,…

  5. Timing of High-Quality Child Care and Cognitive, Language, and Preacademic Development

    ERIC Educational Resources Information Center

    Li, Weilin; Farkas, George; Duncan, Greg J.; Burchinal, Margaret R.; Vandell, Deborah Lowe

    2013-01-01

    The effects of high- versus low-quality child care during 2 developmental periods (infant-toddlerhood and preschool) were examined using data from the National Institute of Child Health and Human Development Study of Early Child Care. Propensity score matching was used to account for differences in families who used different combinations of child…

  6. Teacher-Child Relationships as Dynamic Systems

    ERIC Educational Resources Information Center

    O'Connor, Erin

    2010-01-01

    The purpose of the present study was to examine factors associated with the quality of the teacher-child relationship from first through fifth grade using data from phases I, II and III of the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development, a prospective study of 1364 children from birth…

  7. [An assessment tool for analysing the early vocal development of young children with cochlear implant].

    PubMed

    Lang, S; Leistner, S; Sandrieser, P; Kröger, B J

    2009-05-01

    Early vocal development of German-speaking cochlear implant recipients has rarely been assessed so far. There-fore the purpose of this study was to describe the early vocal development following successful implantation. A case study was designed to assess the temporal progression of early vocal development in a young cochlear implant recipient who was bilaterally implanted at the age of 8;3 months. Data were collected during one year by recording parent-child interactions on a monthly basis. The first recording was made before the onset of the signal-processors, the 12 following recordings were made during the first year of implant use. The child's vocalizations were classified according to the vocalization categories and developmental levels from the Stark Assessment of Early Vocal Development--Revised (SAEVD-R). This assessment tool was translated into German in this study and used with German-speaking children for the first time. It allows a coding of prelinguistic utterances via auditory perceptual analysis. The results show an overall decrease of early vocalizations and an increase of speech-like vowels and consonants. In the first six months no apparent progress took place; The child produced almost exclusively vocalizations from Levels 1-3. In the second half of the year an increase of canonical utterances (Level 4) and advanced forms (Level 5) was observed. However, vocalizations beyond the canonical babbling phase, especially vocants and closants as well as their combinations, continued to be dominant throughout the first year of implant use. The progress of development of the child investigated in this study is comparable to other children implanted at young age who had also been assessed with the SAEVD-R. In comparison to normal-hearing children, the implanted child's development seemed to progress slightly faster. Interrater- and intrarater-reliability using the SAEVD-R were measured for two independent observers and for a first and second coding procedure and revealed to be acceptable to good. The use of SAEVD-R for an implanted German-speaking child allowed the investigation of prelinguistic vocal development before the onset of words. The fact that early vocalizations remain the dominant form throughout the first year of hearing experience emphasizes the importance of documenting and analysing prelinguistic vocal development in order to monitor progression of speech acquisition.

  8. Group-Based Modeling of Time Spent in Structured Activity Trajectories from Middle Childhood into Early Adolescence

    ERIC Educational Resources Information Center

    Mata, Andrea D.; van Dulmen, Manfred H. M.

    2012-01-01

    This study investigated trajectories of time spent in structured activities from middle childhood to early adolescence by using data from the National Institute of Child Health & Human Development (NICHD) Study of Early Child Care. We used latent class growth analyses and identified five trajectories (stable low, increasing high, decreasing low,…

  9. Mindful Pedagogy in Dance: Honoring the Life of the Child

    ERIC Educational Resources Information Center

    Sansom, Adrienne

    2009-01-01

    Recent innovations in the field of early childhood education have prompted a re-thinking of teaching and learning. Traditional notions of child development have been undergoing some radical changes and, as such, have resulted in a reviewing and re-formulation of early years pedagogy. In Aotearoa New Zealand the field of early childhood education…

  10. Workforce Development in Early Childhood Education and Care. Research Overview

    ERIC Educational Resources Information Center

    Bretherton, Tanya

    2010-01-01

    The early childhood education and care industry in Australia is undergoing a shift in philosophy. Changes in policy are driving the industry towards a combined early childhood education and care focus, away from one on child care only. This move has implications for the skilling of the child care workforce. This research overview describes the…

  11. Cognitive Development and Home Environment of Rural Paraguayan Infants and Toddlers Participating in Pastoral del Nino, an Early Child Development Program

    ERIC Educational Resources Information Center

    Peairson, Shannon; Austin, Ann M. Berghout; de Aquino, Cyle Nielsen; de Burro, Elizabeth Urbieta

    2008-01-01

    Participants included 106 infants and toddlers living in rural Paraguay and their primary caregiver. Children ranged in age from birth to 24 months and belonged to two distinct groups, including 46 children who had never participated in Pastoral del Nino, an early child development program, and 60 children who had participated in Pastoral for at…

  12. Developmental Dysplasia of the Hip

    MedlinePlus

    ... look for DDH. Identifying and treating the problem early will help a child avoid muscle, joint, and skeletal problems down the ... is needed for several months, depending on the child's condition. Outlook When DDH is recognized early and treated appropriately, most children develop normally and ...

  13. Children's early child care and their mothers' later involvement with schools.

    PubMed

    Crosnoe, Robert; Augustine, Jennifer March; Huston, Aletha C

    2012-01-01

    Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care. This pattern, which was fairly stable across levels of maternal education and employment, was mediated by children's academic skills and home environments. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  14. Multiple Child Care Arrangements and Child Well Being: Early Care Experiences in Australia

    ERIC Educational Resources Information Center

    Claessens, Amy; Chen, Jen-Hao

    2013-01-01

    Nearly one quarter of Australian children under the age of 5 experience multiple non-parental child care arrangements. Research focused on the relationship between multiple child care arrangements and child socioemotional development is limited, particularly in Australia. Evidence from the United States and Europe has linked multiple child care…

  15. The Refugee Crisis and the Rights of Children: Perspectives on Community-Based Resettlement Programs.

    PubMed

    Alipui, Nicholas; Gerke, Nicole

    2018-03-01

    We are currently facing one of the largest and most complex refugee crises in modern times. Conflict and natural disasters have resulted in 22.5 million refugees worldwide, more than half are children. As the world struggles to respond to this massive displacement of people, how is this affecting child refugees' development and what is being done about it? In this commentary, we explore answers to these central questions. First, we review the situation of child refugees in numbers, exploring their geographic concentration. Second, we review child refugees' access to basic services, including early childhood development, with a special emphasis on community-based programs and initiatives that have proven to be particularly effective in addressing the needs of resettled child refugees. We find in particular that early childhood development activities in emergency contexts have seen remarkable improvements with critical benefits for the development of the youngest child refugees. Our aim is to bring attention to the particular difficulties child refugees must endure and to highlight those practices and approaches that are helping child refugees reach their full potential. © 2018 Wiley Periodicals, Inc.

  16. Evidence from Maternity Leave Expansions of the Impact of Maternal Care on Early Child Development

    ERIC Educational Resources Information Center

    Baker, Michael; Milligan, Kevin

    2010-01-01

    We study the impact of maternal care on early child development using an expansion in Canadian maternity leave entitlements. Following the leave expansion, mothers who took leave spent 48-58 percent more time not working in their children's first year of life. This extra maternal care primarily crowded out home-based care by unlicensed…

  17. Niche Marketing: Branding Your Early Child Care and Education Business without Getting Burned

    ERIC Educational Resources Information Center

    Wassom, Julie

    2004-01-01

    Branding in the early child care and education marketplace is very similar to branding on the farm. It refers to the specific image the company develops and promotes to make services unique, recognizable, and memorable in the minds of prospects and customers. This article discusses how to establish a niche in a business, develop a brand, and…

  18. Educators' Perceptions of the Effectiveness of the Desired Results System: A Study of the California Department of Education Accountability Initiative

    ERIC Educational Resources Information Center

    Khaleghi, Farahnaz

    2010-01-01

    The deluge of early child development research over the past 20 years has sparked an unprecedented public interest in the first years of children's lives. Research indicates that quality early education promotes the overall development of a healthy child. The Desired Results System, a standards-based accountability initiative of the California…

  19. Mentoring in Early Childhood Professional Development: Evaluation of the Rhode Island Child Development Specialist Apprenticeship Program

    ERIC Educational Resources Information Center

    Uttley, Clarissa M.; Horm, Diane M.

    2008-01-01

    The Quality Child Care Initiative, the federal apprenticeship program applied to the field of early care and education, has been implemented in over 40 states. This federal initiative was designed to reduce turnover, increase wages, provide a more stable environment for children, and lower the concern of parents. Rhode Island received funding in…

  20. What Science Is Telling Us: How Neurobiology and Developmental Psychology Are Changing the Way Policymakers and Communities Think about the Developing Child. Perspectives

    ERIC Educational Resources Information Center

    Friedman, Dorian

    2006-01-01

    By bringing together neurologists, developmental psychologists, pediatricians, and economists, the National Scientific Council on the Developing Child offers a unique knowledge base from which early childhood policy and practice can be informed. By communicating how and why early experiences have a lasting impact on brain architecture--and what…

  1. Determinants of Child Outcomes in a Cohort of Children in the Free Pre-School Year in Ireland, 2012/2013

    ERIC Educational Resources Information Center

    McKeown, Kieran; Haase, Trutz; Pratschke, Jonathan

    2015-01-01

    The study analyses determinants of child outcomes in a cohort of children who participated in the Free Pre-School Year. Child outcomes are measured through a before-and-after assessment of children using the Early Development Instrument. The sample comprises 448 children in 70 early years centres. There are three main findings. First, children…

  2. A Comparison of Equine-Assisted Intervention and Conventional Play-Based Early Intervention for Mother-Child Dyads with Insecure Attachment

    ERIC Educational Resources Information Center

    Beetz, Andrea; Winkler, Nora; Julius, Henri; Uvnäs-Moberg, Kerstin; Kotrschal, Kurt

    2015-01-01

    Early interventions aim at promoting a good mother-child relationship as basis for a good socio-emotional development, especially in high-risk populations, and at correcting already unfavorable patterns of interaction and are common today. Insecure attachment, both of the child and of the mother, has been identified as a risk factor for early…

  3. Genetic Moderation of Early Child-Care Effects on Social Functioning Across Childhood: A Developmental Analysis

    ERIC Educational Resources Information Center

    Belsky, Jay; Pluess, Michael

    2013-01-01

    Data from 508 Caucasian children in the NICHD Study of Early Child Care and Youth Development shows that the DRD4 (but not 5-HTTLPR) polymorphism moderates the effect of child-care quality (but not quantity or type) on caregiver-reported externalizing problems at 54 months and in kindergarten and teacher-reported social skills at kindergarten and…

  4. Associations between birth registration and early child growth and development: evidence from 31 low- and middle-income countries.

    PubMed

    Jeong, Joshua; Bhatia, Amiya; Fink, Günther

    2018-05-30

    Lack of legal identification documents can impose major challenges for children in low- and middle-income countries (LMICs). The aim of this study was to investigate the association between not having a birth certificate and young children's physical growth and developmental outcomes in LMICs. We combined nationally representative data from the Multiple Indicator Cluster Surveys in 31 LMICs. For our measure of birth registration, primary caregivers reported on whether the child had a birth certificate. Early child outcome measures focused on height-for-age z-scores (HAZ), weight-for-age z-scores (WAZ), weight-for-height z-scores (WHZ), and standardized scores of the Early Childhood Development Index (ECDI) for a subsample of children aged 36-59 months. We used linear regression models with country fixed effects to estimate the relationship between birth registration and child outcomes. In fully adjusted models, we controlled for a variety of child, caregiver, household, and access to child services covariates, including cluster-level fixed effects. In the total sample, 34.7% of children aged 0-59 months did not possess a birth certificate. After controlling for covariates, not owning a birth certificate was associated with lower HAZ (β = - 0.18; 95% CI: -0.23, - 0.14), WAZ (β = - 0.10, 95% CI: -0.13, - 0.07), and ECDI z-scores (β = - 0.10; 95% CI: -0.13, - 0.07) among children aged 36-59 months. Our findings document links between birth registration and children's early growth and development outcomes. Efforts to increase birth registration may be promising for promoting early childhood development in LMICs.

  5. The Early Mother-to-Child Bond and Its Unique Prospective Contribution to Child Behavior Evaluated by Mothers and Teachers.

    PubMed

    Fuchs, Anna; Möhler, Eva; Reck, Corinna; Resch, Franz; Kaess, Michael

    Maternal bonding has been described as the quality of the affective tie from a mother to her infant. This early bond's mental components and its longitudinal impact on child outcome have been markedly understudied. Although most researchers assume impaired maternal bonding to have a negative impact on child development, there is a lack of prospective studies evaluating this hypothesis. Since maternal mental health problems may negatively affect both bonding quality and child development, it is still to be determined whether there is a unique contribution of bonding quality to child behavior problems over and above maternal psychopathology. We examined a community sample of 101 mother-child dyads at the child's age of 2 weeks (t1) and 6 weeks (t2), 4 months (t3), 14 months (t4), and 5.5 years (t5). Maternal bonding and psychopathology were assessed at time points t1-t4 using the Postpartum Bonding Questionnaire (PBQ-16) and the Symptom Checklist Revised (SCL 90-R). Child behavior problems were rated in a multi-informant design by mothers and teachers at t5 using the Strengths and Difficulties Questionnaire (SDQ). In the case of maternal judgment of child behavior problems, bonding at 14 months (t4) proved to be a significant predictor (β = 0.30; p = 0.011). Teacher-rated child behavior problems were significantly predicted by maternal bonding at 2 weeks (t1; β = 0.48; p = 0.025). Our results indicate a prospective influence of the early mother-infant bond on child development and underline the unique contribution of bonding quality to child behavior problems over and above the impact of maternal psychopathology in a community sample. © 2016 S. Karger AG, Basel.

  6. A Morning in Clinic

    ERIC Educational Resources Information Center

    Dunn, Dena M.; Talmi, Ayelet

    2012-01-01

    Families with young children attend well-child visits in pediatric primary care settings frequently during the first 3 years of life and receive information and answers to questions about their young child's health and development. Integrating an infant-early childhood mental health and child development specialist into a pediatric primary care…

  7. Towards integrated practices in early detection of and intervention for deaf and hard of hearing children.

    PubMed

    Storbeck, Claudine; Calvert-Evers, Jennifer

    2008-01-01

    It is well documented that undetected hearing loss can have a profound effect on a child's holistic development, including communicative, language and cognitive development. It is crucial therefore that deaf and hard of hearing infants are detected as early as possible so that appropriate intervention services and support can be initiated. To assist parents in enabling their child's optimal growth and development, HI HOPES-the first South African home-based early intervention project-was launched in August 2006, offering families weekly home-based support that is both child-centred and family-directed. A critical overview of the pilot implementation of HI HOPES is presented, from inception to implementation, focusing on its innovative services and practices, and issues that influence the intervention process including a reflection on the challenges and areas for development.

  8. Parental Depression, Overreactive Parenting, and Early Childhood Externalizing Problems: Moderation by Social Support.

    PubMed

    Taraban, Lindsay; Shaw, Daniel S; Leve, Leslie D; Natsuaki, Misaki N; Ganiban, Jody M; Reiss, David; Neiderhiser, Jenae M

    2018-02-20

    This study used a large (N = 519), longitudinal sample of adoptive families to test overreactive parenting as a mediator of associations between parental depressive symptoms and early childhood externalizing, and parents' social support satisfaction as a moderator. Maternal parenting (18 months) mediated the association between maternal depressive symptoms (9 months) and child externalizing problems (27 months). Paternal parenting was not a significant mediator. Unexpectedly, we found a cross-over effect for the moderating role of social support satisfaction, such that partners' social support satisfaction reduced the strength of the association between each parent's own depressive symptoms and overreactive parenting. Results point to the importance of accounting for broader family context in predicting early childhood parenting and child outcomes. © 2018 The Authors. Child Development © 2018 Society for Research in Child Development, Inc.

  9. Dietary cyanogen exposure and early child neurodevelopment: An observational study from the Democratic Republic of Congo.

    PubMed

    Kashala-Abotnes, Espérance; Sombo, Marie-Thérèse; Okitundu, Daniel L; Kunyu, Marcel; Bumoko Makila-Mabe, Guy; Tylleskär, Thorkild; Sikorskii, Alla; Banea, Jean-Pierre; Mumba Ngoyi, Dieudonné; Tshala-Katumbay, Désiré; Boivin, Michael J

    2018-01-01

    Dietary cyanogen exposure from ingesting bitter (toxic) cassava as a main source of food in sub-Saharan Africa is related to neurological impairments in sub-Saharan Africa. We explored possible association with early child neurodevelopmental outcomes. We undertook a cross-sectional neurodevelopmental assessment of 12-48 month-old children using the Mullen Scale of Early Learning (MSEL) and the Gensini Gavito Scale (GGS). We used the Hopkins Symptoms Checklist-10 (HSCL-10) and Goldberg Depression Anxiety Scale (GDAS) to screen for symptoms of maternal depression-anxiety. We used the cyanogen content in household cassava flour and urinary thiocyanate (SCN) as biomarkers of dietary cyanogen exposure. We employed multivariable generalized linear models (GLM) with Gamma link function to determine predictors of early child neurodevelopmental outcomes. The mean (SD) and median (IQR) of cyanogen content of cassava household flour were above the WHO cut-off points of 10 ppm (52.18 [32·79]) and 50 (30-50) ppm, respectively. Mean (SD) urinary levels of thiocyanate and median (IQR) were respectively 817·81 (474·59) and 688 (344-1032) μmole/l in mothers, and 617·49 (449·48) and 688 (344-688) μmole/l in children reflecting individual high levels as well as a community-wide cyanogenic exposure. The concentration of cyanide in cassava flour was significantly associated with early child neurodevelopment, motor development and cognitive ability as indicated by univariable linear regression (p < 0.05). After adjusting for biological and socioeconomic predictors at multivariable analyses, fine motor proficiency and child neurodevelopment remained the main predictors associated with the concentration of cyanide in cassava flour: coefficients of -0·08 to -.15 (p < 0·01). We also found a significant association between child linear growth, early child neurodevelopment, cognitive ability and motor development at both univariable and multivariable linear regression analyses coefficients of 1.44 to 7.31 (p < 0·01). Dietary cyanogen exposure is associated with early child neurodevelopment, cognitive abilities and motor development, even in the absence of clinically evident paralysis. There is a need for community-wide interventions for better cassava processing practices for detoxification, improved nutrition, and neuro-rehabilitation, all of which are essential for optimal development in exposed children.

  10. Parental Depressive Symptoms and Marital Intimacy at 4.5 Years: Joint Contributions to Mother-Child and Father-Child Interaction at 6.5 Years

    ERIC Educational Resources Information Center

    Engle, Jennifer M.; McElwain, Nancy L.

    2013-01-01

    Using data from a subset of 606 families who participated in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, we assessed emotional intimacy in the marriage as a buffer of the negative effects of parental depression on the quality of parent-child interaction. Maternal and paternal…

  11. [Rehabilitative measures in hearing-impaired children].

    PubMed

    von Wedel, H; von Wedel, U C; Zorowka, P

    1991-12-01

    On the basis of certain fundamental data on the maturation processes of the central auditory pathways in early childhood the importance of early intervention with hearing aids is discussed and emphasized. Pathological hearing, that is acoustical deprivation in early childhood will influence the maturation process. Very often speech development is delayed if diagnosis and therapy or rehabilitation are not early enough. Anamnesis, early diagnosis and clinical differential diagnosis are required before a hearing aid can be fitted. Selection criteria and adjustment parameters are discussed, showing that the hearing aid fitting procedure must be embedded in a complex matrix of requirements related to the development of speech as well as to the cognitive, emotional and social development of the child. As a rule, finding and preparing the "best" hearing aids (binaural fitting is obligatory) for a child is a long and often difficult process, which can only be performed by specialists who are pedo-audiologists. After the binaural fitting of hearing aids an intensive hearing and speech education in close cooperation between parents, pedo-audiologist and teacher must support the whole development of the child.

  12. Promoting Early Child Development With Interventions in Health and Nutrition: A Systematic Review.

    PubMed

    Vaivada, Tyler; Gaffey, Michelle F; Bhutta, Zulfiqar A

    2017-08-01

    Although effective health and nutrition interventions for reducing child mortality and morbidity exist, direct evidence of effects on cognitive, motor, and psychosocial development is lacking. To review existing evidence for health and nutrition interventions affecting direct measures of (and pathways to) early child development. Reviews and recent overviews of interventions across the continuum of care and component studies. We selected systematic reviews detailing the effectiveness of health or nutrition interventions that have plausible links to child development and/or contain direct measures of cognitive, motor, and psychosocial development. A team of reviewers independently extracted data and assessed their quality. Sixty systematic reviews contained the outcomes of interest. Various interventions reduced morbidity and improved child growth, but few had direct measures of child development. Of particular benefit were food and micronutrient supplementation for mothers to reduce the risk of small for gestational age and iodine deficiency, strategies to reduce iron deficiency anemia in infancy, and early neonatal care (appropriate resuscitation, delayed cord clamping, and Kangaroo Mother Care). Neuroprotective interventions for imminent preterm birth showed the largest effect sizes (antenatal corticosteroids for developmental delay: risk ratio 0.49, 95% confidence interval 0.24 to 1.00; magnesium sulfate for gross motor dysfunction: risk ratio 0.61, 95% confidence interval 0.44 to 0.85). Given the focus on high-quality studies captured in leading systematic reviews, only effects reported within studies included in systematic reviews were captured. These findings should guide the prioritization and scale-up of interventions within critical periods of early infancy and childhood, and encourage research into their implementation at scale. Copyright © 2017 by the American Academy of Pediatrics.

  13. Family Child Care Providers' Perspectives regarding Effective Professional Development and Their Role in the Child Care System: A Qualitative Study

    ERIC Educational Resources Information Center

    Lanigan, Jane D.

    2011-01-01

    This study examines family child care providers' perspectives regarding effective professional development and their role in the early learning and care system. Four focus groups were conducted annually for 3 years involving a total of 54 licensed family child care providers. Supportive social relationships emerged as an important dimension of…

  14. Why Should I Read to My Baby? The Importance of Early Literacy

    ERIC Educational Resources Information Center

    High, Pamela C.

    2013-01-01

    "Early Brain and Child Development" as a strategic priority of the American Academy of Pediatrics recognizes that early literacy and language skills build a strong foundation for healthy development and academic success. Promoting early literacy in the context of pediatric primary care supports early brain development and positive,…

  15. First Encounter: A Child Is Born, a Self Is Born.

    ERIC Educational Resources Information Center

    Roeper, Annemarie

    1995-01-01

    This article considers the very early development of a self in the infant and young child, using theories of Sigmund Freud. The vital role of relationships, especially the mother-child relationship, for the developing self is stressed. Stages of learning trust and inner controls are also addressed. (DB)

  16. 45 CFR 1304.20 - Child health and developmental services.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Child health and developmental services. 1304.20... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND... GRANTEE AND DELEGATE AGENCIES Early Childhood Development and Health Services § 1304.20 Child health and...

  17. 45 CFR 1304.20 - Child health and developmental services.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Child health and developmental services. 1304.20... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND... GRANTEE AND DELEGATE AGENCIES Early Childhood Development and Health Services § 1304.20 Child health and...

  18. Unpacking Child-Centredness: A History of Meanings.

    ERIC Educational Resources Information Center

    Chung, Shunah; Walsh, Daniel J.

    2000-01-01

    Examines the historical development of the term "child centered" in the discourse of early schooling in the United States. Beginning with Friedrich Froebel, who was the founder of the kindergarten and focuses on the development of the kindergarten until the 1930s. Explores how the underlying meanings of child-centerdness changed. (CMK)

  19. Infant-Mother Attachment Security and Children's Anxiety and Aggression at First Grade

    ERIC Educational Resources Information Center

    Dallaire, Danielle H.; Weinraub, Marsha

    2007-01-01

    With a large and diverse sample of children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the role of infant-mother attachment security as a protective factor against the development of children's anxious and aggressive behaviors at first grade was examined. When child's sex,…

  20. Overview of Integrated Child Development Services Programme in India: Some Policy Implications for Nepal.

    ERIC Educational Resources Information Center

    Shrestha, Kishor

    This paper presents an overview of the Integrated Child Development Services (ICDS) program in India, discusses the context of Early Childhood Education (ECE) in Nepal, analyzes the best practices of the ICDS, and draws some policy implications for improving ECE in Nepal. The ICDS program is an integrated child development program with the…

  1. Mothers' and fathers' support for child autonomy and early school achievement.

    PubMed

    2008-07-01

    Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions to children's reading and math achievement at Grade 3 (controlling for demographic variables), children's reading and math abilities at 54 months, and children's level of effortful control at 54 months and that these associations would be mediated by the level of and changes over time in children's observed self-reliance in the classroom from Grades 1 through 3. The authors found that mothers' and fathers' support for autonomy were significantly and uniquely associated with children's Grade 3 reading and math achievement with the above controls, but only for boys. For boys, the effect of mothers' support for child autonomy was mediated by higher self-reliance at Grade 1 and of fathers' support for child autonomy by greater increases in self-reliance from Grades 1 through 3.

  2. Latent profiles of early developmental vulnerabilities in a New South Wales child population at age 5 years.

    PubMed

    Green, Melissa J; Tzoumakis, Stacy; Laurens, Kristin R; Dean, Kimberlie; Kariuki, Maina; Harris, Felicity; O'Reilly, Nicole; Chilvers, Marilyn; Brinkman, Sally A; Carr, Vaughan J

    2018-06-01

    Detecting the early emergence of childhood risk for adult mental disorders may lead to interventions for reducing subsequent burden of these disorders. We set out to determine classes of children who may be at risk for later mental disorder on the basis of early patterns of development in a population cohort, and associated exposures gleaned from linked administrative records obtained within the New South Wales Child Development Study. Intergenerational records from government departments of health, education, justice and child protection were linked with the Australian Early Development Census for a state population cohort of 67,353 children approximately 5 years of age. We used binary data from 16 subdomains of the Australian Early Development Census to determine classes of children with shared patterns of Australian Early Development Census-defined vulnerability using latent class analysis. Covariates, which included demographic features (sex, socioeconomic status) and exposure to child maltreatment, parental mental illness, parental criminal offending and perinatal adversities (i.e. birth complications, smoking during pregnancy, low birth weight), were examined hierarchically within latent class analysis models. Four classes were identified, reflecting putative risk states for mental disorders: (1) disrespectful and aggressive/hyperactive behaviour, labelled 'misconduct risk' ( N = 4368; 6.5%); (2) 'pervasive risk' ( N = 2668; 4.0%); (3) 'mild generalised risk' ( N = 7822; 11.6%); and (4) 'no risk' ( N = 52,495; 77.9%). The odds of membership in putative risk groups (relative to the no risk group) were greater among children from backgrounds of child maltreatment, parental history of mental illness, parental history of criminal offending, socioeconomic disadvantage and perinatal adversities, with distinguishable patterns of association for some covariates. Patterns of early childhood developmental vulnerabilities may provide useful indicators for particular mental disorder outcomes in later life, although their predictive utility in this respect remains to be established in longitudinal follow-up of the cohort.

  3. Bioecological Theory, Early Child Development and the Validation of the Population-Level Early Development Instrument

    ERIC Educational Resources Information Center

    Guhn, Martin; Goelman, Hillel

    2011-01-01

    The Early Development Instrument (EDI; Janus and Offord in "Canadian Journal of Behavioural Science" 39:1-22, 2007) project is a Canadian population-level, longitudinal research project, in which teacher ratings of Kindergarten children's early development and wellbeing are linked to health and academic achievement variables at the…

  4. The roles of birth inputs and outputs in predicting health, behaviour and test scores in early childhood.

    PubMed

    Li, Kai; Poirier, Dale J

    2003-11-30

    The goal of this study is to address directly the predictive value of birth inputs and outputs, particularly birth weight, for measures of early childhood development in a simultaneous equations modelling framework. Strikingly, birth outputs have virtually no structural/causal effects on early childhood developmental outcomes, and only maternal smoking and drinking during pregnancy have some effects on child height. Not surprisingly, family child-rearing environment has sizeable negative and positive effects on a behavioural problems index and a mathematics/reading test score, respectively, and a mildly surprising negative effect on child height. Despite little evidence of a structural/causal effect of birth weight on early childhood developmental outcomes, our results demonstrate that birth weight nonetheless has strong predictive effects on early childhood outcomes. Furthermore, these effects are largely invariant to whether family child-rearing environment is taken into account. Family child-rearing environment has both structural and predictive effects on early childhood outcomes, but they are largely orthogonal and in addition to the effects of birth weight. Copyright 2003 John Wiley & Sons, Ltd.

  5. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    ERIC Educational Resources Information Center

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  6. Reframing the Debate about the Relationship between Learning and Development: An Effort to Resolve Dilemmas and Reestablish Dialogue in a Fractured Field

    ERIC Educational Resources Information Center

    Fowler, R. Clarke

    2017-01-01

    The field of early childhood education (ECE) is currently unable to reach consensus on the extent to which ECE should be based on child development. One manifestation of this situation is the dilemma that early educators purportedly face between teaching the whole child and the curriculum, between developmentally appropriate practice (DAP) and…

  7. Executive Function in Adolescence: Associations with Child and Family Risk Factors and Self-Regulation in Early Childhood.

    PubMed

    Berthelsen, Donna; Hayes, Nicole; White, Sonia L J; Williams, Kate E

    2017-01-01

    Executive functions are important higher-order cognitive skills for goal-directed thought and action. These capacities contribute to successful school achievement and lifelong wellbeing. The importance of executive functions to children's education begins in early childhood and continues throughout development. This study explores contributions of child and family factors in early childhood to the development of executive function in adolescence. Analyses draw on data from the nationally representative study, Growing up in Australia: The Longitudinal Study of Australian Children . Participants are 4819 children in the Kindergarten Cohort who were recruited at age 4-5 years. Path analyses were employed to examine contributions of early childhood factors, including family socio-economic position (SEP), parenting behaviors, maternal mental health, and a child behavioral risk index, to the development of executive function in adolescence. The influence of children's early self-regulatory behaviors (attentional regulation at 4-5 years and approaches to learning at 6-7 years) were also taken into account. A composite score for the outcome measure of executive function was constructed from scores on three Cogstate computerized tasks for assessing cognition and measured visual attention, visual working memory, and spatial problem-solving. Covariates included child gender, age at assessment of executive function, Aboriginal and Torres Strait Islander status, speaking a language other than English at home, and child's receptive vocabulary skills. There were significant indirect effects involving child and family risk factors measured at 4-5 years on executive function at age 14-15 years, mediated by measures of self-regulatory behavior. Child behavioral risk, family SEP and parenting behaviors (anger, warmth, and consistency) were associated with attentional regulation at 4-5 years which, in turn, was significantly associated with approaches to learning at 6-7 years. Both attentional regulation and approaches to learning were directly associated with executive functioning at 14-15 years. These findings suggest that children's early self-regulatory capacities are the basis for later development of executive function in adolescence when capabilities for planning and problem-solving are important to achieving educational goals.

  8. Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children.

    PubMed

    Treyvaud, Karli; Doyle, Lex W; Lee, Katherine J; Ure, Alexandra; Inder, Terrie E; Hunt, Rod W; Anderson, Peter J

    2016-07-01

    Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Participants were 147 children born <30 weeks' gestation or birth weight <1250 g and their primary caregiver. At term corrected age (CA), magnetic resonance imaging (MRI) was used to determine presence and severity of brain abnormality and medical data collected. High medical risk was defined as the presence of at least one of sepsis, necrotizing enterocolitis, bronchopulmonary dysplasia, moderate to severe white matter abnormality on MRI, or postnatal corticosteroids. At 2 years CA, parent-child interaction was assessed, and at 7 years CA, general intelligence (IQ), language, executive function, academic skills, and social-emotional functioning were assessed. Higher levels of parent-child synchrony, and parent facilitation, sensitivity and positive affect at 2 years were associated with better child outcomes at 7 years, while higher levels of intrusiveness and negative affect were associated with poorer outcomes. Many of these relationships remained after controlling for early child cognitive development. Interactions between child medical risk (higher/lower) and parenting were limited to child reading, math, and executive functioning outcomes, with stronger relationships for lower medical risk children. The contribution of early parenting to VPT children's school-age performance is significant, with stronger effects for lower medical risk children in some outcomes. These findings support the premise that parenting strategies should be included in the NICU and early interventions programs for VPT infants. © 2015 Association for Child and Adolescent Mental Health.

  9. Associations between maternal experiences of racism and early child health and development: findings from the UK Millennium Cohort Study.

    PubMed

    Kelly, Yvonne; Becares, Laia; Nazroo, James

    2013-01-01

    Emerging evidence suggests that experienced racism might help explain observed ethnic inequalities in early child health and development. There are few studies outside the US context and none that consider mothers' experiences of racism in relation to a range of early childhood health and developmental markers. The authors used cross-sectional data from the UK Millennium Cohort Study on 2136 mothers and their 5-year-old children from ethnic minority groups. Measures of racism tapped two dimensions of mothers' experience: perceived frequency of racist attacks in residential area and interpersonal racism. Markers of child health and development were obesity; socioemotional difficulties; cognitive: verbal, non-verbal and spatial ability test scores. There was a suggestion that the mothers' experience of interpersonal racism was associated with an increased risk of obesity ('received insults' OR=1.47; 'treated unfairly' OR=1.57; 'disrespectful treatment by shop staff' OR=1.55), but all CIs crossed 1.0, and size estimates were attenuated on further statistical adjustment. Perception of racism in the residential area was associated with socioemotional difficulties (fully adjusted coefficient=1.40, SE=0.47) and spatial abilities (fully adjusted coefficient=-1.99, SE=0.93) but not with verbal or non-verbal ability scores. Maternal experiences of racist insults were associated with non-verbal ability scores (fully adjusted coefficient=-1.70, SE=0.88). The results suggest that mothers' experienced racism is linked to markers of early child health and development. Interventions that aim to improve early child development and address ethnic health inequalities need to incorporate approaches to tackling racism at all levels of society.

  10. Mitigating the Effects of Family Poverty on Early Child Development through Parenting Interventions in Primary Care.

    PubMed

    Cates, Carolyn Brockmeyer; Weisleder, Adriana; Mendelsohn, Alan L

    2016-04-01

    Poverty related disparities in early child development and school readiness are a major public health crisis, the prevention of which has emerged in recent years as a national priority. Interventions targeting parenting and the quality of the early home language environment are at the forefront of efforts to address these disparities. In this article we discuss the innovative use of the pediatric primary care platform as part of a comprehensive public health strategy to prevent adverse child development outcomes through the promotion of parenting. Models of interventions in the pediatric primary care setting are discussed with evidence of effectiveness reviewed. Taken together, a review of this significant body of work shows the tremendous potential to deliver evidence-based preventive interventions to families at risk for poverty related disparities in child development and school readiness at the time of pediatric primary care visits. We also addresss considerations related to scaling and maximizing the effect of pediatric primary care parenting interventions and provide key policy recommendations. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  11. Child Care in Canada

    ERIC Educational Resources Information Center

    Graham, Kathy

    2005-01-01

    In this article, the author describes early learning and care arrangements in Canada and how the country faced the challenges in the development of a National Child Care System. While the provincial/territorial governments are responsible for early learning and care, the federal government has formed health and social programs including some child…

  12. EARLY SCHOOL ADMISSIONS PROJECT, PROMISING PRACTICES.

    ERIC Educational Resources Information Center

    Baltimore City Public Schools, MD.

    THE EXPERIMENTAL PROJECT ATTEMPTS TO DETERMINE WHETHER EARLY ADMISSION TO SCHOOL CAN OVERCOME BARRIERS TO LEARNING WHICH ENVIRONMENTAL FACTORS SEEM TO IMPOSE. A DEPRIVED CHILD OFTEN DOES NOT RECEIVE ATTENTION, AFFECTION, OR GUIDANCE WITHIN HIS HOME. THE YOUNG CHILD SHOULD BE HELPED TO DEVELOP A WHOLESOME SELF-CONCEPT, TO ACQUIRE THE DRIVE TO…

  13. Families as Partners: Supporting Family Resiliency through Early Intervention

    ERIC Educational Resources Information Center

    Frantz, Rebecca; Hansen, Sarah Grace; Squires, Jane; Machalicek, Wendy

    2018-01-01

    Child development occurs within the context of the child's family, neighborhood, and community environment. Early childhood providers support positive outcomes, not only for the children with whom they directly work with but also for their families. Families of children with developmental delays often experience unique challenges. A family…

  14. The Integrated Early Childhood Curriculum.

    ERIC Educational Resources Information Center

    Krogh, Suzanne

    This textbook provides an outline of an integrated curriculum for early childhood education. Part 1 discusses the human element in school: the child and the teacher and child development. Part 2 contains the curriculum itself and covers the subjects of language, mathematics, science, social studies, art, music, and movement. Guidelines provide…

  15. Early Childhood Education: Policy Issues for the 1990s.

    ERIC Educational Resources Information Center

    Stegelin, Dolores A., Ed.

    Noting the separation of child-related policy makers from practitioners who know best what is good and appropriate for children, this anthology is designed as a guide for child-related policy development. The book's chapters are as follows: (1) "Early Childhood Policy" (Dolores A. Stegelin), providing an historical context and…

  16. [Early child development inequalities and associated factors between public and private providers at metropolitan region in Chile].

    PubMed

    Bedregal, Paula; Hernández, Viviana; Mingo, M Verónica; Castañón, Carla; Valenzuela, Patricia; Moore, Rosario; de la Cruz, Rolando; Castro, Daniela

    Early child development is a population determinant of physical, mental and social health. To know the base line situation prior to the implementation of "Chile grows with you" (Chile Crece Contigo) is key to its evaluation. To compare early child development and associated factors at baseline in pre-school children from public and private health sectors. The sample consisted of 1045 children aged 30-58 months, 52% male, and 671 from the public and 380 from the private sector of the metropolitan region in Chile were evaluated using Battelle Developmental Inventory-1 and a household interview of primary carer. Abnormal child development was found in 14.4% of children in the private sector compared to 30.4% in the public sector. There were no differences in adaptive area (26.3% vs 29.2%), but there were statistically significant differents in cognitive (8.8% vs 12.1%), social-personal (13.2% vs 32.5%), motor (19.2% vs 35.3%), and communication (19% vs 36.8%) development. The logistic regression showed that, independent of socioeconomic level, the risk factors are: Apgar<7 (OR: 5.4; 95% CI: 1.24-23.84); having childhood chronic diseases (OR: 1.3; 95% CI: 1.11-1.42). Protective factor is: home with resources to learn and play (OR: 0.8; 95% CI: 0.76-0.89). These results are another input about early child development situation and its importance for paediatric social policy. Copyright © 2016 Sociedad Chilena de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

  17. Child Care: Information on Integrating Early Care and Education Funding. GAO-16-775R

    ERIC Educational Resources Information Center

    Alexander, Lamar; Kline, John

    2016-01-01

    Every year millions of children under the age of 5 participate in federal and state early care and education programs. For fiscal years 2010 to 2015, Congress appropriated almost $48 billion to Head Start and over $31 billion to the Child Care and Development Fund (CCDF), the two largest sources of federal funding for early care and education. To…

  18. What Are the Types and Phases of Rett Syndrome?

    MedlinePlus

    ... Snapshot of Pregnancy & Infant Development Advances Snapshot of Child Development Advances Snapshot of Adult & Family Health Advances NICHD ... fact, these infants show problems with very early development. In one study, ... . The child loses skills (regresses) quickly. Purposeful hand movements and ...

  19. Parents, Parenting, and Children's Sleep Problems: Exploring Reciprocal Effects

    ERIC Educational Resources Information Center

    Bell, Brian G.; Belsky, Jay

    2008-01-01

    Longitudinal analysis of data on 658 children/families from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development addressed two issues regarding children's sleep problems (measured by maternal report in third and sixth grades when the child was 8 and 11 years old, respectively) and family…

  20. Independent Contributions of Early Positive Parenting and Mother-Son Coercion on Emerging Social Development.

    PubMed

    Akcinar, Berna; Shaw, Daniel S

    2018-06-01

    In the current study, we explored associations between parent-child coercion and positive parenting in the toddler period in relation to children's social-behavioral development during the school-age period. The data were drawn from the Pitt Mother & Child Project, a sample of 310 low-income, ethnically diverse boys. Drawing on tenets of both attachment and social learning theory, it was hypothesized that coercive mother-son interaction would lead to reductions in positive maternal parenting in the toddler period, and that both positive parenting and mother-son coercion in the toddler period would contribute to children's conduct problems at school entry and lower social skills and peer rejection in middle childhood. The results were largely confirmed, such that mother-son coercive interaction at 18 months was related to decreases in positive parenting at 24 months. Additionally, mother-son coercive interaction and positive parenting at 24 months were linked to child conduct problems at age 5, which in turn predicted child social skills and peer rejection during middle childhood. In addition to indirect effects through child conduct problems, mother-son coercion continued to be independently related to school-age peer rejection. The findings are discussed with respect to the importance of early coercive interactions in the growth of child social-behavioral development from early to middle childhood.

  1. If You're Concerned - Act Early

    MedlinePlus

    ... fill out a Milestone Checklist to track your child’s development. Share the completed checklist or milestone summary with ... Developmental pediatricians. These doctors have special training in child development and children with special needs. Child neurologists. These ...

  2. A Profile Approach to Child Care Quality, Quantity, and Type of Setting: Parent Selection of Infant Child Care Arrangements

    ERIC Educational Resources Information Center

    Sosinsky, Laura Stout; Kim, Se-Kang

    2013-01-01

    Building on prior variable-oriented research which demonstrates the independence of the associations of child care quality, quantity, and type of setting with family factors and child outcomes, the current study identifies four profiles of child care dimensions from the NICHD Study of Early Child Care and Youth Development. Profiles accounted for…

  3. Reconciling parenting and smoking in the context of child development.

    PubMed

    Bottorff, Joan L; Oliffe, John L; Kelly, Mary T; Johnson, Joy L; Chan, Anna

    2013-08-01

    In this article we explore the micro-social context of parental tobacco use in the first years of a child's life and early childhood. We conducted individual interviews with 28 mothers and fathers during the 4 years following the birth of their child. Using grounded theory methods, we identified the predominant explanatory concept in parents' accounts as the need to reconcile being a parent and smoking. Desires to become smoke-free coexisted with five types of parent-child interactions: (a) protecting the defenseless child, (b) concealing smoking and cigarettes from the mimicking child, (c) reinforcing smoking as bad with the communicative child, (d) making guilt-driven promises to the fearful child, and (e) relinquishing personal responsibility to the autonomous child. We examine the agency of the child in influencing parents' smoking practices, the importance of children's observational learning in the early years, and the reciprocal nature of parent-child interactions related to parents' smoking behavior.

  4. The El-Barta Child and Family Project--Community Based Early Child Care and Development Programme: An Integrated Approach. Working Papers in Early Childhood Development.

    ERIC Educational Resources Information Center

    Lanyasunya, Andrew Ropilo; Lesolayia, Moses S.

    The advent of schooling, the cash economy, and new political systems have brought about many situations providing challenges to the Samburu and the Turkana nomadic pastoralists in northern Kenya. This report details the experiences of the staff of the El-barta project in working with communities within a situation of isolation, harsh climatic…

  5. Longitudinal Linkages among Parent-Child Acculturation Discrepancy, Parenting, Parent-Child Sense of Alienation, and Adolescent Adjustment in Chinese Immigrant Families

    PubMed Central

    Kim, Su Yeong; Chen, Qi; Wang, Yijie; Shen, Yishan; Orozco-Lapray, Diana

    2012-01-01

    Parent-child acculturation discrepancy is a risk factor in the development of children in immigrant families. Using a longitudinal sample of Chinese immigrant families, the current study examined how unsupportive parenting and parent-child sense of alienation sequentially mediate the relationship between parent-child acculturation discrepancy and child adjustment during early and middle adolescence. Acculturation discrepancy scores were created using multilevel modeling to take into account the interdependence among family members. Structural equation models showed that, during early adolescence, parent-child American orientation discrepancy is related to parents’ use of unsupportive parenting practices; parents’ use of unsupportive parenting is related to increased sense of alienation between parents and children, which in turn is related to more depressive symptoms and lower academic performance in Chinese American adolescents. These patterns of negative adjustment established in early adolescence persist into middle adolescence. This mediating effect is more apparent among father-adolescent dyads than among mother-adolescent dyads. In contrast, parent-child Chinese orientation discrepancy does not demonstrate a significant direct or indirect effect on adolescent adjustment, either concurrently or longitudinally. The current findings suggest that early adolescence is more susceptible to the negative effects of parent-child acculturation discrepancy; they also underscore the importance of fathering in Chinese immigrant families. PMID:22799587

  6. Older Siblings' Contributions to Young Child's Cognitive Skills.

    PubMed

    Dai, Xianhua; Heckman, James J

    2013-09-01

    This work finds that older siblings as well as early parenting influence young children's cognitive skills directly or indirectly, for example, Mathematics, and English. Our findings challenge a pervasive view in the economical literatures that early parenting play a dominant role in explaining child development. In economics, early environmental conditions are important to demonstrate the evolution of adolescent and adult cognitive skills (Knudsen, Heckman, Cameron, and Shonkoff, 2006; Cunha and Heckman, 2007), and it establishes causal impacts of early parental inputs and other environmental factors on cognitive and non-cognitive skills (Heckman, Stixrud, and Urzua, 2006; Borghans, Duckworth, Heckman, and Weel, 2006; Cunha, Heckman, and Schennach, 2010). Early parenting as well as older siblings should explain a diverse array of academic and social outcomes, for example, Mathematics, English, maritage and pregnancy. In fact, older siblings' characteristics are as important, if not more important, than parenting for child development. Our analysis addresses the problems of measurement error, imperfect proxies, and reverse causality that plague conventional approach in psychology. We find that older brother contributes much more than older sister to child's mathematical achievement, while older sister contributes much more to child's english achievement. Our evidence is consistent with psychology literature, for example, Hetherington (1988), Jenkins (1992), Zukow-Goldring (1995), Marshall, Garcia-Coll, Marx, McCartney, Keffe, and Rub (1997), Maynard (2002), and Brody Ge, Kim, Murry, Simons, Gibbons, Gerrard, and Conger (2003) for siblings' direct contributions to child development, Bronfenbrenner (1997), East (1998), Whiteman and Buchanan (2002), and Brody, Ge, Kim, Murry, Simons, Gibbons, Gerrard, and Conger (2003) for siblings's indirect contributions, and Reiss, Neiderhiser, Hetherington, and Plomin (2000), Feinberg and Hetherington (2001), Kowal, Kramer, Krull, and Crick (2002) for parental differential treatment.

  7. Working in partnership with the voluntary sector: early explorer clinics.

    PubMed

    Coe, Chris; Barlow, Jane

    2010-11-01

    The first three years of life have been identified as key to promoting children's later wellbeing, and partnership working across the statutory and voluntary sectors has been proposed as one of the best ways to meet the needs of families. Child health clinics are attended by parents seeking reassurance or help and advice from a health professional regarding child health and development. They have been used in Oxford to develop Early Explorer clinics, in which the statutory health visiting service and voluntary sector Peers Early Education Programme work together with the aim of improving outcomes for children and families. These Early Explorer clinics provide the opportunity to engage parents in supporting their child's development through interaction and non-directed exploratory play. They also offer opportunities to identify vulnerable families, who are provided with additional support. This paper examines a model of partnership working between statutory and voluntary sectors aimed at maximising opportunities to promote the health and wellbeing of infants and their families.

  8. Maternal Sensitivity Predicts Fewer Sleep Problems at Early Adolescence for Toddlers with Negative Emotionality: A Case of Differential Susceptibility.

    PubMed

    Conway, Anne; Modrek, Anahid; Gorroochurn, Prakash

    2018-02-01

    Theory underscores the importance of parenting in sleep development, but few studies have examined whether links vary by temperament. To address this gap, we tested whether potential links between early maternal sensitivity and early adolescent sleep problems varied by child negative emotionality and delay of gratification. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 820), we found that high maternal sensitivity predicted fewer bedtime problems and longer sleep duration at 6th grade for toddlers with high negative emotionality, whereas low maternal sensitivity predicted the reverse. No differences were observed for low negative emotionality. Moreover, delay of gratification predicted fewer bedtime problems at 6th grade, but did not moderate associations between maternal sensitivity, negative emotionality, and sleep. Findings demonstrate that high, but not low, negative emotionality renders toddlers differentially susceptible and receptive to maternal sensitivity in relation to sleep.

  9. Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting

    ERIC Educational Resources Information Center

    Lyon, Aaron R.; Gershenson, Rachel A.; Farahmand, Farahnaz K.; Thaxter, Peter J.; Behling, Steven; Budd, Karen S.

    2009-01-01

    This research addressed the need for trained child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg's Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool…

  10. A longitudinal study of child sleep in high and low risk families: relationship to early maternal settling strategies and child psychological functioning.

    PubMed

    Sheridan, Andrew; Murray, Lynne; Cooper, Peter J; Evangeli, Michael; Byram, Victoria; Halligan, Sarah L

    2013-03-01

    To investigate whether sleep disturbances previously found to characterise high risk infants: (a) persist into childhood; (b) are influenced by early maternal settling strategies and (c) predict cognitive and emotional/behavioural functioning. Mothers experiencing high and low levels of psychosocial adversity (risk) were recruited antenatally and longitudinally assessed with their children. Mothers completed measures of settling strategies and infant sleep postnatally, and at 12 and 18 months, infant age. At five years, child sleep characteristics were measured via an actigraphy and maternal report; IQ and child adjustment were also assessed. Sleep disturbances observed in high-risk infants persisted at five years. Maternal involvement in infant settling was greater in high risk mothers, and predicted less optimal sleep at five years. Poorer five year sleep was associated with concurrent child anxiety/depression and aggression, but there was limited evidence for an influence of early sleep problems. Associations between infant/child sleep characteristics and IQ were also limited. Early maternal over-involvement in infant settling is associated with less optimal sleep in children, which in turn, is related to child adjustment. The findings highlight the importance of supporting parents in the early development of good settling practices, particularly in high-risk populations. Copyright © 2012 Elsevier B.V. All rights reserved.

  11. Identifying Child-Staff Ratios That Promote Peer Skills in Child Care

    ERIC Educational Resources Information Center

    Iluz, Reli; Adi-Japha, Esther; Klein, Pnina S.

    2016-01-01

    Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child-staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study…

  12. Segregated from the Start: Peer Context in Center-Based Child Care

    ERIC Educational Resources Information Center

    Fram, Maryah Stella; Kim, Jinseok

    2012-01-01

    A majority of U.S. children attend some type of child care before entering kindergarten. The quality of child care environment and of teacher-child interactions appear to influence children's development, but little attention has been paid to the influence of child-care peers. Using data from the Early Childhood Longitudinal Study, Birth Cohort,…

  13. Care for Child Development: an intervention in support of responsive caregiving and early child development.

    PubMed

    Lucas, J E; Richter, L M; Daelmans, B

    2018-01-01

    An estimated 43% of children younger than 5 years of age are at elevated risk of failing to achieve their human potential. In response, the World Health Organization and UNICEF developed Care for Child Development (CCD), based on the science of child development, to improve sensitive and responsive caregiving and promote the psychosocial development of young children. In 2015, the World Health Organization and UNICEF identified sites where CCD has been implemented and sustained. The sites were surveyed, and responses were followed up by phone interviews. Project reports provided information on additional sites, and a review of published studies was undertaken to document the effectiveness of CCD for improving child and family outcomes, as well as its feasibility for implementation in resource-constrained communities. The inventory found that CCD had been integrated into existing services in diverse sectors in 19 countries and 23 sites, including child survival, health, nutrition, infant day care, early education, family and child protection and services for children with disabilities. Published and unpublished evaluations have found that CCD interventions can improve child development, growth and health, as well as responsive caregiving. It has also been reported to reduce maternal depression, a known risk factor for poor pregnancy outcomes and poor child health, growth and development. Although CCD has expanded beyond initial implementation sites, only three countries reported having national policy support for integrating CCD into health or other services. Strong interest exists in many countries to move beyond child survival to protect and support optimal child development. The United Nations Sustainable Development Goals depend on children realizing their potential to build healthy and emotionally, cognitively and socially competent future generations. More studies are needed to guide the integration of the CCD approach under different conditions. Nevertheless, the time is right to provide for the scale-up of CCD as part of services for families and children. © 2017 The Authors. Child: Care, Health and Development Published by John Wiley & Sons Ltd.

  14. An Assessment of the Validity of the ECERS-R with Implications for Measures of Child Care Quality and Relations to Child Development

    ERIC Educational Resources Information Center

    Gordon, Rachel A.; Fujimoto, Ken; Kaestner, Robert; Korenman, Sanders; Abner, Kristin

    2013-01-01

    The Early Childhood Environment Rating Scale-Revised (ECERS-R) is widely used to associate child care quality with child development, but its validity for this purpose is not well established. We examined the validity of the ECERS-R using the multidimensional Rasch partial credit model (PCM), factor analyses, and regression analyses with data from…

  15. Advancing family health through the Garden of Eatin': on-site food gardens in early childhood education.

    PubMed

    Chaufan, Claudia; Yeh, Jarmin; Sigal, Byron

    2015-04-01

    Nutritional practices develop over the life course. Developing healthy habits at an early age can contribute to combating increasing child obesity rates. Through a range of activities that rely on the presence of an on-site food garden, North Bay Children's Center (NBCC), an early childhood education program, has enacted a "culture of health" into all aspects of the curriculum to promote healthy eating practices among children, families, teachers and staff. NBCC's garden program serves as a model in early childhood education and as a community-based intervention to improve family health and prevent child obesity.

  16. "Is That What We Do?" Using a Conversation-Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions during Storybook Reading in Two Early Childhood Settings

    ERIC Educational Resources Information Center

    Cohrssen, Caroline; Niklas, Frank; Tayler, Collette

    2016-01-01

    In Australia, much emphasis in early childhood education is placed on the importance of supporting young children's literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended…

  17. Early Childhood Development over Time for a Cohort of Australian Aboriginal Children Living in an Urban Environment

    ERIC Educational Resources Information Center

    Grace, Rebekah; Elcombe, Emma; Knight, Jennifer; McMahon, Catherine; McDonald, Jenny; Comino, Elizabeth

    2017-01-01

    Child development for a cohort of urban Aboriginal children was assessed at three time points: 12 months, 3 years and 4.5 years. This paper reports developmental findings and explores the impact of child, family, home and community variables over time. Overall, child development at 4.5 years was significantly below the standardised mean. Female…

  18. Beyond Baby Talk: From Sounds to Sentences--A Parent's Complete Guide to Language Development.

    ERIC Educational Resources Information Center

    Apel, Kenn; Masterson, Julie J.

    Noting that the early years of a child's life are the most critical for speech and language development and that parents are the child's primary language role model, this book is designed to help parents become knowledgeable on the topic of child language development during their first six years. Chapter 1 covers the infant's first year and the…

  19. Birth-Related Posttraumatic Stress Disorder: Implications for Early Intervention Services

    ERIC Educational Resources Information Center

    Pizur-Barnekow, Kris; Doering, Jennifer J.; Willett, Marjorie; Ruminski, Christine; Spring, Molly

    2014-01-01

    The positive impact of healthy relationships on child development is widely accepted. A healthy relationship between mother and child is at risk when a mother experiences symptoms of birth-related posttraumatic stress disorder (PTSD). Mothers of children with special needs are at high risk for this disorder and early intervention (EI)…

  20. Language Development in the Early School Years: The Importance of Close Relationships with Teachers

    ERIC Educational Resources Information Center

    Spilt, Jantine L.; Koomen, Helma M. Y.; Harrison, Linda J.

    2015-01-01

    This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their…

  1. Preventive Intervention for Anxious Preschoolers and Their Parents: Strengthening Early Emotional Development

    ERIC Educational Resources Information Center

    Fox, Jeremy K.; Warner, Carrie Masia; Lerner, Amy B.; Ludwig, Kristy; Ryan, Julie L.; Colognori, Daniela; Lucas, Christopher P.; Brotman, Laurie Miller

    2012-01-01

    The high prevalence and early onset of anxiety disorders have inspired innovative prevention efforts targeting young at-risk children. With parent-child prevention models showing success for older children and adolescents, the goal of this study was to evaluate a parent-child indicated preventive intervention for preschoolers with mild to moderate…

  2. A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

    ERIC Educational Resources Information Center

    Neale, Dave; Pino-Pasternak, Deborah

    2017-01-01

    The importance of parent-child reminiscing for young children's social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator-child reminiscing in these contexts.…

  3. From Parent to Child to Parent...: Paths in and out of Problem Behavior

    ERIC Educational Resources Information Center

    Bradley, Robert H.; Corwyn, Robert

    2013-01-01

    This study used data from the NICHD Study of Early Child Care and Youth Development to examine relations between parenting, self-control and externalizing behavior from early childhood to mid-adolescence (N = 956; 49.9 % male). Results indicated that maternal sensitivity, parental harshness and productive activity are related to externalizing…

  4. Early Childhood Program: Summary of Context Analysis Phase.

    ERIC Educational Resources Information Center

    Southwest Educational Development Lab., Austin, TX.

    Progress made in the field of early childhood development during the past decade is examined to provide the background and rationale for tree programs funded by the National Institute of Education (NIE) in 1974: a parenting information center, a multimedia child care training package, and television spots related to child rearing principles. The…

  5. Can We Have an International Approach to Child-Centred Early Childhood Practice?

    ERIC Educational Resources Information Center

    Georgeson, Jan; Campbell-Barr, Verity; Bakosi, Éva; Nemes, Magdolna; Pálfi, Sándor; Sorzio, Paolo

    2015-01-01

    Increasing interest in the provision of early childhood education and care services as a social investment strategy has been accompanied by worldwide concerns to identify appropriate pedagogical practices for working with young children. Here, we trace the developing interest in child-centred approaches, before considering whether there can be…

  6. Mother-child interactions in young children with excessive physical aggression and in typically developing young children.

    PubMed

    Urbain-Gauthier, Nadine; Wendland, Jaqueline

    2017-07-01

    Among the multiple risk factors, the emergence of conduct problems in young children may be linked to harsh parenting and child's temperamental difficulties, leading to a reciprocal early discordant relationship. Little is known about the characteristics of early parent-child interactions in young children with physical aggression. The purpose of the current study was to evaluate the characteristics of mother-child interactions in dyads referred for excessive physical aggression in young children under 5 years of age compared to mother-child interactions in typically developing young children. Mother-child interactions were assessed during a free-play session in both a clinical sample ( N = 70, child mean age  = 3.5 years) and a nonclinical sample ( N = 80, child mean age  = 3.5 years) by using the Rating Scale of Interaction Style (Clark and Seifer, adapted by Molitor and Mayes). Significant differences were found between several interactive features in clinical and nonclinical dyads. In clinical dyads, mothers' behaviors were often characterized by intrusiveness and criticism toward children, and poor facilitative positioning. Children with excessive aggressive behavior often displayed poor communication, initiation of bids, and poor responsiveness toward the mother. They displayed fewer sustained bouts of play than typically developing children did. In clinical dyads, strong positive correlations were found between child responsiveness and maternal interest in engagement ( r = .41, p < .001), while the child displaying sustained bouts of play was negatively correlated with the mother's attempts to intrude on the child's activity ( r = .64, p < .05). These data show that children with excessive aggressive behavior develop disrupted mother-infant interactions from a very young age. Several negative interactive features and correlations between child behavior and maternal behavior were found in clinical samples. The effects of these features add up and probably strengthen each other, thus leading to interactive difficulties from a very young age. More attention should be paid to early parent-child interactions in case of child behavioral problems. The recognition of these interactive dysfunctions is discussed in terms of clinical implications for therapeutic interventions.

  7. Investing in Our Children's Future: The Path to Quality Child Care through the Pennsylvania Child Care/Early Childhood Development Training System.

    ERIC Educational Resources Information Center

    Iutcovich, Joyce; Fiene, Richard; Johnson, James; Koppel, Ross; Langan, Francine

    This study identified training needs for Pennsylvania child care providers and assessed the impact of training, classroom/caregiver dynamics, and staff characteristics on child care quality. Participating were 29 family child care providers, 30 group homes, and 60 child care centers, stratified by type of site and geographic region. Quality of…

  8. Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race.

    PubMed

    Womack, Sean R; Taraban, Lindsay; Shaw, Daniel S; Wilson, Melvin N; Dishion, Thomas J

    2018-06-19

    This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability. © 2018 Society for Research in Child Development.

  9. Papers and Reports on Child Language Development, Volume 25. Proceedings of the Annual Child Language Research Forum (18th, Stanford, CA, April 4-6, 1986).

    ERIC Educational Resources Information Center

    Stanford Univ., CA. Dept. of Linguistics.

    Papers on child language development include: "Sentence Frame Effects on Children's Category Judgments" (Alison K. Adams); "Color Similarity in Children's Classifications and Extension of Object Labels" (Dare Baldwin); "Situational Properties of Early Verb Meaning" (Pol Cuvelier); "Similarity, Specificity, and…

  10. Implementing the Child Care and Development Block Grant Reauthorization: A Guide for States

    ERIC Educational Resources Information Center

    Matthews, Hannah; Schulman, Karen; Vogtman, Julie; Johnson-Staub, Christine; Blank, Helen

    2015-01-01

    In November 2014, with broad bipartisan support, Congress reauthorized CCDBG [Child Care and Development Block Grant] (the major federal child care program) for the first time since 1996. The new law strengthens CCDBG's dual role as a major early childhood education program and a work support for low-income families. This implementation guide is…

  11. Virtual Reality As a Training Tool to Treat Physical Inactivity in Children.

    PubMed

    Kiefer, Adam W; Pincus, David; Richardson, Michael J; Myer, Gregory D

    2017-01-01

    Lack of adequate physical activity in children is an epidemic that can result in obesity and other poor health outcomes across the lifespan. Physical activity interventions focused on motor skill competence continue to be developed, but some interventions, such as neuromuscular training (NMT), may be limited in how early they can be implemented due to dependence on the child's level of cognitive and perceptual-motor development. Early implementation of motor-rich activities that support motor skill development in children is critical for the development of healthy levels of physical activity that carry through into adulthood. Virtual reality (VR) training may be beneficial in this regard. VR training, when grounded in an information-based theory of perceptual-motor behavior that modifies the visual information in the virtual world, can promote early development of motor skills in youth akin to more natural, real-world development as opposed to strictly formalized training. This approach can be tailored to the individual child and training scenarios can increase in complexity as the child develops. Ultimately, training in VR may help serve as a precursor to "real-world" NMT, and once the child reaches the appropriate training age can also augment more complex NMT regimens performed outside of the virtual environment.

  12. Vesiculobullous lesions in lipoid proteinosis: a case report.

    PubMed

    Rao, Raghavendra; Prabhu, Smitha Smitha; Sripathi, H; Gupta, Sachi

    2008-07-15

    Vesiculobullous disorders in a child can be a diagnostic challenge. Common causes of blisters in early childhood include genodermatoses like epidermolysis bullosa and infections like herpes simplex. Lipoid proteinosis may rarely present with vesiculobullous lesions in childhood. We report a child, who presented in early childhood with blistering dermatosis. On long term follow-up, typical features of lipoid proteinosis developed. A high index of suspicion is required when one deals with blistering dermatosis in a child.

  13. Is the Prediction of Adolescent Outcomes From Early Child Care Moderated by Later Maternal Sensitivity? Results From the NICHD Study of Early Child Care and Youth Development

    PubMed Central

    Burchinal, Margaret R.; Vandell, Deborah Lowe; Belsky, Jay

    2016-01-01

    Longitudinal data are used to examine whether effects of early child care are amplified and/or attenuated by later parenting. Analyses tested these interactions using parenting as both a categorical and continuous variable to balance power and flexibility in testing moderation. The most consistent finding was that maternal sensitivity during adolescence accentuated the association between child care quality and adolescent academic-cognitive skills at age 15 years when maternal sensitivity during adolescence was high. This interaction was obtained in analyses with maternal sensitivity as both a categorical and continuous variable. Relations between early child care hours and adolescent behavioral outcomes also were moderated by maternal sensitivity, with longer child care hours predicting more impulsivity and externalizing at age 15 when maternal sensitivity during middle childhood, scored as a categorical variable, was low to moderate and when maternal sensitivity during adolescence, scored as a continuous variable, was lower. These findings suggest that some child care effects are moderated by subsequent parenting and that this moderation may take both linear and nonlinear forms. PMID:23937381

  14. Kentucky's Statewide Early Childhood Professional Development System

    ERIC Educational Resources Information Center

    Rous, Beth; Grove, Jaime; Townley, Kim

    2007-01-01

    Public school systems have recently become major players in providing services for children in their early years. In addition, a number of other services are available to young children including child care, Head Start, and Early Head Start programs. The link between program quality and professional development of early care and education…

  15. Motherese, affect, and vocabulary development: dyadic communicative interactions in infants and toddlers.

    PubMed

    Dave, Shruti; Mastergeorge, Ann M; Olswang, Lesley B

    2018-07-01

    Responsive parental communication during an infant's first year has been positively associated with later language outcomes. This study explores responsivity in mother-infant communication by modeling how change in guiding language between 7 and 11 months influences toddler vocabulary development. In a group of 32 mother-child dyads, change in early maternal guiding language positively predicted child language outcomes measured at 18 and 24 months. In contrast, a number of other linguistic variables - including total utterances and non-guiding language - did not correlate with toddler vocabulary development, suggesting a critical role of responsive change in infant-directed communication. We further assessed whether maternal affect during early communication influenced toddler vocabulary outcomes, finding that dominant affect during early mother-infant communications correlated to lower child language outcomes. These findings provide evidence that responsive parenting should not only be assessed longitudinally, but unique contributions of language and affect should also be concurrently considered in future study.

  16. Epigenetic vestiges of early developmental adversity: childhood stress exposure and DNA methylation in adolescence.

    PubMed

    Essex, Marilyn J; Boyce, W Thomas; Hertzman, Clyde; Lam, Lucia L; Armstrong, Jeffrey M; Neumann, Sarah M A; Kobor, Michael S

    2013-01-01

    Fifteen-year-old adolescents (N = 109) in a longitudinal study of child development were recruited to examine differences in DNA methylation in relation to parent reports of adversity during the adolescents' infancy and preschool periods. Microarray technology applied to 28,000 cytosine-guanine dinucleotide sites within DNA derived from buccal epithelial cells showed differential methylation among adolescents whose parents reported high levels of stress during their children's early lives. Maternal stressors in infancy and paternal stressors in the preschool years were most strongly predictive of differential methylation, and the patterning of such epigenetic marks varied by children's gender. To the authors' knowledge, this is the first report of prospective associations between adversities in early childhood and the epigenetic conformation of adolescents' genomic DNA. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

  17. Parents' Role in the Early Head Start Children's Language Development

    ERIC Educational Resources Information Center

    Griswold, Cecelia Smalls

    2014-01-01

    The development of language during a child's early years has been linked to parental involvement. While Early Head Start (EHS) researchers have theorized that parental involvement is an important factor in language development, there has been little research on how parents view their roles in the language development process. The purpose of this…

  18. The emergence of spanking among a representative sample of children under 2 years of age in north Carolina.

    PubMed

    Zolotor, Adam J; Robinson, T Walker; Runyan, Desmond K; Barr, Ronald G; Murphy, Robert A

    2011-01-01

    Spanking is common in the United States but less common in many European countries in which it has been outlawed. Being spanked has been associated with child abuse victimization, poor self-esteem, impaired parent-child relationships, and child and adult mental health, substance abuse, and behavioral consequences. Being spanked as a child has also been shown to increase the likelihood of abusing one's own children or spouse as an adult. Spanking of very young children less than two is almost never recommended even among experts that consider spanking as reasonable in some circumstances. Using a cross-sectional anonymous telephone survey, we describe spanking rates among a representative sample of North Carolina mothers of children less than 2 years old and the association of spanking with demographic characteristics. A substantial proportion of mothers admit to spanking their very young children. The rate of spanking in the last year among all maternal respondents was 30%. Over 5% of the mothers of 3-month olds reported spanking. Over 70% of the mothers of 23-month olds reported spanking. Increased spanking was associated with higher age of the child and lower maternal age. With every month of age, a child had 27% increased odds of being spanked. Early spanking has been shown to be associated with poor cognitive development in early childhood. Further, early trauma has been shown to have significant effects on the early developing brain. It is therefore critical that health and human services professionals address the risk of corporal punishment as a method of discipline early in the life of the child. The spanking of very young children may be an appropriate locus for policy and legislative debates regarding corporal punishment.

  19. The Emergence of Spanking Among a Representative Sample of Children Under 2 Years of Age in North Carolina

    PubMed Central

    Zolotor, Adam J.; Robinson, T. Walker; Runyan, Desmond K.; Barr, Ronald G.; Murphy, Robert A.

    2011-01-01

    Spanking is common in the United States but less common in many European countries in which it has been outlawed. Being spanked has been associated with child abuse victimization, poor self-esteem, impaired parent–child relationships, and child and adult mental health, substance abuse, and behavioral consequences. Being spanked as a child has also been shown to increase the likelihood of abusing one's own children or spouse as an adult. Spanking of very young children less than two is almost never recommended even among experts that consider spanking as reasonable in some circumstances. Using a cross-sectional anonymous telephone survey, we describe spanking rates among a representative sample of North Carolina mothers of children less than 2 years old and the association of spanking with demographic characteristics. A substantial proportion of mothers admit to spanking their very young children. The rate of spanking in the last year among all maternal respondents was 30%. Over 5% of the mothers of 3-month olds reported spanking. Over 70% of the mothers of 23-month olds reported spanking. Increased spanking was associated with higher age of the child and lower maternal age. With every month of age, a child had 27% increased odds of being spanked. Early spanking has been shown to be associated with poor cognitive development in early childhood. Further, early trauma has been shown to have significant effects on the early developing brain. It is therefore critical that health and human services professionals address the risk of corporal punishment as a method of discipline early in the life of the child. The spanking of very young children may be an appropriate locus for policy and legislative debates regarding corporal punishment. PMID:21738509

  20. Promoting Professional Development for Physical Therapists in Early Intervention

    ERIC Educational Resources Information Center

    Catalino, Tricia; Chiarello, Lisa A.; Long, Toby; Weaver, Priscilla

    2015-01-01

    Early intervention service providers are expected to form cohesive teams to build the capacity of a family to promote their child's development. Given the differences in personnel preparation across disciplines of service providers, the Early Childhood Personnel Center is creating integrated and comprehensive professional development models for…

  1. Normal variation in early parental sensitivity predicts child structural brain development.

    PubMed

    Kok, Rianne; Thijssen, Sandra; Bakermans-Kranenburg, Marian J; Jaddoe, Vincent W V; Verhulst, Frank C; White, Tonya; van IJzendoorn, Marinus H; Tiemeier, Henning

    2015-10-01

    Early caregiving can have an impact on brain structure and function in children. The influence of extreme caregiving experiences has been demonstrated, but studies on the influence of normal variation in parenting quality are scarce. Moreover, no studies to date have included the role of both maternal and paternal sensitivity in child brain maturation. This study examined the prospective relation between mothers' and fathers' sensitive caregiving in early childhood and brain structure later in childhood. Participants were enrolled in a population-based prenatal cohort. For 191 families, maternal and paternal sensitivity was repeatedly observed when the child was between 1 year and 4 years of age. Head circumference was assessed at 6 weeks, and brain structure was assessed using magnetic resonance imaging (MRI) measurements at 8 years of age. Higher levels of parental sensitivity in early childhood were associated with larger total brain volume (adjusted β = 0.15, p = .01) and gray matter volume (adjusted β = 0.16, p = .01) at 8 years, controlling for infant head size. Higher levels of maternal sensitivity in early childhood were associated with a larger gray matter volume (adjusted β = 0.13, p = .04) at 8 years, independent of infant head circumference. Associations with maternal versus paternal sensitivity were not significantly different. Normal variation in caregiving quality is related to markers of more optimal brain development in children. The results illustrate the important role of both mothers and fathers in child brain development. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  2. Building human capacity through early childhood intervention: the Child Development Research Programme at the Tropical Medicine Research Institute, the University of the West Indies, Kingston, Jamaica.

    PubMed

    Walker, S P; Chang, S M; Powell, C A; Baker-Henningham, H

    2012-07-01

    Research conducted by the Child Development Research Group in the Tropical Medicine Research Institute has made significant contributions to the understanding of the importance of early nutrition and the home environment for children's development and the impact of psychosocial stimulation for disadvantaged and/or undernourished children. The work has provided critical evidence that has contributed to the increasing attention given to early childhood development in the work and policies of agencies such as the World Bank, World Health Organization (WHO) and United Nations Children Fund (UNICEF). This review concerns research which documented the impact of malnutrition on children's development and for the first time demonstrated the benefits and necessity of psychosocial stimulation for improvement in development. Subsequent research was critical in establishing the importance of linear growth retardation (stunting) as a risk factor for poor child development. A twenty-two-year study of stunted children has demonstrated benefits through to adulthood in areas such as educational attainment, mental health and reduced violent behaviour from an early childhood home visiting programme that works through mothers to promote their children's development. The group's research has also demonstrated that it is feasible and effective to integrate the stimulation intervention into primary care services with benefits to children's development and mothers'child rearing knowledge and practices. The group is currently conducting a study to provide information needed for scaling-up of parenting programmes through evaluation of a new approach to improving parenting through health centres and a modified home visit programme.

  3. Development of the cortisol circadian rhythm in the light of stress early in life.

    PubMed

    Simons, Sterre S H; Beijers, Roseriet; Cillessen, Antonius H N; de Weerth, Carolina

    2015-12-01

    The secretion of the stress hormone cortisol follows a diurnal circadian rhythm. There are indications that this rhythm is affected by stress early in life. This paper addresses the development of the cortisol circadian rhythm between 1 and 6 years of age, and the role of maternal stress and anxiety early in the child's life on this (developing) rhythm. Participants were 193 healthy mother-child dyads from a community sample. Self-reported maternal stress and anxiety and physiological stress (saliva cortisol), were assessed prenatally (gestational week 37). Postnatally, self-reported maternal stress and anxiety were measured at 3, 6, 12, 30, and 72 months. Saliva cortisol samples from the children were collected on two days (four times each day) at 12, 30, and 72 months of age. The total amount of cortisol during the day and the cortisol decline over the day were determined to indicate children's cortisol circadian rhythm. Multilevel analyses showed that the total amount of cortisol decreased between 1 and 6 years. Furthermore, more maternal pregnancy-specific stress was related to higher total amounts of cortisol in the child. Higher levels of early postnatal maternal anxiety were associated with flatter cortisol declines in children. Higher levels of early postnatal maternal daily hassles were associated with steeper child cortisol declines over the day. These results indicated developmental change in children's cortisol secretion from 1 to 6 years and associations between maternal stress and anxiety early in children's lives and children's cortisol circadian rhythm in early childhood. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. 34 CFR 303.344 - Content of an IFSP.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., social or emotional development, and adaptive development based on the information from that child's... enhancing the development of the child as identified through the assessment of the family under § 303.321(c... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH...

  5. 34 CFR 303.344 - Content of an IFSP.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ..., social or emotional development, and adaptive development based on the information from that child's... enhancing the development of the child as identified through the assessment of the family under § 303.321(c... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH...

  6. 34 CFR 303.344 - Content of an IFSP.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ..., social or emotional development, and adaptive development based on the information from that child's... enhancing the development of the child as identified through the assessment of the family under § 303.321(c... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH...

  7. 45 CFR 98.14 - Plan process.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Department of Health and Human Services GENERAL ADMINISTRATION CHILD CARE AND DEVELOPMENT FUND General Application Procedures § 98.14 Plan process. In the development of each Plan, as required pursuant to § 98.17... Federal, State, and local child care and early childhood development programs, including such programs for...

  8. 45 CFR 98.14 - Plan process.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION CHILD CARE AND DEVELOPMENT FUND General Application Procedures § 98.14 Plan process. In the development of each Plan, as required pursuant to § 98.17... Federal, State, and local child care and early childhood development programs, including such programs for...

  9. 45 CFR 98.14 - Plan process.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION CHILD CARE AND DEVELOPMENT FUND General Application Procedures § 98.14 Plan process. In the development of each Plan, as required pursuant to § 98.17... Federal, State, and local child care and early childhood development programs, including such programs for...

  10. 45 CFR 98.14 - Plan process.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION CHILD CARE AND DEVELOPMENT FUND General Application Procedures § 98.14 Plan process. In the development of each Plan, as required pursuant to § 98.17... Federal, State, and local child care and early childhood development programs, including such programs for...

  11. 45 CFR 98.14 - Plan process.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION CHILD CARE AND DEVELOPMENT FUND General Application Procedures § 98.14 Plan process. In the development of each Plan, as required pursuant to § 98.17... Federal, State, and local child care and early childhood development programs, including such programs for...

  12. Should we get married? The effect of parents' marriage on out-of-wedlock children.

    PubMed

    Liu, Shirley H; Heiland, Frank

    2012-01-01

    Using a representative sample of children all born to unwed parents drawn from the Fragile Families and Child Wellbeing Study and a potential outcome approach to account for self-selection into marriage, we investigate whether marriage after childbearing has a causal effect on early child development. Comparing children with similar background characteristics and parental mate-selection patterns who differ only in terms of whether their parents marry after childbirth, we find that marriage after childbirth significantly increases a child's early cognitive performance but there is no evidence that it affects child asthma risk or behavioral outcomes.

  13. Quality of Early Maternal–Child Relationship and Risk of Adolescent Obesity

    PubMed Central

    Gooze, Rachel A.; Lemeshow, Stanley; Whitaker, Robert C.

    2012-01-01

    Objectives: The goal of this study was to determine whether obesity in adolescence is related to the quality of the early maternal–child relationship. Methods: We analyzed data from 977 of 1364 participants in the Study of Early Child Care and Youth Development. Child attachment security and maternal sensitivity were assessed by observing mother–child interaction at 15, 24, and 36 months of age. A maternal–child relationship quality score was constructed as the number of times across the 3 ages that the child was either insecurely attached or experienced low maternal sensitivity. Adolescent obesity was defined as a measured BMI ≥95th percentile at age 15 years. Results: Poor-quality maternal–child relationships (score: ≥3) were experienced by 24.7% of children compared with 22.0% who, at all 3 ages, were neither insecurely attached nor exposed to low maternal sensitivity (score: 0). The prevalence of adolescent obesity was 26.1%, 15.5%, 12.1%, and 13.0% for those with risk scores of ≥3, 2, 1, and 0, respectively. After adjustment for gender and birth weight, the odds (95% confidence interval) of adolescent obesity was 2.45 (1.49–4.04) times higher in those with the poorest quality early maternal–child relationships (score: ≥3) compared with those with the highest quality (score: 0). Low maternal sensitivity was more strongly associated with obesity than insecure attachment. Conclusions: Poor quality of the early maternal–child relationship was associated with a higher prevalence of adolescent obesity. Interventions aimed at improving the quality of maternal–child interactions should consider assessing effects on children’s weight and examining potential mechanisms involving stress response and emotion regulation. PMID:22201144

  14. Quality of early maternal-child relationship and risk of adolescent obesity.

    PubMed

    Anderson, Sarah E; Gooze, Rachel A; Lemeshow, Stanley; Whitaker, Robert C

    2012-01-01

    The goal of this study was to determine whether obesity in adolescence is related to the quality of the early maternal-child relationship. We analyzed data from 977 of 1364 participants in the Study of Early Child Care and Youth Development. Child attachment security and maternal sensitivity were assessed by observing mother-child interaction at 15, 24, and 36 months of age. A maternal-child relationship quality score was constructed as the number of times across the 3 ages that the child was either insecurely attached or experienced low maternal sensitivity. Adolescent obesity was defined as a measured BMI ≥95th percentile at age 15 years. Poor-quality maternal-child relationships (score: ≥3) were experienced by 24.7% of children compared with 22.0% who, at all 3 ages, were neither insecurely attached nor exposed to low maternal sensitivity (score: 0). The prevalence of adolescent obesity was 26.1%, 15.5%, 12.1%, and 13.0% for those with risk scores of ≥3, 2, 1, and 0, respectively. After adjustment for gender and birth weight, the odds (95% confidence interval) of adolescent obesity was 2.45 (1.49-4.04) times higher in those with the poorest quality early maternal-child relationships (score: ≥3) compared with those with the highest quality (score: 0). Low maternal sensitivity was more strongly associated with obesity than insecure attachment. Poor quality of the early maternal-child relationship was associated with a higher prevalence of adolescent obesity. Interventions aimed at improving the quality of maternal-child interactions should consider assessing effects on children's weight and examining potential mechanisms involving stress response and emotion regulation.

  15. Parenting behaviors, perceptions, and psychosocial risk: impacts on young children's development.

    PubMed

    Glascoe, Frances Page; Leew, Shirley

    2010-02-01

    The goal of this study was to assess which parenting behaviors, perceptions, and risk factors were associated with optimal versus delayed development. A total of 382 families from the national Brigance Infant and Toddler Screens standardization and validation study participated. Data sources included parent questionnaires, child testing, and examiner observations of parent-child interactions. Parenting styles research was operationalized with the Brigance Parent-Child Interactions Scale, a brief measure of parenting behaviors and perceptions. Six positive parenting behaviors and perceptions predicted average to above-average development on the Brigance screens. Conversely, <2 positive parenting behaviors and negative perceptions of children indicated child performance nearly 2 SDs below the mean on Brigance screens. Psychosocial risk factors associated with fewer positive parenting behaviors and with negative perceptions included >3 children in the home, multiple moves, limited English, and parental depression. A dearth of positive parenting behaviors plus negative perceptions of children, with or without psychosocial risk factors, negatively affect child development, which is apparent as early as 6 months of age. The older the child is, the greater the performance gaps are. Language development is particularly at risk when parenting is problematic. Findings underscore the importance of early development promotion with parents, focusing on their talking, playing, and reading with children, and the need for interventions regarding psychosocial risk factors.

  16. [Early interaction is a prerequisite for favorable psychic development].

    PubMed

    Pesonen, Anu-Katriina

    2010-01-01

    Empirical studies on the parent-baby interaction have greatly influenced our insight into the child's psychological development. Initial stages of the research attempted to reveal features in the mother's action that would predict the child's favorable development. Since then, also fathers and the child's development in a more broad sense have been studied. The most prominent progress has taken place in microanalytical methods for these interactions. The research has increased our knowledge of the baby's interactive capabilities and the significance of successful interactive events for the child's development, laying the basis for various interventions related to parenthood.

  17. Executive Function in Adolescence: Associations with Child and Family Risk Factors and Self-Regulation in Early Childhood

    PubMed Central

    Berthelsen, Donna; Hayes, Nicole; White, Sonia L. J.; Williams, Kate E.

    2017-01-01

    Executive functions are important higher-order cognitive skills for goal-directed thought and action. These capacities contribute to successful school achievement and lifelong wellbeing. The importance of executive functions to children’s education begins in early childhood and continues throughout development. This study explores contributions of child and family factors in early childhood to the development of executive function in adolescence. Analyses draw on data from the nationally representative study, Growing up in Australia: The Longitudinal Study of Australian Children. Participants are 4819 children in the Kindergarten Cohort who were recruited at age 4–5 years. Path analyses were employed to examine contributions of early childhood factors, including family socio-economic position (SEP), parenting behaviors, maternal mental health, and a child behavioral risk index, to the development of executive function in adolescence. The influence of children’s early self-regulatory behaviors (attentional regulation at 4–5 years and approaches to learning at 6–7 years) were also taken into account. A composite score for the outcome measure of executive function was constructed from scores on three Cogstate computerized tasks for assessing cognition and measured visual attention, visual working memory, and spatial problem-solving. Covariates included child gender, age at assessment of executive function, Aboriginal and Torres Strait Islander status, speaking a language other than English at home, and child’s receptive vocabulary skills. There were significant indirect effects involving child and family risk factors measured at 4–5 years on executive function at age 14–15 years, mediated by measures of self-regulatory behavior. Child behavioral risk, family SEP and parenting behaviors (anger, warmth, and consistency) were associated with attentional regulation at 4–5 years which, in turn, was significantly associated with approaches to learning at 6–7 years. Both attentional regulation and approaches to learning were directly associated with executive functioning at 14–15 years. These findings suggest that children’s early self-regulatory capacities are the basis for later development of executive function in adolescence when capabilities for planning and problem-solving are important to achieving educational goals. PMID:28626440

  18. Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

    ERIC Educational Resources Information Center

    Nievar, M. Angela; Moske, Amanda Kay; Johnson, Deborah Jean; Chen, Qi

    2014-01-01

    Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth…

  19. Observation & Record Keeping in Early Childhood Programs. Australian Early Childhood Resource Booklets No. 1.

    ERIC Educational Resources Information Center

    Veale, Ann; Piscitelli, Barbara

    Observing children is a task teachers and caregivers perform to understand the unique characteristics of each child. Observation alone can be helpful, but in combination with record keeping it becomes a valuable aid to understanding child development and can be used as a basis for making decisions about appropriate experiences to foster each…

  20. Associations of Mother-Child Reminiscing about Negative Past Events, Coping, and Self-Concept in Early Childhood

    ERIC Educational Resources Information Center

    Goodvin, Rebecca; Romdall, Lisa

    2013-01-01

    Parent-child reminiscing conversations in early childhood have received theoretical attention as a forum for children's self-concept development, but this has been little addressed in empirical work. This study examines associations between emotion reminiscing and children's self-concepts and, building from the reminiscing and…

  1. The Acquisition of Verbal Inflection in Child Grammars in a Variability Model of Early Morphosyntactic Development: A Biolinguistic Perspective

    ERIC Educational Resources Information Center

    Rus, Dominik

    2010-01-01

    This dissertation investigates the acquisition of early verb inflection in child Slovenian from morphosyntactic and morphophonological perspectives. It centers on the phenomenon of root nonfinites, particularly the patterns of omission and substitution errors in verb inflection marking. It argues that every acquisition model needs to account…

  2. Understanding and Promoting Resilience in the Context of Adverse Childhood Experiences

    ERIC Educational Resources Information Center

    Sciaraffa, Mary A.; Zeanah, Paula D.; Zeanah, Charles H.

    2018-01-01

    Brain development in the early years is especially susceptible to toxic stress caused by adverse childhood experiences (ACEs). According to epigenetics research, toxic stress has the capacity to physically change a child's brain and be hardwired into the child's biology via genes in the DNA. The compelling nature of the impact of early adversity…

  3. Longitudinal linkages among parent-child acculturation discrepancy, parenting, parent-child sense of alienation, and adolescent adjustment in Chinese immigrant families.

    PubMed

    Kim, Su Yeong; Chen, Qi; Wang, Yijie; Shen, Yishan; Orozco-Lapray, Diana

    2013-05-01

    Parent-child acculturation discrepancy is a risk factor in the development of children in immigrant families. Using a longitudinal sample of Chinese immigrant families, the authors of the current study examined how unsupportive parenting and parent-child sense of alienation sequentially mediate the relationship between parent-child acculturation discrepancy and child adjustment during early and middle adolescence. Acculturation discrepancy scores were created using multilevel modeling to take into account the interdependence among family members. Structural equation models showed that during early adolescence, parent-child American orientation discrepancy is related to parents' use of unsupportive parenting practices; parents' use of unsupportive parenting is related to increased sense of alienation between parents and children, which in turn is related to more depressive symptoms and lower academic performance in Chinese American adolescents. These patterns of negative adjustment established in early adolescence persist into middle adolescence. This mediating effect is more apparent among father-adolescent dyads than among mother-adolescent dyads. In contrast, parent-child Chinese orientation discrepancy does not demonstrate a significant direct or indirect effect on adolescent adjustment, either concurrently or longitudinally. The current findings suggest that during early adolescence, children are more susceptible to the negative effects of parent-child acculturation discrepancy; they also underscore the importance of fathering in Chinese immigrant families.

  4. The Future of Child Development Lab Schools: Applied Developmental Science in Action

    ERIC Educational Resources Information Center

    Barbour, Nancy, Ed.; McBride, Brent A., Ed.

    2017-01-01

    Child development laboratory schools are found on college and university campuses throughout the U.S. Over the last century, they have acquired a long, rich history. Originally seen as settings for the new field of child study in the early 1900s, their functions have evolved over time. These programs often play a central role in supporting…

  5. Development and Evaluation of an Integrated Pest Management Toolkit for Child Care Providers

    ERIC Educational Resources Information Center

    Alkon, Abbey; Kalmar, Evie; Leonard, Victoria; Flint, Mary Louise; Kuo, Devina; Davidson, Nita; Bradman, Asa

    2012-01-01

    Young children and early care and education (ECE) staff are exposed to pesticides used to manage pests in ECE facilities in the United States and elsewhere. The objective of this pilot study was to encourage child care programs to reduce pesticide use and child exposures by developing and evaluating an Integrated Pest Management (IPM) Toolkit for…

  6. Language development in the early school years: the importance of close relationships with teachers.

    PubMed

    Spilt, Jantine L; Koomen, Helma M Y; Harrison, Linda J

    2015-02-01

    This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at ages 4-5, 6-7, and 8-9 years (3 waves). Teachers reported on levels of closeness in relationships with individual children. Independent assessments of receptive language were employed. Parents and teachers reported on peer interaction problems and child conduct problems. Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. However, the effects were only modest. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  7. Cumulative environmental risk in substance abusing women: early intervention, parenting stress, child abuse potential and child development☆

    PubMed Central

    Schuler, Maureen E.; Black, Maureen M.; Kettinger, Laurie; Harrington, Donna

    2011-01-01

    Objective To assess the relationship between cumulative environmental risks and early intervention, parenting attitudes, potential for child abuse and child development in substance abusing mothers. Method We studied 161 substance-abusing women, from a randomized longitudinal study of a home based early intervention, who had custody of their children through 18 months. The intervention group received weekly home visits in the first 6 months and biweekly visits from 6 to 18 months. Parenting stress and child abuse potential were assessed at 6 and 18 months postpartum. Children’s mental and motor development (Bayley MDI and PDI) and language development (REEL) were assessed at 6, 12, and 18 months postpartum. Ten maternal risk factors were assessed: maternal depression, domestic violence, nondomestic violence, family size, incarceration, no significant other in home, negative life events, psychiatric problems, homelessness, and severity of drug use. Level of risk was recoded into four categories (2 or less, 3, 4, and 5 or more), which had adequate cell sizes for repeated measures analysis. Data analysis Repeated measures analyses were run to examine how level of risk and group (intervention or control) were related to parenting stress, child abuse potential, and children’s mental, motor and language development over time. Results Parenting stress and child abuse potential were higher for women with five risks or more compared with women who had four or fewer risks; children’s mental, motor, and language development were not related to level of risk. Children in the intervention group had significantly higher scores on the PDI at 6 and 18 months (107.4 vs. 103.6 and 101.1 vs. 97.2) and had marginally better scores on the MDI at 6 and 12 months (107.7 vs. 104.2 and 103.6 vs. 100.1), compared to the control group. Conclusion Compared to drug-abusing women with fewer than five risks, women with five or more risks found parenting more stressful and indicated greater inclination towards abusive and neglectful behavior, placing their infants at increased risk for poor parenting, abuse and neglect. Early home-based intervention in high-risk families may be beneficial to infant development. PMID:14550327

  8. Zone of Proximal Development and the World of the Child.

    ERIC Educational Resources Information Center

    Seng, Seok-Hoon

    This paper examines Lev Vygotsky's theory concerning the zone of proximal development (ZPD) in children and its relevance to early childhood education. As per Vygotsky's "Mind in Society" (1978), ZPD is the difference between a child's "actual development level as determined by independent problem solving" and the…

  9. Child and Adolescent Development for Educators

    ERIC Educational Resources Information Center

    Pressley, Michael; McCormick, Christine B.

    2006-01-01

    Filling a tremendous need, this is the first graduate-level child development text written specifically for future educators. The volume provides a solid understanding of major theories of development, focusing on how each has informed research and practice in educational contexts. Topics include the impact of biology and early experiences on the…

  10. A Visionary Latin American Preschool Educator: A Conversation with Franklin Martinez.

    ERIC Educational Resources Information Center

    Cristol, Dean; Martinez, Franklin

    2003-01-01

    In this interview, Cuban psychologist and scholar Franklin Martinez discusses the importance of early childhood education to the development of intelligence. Education affects child development, but it is the knowledge of child learning and development that makes education effective, not material resources. Cuba has invested heavily in preschool…

  11. Measuring Child Development and Learning

    ERIC Educational Resources Information Center

    Raikes, Abbie

    2017-01-01

    The Sustainable Development Goal's "Education 2030" agenda includes an explicit focus on early childhood development. Target 4.2 states that all children are "developmentally on track" at the start of school. What does it mean for a child to be developmentally on track, and how should it be measured, especially in an…

  12. Developmental Planning: An Introduction for Parents

    ERIC Educational Resources Information Center

    Noland, Jim

    2009-01-01

    "Developmental Planning" is the thinking process of using developmental milestones as a general basis for planning and predicting needs for the child within the early years. It considers the time frames associated with normal development across all facets of the child's development. The areas include bone and joint development, movement, sensory…

  13. Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function.

    PubMed

    Sulik, Michael J; Blair, Clancy; Mills-Koonce, Roger; Berry, Daniel; Greenberg, Mark

    2015-01-01

    Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self-regulation, which in turn reduces children's externalizing behavior. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

  14. Marital Birth and Early Child Outcomes: The Moderating Influence of Marriage Propensity

    PubMed Central

    Ryan, Rebecca M.

    2012-01-01

    Using data from the Fragile Families and Child Well-being Study, the present study tested whether the benefits of a marital birth for early child development diminish as parents’ risk of having a nonmarital birth increases (N = 2285). It was hypothesized that a child’s likelihood of being born to unmarried parents is partly a function of father characteristics that predict his capacity to promote child development. Results partially supported hypothesis. A positive association emerged between parental marriage and cognitive outcomes at age 3 only for children whose parents were likely to be married at the child’s birth, suggesting average differences between children in married and unmarried families may overestimate the benefit of marriage in subpopulations most impacted by nonmarital birth. PMID:22416792

  15. Heritable temperament pathways to early callous-unemotional behaviour.

    PubMed

    Waller, Rebecca; Trentacosta, Christopher J; Shaw, Daniel S; Neiderhiser, Jenae M; Ganiban, Jody M; Reiss, David; Leve, Leslie D; Hyde, Luke W

    2016-12-01

    Early callous-unemotional behaviours identify children at risk for antisocial behaviour. Recent work suggests that the high heritability of callous-unemotional behaviours is qualified by interactions with positive parenting. To examine whether heritable temperament dimensions of fearlessness and low affiliative behaviour are associated with early callous-unemotional behaviours and whether parenting moderates these associations. Using an adoption sample (n = 561), we examined pathways from biological mother self-reported fearlessness and affiliative behaviour to child callous-unemotional behaviours via observed child fearlessness and affiliative behaviour, and whether adoptive parent observed positive parenting moderated pathways. Biological mother fearlessness predicted child callous-unemotional behaviours via earlier child fearlessness. Biological mother low affiliative behaviour predicted child callous-unemotional behaviours, although not via child affiliative behaviours. Adoptive mother positive parenting moderated the fearlessness to callous-unemotional behaviour pathway. Heritable fearlessness and low interpersonal affiliation traits contribute to the development of callous-unemotional behaviours. Positive parenting can buffer these risky pathways. © The Royal College of Psychiatrists 2016.

  16. Heritable temperament pathways to early callous–unemotional behaviour

    PubMed Central

    Waller, Rebecca; Trentacosta, Christopher J.; Shaw, Daniel S.; Neiderhiser, Jenae M.; Ganiban, Jody M.; Reiss, David; Leve, Leslie D.; Hyde, Luke W.

    2016-01-01

    Background Early callous–unemotional behaviours identify children at risk for antisocial behaviour. Recent work suggests that the high heritability of callous–unemotional behaviours is qualified by interactions with positive parenting. Aims To examine whether heritable temperament dimensions of fearlessness and low affiliative behaviour are associated with early callous–unemotional behaviours and whether parenting moderates these associations. Method Using an adoption sample (n = 561), we examined pathways from biological mother self-reported fearlessness and affiliative behaviour to child callous–unemotional behaviours via observed child fearlessness and affiliative behaviour, and whether adoptive parent observed positive parenting moderated pathways. Results Biological mother fearlessness predicted child callous–unemotional behaviours via earlier child fearlessness. Biological mother low affiliative behaviour predicted child callous–unemotional behaviours, although not via child affiliative behaviours. Adoptive mother positive parenting moderated the fearlessness to callous–unemotional behaviour pathway. Conclusions Heritable fearlessness and low interpersonal affiliation traits contribute to the development of callous–unemotional behaviours. Positive parenting can buffer these risky pathways. PMID:27765772

  17. 45 CFR 1304.23 - Child nutrition.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Child nutrition. 1304.23 Section 1304.23 Public... AGENCIES Early Childhood Development and Health Services § 1304.23 Child nutrition. (a) Identification of... into account staff and family discussions concerning: (1) Any relevant nutrition-related assessment...

  18. 45 CFR 1304.23 - Child nutrition.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Child nutrition. 1304.23 Section 1304.23 Public... AGENCIES Early Childhood Development and Health Services § 1304.23 Child nutrition. (a) Identification of... into account staff and family discussions concerning: (1) Any relevant nutrition-related assessment...

  19. 45 CFR 1304.23 - Child nutrition.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Child nutrition. 1304.23 Section 1304.23 Public... AGENCIES Early Childhood Development and Health Services § 1304.23 Child nutrition. (a) Identification of... into account staff and family discussions concerning: (1) Any relevant nutrition-related assessment...

  20. 45 CFR 1304.23 - Child nutrition.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Child nutrition. 1304.23 Section 1304.23 Public... AGENCIES Early Childhood Development and Health Services § 1304.23 Child nutrition. (a) Identification of... into account staff and family discussions concerning: (1) Any relevant nutrition-related assessment...

  1. Early Childhood Benefits at Low Cost--Evidence from a Randomized Trail in Mexico

    ERIC Educational Resources Information Center

    Cárdenas, Sergio; Evans, David K.; Holland, Peter

    2015-01-01

    The evidence that investments in early child development can pay high, long-term dividends, is mounting, both in developed and developing countries. However, recent meta-analysis identified very few studies in developing countries. The authors report on the evaluation impact of a low-cost, community-based parent training program for early child…

  2. Changes in Young Children’s Family Structures and Child Care Arrangements

    PubMed Central

    Crosnoe, Robert; Prickett, Kate Chambers; Smith, Chelsea; Cavanagh, Shannon

    2013-01-01

    Family structure change can disrupt the settings of children’s daily lives. Most scholarship focuses on disruption in the home environment. Moving beyond the home, this study explores the association between changes in family structure and changes in several dimensions of early child care. With longitudinal data from the NICHD Study of Early Child Care and Youth Development (n = 1,298), first-difference models reveal that family structure transitions are associated with changes in the type and quantity of early care as well as the number of care arrangements used, especially during the latter part of infancy. Given prior evidence linking these child care dimensions to behavioral and cognitive outcomes, these results suggest a policy-relevant mechanism by which family change may create inequalities among children. PMID:24243268

  3. Do early care and education services improve language development for maltreated children? Evidence from a national child welfare sample.

    PubMed

    Merritt, Darcey H; Klein, Sacha

    2015-01-01

    Young children under 6 years old are over-represented in the U.S. child welfare system (CWS). Due to their exposure to early deprivation and trauma, they are also highly vulnerable to developmental problems, including language delays. High quality early care and education (ECE) programs (e.g. preschool, Head Start) can improve children's development and so policymakers have begun calling for increased enrollment of CWS-supervised children in these programs. However, it is not a given that ECE will benefit all children who experience maltreatment. Some types of maltreatment may result in trauma-related learning and behavior challenges or developmental deficits that cause children to respond to ECE settings differently. The current study uses data from a nationally representative survey of children in the U.S. child welfare system, the National Survey of Child and Adolescent Well-Being II, to assess whether young CWS-supervised children (N=1,652) who were enrolled in ECE had better language development outcomes 18 months later than those not enrolled in ECE. We also explore whether the type of maltreatment that brought children to the CWS' attention moderates the relationship between ECE and children's language development. After controlling for children's initial scores on the Preschool Language Scale (PLS-3), type(s) of maltreatment experienced, and child and caregiver demographics, we found that ECE participation predicted better PLS-3 scores at follow-up, with a positive interaction between ECE participation and supervisory neglect. ECE seems to be beneficial for CWS-involved children's early language development, especially for children referred to the CWS because they lack appropriate parent supervision at home. Copyright © 2014 Elsevier Ltd. All rights reserved.

  4. Joint effects of child temperament and maternal sensitivity on the development of childhood obesity.

    PubMed

    Wu, Tiejian; Dixon, Wallace E; Dalton, William T; Tudiver, Fred; Liu, Xuefeng

    2011-05-01

    The interplay between child characteristics and parenting is increasingly implicated as crucial to child health outcomes. This study assessed the joint effects of children's temperamental characteristics and maternal sensitivity on children's weight status. Data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development were utilized. Infant temperament, assessed at child's age of 6 months by maternal report, was categorized into three types: easy, average, and difficult. Maternal sensitivity, assessed at child's age of 6 months by observing maternal behaviors during mother-child semi-structured interaction, was categorized into two groups: sensitive and insensitive. Children's height and weight were measured longitudinally from age 2 years to Grade 6, and body mass index (BMI) was calculated. BMI percentile was obtained based on the Centers for Disease Control and Prevention's BMI charts. Children, who had a BMI ≥ the 85th percentile, were defined as overweight-or-obese. Generalized estimating equations were used to analyze the data. The proportions of children overweight-or-obese increased with age, 15.58% at 2 years old to 34.34% by Grade 6. The joint effects of children's temperament and maternal sensitivity on a child's body mass status depended on the child's age. For instance, children with difficult temperament and insensitive mothers had significantly higher risks for being overweight-or-obese during the school age phase but not during early childhood. Specific combinations of child temperament and maternal sensitivity were associated with the development of obesity during childhood. Findings may hold implications for childhood obesity prevention/intervention programs targeting parents.

  5. Before Head Start: The Iowa Station and America's Children.

    ERIC Educational Resources Information Center

    Cravens, Hamilton

    This book chronicles the evolution of the child welfare movement of the early 20th century into the science of child development, from both the national perspective and the perspective of the field's best-known research center, the University of Iowa's Child Welfare Research Station. The book first explores the child welfare movement as it evolved…

  6. Childhood developmental vulnerabilities associated with early life exposure to infectious and noninfectious diseases and maternal mental illness.

    PubMed

    Green, Melissa J; Kariuki, Maina; Dean, Kimberlie; Laurens, Kristin R; Tzoumakis, Stacy; Harris, Felicity; Carr, Vaughan J

    2017-12-26

    Fetal exposure to infectious and noninfectious diseases may influence early childhood developmental functioning, on the path to later mental illness. Here, we investigated the effects of in utero exposure to maternal infection and noninfectious diseases during pregnancy on offspring developmental vulnerabilities at age 5 years, in the context of estimated effects for early childhood exposures to infectious and noninfectious diseases and maternal mental illness. We used population data for 66,045 children from an intergenerational record linkage study (the New South Wales Child Development Study), for whom a cross-sectional assessment of five developmental competencies (physical, social, emotional, cognitive, and communication) was obtained at school entry, using the Australian Early Development Census (AEDC). Child and maternal exposures to infectious or noninfectious diseases were determined from the NSW Ministry of Health Admitted Patients Data Collection (APDC) and maternal mental illness exposure was derived from both APDC and Mental Health Ambulatory Data collections. Multinomial logistic regression analyses were used to examine unadjusted and adjusted associations between these physical and mental health exposures and child developmental vulnerabilities at age 5 years. Among the physical disease exposures, maternal infectious diseases during pregnancy and early childhood infection conferred the largest associations with developmental vulnerabilities at age 5 years; maternal noninfectious illness during pregnancy also retained small but significant associations with developmental vulnerabilities even when adjusted for other physical and mental illness exposures and covariates known to be associated with early childhood development (e.g., child's sex, socioeconomic disadvantage, young maternal age, prenatal smoking). Among all exposures examined, maternal mental illness first diagnosed prior to childbirth conferred the greatest odds of developmental vulnerability at age 5 years. Prenatal exposure to infectious or noninfectious diseases appear to influence early childhood physical, social, emotional and cognitive developmental vulnerabilities that may represent intermediate phenotypes for subsequent mental disorders. © 2017 Association for Child and Adolescent Mental Health.

  7. The Development of Early Profiles of Temperament: Characterization, Continuity, and Etiology.

    PubMed

    Beekman, Charles; Neiderhiser, Jenae M; Buss, Kristin A; Loken, Eric; Moore, Ginger A; Leve, Leslie D; Ganiban, Jody M; Shaw, Daniel S; Reiss, David

    2015-01-01

    This study used a data-driven, person-centered approach to examine the characterization, continuity, and etiology of child temperament from infancy to toddlerhood. Data from 561 families who participated in an ongoing prospective adoption study, the Early Growth and Development Study, were used to estimate latent profiles of temperament at 9, 18, and 27 months. Results indicated that four profiles of temperament best fit the data at all three points of assessment. The characterization of profiles was stable over time, while membership in profiles changed across age. Facets of adoptive parent and birth mother personality were predictive of children's profile membership at each age, providing preliminary evidence for specific environmental and genetic influences on patterns of temperament development from infancy to toddlerhood. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

  8. Predicting maternal parenting stress in middle childhood: the roles of child intellectual status, behaviour problems and social skills.

    PubMed

    Neece, C; Baker, B

    2008-12-01

    Parents of children with intellectual disabilities (ID) typically report elevated levels of parenting stress, and child behaviour problems are a strong predictor of heightened parenting stress. Interestingly, few studies have examined child characteristics beyond behaviour problems that may also contribute to parenting stress. The present longitudinal study examined the contribution of child social skills to maternal parenting stress across middle childhood, as well as the direction of the relationship between child social skills and parenting stress. Families of children with ID (n = 74) or typical development (TD) (n = 115) participated over a 2-year period. Maternal parenting stress, child behaviour problems and child social skills were assessed at child ages six and eight. Child social skills accounted for unique variance in maternal parenting stress above and beyond child intellectual status and child behaviour problems. As the children matured, there was a significant interaction between child social skills and behaviour problems in predicting parenting stress. With respect to the direction of these effects, a cross-lagged panel analysis indicated that early parenting stress contributed to later social skills difficulties for children, but the path from children's early social skills to later parenting stress was not supported, once child behaviour problems and intellectual status were accounted for. When examining parenting stress, child social skills are an important variable to consider, especially in the context of child behaviour problems. Early parenting stress predicted child social skills difficulties over time, highlighting parenting stress as a key target for intervention.

  9. Infant temperament moderates relations between maternal parenting in early childhood and children's adjustment in first grade.

    PubMed

    Stright, Anne Dopkins; Gallagher, Kathleen Cranley; Kelley, Ken

    2008-01-01

    A differential susceptibility hypothesis proposes that children may differ in the degree to which parenting qualities affect aspects of child development. Infants with difficult temperaments may be more susceptible to the effects of parenting than infants with less difficult temperaments. Using latent change curve analyses to analyze data from the National Institute of Child Health and Human Development Study of Early Child Care, the current study found that temperament moderated associations between maternal parenting styles during early childhood and children's first-grade academic competence, social skills, and relationships with teachers and peers. Relations between parenting and first-grade outcomes were stronger for difficult than for less difficult infants. Infants with difficult temperaments had better adjustment than less difficult infants when parenting quality was high and poorer adjustment when parenting quality was lower.

  10. Pathways from maternal distress and child problem behavior to adolescent depressive symptoms: a prospective examination from early childhood to adolescence.

    PubMed

    Nilsen, Wendy; Gustavson, Kristin; Røysamb, Espen; Kjeldsen, Anne; Karevold, Evalill

    2013-06-01

    The main aim of this study was to identify the pathways from maternal distress and child problem behaviors (i.e., internalizing and externalizing problems) across childhood and their impact on depressive symptoms during adolescence among girls and boys. Data from families of 921 Norwegian children in a 15-year longitudinal community sample were used. Using structural equation modeling, the authors explored the interplay between maternal-reported distress and child problem behaviors measured at 5 time points from early (ages 1.5, 2.5, and 4.5 years) and middle (age 8.5 years) childhood to early adolescence (age 12.5 years), and their prediction of self-reported depressive symptoms during adolescence (ages 14.5 and 16.5 years). The findings revealed paths from internalizing and externalizing problems throughout the development for corresponding problems (homotypic paths) and paths from early externalizing to subsequent internalizing problems (heterotypic paths). The findings suggest 2 pathways linking maternal-rated risk factors to self-reported adolescent depressive symptoms. There was a direct path from early externalizing problems to depressive symptoms. There was an indirect path from early maternal distress going through child problem behavior to depressive symptoms. In general, girls and boys were similar, but some gender-specific effects appeared. Problem behaviors in middle childhood had heterotypic paths to subsequent problems only for girls. The findings highlight the developmental importance of child externalizing problems, as well as the impact of maternal distress as early as age 1.5 years for the development of adolescent depressive symptoms. Findings also indicate a certain vulnerable period in middle childhood for girls. NOTE: See Supplemental Digital Content 1, at http://links.lww.com/JDBP/A45, for a video introduction to this article.

  11. Characterizing Early Psychosocial Functioning of Parents of Children with Moderate to Severe Genital Ambiguity due to Disorders of Sex Development.

    PubMed

    Suorsa, Kristina I; Mullins, Alexandria J; Tackett, Alayna P; Reyes, Kristy J Scott; Austin, Paul; Baskin, Laurence; Bernabé, Kerlly; Cheng, Earl; Fried, Allyson; Frimberger, Dominic; Galan, Denise; Gonzalez, Lynette; Greenfield, Saul; Kropp, Bradley; Meyer, Sabrina; Meyer, Theresa; Nokoff, Natalie; Palmer, Blake; Poppas, Dix; Paradis, Alethea; Yerkes, Elizabeth; Wisniewski, Amy B; Mullins, Larry L

    2015-12-01

    We examined the psychosocial characteristics of parents of children with disorders of sex development at early presentation to a disorders of sex development clinic. Parental anxiety, depression, quality of life, illness uncertainty and posttraumatic stress symptoms were assessed. Additionally we evaluated the relationship of assigned child gender to parental outcomes. A total of 51 parents of children with ambiguous or atypical genitalia were recruited from 7 centers specializing in treatment of disorders of sex development. At initial assessment no child had undergone genitoplasty. Parents completed the Cosmetic Appearance Rating Scale, Beck Anxiety Inventory, Beck Depression Inventory, SF-36, Parent Perception of Uncertainty Scale and Impact of Event Scale-Revised. A large percentage of parents (54.5%) were dissatisfied with the genital appearance of their child, and a small but significant percentage reported symptoms of anxiety, depression, diminished quality of life, uncertainty and posttraumatic stress. Few gender differences emerged. Although many parents function well, a subset experience significant psychological distress around the time of diagnosis of a disorder of sex development in their child. Early screening to assess the need for psychosocial interventions is warranted. Copyright © 2015 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  12. Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world.

    PubMed

    Engle, Patrice L; Black, Maureen M; Behrman, Jere R; Cabral de Mello, Meena; Gertler, Paul J; Kapiriri, Lydia; Martorell, Reynaldo; Young, Mary Eming

    2007-01-20

    This paper is the third in the Child Development Series. The first paper showed that more than 200 million children under 5 years of age in developing countries do not reach their developmental potential. The second paper identified four well-documented risks: stunting, iodine deficiency, iron deficiency anaemia, and inadequate cognitive stimulation, plus four potential risks based on epidemiological evidence: maternal depression, violence exposure, environmental contamination, and malaria. This paper assesses strategies to promote child development and to prevent or ameliorate the loss of developmental potential. The most effective early child development programmes provide direct learning experiences to children and families, are targeted toward younger and disadvantaged children, are of longer duration, high quality, and high intensity, and are integrated with family support, health, nutrition, or educational systems and services. Despite convincing evidence, programme coverage is low. To achieve the Millennium Development Goals of reducing poverty and ensuring primary school completion for both girls and boys, governments and civil society should consider expanding high quality, cost-effective early child development programmes.

  13. Parental Wellbeing, Parenting and Child Development in Ghanaian Families with Young Children.

    PubMed

    Huang, Keng-Yen; Bornheimer, Lindsay A; Dankyi, Ernestina; de-Graft Aikins, Ama

    2018-03-27

    Approximately one-third of early childhood pupils in Ghana are struggling with meeting basic behavioral and developmental milestones, but little is known about mechanisms or factors that contribute to poor early childhood development. With a lack of developmental research to guide intervention or education program and policy planning, this study aimed to address these research gaps by examining a developmental mechanism for early childhood development. We tested a mediational mechanism model that examined the influence of parental wellbeing on parenting and children's development. Two hundred and sixty-two Ghanaian parents whose children attended early childhood classes (nursery to 3rd grade) were recruited. Data were gathered through parent interviews and Structural Equation Modeling was utilized to examine pathways of the model. Results support the mediational model that Ghanaian parents' depression was associated with less optimal parenting, and in turn greater child externalizing behavioral problems. This study adds new evidence of cross cultural consistency in early childhood development.

  14. Between practice and theory: Melanie Klein, Anna Freud and the development of child analysis.

    PubMed

    Donaldson, G

    1996-04-01

    An examination of the early history of child analysis in the writings of Melanie Klein and Anna Freud reveals how two different and opposing approaches to child analysis arose at the same time. The two methods of child analysis are rooted in a differential emphasis on psychoanalytic theory and practice. The Kleinian method derives from the application of technique while the Anna Freudian method is driven by theory. Furthermore, by holding to the Freudian theory of child development Anna Freud was forced to limit the scope of child analysis, while Klein's application of Freudian practice has led to new discoveries about the development of the infant psyche.

  15. Story time turbocharger? Child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories.

    PubMed

    Hutton, John S; Phelan, Kieran; Horowitz-Kraus, Tzipi; Dudley, Jonathan; Altaye, Mekibib; DeWitt, Thomas; Holland, Scott K

    2017-01-01

    Expanding behavioral and neurobiological evidence affirms benefits of shared (especially parent-child) reading on cognitive development during early childhood. However, the majority of this evidence involves factors under caregiver control, the influence of those intrinsic to the child, such as interest or engagement in reading, largely indirect or unclear. The cerebellum is increasingly recognized as playing a "smoothing" role in higher-level cognitive processing and learning, via feedback loops with language, limbic and association cortices. We utilized functional MRI to explore the relationship between child engagement during a mother-child reading observation and neural activation and connectivity during a story listening task, in a sample of 4-year old girls. Children exhibiting greater interest and engagement in the narrative showed increased activation in right-sided cerebellar association areas during the task, and greater functional connectivity between this activation cluster and language and executive function areas. Our findings suggest a potential cerebellar "boost" mechanism responsive to child engagement level that may contribute to emergent literacy development during early childhood, and synergy between caregiver and child factors during story sharing.

  16. Computers and the Thought-Producing Self of the Young Child.

    ERIC Educational Resources Information Center

    Fomichova, Olga; Fomichov, Vladimir

    2000-01-01

    Discusses a new, informational-based cybernetic conception of the early development of child consciousness. Suggests a solution to the fundamental problem of formulating and creating the optimal cognitive preconditions of successful child-computer interaction, and analyzes some negative aspects of using intelligent computer and communications…

  17. Parenting Supports for Early Vocabulary Development: Specific Effects of Sensitivity and Stimulation through Infancy

    PubMed Central

    Vallotton, Claire; Mastergeorge, Ann; Foster, Tricia; Decker, Kalli B.; Ayoub, Catherine

    2016-01-01

    Growing recognition of disparities in early childhood language environments prompt examination of parent-child interactions which support vocabulary. Research links parental sensitivity and cognitive stimulation to child language, but has not explicitly contrasted their effects, nor examined how effects may change over time. We examined maternal sensitivity and stimulation throughout infancy using two observational methods – ratings of parents’ interaction qualities, and coding of discrete parenting behaviors - to assess the relative importance of these qualities to child vocabulary over time, and determine whether mothers make related changes in response to children’s development. Participants were 146 infants and mothers, assessed when infants were 14, 24, and 36 months. At 14 months, sensitivity had a stronger effect on vocabulary than did stimulation, but the effect of stimulation grew throughout toddlerhood. Mothers’ cognitive stimulation grew over time, whereas sensitivity remained stable. While discrete parenting behaviors changed with child age, there was no evidence of trade-offs between sensitive and stimulating behaviors, and no evidence that sensitivity moderated the effect of stimulation on child vocabulary. Findings demonstrate specificity of timing in the link between parenting qualities and child vocabulary which could inform early parent interventions, and supports a reconceptualization of the nature and measurement of parental sensitivity. PMID:28111526

  18. Producing children in the 21st century: a critical discourse analysis of the science and techniques of monitoring early child development.

    PubMed

    Einboden, Rochelle; Rudge, Trudy; Varcoe, Colleen

    2013-11-01

    The purpose of this article is to identify the implications of commonly held ideologies within theories of child development. Despite critiques to doing so, developmental theory assumes that children's bodies are unitary, natural and material. The recent explosion of neuroscience illustrates the significance of historical, social and cultural contexts to portrayals of brain development, offering the opportunity for a critical departure in thinking. Instead, this neuroscience research has been taken up in ways that align with biomedical traditions and neoliberal values. This article uses a critical discursive approach, supported by Haraway's ideas of technoscience, to analyse a population-based early child development research initiative. This initiative organises a large-scale surveillance of children's development, operating from the premise that risks to development are best captured early to optimise children's potential. The analysis in this article shows an intermingling of health and economic discourses and clarifies how the child is a figure of significant contemporary social and political interests. In a poignant example of technobiopolitics, the collusion between health research, technologies and the state enrols health professionals to participate in the production of children as subjects of social value, figured as human capital, investments in the future, or alternatively, as waste. The analysis shows how practices that participate in what has become a developmental enterprise also participate in the marginalisation of the very children they intend to serve. Hence, there is the need to rethink practices critically and move towards innovative conceptualisations of child development that hold possibilities to resist these figurations.

  19. Influence of first-time mothers' early employment on severe early childhood caries in their child.

    PubMed

    Plutzer, Kamila; Keirse, Marc J N C

    2012-01-01

    Aim. To examine whether mothers' early employment status is related to the development of severe early childhood caries in their child. Methods. Questionnaire survey of 429 first-time mothers in metropolitan Adelaide, South Australia, and dental examinations of their child at 20 months of age. Results. At 20 ± 2.5 months of age, 5.6% of children exhibited caries defined as one or more demineralized or cavitated lesions on the upper incisors. Of the mothers, 52.2% had no paid employment, 39.6% were part-time and 8.2% full-time employed. Overall, mothers' participation in the workforce had no influence on the frequency of severe early childhood caries in their child, but there was a significant interaction with family structure. For mothers without employment there was no difference between single, and two-parent families, but children with an employed single mother more frequently had caries than those with a working mother in a two-parent family (P < 0.04). However, there were no significant differences in children's reported general health. Conclusions. The data indicate a need to explore strategies that may assist single mothers and especially those in the workforce to prevent severe early childhood caries in their child.

  20. Watch Me Grow! A Text for the Early Education of the Blind Child = Miradme! Texto para la Educacion Precoz del Nino Ciego.

    ERIC Educational Resources Information Center

    Blind Children's Fund, Aburndale, MA.

    This text assists parents and other caregivers in stimulating the young child with a severe visual impairment, in order to encourage development of normal behaviors which blindness delays and to prevent the appearance of psychological disturbances. Simple language and illustrations describe the stages of child development from newborn to 3 years…

  1. 75 FR 8966 - Discretionary Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-26

    ... Health and Safety--1 grant National Sudden and Unexpected Infant/Child Death and Pregnancy Loss Centers... programs into alignment with changes resulting from HRSA's Maternal and Child Health Bureau's developing strategic plan and the Early Learning and Development Initiative of the HHS and Department of Education. The...

  2. Participatory Programming of a Campus Child Development Facility.

    ERIC Educational Resources Information Center

    Sanoff, Henry; Sanoff, Joan

    The process of designing Wake Technical College's campus child development center involved a team of college administrators, early childhood program staff, and an architectural consultant. The design process included a needs assessment, an interest survey, center visitations, team formation, goal refinement and clarification in brainstorming…

  3. Using Current Literature Selections to Nurture the Development of Kindness in Young Children

    ERIC Educational Resources Information Center

    Zeece, Pauline Davey

    2009-01-01

    Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part of young children's evolving social competence (Han and Kemple in "Early Child Educ J" 34(3):241-246, 2006; Moore in "Early Child Educ Today" 19(3):36-44, 2004). The capacity to care emanates from physical and psychological…

  4. The Long-Term Effects of Early and Recent Maternal Employment on a Child's Academic Achievement

    ERIC Educational Resources Information Center

    Baum, Charles L.

    2004-01-01

    More children today are being raised in households with mothers who work for pay compared to a generation ago, when most mothers did not engage in marketplace work. This demographic change is important because it could affect children. In this article, the effects of early and recent maternal employment on a child's academic development are…

  5. Child Care and Canadian Federalism in the 1990s: Canary in a Coal Mine. Occasional Paper No. 11.

    ERIC Educational Resources Information Center

    Friendly, Martha

    There is broad recognition in Canada that offering both early childhood education to strengthen healthy development for all children and child care to support mothers' workforce participation is in the public interest. Noting that Canada does not currently provide adequate early childhood care and education, this paper examines federal/provincial…

  6. Physical Environmental Adversity and the Protective Role of Maternal Monitoring in Relation to Early Child Conduct Problems

    ERIC Educational Resources Information Center

    Supplee, Lauren H.; Unikel, Emily B.; Shaw, Daniel S.

    2007-01-01

    Research on the development of externalizing behaviors during early childhood has focused on child and parenting factors. Fewer studies have investigated effects of aversive features of the micro-level physical environment, such as overcrowding and chaos in the home, and the macro-level environment, such as neighborhood quality. This study extends…

  7. 45 CFR 1304.21 - Education and early childhood development.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... as art, music, movement, and dialogue; (iii) Promoting interaction and language use among children... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND... early childhood development. (a) Child development and education approach for all children. (1) In order...

  8. 45 CFR 1304.21 - Education and early childhood development.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... as art, music, movement, and dialogue; (iii) Promoting interaction and language use among children... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND... early childhood development. (a) Child development and education approach for all children. (1) In order...

  9. 45 CFR 1304.21 - Education and early childhood development.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... as art, music, movement, and dialogue; (iii) Promoting interaction and language use among children... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND... early childhood development. (a) Child development and education approach for all children. (1) In order...

  10. 45 CFR 1304.21 - Education and early childhood development.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... as art, music, movement, and dialogue; (iii) Promoting interaction and language use among children... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND... early childhood development. (a) Child development and education approach for all children. (1) In order...

  11. Making the Grade: Making the Case for Well-Educated, Well-Trained Teaching Staff in Early Care and Education. Quality Matters: A Policy Brief Series on Early Care and Education. Volume 2, Fall 2007

    ERIC Educational Resources Information Center

    Edie, David

    2007-01-01

    The last quarter century of research on brain development suggests that the nurturing and learning experiences available in the first few years play a strong role in shaping a child's development. Babies are born with a remarkable intrinsic ability to learn. The foundation for a child's intellect, personality and skills is established in the first…

  12. Ebb and Flow in Parent-Child Interactions: Shifts from Early through Middle Childhood

    PubMed Central

    Bradley, Robert H.; Pennar, Amy; Iida, Masumi

    2015-01-01

    Objective This study documents the strength of relations between key parent and child behaviors as they occur during typical encounters for both mothers and fathers and determines whether there were shifts in the strength of relations between parent and child behaviors during early and middle childhood. Design Multivariate multi-level modeling was used to examine associations between three parent behaviors (respect for autonomy, stimulation of development, hostility) and two child behaviors (agency, negativity) as they occurred in typical parent-child activities at four time points from 54 months through 5th grade for 817 families. Results For mothers and fathers, respect for autonomy and stimulation were associated with child agency. Paternal hostility was negatively associated with child agency, but for mothers the relation became more positive with age. Parental respect for autonomy and hostility were associated with child negativity for both mothers and fathers; however, for mothers, relations between autonomy support and child negativity became more positive, and relations between hostility and child negativity became less positive. Conclusions There are clear shifts in the strength of relations between some parenting behaviors and child behaviors from early to middle childhood, indicative of a changing dialectic as children become more independent and different dialectics for mothers and fathers. Parenting behavior links to child competence and adaptive behavior, and the findings may help resolve some uncertainties about relations between parental behavior and children's developmental trajectories. PMID:26877717

  13. The evolution of beasts and babies: recapitulation, instinct, and the early discourse on child development.

    PubMed

    Noon, David Hoogland

    2005-01-01

    The field of "child study" emerged at the end of the nineteenth century with the purpose of disclosing children's "nature" for the benefit of parents, educators, psychologists, and other interested groups. Borrowed from the biological sciences, narratives of biological recapitulation were common in the discourses about child development during this period. Such theories often measured children against "savages," but they also suggested that the study of childhood offered clues into the evolutionary relationships between humans and animals. By emphasizing the relevance of children's "instincts," observers of child development explained child behavior as the tissue that linked humans and animals. 2005 Wiley Periodicals, Inc.

  14. Look-normal: the colonized child of developmental science.

    PubMed

    Varga, Donna

    2011-05-01

    This article provides an analysis of the techniques, methods, materials, and discourses of child study observation to illuminate its role in the sociohistorical colonization of childhood. Through analysis of key texts it explains how early 20th-century child study provided for the transcendence of historical, racial, and social contexts for understanding human development. The colonizing project of child study promoted the advancement of Eurocentric culture through a generic "White" development. What a child is and can be, and the meaning of childhood has been disembodied through observation, record keeping, and analytical processes in which time and space are abstracted from behavior, and development symbolized as a universal ideal.

  15. Parent Involvement and Children's Academic and Social Development in Elementary School

    ERIC Educational Resources Information Center

    El Nokali, Nermeen E.; Bachman, Heather J.; Votruba-Drzal, Elizabeth

    2010-01-01

    Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate children's trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among…

  16. The sleeper effect of intimate partner violence exposure: long-term consequences on young children's aggressive behavior.

    PubMed

    Holmes, Megan R

    2013-09-01

    Children who have been exposed to intimate partner violence (IPV) experience a wide variety of short-term social adjustment and emotional difficulties, including externalizing behavioral problems such as aggression. While children are affected by IPV at all ages, little is known about the long-term consequences of IPV exposure at younger ages. Because early experiences provide the foundation for later development, children exposed to IPV as an infant or toddler may experience worse negative outcomes over time than children never exposed. Using the National Survey of Child and Adolescent Well-Being (NSCAW), latent growth curve modeling was conducted to examine whether early IPV exposure occurring between birth and age three (n = 107), compared with no exposure (n = 339), affects the development of aggressive behavior over 5 years. This modeling allowed for empirical exploration of developmental trajectories, and considered whether initial social development trajectories and change over time vary according to early IPV exposure. Children who were exposed to more frequent early IPV did not have significantly different aggressive behavior problems initially than children who were never exposed. However, over time, the more frequently children were exposed between birth and 3 years, the more aggressive behavior problems were exhibited by age eight. Results indicate a long-term negative behavioral effect on children who have been exposed to IPV at an early age. An initial assessment directly following exposure to IPV may not be able to identify behavior problems in young children. Because the negative effects of early IPV exposure are delayed until the child is of school age, early intervention is necessary for reducing the risk of later aggressive behavior. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.

  17. Double Jeopardy: Poorer Social-Emotional Outcomes for Children in the NICHD SECCYD Experiencing Home and Child-Care Environments that Confer Risk

    ERIC Educational Resources Information Center

    Watamura, Sarah Enos; Phillips, Deborah A.; Morrissey, Taryn W.; McCartney, Kathleen; Bub, Kristen

    2011-01-01

    Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to…

  18. Important Evidence Highlights the Meaning of Teacher-Child Relationships for Child Development. Commentary on: "Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care"

    ERIC Educational Resources Information Center

    Sagi-Schwartz, Abraham

    2016-01-01

    In this commentary, Sagi-Schwartz evaluates the article by Beckh and Becker-Stoll (2016) on attachment relationships with non-parental caregivers and how it may contribute to public child care. Beckh and Becker-Stoll first describe important background about research on early parent-child relationships, and how their nature and quality might…

  19. Mississippi Choctaw Parent Child Development Program: Impact Study.

    ERIC Educational Resources Information Center

    Crawford, Reva

    The Mississippi Choctaw Parent Child Development Program (PCDP), initially funded by the BIA in 1973 as a pilot project, has had a reservation-wide impact in each of its four main areas of focus: health and nutrition; education; social services; and staff and parent development. There has been a measurable decrease in early childhood infectious…

  20. Research and Clinical Center for Child Development Annual Report, 1990-1991, No. 14.

    ERIC Educational Resources Information Center

    Wakai, Kunio, Ed.

    This annual report by the Research and Clinical Center for Child Development at Hokkaido University in Sapporo, Japan contains 10 articles by Japanese and American researchers on various aspects of children's cognitive and affective development. The following articles are presented: (1) "Making the Cut: Early Schooling and Cognitive…

  1. Online Professional Development: Choices for Early Childhood Educators

    ERIC Educational Resources Information Center

    Olsen, Heather; Donaldson, Ana J.; Hudson, Susan D.

    2010-01-01

    Early childhood educators are responsible for providing young children with the best possible early care and education. Research on child care workers' education has shown that professional preparation makes a significant impact on children's cognitive and emotional development (National Association for the Education of Young Children [NAEYC],…

  2. Early Care in Children with Neurodevelopmental Disorders

    ERIC Educational Resources Information Center

    Ponce-Meza, Jacqueline

    2017-01-01

    The article analyzes the importance of early care in child development, guiding a neuropsychological perspective of development. The early care model seeks to refer to the set of interventions aimed at children and their work in conjunction with a multidisciplinary team. It presents recommendations for the implementation of programs that allow…

  3. 45 CFR 1304.22 - Child health and safety.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Child health and safety. 1304.22 Section 1304.22..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.22 Child health and safety. (a) Health...

  4. 45 CFR 1304.24 - Child mental health.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Child mental health. 1304.24 Section 1304.24..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.24 Child mental health. (a) Mental health...

  5. 45 CFR 1304.24 - Child mental health.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Child mental health. 1304.24 Section 1304.24..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.24 Child mental health. (a) Mental health...

  6. 45 CFR 1304.24 - Child mental health.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Child mental health. 1304.24 Section 1304.24..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.24 Child mental health. (a) Mental health...

  7. 45 CFR 1304.24 - Child mental health.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Child mental health. 1304.24 Section 1304.24..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.24 Child mental health. (a) Mental health...

  8. 45 CFR 1304.22 - Child health and safety.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Child health and safety. 1304.22 Section 1304.22..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.22 Child health and safety. (a) Health...

  9. 45 CFR 1304.22 - Child health and safety.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Child health and safety. 1304.22 Section 1304.22..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.22 Child health and safety. (a) Health...

  10. 45 CFR 1304.22 - Child health and safety.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Child health and safety. 1304.22 Section 1304.22..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.22 Child health and safety. (a) Health...

  11. 45 CFR 1304.22 - Child health and safety.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Child health and safety. 1304.22 Section 1304.22..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.22 Child health and safety. (a) Health...

  12. 45 CFR 1304.24 - Child mental health.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Child mental health. 1304.24 Section 1304.24..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START... AGENCIES Early Childhood Development and Health Services § 1304.24 Child mental health. (a) Mental health...

  13. Maternal Nonstandard Work Schedules and Child Cognitive Outcomes

    ERIC Educational Resources Information Center

    Han, Wen-Jui

    2005-01-01

    This paper examined associations between mothers' work schedules and children's cognitive outcomes in the first 3 years of life for approximately 900 children from the National Institute of Child Health and Human Development Study of Early Child Care. Both the timing and duration of maternal nonstandard work schedules were examined. Although…

  14. Infancy and Early Childhood: Opportunities and Risks for Pennsylvania and Its Children. A Special Report.

    ERIC Educational Resources Information Center

    Pennsylvania Partnerships for Children, Harrisburg.

    This Kids Count special report examines brain development during infancy and early childhood in order to provide a basis for an informed discussion about the need for preventive programs to foster healthy child development. The report summarizes information on early brain development and how experience shapes neural connections. It focuses on the…

  15. Integrated and Early Childhood Education: Preparation for Social Development. Theme A: Relevant Provision for Early Childhood.

    ERIC Educational Resources Information Center

    Axton, J. H. M.

    Factors which influence child development are listed and briefly discussed. These factors are (1) mother's childhood, (2) mother's age, (3) care during pregnancy and delivery, (4) early neonatal factors, (5) birth interval, (6) effect of repeated infection and malnutrition on brain growth and intellectual development, and (7) home environment. The…

  16. The Center for Successful Child Development.

    ERIC Educational Resources Information Center

    Center for Successful Child Development, Chicago, IL.

    Described are characteristics of the Center for Successful Child Development (CSCD), a family-oriented early childhood intervention program serving 6 of 28 buildings of the Robert Taylor Homes (a public housing project inhabited by 20,000 people on Chicago's south side). After an introductory section providing background information, discussion…

  17. A Review of Peer Social Development in Early Childhood.

    ERIC Educational Resources Information Center

    Goin, Robin P.

    1998-01-01

    Reviews the literature on young children's peer social development. Addresses implications of social learning theory and empirical research. Discusses recurring themes, including child/peer versus child/adult interactions, incorporation of toys and games, influence of mothers, and gender peer preferences. Considers areas lacking empirical support…

  18. Oral Language: Expression of Thought.

    ERIC Educational Resources Information Center

    Anastasiow, Nicholas

    A child's language reflects his thought processes and his level of development. Motor, emotional, and language development all have a direct relationship to the child's cognitive functioning--each follows the pattern of moving from gross and loosely differentiated states to refined and differentiated systems. Research in early childhood education…

  19. Poverty, physical stature, and cognitive skills: Mechanisms underlying children's school enrollment in Zambia.

    PubMed

    McCoy, Dana Charles; Zuilkowski, Stephanie Simmons; Fink, Günther

    2015-05-01

    Past research suggests robust positive associations between household socioeconomic status and children's early cognitive development in Western countries. Relatively little is known about these relations in low-income country settings characterized by economic adversity, high prevalence of malnutrition and infectious disease, and relatively lower school enrollment. The present study develops and empirically evaluates an adapted model of early childhood development using a sample of 2,711 Zambian 6-year-olds. Early learning in and out of the home was found to explain much of the relation between socioeconomic status and children's cognitive skills, including language, nonverbal reasoning, and executive function. Child height-for-age (a proxy for overall nutritional status and health) was also predictive of children's cognitive skills and both early and on-time school enrollment. Implications for global child development, intervention, and future work are discussed. (c) 2015 APA, all rights reserved).

  20. Processes of Early Childhood Interventions to Adult Well-Being.

    PubMed

    Reynolds, Arthur J; Ou, Suh-Ruu; Mondi, Christina F; Hayakawa, Momoko

    2017-03-01

    This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  1. Risk and protective factors in early child development: Results from the All Our Babies (AOB) pregnancy cohort.

    PubMed

    McDonald, Sheila; Kehler, Heather; Bayrampour, Hamideh; Fraser-Lee, Nonie; Tough, Suzanne

    2016-11-01

    Understanding factors that protect against early developmental delay among children who are experiencing adversity can inform prevention and early intervention strategies. To identify risk factors for development delay at one year and protective factors for developmental delay in 'at risk' environments (poor maternal mental health and socio-demographic risk). Data was analyzed from 3360 mother-child dyads who participated in the All Our Babies (AOB) pregnancy cohort. Participants completed four questionnaires spanning pregnancy to one year postpartum and provided access to medical records. Risk factors for developmental delay at age one were identified using bivariate methods and multivariable modeling. Protective factors for child development in 'at risk' family environments were identified using bivariate analyses. At one year, 17% of children were developmentally delayed, defined as scoring in the monitoring zone on at least 2 of the 5 developmental domains of the Ages and Stages Questionnaire. Prenatal depression, preterm birth, low community engagement, and non-daily parent-child interaction increased the risk of delay. Protective factors for children in 'at risk' environments included relationship happiness, parenting self-efficacy, community engagement, higher social support, and daily parent-child interaction. The study results suggest that maternal and infant outcomes would be improved, even for vulnerable women, through identification and intervention to address poor mental health and through normalizing engagement with low cost, accessible community resources that can also support parent-child interaction. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. The association between parent early adult drug use disorder and later observed parenting practices and child behavior problems: testing alternate models.

    PubMed

    Bailey, Jennifer A; Hill, Karl G; Guttmannova, Katarina; Oesterle, Sabrina; Hawkins, J David; Catalano, Richard F; McMahon, Robert J

    2013-05-01

    This study tested the association between parent illicit drug use disorder (DUD) in early adulthood and observed parenting practices at ages 27-28 and examined the following 3 theoretically derived models explaining this link: (a) a disrupted parent adult functioning model,(b) a preexisting parent personality factor model, and (c) a disrupted adolescent family process model. Associations between study variables and child externalizing problems also were examined. Longitudinal data linking 2 generations were drawn from the Seattle Social Development Project (SSDP) and The SSDP Intergenerational Project (TIP), and included 167 parents and their 2- to 8-year-old child. Path modeling revealed that parent DUD in early adulthood predicted later observed low-skilled parenting, which was related to child externalizing problems. The preexisting parent personality factor model was supported. Parent negative emotionality accounted for the association between parent early adult DUD and later parenting practices. Parent negative emotionality also was related directly to child externalizing behavior. Limited support for the disrupted transition to adulthood model was found. The disrupted adolescent family process model was not supported. Results suggest that problem drug use that occurs early in adulthood may affect later parenting skills, independent of subsequent parent drug use. Findings highlight the importance of parent negative emotionality in influencing his or her own problem behavior, interactions with his or her child, and his or her child's problem behavior. Prevention and treatment programs targeting young adult substance use, poor parenting practices, and child behavior problems should address parent personality factors that may contribute to these behaviors.

  3. Nonstandard maternal work schedules during infancy: Implications for children's early behavior problems

    PubMed Central

    Daniel, Stephanie S.; Grzywacz, Joseph G.; Leerkes, Esther; Tucker, Jenna; Han, Wen-Jui

    2009-01-01

    This paper examines the associations between maternal nonstandard work schedules during infancy and children's early behavior problems, and the extent to which infant temperament may moderate these associations. Hypothesized associations were tested using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care (Phase I). Analyses focused on mothers who returned to work by the time the child was 6 months of age, and who worked an average of at least 35 h per week from 6 through 36 months. At 24 and 36 months, children whose mothers worked a nonstandard schedule had higher internalizing and externalizing behaviors. Modest, albeit inconsistent, evidence suggests that temperamentally reactive children may be more vulnerable to maternal work schedules. Maternal depressive symptoms partially mediated associations between nonstandard maternal work schedules and child behavior outcomes. PMID:19233479

  4. Family and child-care provider influences on preschool children's fruit, juice, and vegetable consumption.

    PubMed

    Nicklas, T A; Baranowski, T; Baranowski, J C; Cullen, K; Rittenberry, L; Olvera, N

    2001-07-01

    Children's intakes of fruit, juice, and vegetables (FJV) do not meet the recommended minimum of five daily servings, placing them at increased risk for development of cancer and other diseases. Because children's food preferences and practices are initiated early in life (e.g., 2-5 years of age), early dietary intervention programs may have immediate nutritional benefit, as well as reduce chronic disease risk when learned healthful habits and preferences are carried into adulthood. Families and child-care settings are important social environments within which food-related behaviors among young children are developed. FJV preferences, the primary predictor of FJV consumption in children, are influenced by availability, variety, and repeated exposure. Caregivers (parents and child-care providers) can influence children's eating practices by controlling availability and accessibility of foods, meal structure, food modeling, food socialization practices, and food-related parenting style. Much remains to be learned about how these influences and practices affect the development of FJV preferences and consumption early in life.

  5. Coercive Family Process and Early-Onset Conduct Problems From Age 2 to School Entry

    PubMed Central

    Smith, Justin D.; Dishion, Thomas J.; Shaw, Daniel S.; Wilson, Melvin N.; Winter, Charlotte C.; Patterson, Gerald R.

    2013-01-01

    The emergence and persistence of conduct problems during early childhood is a robust predictor of behavior problems in school and future maladaptation. In this study we examined the reciprocal influences between observed coercive interactions between children and caregivers, oppositional and aggressive behavior, and growth in parent report of early childhood (ages 2–5) and school-age conduct problems (age 7.5 and 8.5). Participants were drawn from the Early Steps multisite randomized prevention trial that includes an ethnically diverse sample of male and female children and their families (N = 731). A parallel process growth model combining latent trajectory and cross-lagged approaches revealed the amplifying effect of observed coercive caregiver–child interactions on children's noncompliance, whereas child oppositional and aggressive behaviors did not consistently predict increased coercion. The slope and initial levels of child oppositional and aggressive behaviors and the stability of caregiver–child coercion were predictive of teacher-reported oppositional behavior at school age. Families assigned to the Family Check-Up condition had significantly steeper declines in child oppositional and aggressive behavior and moderate reductions in oppositional behavior in school and in coercion at age 3. Results were not moderated by child gender, race/ethnicity, or assignment to the intervention condition. The implications of these findings are discussed with respect to understanding the early development of conduct problems and to designing optimal strategies for reducing problem behavior in early childhood with families most in need. PMID:24690305

  6. Coercive family process and early-onset conduct problems from age 2 to school entry.

    PubMed

    Smith, Justin D; Dishion, Thomas J; Shaw, Daniel S; Wilson, Melvin N; Winter, Charlotte C; Patterson, Gerald R

    2014-11-01

    The emergence and persistence of conduct problems (CPs) during early childhood is a robust predictor of behavior problems in school and of future maladaptation. In this study we examined the reciprocal influences between observed coercive interactions between children and caregivers, oppositional and aggressive behavior, and growth in parent report of early childhood (ages 2-5) and school-age CPs (ages 7.5 and 8.5). Participants were drawn from the Early Steps multisite randomized prevention trial that includes an ethnically diverse sample of male and female children and their families (N = 731). A parallel-process growth model combining latent trajectory and cross-lagged approaches revealed the amplifying effect of observed coercive caregiver-child interactions on children's noncompliance, whereas child oppositional and aggressive behaviors did not consistently predict increased coercion. The slope and initial levels of child oppositional and aggressive behaviors and the stability of caregiver-child coercion were predictive of teacher-reported oppositional behavior at school age. Families assigned to the Family Check-Up condition had significantly steeper declines in child oppositional and aggressive behavior and moderate reductions in oppositional behavior in school and in coercion at age 3. Results were not moderated by child gender, race/ethnicity, or assignment to the intervention condition. The implications of these findings are discussed with respect to understanding the early development of CPs and to designing optimal strategies for reducing problem behavior in early childhood with families most in need.

  7. Early exposure to media violence and later child adjustment.

    PubMed

    Fitzpatrick, Caroline; Barnett, Tracie; Pagani, Linda S

    2012-05-01

    The extent to which early childhood exposure to violent media is associated with subsequent adverse child functioning remains disconcerting. In this study, we examine whether preschool child exposure to what parents generally characterize as violent television programming predicts a range of second-grade mental health outcomes. Participants are from the Quebec Longitudinal Study of Child Development (N = 1786). At 41 and 53 months, parents reported whether the child had viewed television shows and videos consisting of what they judged as violent content. According to parents, children watched on average 1.8 hours of mixed programming per day. Parent-reported child exposure to televised violence was associated with teacher-reported antisocial symptoms (β = 0.180, 95% confidence interval [CI]: 0.026-0.333), emotional distress (β = 0.224, 95% CI: 0.010-0.438), inattention (β = 0.349, 95% CI: 0.048-0.651), and lower global academic achievement (β = -0.127, 95% CI: -0.237-0.017) in second grade. Violent televiewing was also associated with less child-reported academic self-concept (β = -0.175, 95% CI: -0.296-0.053) and intrinsic motivation (β = -0.162, 95% CI: -0.016-0.307) in second grade. Effects remained significant after adjusting for preexisting child and family characteristics such as baseline child aggression. This prospective study suggests risks associated with early childhood violent media exposure for long-term mental health in children. These findings, suggesting diffusive relationships between early childhood violent media exposure and negative socioemotional and academic outcomes, empirically support the notion that access to early childhood violent television represents a threat to population health and should be discouraged by adult caregivers.

  8. Integrating Early Child Development and Violence Prevention Programs: A Systematic Review.

    PubMed

    Efevbera, Yvette; McCoy, Dana C; Wuermli, Alice J; Betancourt, Theresa S

    2018-03-01

    Limited evidence describes promoting development and reducing violence in low- and middle-income countries (LMICs), a missed opportunity to protect children and promote development and human capital. This study presents a systematic literature review of integrated early childhood development plus violence prevention (ECD+VP) interventions in LMICs. The search yielded 5,244 unique records, of which N = 6 studies met inclusion criteria. Interventions were in Chile, Jamaica, Lebanon, Mexico, Mozambique, and Turkey. Five interventions were parent education programs, including center-based sessions (n = 3) and home visiting (n = 2), while one intervention was a teacher education program. All but one study reported improvements in both child development and maltreatment outcomes. The dearth of evidence on ECD+VP interventions suggests additional research is needed. Integrated ECD+VP interventions may improve multiple child outcome domains while leveraging limited resources in LMICs. © 2018 Wiley Periodicals, Inc.

  9. Oxytocin and Parent-Child Interaction in the Development of Empathy among Children at Risk for Autism

    PubMed Central

    McDonald, Nicole M.; Baker, Jason K.; Messinger, Daniel S.

    2016-01-01

    This longitudinal study investigated whether variation in the oxytocin receptor gene (OXTR) and early parent-child interactions predicted later empathic behavior in 84 toddlers at high or low familial risk for ASD. Two well-studied OXTR single nucleotide polymorphisms (SNPs), rs53576 and rs2254298, were examined. Parent-child interaction was measured at 15 and 18 months of age during free play sessions. Empathy was measured at 24 and 30 months using a response to parental distress paradigm. While there was no direct association between parent-child interaction quality or OXTR and empathy, rs53576 moderated the relation between interaction quality and empathy. Results suggest that the interplay between OXTR and early parent-child interactions predicts individual differences in empathy in children at varying risk for atypical social development. Findings are consonant with a differential susceptibility model in which an OXTR variant may increase the social salience of interaction processes for specific allele carriers. These results increase our understanding of predictors of empathy development in young children with a wide range of social outcomes. PMID:26998571

  10. Predicting maternal parenting stress in middle childhood: the roles of child intellectual status, behaviour problems and social skills

    PubMed Central

    Neece, C.; Baker, B.

    2009-01-01

    Background Parents of children with intellectual disabilities (ID) typically report elevated levels of parenting stress, and child behaviour problems are a strong predictor of heightened parenting stress. Interestingly, few studies have examined child characteristics beyond behaviour problems that may also contribute to parenting stress. The present longitudinal study examined the contribution of child social skills to maternal parenting stress across middle childhood, as well as the direction of the relationship between child social skills and parenting stress. Method Families of children with ID (n = 74) or typical development (TD) (n = 115) participated over a 2-year period. Maternal parenting stress, child behaviour problems and child social skills were assessed at child ages six and eight. Results Child social skills accounted for unique variance in maternal parenting stress above and beyond child intellectual status and child behaviour problems. As the children matured, there was a significant interaction between child social skills and behaviour problems in predicting parenting stress. With respect to the direction of these effects, a cross-lagged panel analysis indicated that early parenting stress contributed to later social skills difficulties for children, but the path from children’s early social skills to later parenting stress was not supported, once child behaviour problems and intellectual status were accounted for. Conclusion When examining parenting stress, child social skills are an important variable to consider, especially in the context of child behaviour problems. Early parenting stress predicted child social skills difficulties over time, highlighting parenting stress as a key target for intervention. PMID:18513339

  11. Growth recovery and faltering through early adolescence in low- and middle-income countries: Determinants and implications for cognitive development.

    PubMed

    Georgiadis, Andreas; Benny, Liza; Duc, Le Thuc; Galab, Sheikh; Reddy, Prudhvikar; Woldehanna, Tassew

    2017-04-01

    Child chronic undernutrition, as measured by stunting, is prevalent in low- and middle-income countries and is among the major threats to child development. While stunting and its implications for cognitive development have been considered irreversible beyond early childhood there is a lack of consensus in the literature on this, as there is some evidence of recovery from stunting and that this recovery may be associated with improvements in cognition. Less is known however, about the drivers of growth recovery and the aspects of recovery linked to cognitive development. In this paper we investigate the factors associated with growth recovery and faltering through age 12 years and the implications of the incidence, timing, and persistence of post-infancy recovery from stunting for cognitive development using longitudinal data from Ethiopia, India, Peru, and Vietnam. We find that the factors most systematically associated with accelerated growth both before and after early childhood and across countries include mother's height, household living standards and shocks, community wages, food prices, and garbage collection. Our results suggest that post-infancy recovery from stunting is more likely to be systematically associated with higher achievement scores across countries when it is persistent and that associations between growth trajectories and cognitive achievement in middle childhood do not persist through early adolescence across countries. Overall, our findings indicate that growth after early childhood is responsive to changes in the household and community environments and that growth promotion after early childhood may yield improvements in child cognitive development. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  12. Optometric Child Vision Care and Guidance. A Series of Papers Released by the Optometric Extension Program to its Membership 1966-1967.

    ERIC Educational Resources Information Center

    Optometric Extension Program, Duncan, OK.

    The diagnosis and treatment of early learning problems and their relation to visual development is the subject of a series of 12 articles. The optometric viewpoint expressed is that vision is learned. A child's method of organizing his world, and manifestations of his disorganized behavior, including poor early academic achievement, probably…

  13. Parenting Stress and Child Behavior Problems within Families of Children with Developmental Disabilities: Transactional Relations across 15 Years

    PubMed Central

    Woodman, Ashley C.; Mawdsley, Helena P.; Hauser-Cram, Penny

    2014-01-01

    Parents of children with developmental disabilities (DD) are at increased risk of experiencing psychological stress compared to other parents. Children’s high levels of internalizing and externalizing problems have been found to contribute to this elevated level of stress. Few studies have considered the reverse direction of effects, however, in families where a child has a DD. The present study investigated transactional relations between child behavior problems and maternal stress within 176 families raising a child with early diagnosed DD. There was evidence of both child-driven and parent-driven effects over the 15-year study period, spanning from early childhood (age 3) to adolescence (age 18), consistent with transactional models of development. Parent-child transactions were found to vary across different life phases and with different domains of behavior problems. PMID:25462487

  14. Interactive Contributions of Attribution Biases and Emotional Intensity to Child-Friend Interaction Quality During Preadolescence.

    PubMed

    Chen, Xi; McElwain, Nancy L; Lansford, Jennifer E

    2017-12-20

    Using data from a subsample of 913 study children and their friends who participated in the NICHD Study of Early Child Care and Youth Development, the interactive contributions of child-reported attribution biases and teacher-reported child emotional intensity (EI) at Grade 4 (M = 9.9 years) to observed child-friend interaction at Grade 6 (M = 11.9 years) were examined. Study children's hostile attribution bias, combined with high EI, predicted more negative child-friend interaction. In contrast, benign attribution bias, combined with high EI, predicted more positive child-friend interaction. The findings are discussed in light of the "fuel" interpretation of EI, in which high-intensity emotions may motivate children to act on their cognitive biases for better or for worse. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  15. Child and adolescent psychiatry leadership in public mental health, child welfare, and developmental disabilities agencies.

    PubMed

    Zachik, Albert A; Naylor, Michael W; Klaehn, Robert L

    2010-01-01

    Child and adolescent psychiatrists are in a unique position to provide administrative and clinical leadership to public agencies. In mental health, services for children and adolescents in early childhood, school, child welfare, and juvenile justice settings, transition-aged youth programs, workforce development, family and youth leadership programs, and use of Medicaid waivers for home- and community-based service system development are described. In child welfare, collaboration between an academic child psychiatry department and a state child welfare department is described. In developmental disabilities, the role of the child and adolescent psychiatrist administrator is described providing administrative leadership, clinical consultation, quality review, and oversight of health and behavioral health plans for persons with developmental disabilities.

  16. How Children Grow--Musically.

    ERIC Educational Resources Information Center

    Scott, Carol Rogel

    1989-01-01

    Reviews current research findings in the field of music in early childhood. Focuses on the musical development of the average child, citing evidence of music cognition and of music production. Reports some model programs established by music educators to work with parents and preschools to encourage musical development in the young child. (LS)

  17. Antecedents and Correlates of the Popular-Aggressive Phenomenon in Elementary School

    ERIC Educational Resources Information Center

    Rodkin, Philip C.; Roisman, Glenn I.

    2010-01-01

    This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1022), popular-aggressive children were identified through teacher ratings over…

  18. Teachers as Therapeutic Agents: Perceptions of a School-Based Mental Health Initiative

    ERIC Educational Resources Information Center

    Lindo, Natalya A.; Taylor, Dalena Dillman; Meany-Walen, Kristin K.; Purswell, Katherine; Jayne, Kimberly; Gonzales, Terri; Jones, Leslie

    2014-01-01

    Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom…

  19. 78 FR 29441 - Child Care and Development Fund (CCDF) Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-20

    ... tax dollars, and leverage the latest knowledge and research in the field of early care and education... school success. A growing body of research demonstrates that the first five years of a child's cognitive... language development and problem-solving skills. Research shows that the quality and stability of adult...

  20. The Education of the Individual

    ERIC Educational Resources Information Center

    Montessori, Maria

    2015-01-01

    Only when we look at education from birth and follow the inner development of the child from the beginning can we truly see the child's psychological progress. Montessori states that personality cannot develop fully without freedom; even the formation of healthy social life requires freedom to associate, not coercion. The early childhood level…

  1. Integrating Early Child Development and Violence Prevention Programs: A Systematic Review

    ERIC Educational Resources Information Center

    Efevbera, Yvette; McCoy, Dana C.; Wuermli, Alice J.; Betancourt, Theresa S.

    2018-01-01

    Limited evidence describes promoting development and reducing violence in low- and middle-income countries (LMICs), a missed opportunity to protect children and promote development and human capital. This study presents a systematic literature review of integrated early childhood development plus violence prevention (ECD+VP) interventions in…

  2. Clinical assessment of early language development: a simplified short form of the Mandarin communicative development inventory.

    PubMed

    Soli, Sigfrid D; Zheng, Yun; Meng, Zhaoli; Li, Gang

    2012-09-01

    The purpose of this study was to develop a practical mean for clinical evaluation of early pediatric language development by establishing developmental trajectories for receptive and expressive vocabulary growth in children between 6 and 32 months of age using a simple, time-efficient assessment tool. Simplified short form versions of the Words and Gestures and Words and Sentences vocabulary inventories in the Mandarin Communicative Development Inventory [1] were developed and used to assess early language development in developmentally normal children from 6 to 32 months of age during routine health checks. Developmental trajectories characterizing the rate of receptive and expressive vocabulary growth between 6 and 32 months of age are reported. These trajectories allow the equivalent age corresponding to a score to be determined after a brief structured interview with the child's parents that can be conducted in a busy clinical setting. The simplified short forms of the Mandarin Communicative Development Inventories can serve as a clinically useful tool to assess early child language development, providing a practical mean of objectively assessing early language development following early interventions to treat young children with hearing impairment as well as speech and language delays. Objective evidence of language development is essential for achievement of effective (re)habilitation outcomes. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  3. A German e-learning-training in the context of early preventive intervention and child protection: preliminary findings of a pre-post evaluation.

    PubMed

    Bressem, Kristina; Ziegenhain, Ute; Doelitzsch, Claudia; Hofer, Alexandra; Besier, Tanja; Fegert, Joerg M; Kuenster, Anne K

    2016-01-01

    In recent years, a number of government-sponsored initiatives have been implemented in Germany that are focused on early preventive intervention in child protection. In response to the need for interdisciplinary training in this area, the internet-based e-learning program "Early Preventive Intervention and Child Protection" was developed for professionals in the child welfare and health care systems working with families with infants and toddlers. The program is currently undergoing evaluation for effectiveness and user satisfaction. In a pre-post design, users are requested to complete questionnaires that assess three measures of expertise: theoretical knowledge of relevant fields, the ability to correctly identify subtle signals of infant communication, and the ability to assess maternal sensitivity. This article presents the contents of the program and the pre-training results (N = 1.294 participants). Descriptive analyses as well as Pearson correlations and Bonferroni corrections of error were conducted using the statistical program SPSS v. 21.0. The findings show that a wide range of professionals are making use of the program, and that their existing theoretical knowledge about early preventive intervention, as well as their ability to identify subtle signals of infant communication, is relatively good. However, their ability to assess maternal sensitivity, which is considered a crucial indicator for the risk of child abuse, was low. The outcome of the pre-training results indicates that professionals working in the area of child protection need to develop more capability in recognizing maternal sensitivity, in order to ensure early detection of families who are at risk and thus in need of support. Finally, the number of years of professional experience did not correlate with the scores on any of the three measures, which emphasizes the importance of providing interdisciplinary training in this area for all those working in child and family services, regardless of background.

  4. A Population-based Study Evaluating the Association between Surgery in Early Life and Child Development at Primary School Entry.

    PubMed

    O'Leary, James D; Janus, Magdalena; Duku, Eric; Wijeysundera, Duminda N; To, Teresa; Li, Ping; Maynes, Jason T; Crawford, Mark W

    2016-08-01

    It is unclear whether exposure to surgery in early life has long-term adverse effects on child development. The authors aimed to investigate whether surgery in early childhood is associated with adverse effects on child development measured at primary school entry. The authors conducted a population-based cohort study in Ontario, Canada, by linking provincial health administrative databases to children's developmental outcomes measured by the Early Development Instrument (EDI). From a cohort of 188,557 children, 28,366 children who underwent surgery before EDI completion (age 5 to 6 yr) were matched to 55,910 unexposed children. The primary outcome was early developmental vulnerability, defined as any domain of the EDI in the lowest tenth percentile of the population. Subgroup analyses were performed based on age at first surgery (less than 2 and greater than or equal to 2 yr) and frequency of surgery. Early developmental vulnerability was increased in the exposed group (7,259/28,366; 25.6%) compared with the unexposed group (13,957/55,910; 25.0%), adjusted odds ratio, 1.05; 95% CI, 1.01 to 1.08. Children aged greater than or equal to 2 yr at the time of first surgery had increased odds of early developmental vulnerability compared with unexposed children (odds ratio, 1.05; 95% CI, 1.01 to 1.10), but children aged less than 2 yr at the time of first exposure were not at increased risk (odds ratio, 1.04; 95% CI, 0.98 to 1.10). There was no increase in odds of early developmental vulnerability with increasing frequency of exposure. Children who undergo surgery before primary school age are at increased risk of early developmental vulnerability, but the magnitude of the difference between exposed and unexposed children is small.

  5. CDC Kerala 14: Early child care practices at home among children (2-6 y) with autism--a case control study.

    PubMed

    George, Babu; Padmam, M S Razeena; Nair, M K C; Leena, M L; Russell, Paul Swamidhas Sudhakar

    2014-12-01

    To compare early child care practices at home as possible risk factors among children between 2 and 6 y of age with autism and a control group of normal children without any symptom of autism, presenting at the well-baby/immunization clinic. This case control study was undertaken at the autism clinic of CDC Kerala, comparing possible risk factors for autism among 143 children between 2 and 6 y with autism as per CARS criteria and a control group of 200 normal children of the same age from well-baby/immunization clinic of SAT hospital. The data was collected using a structured pre-piloted questionnaire, which included 11 questions administered by the same senior social scientist, on early child care practices at home that have been universally considered as important for child development. On multivariate analysis on early child care practices at home as possible risk factors for autism, it was observed that statistically significant high odds ratios were present for (i) no outings (OR = 3.36; 95% CI: 1.39-8.16; p 0.007); (ii) child does not play with children of same age (OR = 19.57; 95% CI: 9.50-40.32); (iii) do not tell stories/sing songs to the child (OR = 3.21; 9 % CI: 1.61-6.41); and (iv) breastfeeding duration nil/ < 6 mo (OR = 3.40; 95% CI: 1.28-8.99). This case control study involving 143 children between 2 and 6 y with autism as per CARS criteria and a control group of 200 normal children has shown that early child care practices at home, specifically breastfeeding duration nil/ < 6 mo, child does not play with children of same age, do not tell stories/sing songs to the child and no outings for the child are possible risk factors for autism.

  6. National Survey Reveals Gaps in the Public's and Parents' Knowledge about Early Childhood Development.

    ERIC Educational Resources Information Center

    Lally, J. Ronald; Lerner, Claire; Lurie-Hurvitz, Erica

    2001-01-01

    This article summarizes findings of "What Grown-ups Understand about Child Development," a national survey to gauge America's knowledge about child development. The findings suggest a need for more and better information on topics such as expectations of young children at different ages, theories on spanking and spoiling, and choices of…

  7. The Role of Parenting Styles and Socio-Economic Status in Parents' Knowledge of Child Development

    ERIC Educational Resources Information Center

    September, Shiron Jade; Rich, Edna Grace; Roman, Nicolette Vanessa

    2016-01-01

    Early childhood development (ECD) has been recognised to be the most important contributor to long-term social and emotional development. Therefore, positive parenting is paramount to foster quality parent-child interaction. Previous research shows that for parents to adopt a positive parenting style, some degree of parental knowledge is required.…

  8. Research and Clinical Center for Child Development Annual Report, 1993-1994, No. 17.

    ERIC Educational Resources Information Center

    Wakai, Kunio, Ed.; Chen, Shing-jen, Ed.

    This annual report discusses several topics related to the work of the Research and Clinical Center for Child Development. Six topics are covered in the report. The articles are: (1) "Development of Intentional Behavior in Early Infancy" (Hongtu Chen); (2) "An Investigation of the Differences of Social Space in the Playroom: Through…

  9. Contracts, Vouchers, and Child Care Subsidy Stability: A Preliminary Look at Associations between Subsidy Payment Mechanism and Stability of Subsidy Receipt

    ERIC Educational Resources Information Center

    Holod, Aleksandra; Johnson, Anna D.; Martin, Anne; Gardner, Margo; Brooks-Gunn, Jeanne

    2012-01-01

    Background: The federal child care subsidy program, funded through the Child Care and Development Fund (CCDF), is the nation's largest public investment in early child care. However, little is known about whether and how subsidy payment mechanisms relate to the stability of subsidy receipt or the stability of children's care arrangements.…

  10. Paternal Stimulation and Early Child Development in Low- and Middle-Income Countries.

    PubMed

    Jeong, Joshua; McCoy, Dana Charles; Yousafzai, Aisha K; Salhi, Carmel; Fink, Günther

    2016-10-01

    Few studies have examined the relationship between paternal stimulation and children's growth and development, particularly in low- and middle-income countries (LMICs). This study aimed to estimate the prevalence of paternal stimulation and to assess whether paternal stimulation was associated with early child growth and development. Data from the Multiple Indicator Cluster Surveys rounds 4 and 5 were combined across 38 LMICs. The sample comprised 87 286 children aged 3 and 4 years. Paternal stimulation was measured by the number of play and learning activities (up to 6) a father engaged in with his child over the past 3 days. Linear regression models were used to estimate standardized mean differences in height-for-age z-scores and Early Childhood Development Index (ECDI) z-scores across 3 levels of paternal stimulation, after controlling for other caregivers' stimulation and demographic covariates. A total of 47.8% of fathers did not engage in any stimulation activities, whereas 6.4% of fathers engaged in 5 or 6 stimulation activities. Children whose fathers were moderately engaged in stimulation (1-4 activities) showed ECDI scores that were 0.09 SD (95% confidence interval [CI]: -0.12 to -0.06) lower than children whose fathers were highly engaged; children whose fathers were unengaged showed ECDI scores that were 0.14 SD lower (95% CI: -0.17 to -0.12). Neither moderate paternal stimulation nor lack of paternal stimulation was associated with height-for-age z-scores, relative to high stimulation. Increasing paternal engagement in stimulation is likely to improve early child development in LMICs. Copyright © 2016 by the American Academy of Pediatrics.

  11. Parent and Child Education Program.

    ERIC Educational Resources Information Center

    Townley, Kim F.; And Others

    The Parent and Child Education Program (PACE) is a pilot program, developed in Kentucky, to provide adult, early childhood and parent education. PACE targets families that have one or both parents without a high school diploma or equivalency certificate and one child three or four years of age. Parents and children ride the bus to school together,…

  12. Our Blind Child: Bringing Up a Blind Child During Its Early Years.

    ERIC Educational Resources Information Center

    Pielasch, Helmut, Ed.; And Others

    The document contains 10 author contributed chapters (in four languages) which resulted from a 1976 international symposium on problems concerning the preschool education of blind children and the guidance of their parents. Chapters have the following titles (with authors and nationality in parentheses): "Development of the Blind Child"…

  13. Middle Childhood Teacher-Child Relationships: Insights from an Attachment Perspective and Remaining Challenges

    ERIC Educational Resources Information Center

    Verschueren, Karine

    2015-01-01

    An increasing body of research points to the significance of teacher-child relationships in shaping children's development. Extending the research literature on early childhood, this review examines the value of an attachment perspective to the study of teacher-child relationships in middle childhood. First, we discuss the conceptualization and…

  14. Profiles of Choice: Parents' Patterns of Priority in Child Care Decision-Making

    ERIC Educational Resources Information Center

    Kim, Jinseok; Fram, Maryah Stella

    2009-01-01

    Responding adequately to parental priorities for child care is important for shaping children's early experiences and development, and for facilitating parenting at the nexus of work and caregiving roles. Although much research on child care choice has relied on variable-centered approaches that treat parental priorities as distinct and isolated,…

  15. Measuring the Quality of Teacher-Child Interactions in Toddler Child Care

    ERIC Educational Resources Information Center

    Thomason, Amy C.; La Paro, Karen M.

    2009-01-01

    Research Findings: The toddler stage is a unique developmental period of early childhood. During this stage, children are developing autonomy, self-regulation, and language capabilities through interactions with significant adults in their lives. Increasing numbers of toddlers are being enrolled in child care. This article focuses on the need to…

  16. Mothering and Fathering: The Gender Differences in Child Rearing.

    ERIC Educational Resources Information Center

    Thevenin, Tine

    Both parents have unique contributions to make in the development of a child. Mothers and fathers think and act differently from one another, and children thrive on these differences. This book examines gender differences in child rearing, focusing on the conflict between male experts' advice promoting early independence and women's desire for…

  17. Trajectories of Parental Engagement in Early Childhood among Dual-Earner Families: Effects on Child Self-Control

    ERIC Educational Resources Information Center

    Ferreira, Tiago; Cadima, Joana; Matias, Marisa; Vieira, Joana Marina; Leal, Teresa; Verschueren, Karine; Matos, Paula Mena

    2018-01-01

    Parental engagement in positive activities with the child may show significant variation across time, assuming a crucial influence on child development. In dual-earner families, work-family conflict can interfere with parental engagement, with negative consequences for children's behavior. The current study examined the change trajectories of…

  18. Movement Based Language: The Van Dijk Model.

    ERIC Educational Resources Information Center

    Magin, Kevin D.

    The paper examines the development of language in the deaf blind child with emphasis on the child's motoric behavior and imitation as the initial step in language acquisition. Discussed are the following early developmental stages: symbionic (the close physical and emotional identification of child with the mother to be or new mother); resonance…

  19. Coaching and Professional Development in Early Childhood Classrooms: Current Practices and Recommendations for the Future

    ERIC Educational Resources Information Center

    Gupta, Sarika S.; Daniels, Janese

    2012-01-01

    Coaching is one of several professional development approaches being used in early childhood to facilitate improved teacher instruction to promote child outcomes. Despite its use, little is known about how coaching promotes teacher knowledge and skills (Sheridan, Edwards, Marvin, & Knoche, 2009). We reviewed the early childhood coaching literature…

  20. Social Development of the Young Child: Why Can't Johnny Share?

    ERIC Educational Resources Information Center

    Bingham, B. Yvonne

    There is growing concern that early childhood educators are not giving adequate attention to promoting their students' social development. This paper discusses the social developmental needs of young children, the importance of early intervention, and possible ways that early childhood educators can nurture healthy social skills through the school…

  1. Predicting Early Spelling: The Contribution of Children's Early Literacy, Private Speech during Spelling, Behavioral Regulation, and Parental Spelling Support

    ERIC Educational Resources Information Center

    Aram, Dorit; Abiri, Shimrit; Elad, Lili

    2014-01-01

    The present study aimed to extend understanding of preschoolers' early spelling using the Vygotskian ("Mind in society: the development of higher psychological processes," Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children's word…

  2. Little Kids, Big Worries: Stress-Busting Tips for Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Honig, Alice Sterling

    2010-01-01

    Research shows that stress in the crucial early years of a child's life can pose dramatic, lasting challenges to development, learning, and behavior. This is the practical book early childhood professionals need to recognize stress in young children--and intervene with proven relief strategies before pressures turn into big problems. Developed by…

  3. Adoptive parent hostility and children's peer behavior problems: examining the role of genetically informed child attributes on adoptive parent behavior.

    PubMed

    Elam, Kit K; Harold, Gordon T; Neiderhiser, Jenae M; Reiss, David; Shaw, Daniel S; Natsuaki, Misaki N; Gaysina, Darya; Barrett, Doug; Leve, Leslie D

    2014-05-01

    Socially disruptive behavior during peer interactions in early childhood is detrimental to children's social, emotional, and academic development. Few studies have investigated the developmental underpinnings of children's socially disruptive behavior using genetically sensitive research designs that allow examination of parent-on-child and child-on-parent (evocative genotype-environment correlation [rGE]) effects when examining family process and child outcome associations. Using an adoption-at-birth design, the present study controlled for passive genotype-environment correlation and directly examined evocative rGE while examining the associations between family processes and children's peer behavior. Specifically, the present study examined the evocative effect of genetic influences underlying toddler low social motivation on mother-child and father-child hostility and the subsequent influence of parent hostility on disruptive peer behavior during the preschool period. Participants were 316 linked triads of birth mothers, adoptive parents, and adopted children. Path analysis showed that birth mother low behavioral motivation predicted toddler low social motivation, which predicted both adoptive mother-child and father-child hostility, suggesting the presence of an evocative genotype-environment association. In addition, both mother-child and father-child hostility predicted children's later disruptive peer behavior. Results highlight the importance of considering genetically influenced child attributes on parental hostility that in turn links to later child social behavior. Implications for intervention programs focusing on early family processes and the precursors of disrupted child social development are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  4. Adoptive Parent Hostility and Children’s Peer Behavior Problems: Examining the Role of Genetically-Informed Child Attributes on Adoptive Parent Behavior

    PubMed Central

    Elam, Kit K.; Harold, Gordon T.; Neiderhiser, Jenae M.; Reiss, David; Shaw, Daniel S.; Natsuaki, Misaki N.; Gaysina, Darya; Barrett, Doug; Leve, Leslie D.

    2014-01-01

    Socially disruptive behavior during peer interactions in early childhood is detrimental to children’s social, emotional, and academic development. Few studies have investigated the developmental underpinnings of children’s socially disruptive behavior using genetically-sensitive research designs that allow examination of parent-on-child and child-on-parent (evocative genotype-environment correlation) effects when examining family process and child outcome associations. Using an adoption-at-birth design, the present study controlled for passive genotype-environment correlation and directly examined evocative genotype-environment correlation (rGE) while examining the associations between family processes and children’s peer behavior. Specifically, the present study examined the evocative effect of genetic influences underlying toddler low social motivation on mother-child and father-child hostility, and the subsequent influence of parent hostility on disruptive peer behavior during the preschool period. Participants were 316 linked triads of birth mothers, adoptive parents, and adopted children. Path analysis showed that birth mother low behavioral motivation predicted toddler low social motivation, which predicted both adoptive mother-child and father-child hostility, suggesting the presence of an evocative genotype-environment association. In addition, both mother-child and father-child hostility predicted children’s later disruptive peer behavior. Results highlight the importance of considering genetically-influenced child attributes on parental hostility that in turn link to later child social behavior. Implications for intervention programs focusing on early family processes and the precursors of disrupted child social development are discussed. PMID:24364829

  5. Critical Thinking about Critical Periods. A Series from the National Center for Early Development and Learning.

    ERIC Educational Resources Information Center

    Bailey, Donald B., Jr., Ed.; Bruer, John T., Ed.; Symons, Frank J., Ed.; Lichtman, Jeff W., Ed.

    The concept of critical or sensitive periods in child development provides an example around which to organize discussion of what is known and not known about brain development and the implications of brain science on early childhood policy and practice. This book reviews the early history of critical periods and evidence for their existence in…

  6. From early attachment to engagement with learning in school: the role of self-regulation and persistence.

    PubMed

    Drake, Kim; Belsky, Jay; Fearon, R M Pasco

    2014-05-01

    This article presents theoretical arguments and supporting empirical evidence suggesting that attachment experiences in early life may be important in the later development of self-regulation and conscientious behavior. Analyses of data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (NICHD Early Child Care Research Network, 2005; N = 1,149) were conducted to test the association between attachment, measured at 15 and 36 months, and 3 measures of self-regulation (social self-control rated by teachers, task persistence as measured by observers in a series of lab tasks, and a continuous performance test) between Grades 1 and 5. Mediational analyses were also conducted to test whether self-regulation mediates the effect of attachment on children's engagement with learning in the classroom, as measured by direct observation. The results confirmed the hypothesis that attachment would be related to later self-regulation, but only for social self-control, and attentional impulsivity, not task persistence. Furthermore, social self-control at Grade 1 mediated the effect of attachment (at both 15 and 36 months) on school engagement at Grade 5, even when Grade 1 school engagement was statistically controlled. The discussion focuses on the potential importance of early attachment experiences for the development and maintenance of conscientiousness across the lifespan. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  7. Clinical Considerations Related to the Behavioral Manifestations of Child Maltreatment.

    PubMed

    Sege, Robert D; Amaya-Jackson, Lisa

    2017-04-01

    Children who have suffered early abuse or neglect may later present with significant health and behavior problems that may persist long after the abusive or neglectful environment has been remediated. Neurobiological research suggests that early maltreatment may result in an altered psychological and physiologic response to stressful stimuli, a response that deleteriously affects the child's subsequent development. Pediatricians can assist caregivers by helping them recognize the abused or neglected child's emotional and behavioral responses associated with child maltreatment and guide them in the use of positive parenting strategies, referring the children and families to evidence-based therapeutic treatment and mobilizing available community resources. Copyright © 2017 by the American Academy of Pediatrics.

  8. Effects of child development accounts on early social-emotional development: an experimental test.

    PubMed

    Huang, Jin; Sherraden, Michael; Kim, Youngmi; Clancy, Margaret

    2014-03-01

    This study, based on Oklahoma's statewide Child Development Accounts (CDAs) program, presents findings from the first experimental test of the hypothesis that creating lifelong savings accounts for children at birth promotes their long-term well-being. To examine the effects of CDAs, an innovative social policy to encourage lifelong saving and asset building for long-term development, on parent-reported social-emotional development in early childhood. A statewide randomized experiment of CDAs was conducted in 2008, drawing a probability sample of 7328 children from all infants born in two 3-month periods in Oklahoma (April 1 through June 30 and August 1 through October 31, 2007). After agreeing to participate in the experiment, caregivers of 2704 infants completed a baseline survey and were randomly assigned to treatment (n = 1358) and control groups (n = 1346). Approximately 84% of participants completed a follow-up survey in the spring of 2011. The intervention offered CDAs, built on the existing Oklahoma 529 college-savings plan, to treatment participants. It also provided additional financial incentives and information. The primary outcome-child social-emotional development-is measured by scores from a 17-item version of the Ages and Stages Questionnaire: Social-Emotional. Caregivers completed it in the 3-year follow-up survey. Lower scores indicate better functioning. The CDAs have positive effects on social-emotional development for children at approximately age 4 years. The nonweighted treatment-control difference is -1.56 (90% CI, -2.87 to -0.22; P = .06), but the weighted difference is nonsignificant. The effects appear to be greater for disadvantaged subsamples, such as low-income households (weighted mean difference, -2.21; 90% CI, -4.01 to -0.42; P = .04). As a complement to other early education and health interventions, CDAs may improve social-emotional development in early childhood. Their effects may be explained as a mediating process that influences parents. Child Development Accounts may influence parental attitudes, behaviors, expectations, and involvement; in turn, these may affect child development.

  9. Story time turbocharger? Child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories

    PubMed Central

    Phelan, Kieran; Horowitz-Kraus, Tzipi; Dudley, Jonathan; Altaye, Mekibib; DeWitt, Thomas; Holland, Scott K.

    2017-01-01

    Expanding behavioral and neurobiological evidence affirms benefits of shared (especially parent-child) reading on cognitive development during early childhood. However, the majority of this evidence involves factors under caregiver control, the influence of those intrinsic to the child, such as interest or engagement in reading, largely indirect or unclear. The cerebellum is increasingly recognized as playing a “smoothing” role in higher-level cognitive processing and learning, via feedback loops with language, limbic and association cortices. We utilized functional MRI to explore the relationship between child engagement during a mother-child reading observation and neural activation and connectivity during a story listening task, in a sample of 4-year old girls. Children exhibiting greater interest and engagement in the narrative showed increased activation in right-sided cerebellar association areas during the task, and greater functional connectivity between this activation cluster and language and executive function areas. Our findings suggest a potential cerebellar “boost” mechanism responsive to child engagement level that may contribute to emergent literacy development during early childhood, and synergy between caregiver and child factors during story sharing. PMID:28562619

  10. Communication development of a young child with foetal retinoid syndrome: a seven-year follow-up study.

    PubMed

    Kritzinger, Alta; Steenkamp, Lizanne

    2006-01-01

    The aim of the article is to describe the communication development of a child with Fetal Retinoid syndrome (FRS) from six months to seven years of age. Little is known about this rare acquired syndrome and its long-term implications, especially on a child's communication development. A descriptive, ex post facto research design was used to study the participant's communication development from 1996 when the family enrolled in an early communication intervention programme. Annual serial assessments of the participant and her family were conducted and the data were stored in a research database after each assessment. The results are described according to a 4-level assessment framework and indicated consistent, but moderate to minor delays in the participant's communication development with a mild hearing loss in the right ear, associated with ear anomalies. Although prenatal exposure to isotretinoin may have serious effects on the unborn fetus and even cause death, the participant did not display all the symptoms of FRS described in the literature. The favorable family circumstances, early commencement of intervention, and supporting early educational environments were protecting factors that could have contributed positively to the participant's communication development. The importance of knowledge accumulation about rare syndromes such as FRS in Communication Pathology and Audiology is discussed and guidelines for early identification, assessment and treatment applicable to the case are proposed as an intervention option.

  11. Abusive early child rearing and early childhood aggression.

    PubMed

    Herrenkohl, R C; Russo, M J

    2001-02-01

    Childhood aggression is significant for children, their families, and the society because aggressive children often become violent adolescents. This article examines the relationship between maltreatment and early childhood aggression. Data are from a longitudinal study of maltreated and nonmaltreated children assessed as preschoolers and again at school age. The dependent variable is the child's teacher's rating of aggression at school age. The independent variables are from preschool and school age observations of the mother-child interaction and the mother's report of physical discipline practices. Using structural equation modeling, harshness of interaction at preschool age but not school age and severity of physical discipline at school age but not preschool age, relate to aggression at school age. Results suggest a difference in the developmental stage at which different features of harsh child rearing exert their influence. Strategies for intervening to prevent the development of childhood aggression are suggested.

  12. Prosthetic rehabilitation in a four-year-old child with severe early childhood caries: a case report.

    PubMed

    Parisotto, Thaís Manzano; de Souza-E-Silva, Cintia Maria; Steiner-Oliveira, Carolina; Nobre-dos-Santos, Marinês; Gavião, Maria Beatriz Duarte

    2009-03-01

    The purpose of this case report was to describe the oral rehabilitation of a 4-year-old girl presenting early childhood caries (ECC). ECC is highly prevalent in developing countries and its severity increases with age. This disease implies serious consequences for the development of the stomatognathic system and for the child's quality of life. As young children are usually anxious about dental treatment, their level of co-operation is limited, leading to a challenging situation. A 4-year-old girl was brought by her mother for dental treatment with the complaint of pain. The clinical examination revealed extensive carious coronary destructions. After preventive and curative measures, the oral rehabilitation was performed; it included the use of stainless steel crowns, resin filled celluloid crowns with previous cementation of glass post pins when necessary, an amalgam restoration, orthodontic treatment, and a partial removable prosthesis. The child has been monitored in the Pediatric Dentistry Clinic at 4-monthly intervals. The oral rehabilitation was able to reestablish the oral health in the primary arches mutilated by early childhood caries. This is important for the establishment of an adequate mixed and permanent dentition, for proper facial and maxillary growth, and to the child's psychological and social development. The full management, including preventive, psychological, and curative measures of a young child with severe ECC was found successful after 8 months of follow up. This result can encourage the clinicians to seek a cost-effective technique such as stainless steel crowns, resin filled celluloid crowns, and partial removable prosthesis to reestablish the oral functions and improve the child's psycho-social development.

  13. The Genetic-Environmental Etiology of Parents' Perceptions and Self-Assessed Behaviours toward Their 5-Month-Old Infants in a Large Twin and Singleton Sample

    ERIC Educational Resources Information Center

    Boivin, Michel; Perusse, Daniel; Dionne, Ginette; Saysset, Valerie; Zoccolillo, Mark; Tarabulsy, George M.; Tremblay, Nathalie; Tremblay, Richard E.

    2005-01-01

    Background: Given the importance of parenting for the child's early socio-emotional development, parenting perceptions and behaviours, and their correlates, should be assessed as early as possible in the child's life. The goals of the present study were 1) to confirm, in two parallel population-based samples, including a large sample of twins, the…

  14. The Young Child and Music: Contemporary Principles in Child Development and Music Education. Proceedings of the Music in Early Childhood Conference (Provo, Utah, June 28-30, 1984).

    ERIC Educational Resources Information Center

    Boswell, Jacquelyn, Ed.

    Proceedings of the 1984 Music in Early Childhood Conference held at Brigham Young University are presented in this document. Part I contains keynote addresses; Parts II through IV, respectively, consist of reports by research teams, synopses of workshops, and abstracts of research sessions. Keynote speakers addressed a broad scope of issues…

  15. The Impact of Visual Communication on the Intersubjective Development of Early Parent?Child Interaction with 18- to 24-Month-Old Deaf Toddlers

    ERIC Educational Resources Information Center

    Loots, Gerrit; Devise, Isabel; Jacquet, Wolfgang

    2005-01-01

    This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent?deaf child dyads that differed by the use of signing and visual?tactile communication…

  16. Early Manifestations of Children's Theory of Mind: The Roles of Maternal Mind-Mindedness and Infant Security of Attachment

    ERIC Educational Resources Information Center

    Laranjo, Jessica; Bernier, Annie; Meins, Elizabeth; Carlson, Stephanie M.

    2010-01-01

    This study investigated two aspects of mother-child relationships--mothers' mind-mindedness and infant attachment security--in relation to two early aspects of children's theory of mind development (ToM). Sixty-one mother-child dyads (36 girls) participated in testing phases at 12 (T1), 15 (T2), and 26 months of age (T3), allowing for assessment…

  17. Developmental antecedents of political ideology: a longitudinal investigation from birth to age 18 years.

    PubMed

    Fraley, R Chris; Griffin, Brian N; Belsky, Jay; Roisman, Glenn I

    2012-01-01

    The study reported here examined the developmental antecedents of conservative versus liberal ideologies using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a follow-up study conducted when the sample was 18 years old. Specifically, we examined variation in conservative versus liberal ideologies at age 18 years as a function of parenting attitudes and child temperament during the first 5 years of life. Consistent with long-standing theories on the development of political attitudes, our results showed that parents' authoritarian attitudes assessed when children were 1 month old predicted conservative attitudes in those children more than 17 years later. Consistent with the findings of Block and Block (2006), our results also showed that early childhood temperament predicted variation in conservative versus liberal ideologies.

  18. [Pediatrician-parent interaction and early prevention : A review about the limits in addressing psychosocial risks during well-child visits].

    PubMed

    Barth, Michael

    2016-10-01

    Pediatricians can be a door opener to early prevention for families at risk. The German well-child program is well-established, but there is a gap between the structural possibilities and the observed placements. The aim of this review is to show how pediatricians and parents talk about psychosocial risks under the very structured conditions of well-child visits. The challenges and traps of the framed interactions will be described and options for early prevention will be shown. The review is primarily based on the work of conversational and ethnomethodological studies reconstructing the pediatrician's discussion with parents about psychosocial issues in the family. Well-child visits are a highly routinized practice. Talking about family issues for both partners is a difficult task. Discussions about psychosocial issues are seldom and vague . Predominantly, they work cooperatively on reciprocal normalization of the child's development. Based on this shared orientation, pediatricians make an early, mostly general, prescription of parental tasks, supporting the child in the next developmental step. This kind of routine anticipatory counselling puts some pressure on the parents. Parents under unknown stress could be overburdened with this advice. In the script of well-child visits, there are no slots that indicate to pediatricians and parents when, which, how and for what purpose psychosocial issues can be discussed and negotiated. For implementing such slots in well-child visits, three steps are necessary: a structured and regular assessment of psychosocial issues, a trained pediatrician in motivational interviewing and a social worker guiding the family in the network of early prevention.

  19. Jurisdictional, socioeconomic and gender inequalities in child health and development: analysis of a national census of 5-year-olds in Australia

    PubMed Central

    Brinkman, Sally A; Gialamas, Angela; Rahman, Azizur; Mittinty, Murthy N; Gregory, Tess A; Silburn, Sven; Goldfeld, Sharon; Zubrick, Stephen R; Carr, Vaughan; Janus, Magdalena; Hertzman, Clyde; Lynch, John W

    2012-01-01

    Objectives Early child development may have important consequences for inequalities in health and well-being. This paper explores population level patterns of child development across Australian jurisdictions, considering socioeconomic and demographic characteristics. Design Census of child development across Australia. Setting and participants Teachers complete a developmental checklist, the Australian Early Development Index (AEDI), for all children in their first year of full-time schooling. Between May and July 2009, the AEDI was collected by 14 628 teachers in primary schools (government and non-government) across Australia, providing information on 261 147 children (approximately 97.5% of the estimated 5-year-old population). Outcome measures Level of developmental vulnerability in Australian children for five developmental domains: physical well-being, social competence, emotional maturity, language and cognitive skills and communication skills and general knowledge. Results The results show demographic and socioeconomic inequalities in child development as well as within and between jurisdiction inequalities. The magnitude of the overall level of inequality in child development and the impact of covariates varies considerably both between and within jurisdiction by sex. For example, the difference in overall developmental vulnerability between the best-performing and worst-performing jurisdiction is 12.5% for males and 7.1% for females. Levels of absolute social inequality within jurisdictions range from 8.2% for females to 12.7% for males. Conclusions The different mix of universal and targeted services provided within jurisdictions from pregnancy to age 5 may contribute to inequality across the country. These results illustrate the potential utility of a developmental census to shed light on the impact of differences in universal and targeted services to support child development by school entry. PMID:22952161

  20. Gender differences? Internet use and parent-child communication about sex toward sexual attitudes among early adolescents in Taiwan.

    PubMed

    Tseng, Ying-Hua; Weng, Chia-Sui; Kuo, Shih-Hsien; Chou, Fan-Hao; Yang, Yi-Hsin; Chiang, Li-Chi

    2015-06-01

    With the progress of information technology, early adolescents are able to access sex-related information through the Internet easily. This information has been shown to have a significant influence on the sexual health of this population. In addition, parent-child communications about sex affect the sexual health of adolescents. Few empirical studies have focused on early adolescents and gender differences. This study explores gender differences between early adolescents in terms of the use of the Internet to obtain sex-related information, parent-child communication, and sex-related knowledge and attitudes. This cross-sectional and comparative study uses an analysis of covariance and a hierarchical regression for data analysis. The researchers recruited 457 sixth-grade boys (n = 204) and girls (n = 253) in southern Taiwan as participants and used a structured questionnaire to collect data. Participants exhibited significant differences in terms of Internet usage behavior, parent-child communications about sex, and sex-related knowledge and sexual attitudes. The male participants spent more time on "recreation and entertainment" activities on the Internet, whereas their female peers spent significantly more time searching for information. Regarding parent-child communications about sex, girls had better mother-child communications than boys. In addition, no gender-based difference was found for father-child communications about sex. The knowledge of physical changes occurring during puberty and of menstrual healthcare among female participants was superior to their male counterparts. Girls had a more informed sexual attitude, particularly with regard to issues of gender roles, relationships with the opposite gender, and the social aspects of sex. Sex-related knowledge and parent-child communication about sex were the two major predictors of sexual attitudes for boys and girls, respectively. To develop healthy sexual attitudes among early adolescents, nursing professionals, families, and schools should enhance sex-related knowledge and parent-child communications, especially with boys. Early adolescence is a key time to provide sex education and Internet-safety education to both boys and girls to improve their sexual health. This study may serve as a reference for families, schools, researchers, and policymakers for promoting the sexual health of early adolescents.

  1. Early Parental Positive Behavior Support and Childhood Adjustment: Addressing Enduring Questions with New Methods

    PubMed Central

    Waller, Rebecca; Gardner, Frances; Dishion, Thomas; Sitnick, Stephanie L.; Shaw, Daniel S.; Winter, Charlotte E.; Wilson, Melvin

    2016-01-01

    A large literature provides strong empirical support for the influence of parenting on child outcomes. The current study addresses enduring research questions testing the importance of early parenting behavior to children’s adjustment. Specifically, we developed and tested a novel multi-method observational measure of parental positive behavior support at age 2. Next, we tested whether early parental positive behavior support was related to child adjustment at school age, within a multi-agent and multi-method measurement approach and design. Observational and parent-reported data from mother–child dyads (N = 731; 49 percent female) were collected from a high-risk sample at age 2. Follow-up data were collected via teacher report and child assessment at age 7.5. The results supported combining three different observational methods to assess positive behavior support at age 2 within a latent factor. Further, parents’ observed positive behavior support at age 2 predicted multiple types of teacher-reported and child-assessed problem behavior and competencies at 7.5 years old. Results supported the validity and predictive capability of a multi-method observational measure of parenting and the importance of a continued focus on the early years within preventive interventions. PMID:26997757

  2. Early Parental Positive Behavior Support and Childhood Adjustment: Addressing Enduring Questions with New Methods.

    PubMed

    Waller, Rebecca; Gardner, Frances; Dishion, Thomas; Sitnick, Stephanie L; Shaw, Daniel S; Winter, Charlotte E; Wilson, Melvin

    2015-05-01

    A large literature provides strong empirical support for the influence of parenting on child outcomes. The current study addresses enduring research questions testing the importance of early parenting behavior to children's adjustment. Specifically, we developed and tested a novel multi-method observational measure of parental positive behavior support at age 2. Next, we tested whether early parental positive behavior support was related to child adjustment at school age, within a multi-agent and multi-method measurement approach and design. Observational and parent-reported data from mother-child dyads (N = 731; 49 percent female) were collected from a high-risk sample at age 2. Follow-up data were collected via teacher report and child assessment at age 7.5. The results supported combining three different observational methods to assess positive behavior support at age 2 within a latent factor. Further, parents' observed positive behavior support at age 2 predicted multiple types of teacher-reported and child-assessed problem behavior and competencies at 7.5 years old. Results supported the validity and predictive capability of a multi-method observational measure of parenting and the importance of a continued focus on the early years within preventive interventions.

  3. Early Student-Teacher Relationships of Children With and Without Intellectual Disability: Contributions of Behavioral, Social, and Self-Regulatory Competence

    PubMed Central

    Eisenhower, Abbey S.; Baker, Bruce L.; Blacher, Jan

    2011-01-01

    We investigated the student-teacher relationships (STRs) of 6-year-old children with (n=58) and without (n=82) intellectual disability (ID). We also examined early (age 3) and concurrent (age 6) child behavioral, self-regulatory, and social characteristics as predictors of age 6 STR quality. Children with ID experienced significantly poorer relationships with their teachers, marked by less closeness and more conflict and dependency, compared to typically-developing children. This group difference was not accounted for entirely by IQ differences. The relation between ID status and STR quality was fully mediated by four age 6 child variables: mother- and teacher-reported behavior problems and mother- and teacher-reported social skills. The quality of children’s relationships with teachers was also predicted by child characteristics as early as age 3, including early behavior problems, self-regulation, and behavior during parent-child interactions. The relation of ID status to STR quality at age 6 was fully mediated by children’s self-regulatory abilities at age 3. Our findings demonstrate the importance of child behavioral and social characteristics in predicting relationships with teachers for children with and without ID. PMID:21490876

  4. Children's Rights to Survival, Development, and Early Education in India: The Critical Role of the Integrated Child Development Services Program

    ERIC Educational Resources Information Center

    Rao, Nirmala

    2005-01-01

    The Integrated Child Development Services (ICDS) program was designed to promote the fundamental rights of young children in India. This paper assesses its effects on the survival, development, and education of young children in India by considering the results of two national level evaluation studies. Their findings indicate that the ICDS has…

  5. Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class

    ERIC Educational Resources Information Center

    Sutherland, Kevin S.; Conroy, Maureen A.; Algina, James; Ladwig, Crystal; Jesse, Gabriel; Gyure, Maria

    2018-01-01

    Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic…

  6. Babies on Campus: Service to Infants and Families among Competing Priorities in University Child Care Programs

    ERIC Educational Resources Information Center

    McMullen, Mary Benson; Lash, Martha

    2012-01-01

    University early childhood programs attempt to balance a traditional tri-part mission: service to children and families; professional development of caregivers/teachers, clinicians, and researchers; and research on child development, learning, and/or education. Increasingly, infants receive care and education on university campuses, yet little is…

  7. The Effects of Malnutrition on Brain Development.

    ERIC Educational Resources Information Center

    Speller, J. Finton

    1978-01-01

    The waste of human intellectual resources resulting from the dynamics of early nutritional deprivation is a serious social and public health problem. An undernourished child develops more slowly, demanding and receiving less attention than a well-nourished child, and is thus less able to compete in school and in society in general. (Author/GC)

  8. Mothers' Depressive Symptoms and Children's Cognitive and Social Agency: Predicting First-Grade Cognitive Functioning

    ERIC Educational Resources Information Center

    Yan, Ni; Dix, Theodore

    2016-01-01

    Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,364), the present study supports an agentic perspective; it demonstrates that mothers' depressive symptoms in infancy predict children's poor first-grade cognitive functioning because depressive symptoms…

  9. School Readiness among Low-Income Black Children: Family Characteristics, Parenting, and Social Support

    ERIC Educational Resources Information Center

    Bono, Katherine E.; Sy, Susan R.; Kopp, Claire B.

    2016-01-01

    This study focuses on the associations between family variables and academic and social school readiness in low-income Black children. Analyses drew from the National Institute for Child Development (NICHD) Study of Early Child Care and Youth Development dataset. The participants included 122 children and their mothers. Data collection occurred…

  10. Quality Partnership as a Contextual Prerequisite of Successful Learning of Young and Preschool-Aged Children

    ERIC Educational Resources Information Center

    Ljubetic, Maja; Ercegovac, Ina Reic; Koludrovic, Morana

    2016-01-01

    The paper discusses quality partnership as a prerequisite for the functioning of the institutions of early and pre-school education and for the child's overall development and learning. Considering that child's development and learning take place in different contexts (family, educational institutions, clubs, local and wider communities), the…

  11. The Development of a School-Based Measure of Child Mental Health

    ERIC Educational Resources Information Center

    Deighton, Jessica; Tymms, Peter; Vostanis, Panos; Belsky, Jay; Fonagy, Peter; Brown, Anna; Martin, Amelia; Patalay, Praveetha; Wolpert, Miranda

    2013-01-01

    Early detection of child mental health problems in schools is critical for implementing strategies for prevention and intervention. The development of an effective measure of mental health and well-being for this context must be both empirically sound and practically feasible. This study reports the initial validation of a brief self-report…

  12. Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

    ERIC Educational Resources Information Center

    Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe

    2017-01-01

    The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

  13. Language Acquisition Patterns in Normal and Handicapped Children.

    ERIC Educational Resources Information Center

    Warren, Steven F.; Rogers-Warren, Ann

    Delayed language development is compared to normal development along six basic parameters, and the problem of language delay among handicapped children is addressed. Interaction characteristics that occur at an early stage between the mother and handicapped child are also reviewed, along with the way parents tend to compensate for their child's…

  14. Helping Families Connect Early Literacy with Social-Emotional Development

    ERIC Educational Resources Information Center

    Santos, Rosa Milagros; Fettig, Angel; Shaffer, LaShorage

    2012-01-01

    Early childhood educators know that home is a child's first learning environment. From birth, children are comforted by hearing and listening to their caregivers' voices. The language used by families supports young children's development of oral language skills. Exposure to print materials in the home also supports literacy development. Literacy…

  15. Career Development and Universal Prekindergarten: What Now? What Next? Working Paper Series.

    ERIC Educational Resources Information Center

    Vecchiotti, Sara

    Noting that concerns about the qualifications, turnover, diversity, and compensation of the early childhood workforce are growing as more children attend private and public preschool programs, the Foundation for Child Development convened a meeting to explore early childhood workforce issues surrounding career development of the workforce serving…

  16. Developing Materials and Support for Early Childhood Educators To Increase Abilities To Become Effective Advocates.

    ERIC Educational Resources Information Center

    Robinson, Barbara J.

    Because early childhood educators were minimally knowledgeable about and uninvolved in state legislative activities affecting their profession, an experienced child advocate developed a practicum to increase practitioners' knowledge and involvement. To attain practicum objectives, an advocacy handbook was developed and an advocacy project support…

  17. Promising Directions for Research and Development in Early Childhood Education.

    ERIC Educational Resources Information Center

    Elliott, David L.

    A survey of research and development studies currently needed in early childhood education stresses child development and its relation to instruction. Topics which have been discussed are perception, oral language, concept formation, learning set, motivation, and the psychology of learning. Universities and public school systems working together…

  18. Nutritional Disorders and the Development of Young Children: A Bibliography.

    ERIC Educational Resources Information Center

    Erickson, Joan Good

    This bibliography on nutritional disorders and child development is directed towards early childhood professionals outside the field of nutrition. The main topic covered pertains to malnutrition and undernutrition as it relates to mental/intellectual/cognitive development of children from the fetal stage through the early childhood years. Included…

  19. Emergent Literacy and the Development of the Early Literacy Program Evaluation Guide

    ERIC Educational Resources Information Center

    Grace, Donna J.; Brandt, Mary E.

    2005-01-01

    Early childhood educators believe that schooling for young children should focus on developing the "whole child," socially, emotionally, physically, and academically. Teaching pre-reading skills and encouraging children to read are essential steps on the path of literacy development. A narrow and persistent attention to academics is…

  20. The Association between Parent Early Adult Drug Use Disorder and Later Observed Parenting Practices and Child Behavior Problems: Testing Alternate Models

    PubMed Central

    Bailey, Jennifer A.; Hill, Karl G.; Guttmannova, Katarina; Oesterle, Sabrina; Hawkins, J. David; Catalano, Richard F.; McMahon, Robert J.

    2012-01-01

    This study tested the association between parent illicit drug use disorder (DUD) in early adulthood and observed parenting practices at ages 27 – 28 and examined the following three, theoretically-derived models explaining this link: a) a disrupted parent adult functioning model, b) a pre-existing parent personality factor model, c) a disrupted adolescent family process model. Associations between study variables and child externalizing problems also were examined. Longitudinal data linking two generations were drawn from the Seattle Social Development Project (SSDP) and The SSDP Intergenerational Project (TIP), and included 167 parents and their 2- to 8-year-old child. Path modeling revealed that parent DUD in early adulthood predicted later observed low-skilled parenting, which was related to child externalizing problems. The pre-existing parent personality factor model was supported. Parent negative emotionality accounted for the association between parent early adult DUD and later parenting practices. Parent negative emotionality also was related directly to child externalizing behavior. Limited support for the disrupted transition to adulthood model was found. The disrupted adolescent family process model was not supported. Results suggest that problem drug use that occurs early in adulthood may affect later parenting skills, independent of subsequent parent drug use. Findings highlight the importance of parent negative emotionality in influencing their own problem behavior, their interactions with their child, and their child’s problem behavior. Prevention and treatment programs targeting young adult substance use, poor parenting practices, and child behavior problems should address parent personality factors that may contribute to these behaviors. PMID:22799581

  1. Unfinished Business: Continued Investment in Child Care and Early Education is Critical to Business and America's Future

    ERIC Educational Resources Information Center

    Committee for Economic Development, 2012

    2012-01-01

    The Committee for Economic Development (CED) has a decades-old commitment to quality early childhood education. CED Trustees have always been in the forefront of the effort to promote early learning and development for all children. Over recent years, the case for investment in the early years of childhood has become stronger and more urgent.…

  2. Early Origins of Child Obesity: Bridging Disciplines and Phases of Development - September 30–October 1, 2010

    PubMed Central

    Christoffel, Katherine Kaufer; Wang, Xiaobin; Binns, Helen J.

    2012-01-01

    This report summarizes a conference: “Early Origins of Child Obesity: Bridging Disciplines and Phases of Development”, held in Chicago on September 30–October 1, 2010. The conference was funded in part by the National Institutes of Health and the Williams Heart Foundation, to achieve the conference objective: forging a next-step research agenda related to the early origins of childhood obesity. This research agenda was to include working with an array of factors (from genetic determinants to societal ones) along a continuum from prenatal life to age 7, with an emphasis on how the developing child deals with the challenges presented by his/her environment (prenatal, parental, nutritional, etc.). The conference offered a unique opportunity to facilitate communication and planning of future work among a variety of researchers whose work separately addresses different periods in early life. Over the span of two days, speakers addressed existing, critical research topics within each of the most-studied age ranges. On the final day, workshops fostered the discussion needed to identify the highest priority research topics related to linking varied early factor domains. These are presented for use in planning future research and research funding. PMID:23443002

  3. Connecting with Every Child: Key to Successful Discipline. Reframing Discipline, Unit 2. [Teaching Video, Practice Video, Facilitator's Guide, and Viewer's Guide].

    ERIC Educational Resources Information Center

    1997

    The second of three interactive staff development units on discipline in early childhood classrooms, this multi-media pack explores the importance of the relationship between the teacher and child to discipline. The 25-minute teaching videotape notes the need to build a relationship with a child by interacting at times other than when the child is…

  4. Longitudinal Associations Between Parental Bonding, Parenting Stress, and Executive Functioning in Toddlerhood.

    PubMed

    de Cock, Evi S A; Henrichs, Jens; Klimstra, Theo A; Janneke B M Maas, A; Vreeswijk, Charlotte M J M; Meeus, Wim H J; van Bakel, Hedwig J A

    2017-01-01

    Early executive functioning is an important predictor for future development of children's cognitive skills and behavioral outcomes. Parenting behavior has proven to be a key environmental determinant of child executive functioning. However, the association of parental affect and cognitions directed to the child with child executive functioning has been understudied. Therefore, in the present study we examine the associations between parental bonding (i.e., the affective tie from parent to child), parenting stress, and child executive functioning. At 26 weeks of pregnancy, and at 6 months and 24 months postpartum the quality of the maternal (N = 335) and paternal (N = 261) bond with the infant was assessed. At 24 months, postnatal parenting stress and child executive functioning were measured by means of parent-report questionnaires. Results indicated that for both mothers and fathers feelings of bonding negatively predicted experienced parenting stress over time. In addition, for both parents a negative indirect effect of bonding on child executive functioning problems was found via experienced parenting stress. These findings indicate the importance of monitoring parents who experience a low level and quality of early parent-child bonding, as this makes them vulnerable to parenting stress, consequently putting their children at risk for developing executive functioning problems.

  5. Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

    PubMed

    Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

    2014-02-01

    Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

  6. Early maternal depressive symptoms and child growth trajectories: a longitudinal analysis of a nationally representative US birth cohort

    PubMed Central

    2014-01-01

    Background Maternal depressive symptoms are negatively associated with early child growth in developing countries; however, few studies have examined this relation in developed countries or used a longitudinal design with data past the second year of the child’s life. We investigated if and when early maternal depressive symptoms affect average growth in young children up to age 6 in a nationally representative sample of US children. Methods Using data from 6,550 singleton births from the Early Childhood Longitudinal Study -- Birth Cohort (ECLS-B), we fit growth trajectory models with random effects to examine the relation between maternal depressive symptoms at 9 months based on the twelve-item version of the Center for Epidemiologic Studies Depression Scale (CES-D) and child height and body mass index (BMI) to age 6 years. Results Mothers with moderate/severe depressive symptoms at 9 months postpartum had children with shorter stature at this same point in time [average 0.26 cm shorter; 95% CI: 5 cm, 48 cm] than mothers without depressive symptoms; children whose mothers reported postpartum depressive symptoms remained significantly shorter throughout the child’s first 6 years. Conclusions Results suggest that the first year postpartum is a critical window for addressing maternal depressive symptoms in order to optimize child growth. Future studies should investigate the role of caregiving and feeding practices as potential mechanisms linking maternal depressive symptoms and child growth trajectories. PMID:25047367

  7. Maternal Knowledge of Child Development and Quality of Parenting among White, African-American and Hispanic Mothers

    ERIC Educational Resources Information Center

    Huang, K.Y.; O'Brien Caughy, M.; Genevro, J.L.; Miller, T.L.

    2005-01-01

    This study examined the relationship between early maternal knowledge of child development and later quality of parenting behaviors. Differences by race/ethnic group were also examined. Mother-infant dyads (N=378) participated in the study. Mothers completed the Knowledge of Infant Development Inventory (KIDI) when the infant was 2-4 months, and…

  8. Helping Your Child through Early Adolescence -- Helping Your Child Series

    MedlinePlus

    ... Bibliography Acknowledgements Tips to Help Your Child through Early Adolescence No Child Left Behind < Previous page | ^ Top ^ | Next page > Printable ... Information About... Transforming Teaching Family and Community Engagement Early Learning Helping Your Child Our mission is to promote student achievement and ...

  9. Prenatal SSRI exposure: Effects on later child development.

    PubMed

    Hermansen, Tone Kristine; Melinder, Annika

    2015-01-01

    The aim of this review is to integrate research on the pharmacological mechanisms of selective serotonin reuptake inhibitors (SSRIs) and the following effects on fetal brain development and child cognitive function seen in children with prenatal exposure to SSRIs. As antidepressants are transferred from the mother to the fetus through the placenta, the fetus is vulnerable to alterations in neurotransmission and possibly altered neural functioning. Because of this risk, pregnant women suffering from depression are often advised to discontinue their use of antidepressants during pregnancy. Though, maternal untreated depression may also have negative consequences for the fetus and child after birth. In the present review, we find a distinction between studies of early versus late development. Studies on early cognitive development indicate no negative effects, while studies on later development report some cognitive difficulties and behavioral problems, indicating latent effects of exposure. However, the reviewed studies are not all converging, and it is not clear whether and to what extent prenatal SSRI exposure affects cognitive development.

  10. Maternal Employment and Child Cognitive Outcomes: The Importance of Analytic Approach

    ERIC Educational Resources Information Center

    Burchinal, Margaret R.; Clarke-Stewart, K. Alison

    2007-01-01

    J. Brooks-Gunn, W. J. Han, and J. Waldfogel (2002) and the National Institute of Child Health and Human Development Early Child Care Research Network (ECCRN; 2000b) came to different conclusions about the effects of maternal employment--although they were addressing similar questions using the same data set. Brooks-Gunn et al. concluded that…

  11. State CCDBG Plans to Promote Opportunities for Babies and Toddlers in Child Care. Policy Brief

    ERIC Educational Resources Information Center

    Lim, Teresa; Schumacher, Rachel

    2009-01-01

    State child care policies--including licensing, subsidy, and quality enhancement strategies--can promote the quality and continuity of early childhood experiences and foster the healthy growth and development of babies and toddlers in child care settings, especially if they are informed by research. One of the policy levers states may use to…

  12. State CCDBG Plans to Promote Opportunities for Babies & Toddlers in Child Care

    ERIC Educational Resources Information Center

    Lim, Teresa; Schumacher, Rachel

    2009-01-01

    State child care policies can promote the quality and continuity of early childhood experiences and foster the healthy growth and development of babies and toddlers in all child care settings, especially if they are informed by research. The quality of the relationship between children and those who care for them influences every aspect of young…

  13. Can You Hear Me Now? Staff-Parent Communication in Child Care Centres

    ERIC Educational Resources Information Center

    Reedy, Cindy Kennedy; McGrath, Wendy Hobbins

    2010-01-01

    Supporting the growth and development of young children through effective communication with parents is one of the greatest challenges of the twenty-first century facing early childhood and special educators. This article examines adult communication in child care centres through data gathered via a mixed-method study of child care directors'…

  14. Cumulative Environmental Risk in Substance Abusing Women: Early Intervention, Parenting Stress, Child Abuse Potential and Child Development.

    ERIC Educational Resources Information Center

    Kelley, Susan J.

    2003-01-01

    A study of 161 substance-abusing mothers assessed 10 maternal risk factors: maternal depression; domestic violence; nondomestic violence; family size; incarceration; no significant other at home; negative life events; psychiatric problems; homelessness; and drug use severity. Parenting stress and child abuse potential was higher for women with…

  15. Reactive Attachment Disorder: Challenges for Early Identification and Intervention within the Schools

    ERIC Educational Resources Information Center

    Floyd, Kimberly K.; Hester, Peggy; Griffin, Harold C.; Golden, Jeannie; Canter, Lora Lee Smith

    2008-01-01

    Attachment is of key importance in childhood development. The quality of attachment relationship between the child and parent/primary caregiver may have an effect on the child and future relationships and social success (Rubin, Bukowski, & Parker, 1998). When a child fails to bond with a caring adult, attachment becomes disordered and children may…

  16. The Impact of an Unconditional Cash Transfer on Early Child Development: The Zambia Child Grant Program

    ERIC Educational Resources Information Center

    Seidenfeld, David; Prencipe, Leah; Handa, Sudhanshu; Hawkinson, Laura

    2015-01-01

    Little research has been conducted on unconditional cash transfers (UCTs) despite their growing prevalence in Africa, including South Africa, Zambia, Zimbabwe, Kenya, Malawi, Lesotho, and Uganda. In this study, researchers implemented a randomized control trial with over 2,500 households to investigate the impact of Africa's child grant program on…

  17. A Research Review: The Importance of Families and the Home Environment

    ERIC Educational Resources Information Center

    Cole, Jennifer

    2011-01-01

    Parents are a child's first educator. A child's family and home environment has a strong impact on his/her language and literacy development and educational achievement. This impact is stronger during the child's early years but continues throughout their school years. Many background variables affect the impact of the family and home environment…

  18. Does Using Digital Media in Assessment Affect Teacher Practices in Infant and Toddler Classrooms?

    ERIC Educational Resources Information Center

    Tanyel, Nur; Knopf, Herman T.

    2011-01-01

    Child outcome studies consistently emphasize the effects of quality childcare on the early development of young children. The purpose of this pilot study was to examine the effects of assessment training and digital media on teacher-child interactions measured using the Caregiver Child Interaction Scale (CCIS). The participants included six infant…

  19. Evaluation of Child Care Subsidy Strategies: Massachusetts Family Child Care Study. Executive Summary

    ERIC Educational Resources Information Center

    Collins, Ann; Goodson, Barbara

    2010-01-01

    This report presents findings from the Massachusetts Family Child Care study, a two-year evaluation designed to examine the impacts on providers and children of an early childhood education program aimed at improving the development and learning opportunities in the care settings and, as a consequence, the outcomes for children in care. The early…

  20. When a Parent Is Away: Promoting Strong Parent-Child Connections during Parental Absence

    ERIC Educational Resources Information Center

    Yeary, Julia; Zoll, Sally; Reschke, Kathy

    2012-01-01

    How does a parent stay connected with an infant or toddler during a prolonged separation? Research has shown how important early connections are for child development. When a parent is not present physically, there are strategies that military parents have been using to keep a parent and child connected, promoting mindfulness. Because infants and…

  1. Diarrhea & Child Care: Controlling Diarrhea in Out-of-Home Child Care. NCEDL Spotlights, No. 4.

    ERIC Educational Resources Information Center

    Churchill, Robin B.; Pickering, Larry K.

    This report, the fourth in the National Center for Early Development and Learning's (NCEDL) "Spotlights" series, is based on excerpts from a paper presented during a "Research into Practice in Infant/Toddler Care" synthesis conference in fall 1997. The report addresses controlling diarrhea in out-of-home child care. The report…

  2. The Science of Early Childhood Development: Closing the Gap between What We Know and What We Do

    ERIC Educational Resources Information Center

    National Scientific Council on the Developing Child, 2007

    2007-01-01

    It is the belief of the National Scientific Council on the Developing Child that better public understanding of the rapidly growing science of early childhood and early brain development can provide a powerful impetus for the design and implementation of policies and programs that could make a significant difference in the lives of all children.…

  3. Enhancing the Early Childhood Development System in Yakutia (Russia): Meeting the Challenges

    ERIC Educational Resources Information Center

    Kotnik, Jure; Shmis, Tigran

    2011-01-01

    The Yakutia Republic is currently working to update its early childhood development (ECD) system. Its goal is to ensure a high quality environment for early learning and child care and to enable higher enrolment levels. Currently, a high priority for the Government of Yakutia is to increase access to pre-school education, given the significant…

  4. Keeping Kids on Track: Impacts of a Parenting-Focused Early Head Start Program on Attachment Security and Cognitive Development

    ERIC Educational Resources Information Center

    Roggman, Lori A.; Boyce, Lisa K.; Cook, Gina A.

    2009-01-01

    Research Findings: The home-based Early Head Start program in this local study aimed to promote children's early attachment and cognitive development by establishing supportive relationships with parents and guiding responsive parenting and positive parent-child play interactions. To test the effectiveness of this approach, we studied the…

  5. Determination of Preservice Special Education Teachers' Views on Early Childhood Intervention

    ERIC Educational Resources Information Center

    Baglama, Basak; Demirok, Mukaddes Sakalli

    2016-01-01

    Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with…

  6. Building the Leadership Capacity of Early Childhood Directors: An Evaluation of a Leadership Development Model

    ERIC Educational Resources Information Center

    Talan, Teri N.; Bloom, Paula J.; Kelton, Robyn E.

    2014-01-01

    While there is consensus among policymakers and practitioners about the importance of strong leadership in early childhood education, there is scant research on effective models of leadership development for administrators of early childhood programs, particularly those working in the child care sector. This is cause for concern because the…

  7. [The role of playful interactions in the development of the early mother-child relationship--factors of risk and protection].

    PubMed

    Eigner, Bernadett

    2015-01-01

    The early mother-child relationship is taking shape and evolving during the series of their everyday interactions. The main aim of the research that focus on the risks at the beginning, and the future mother infant interactions are factors that have influence on the quality of the early mother-child relationship, and the exploration of the jeopardy and vulnerability of the early relationship disorders. I examined fifty mothers who have their first child. I researched the motherly, child- and interactional factors in the days right after the birth and then when the kids were one month old, and again at the age of four and a half month. I assessed the parental stress by the longer version of the PSI (Parenting Stress Index), and the mother anxiety with the help of the STAI-Y (State and feature anxiety value Index), and the features of the depression were tested by the EPDS scale, the Edinburgh Post-natal Depression Scale. PBQ, the Postpartum Bonding Questionnare--reveals the quality of the motherly emotions and behaviour focusing on the kid. The observation of interactions when the child was four and a half month old happened while a 'face-to-face' free play, and the analyses of that were assessed by an own code system. We found correlations between input risk factors and features of motherly interactional styles. The indexes of the after birth depression (depression right after the birth), and the anxiety also showed correlation to the indexes of the attachment of the mother to her child and the parental stress. The correlations among the playfulness, the risk kotodefactors and the quality of the interactions are obvious, that we found. The interactional style of the mother and the interactional strategies of the baby showed correlated patterns too as we examined those. We found that pre-history of pregnancy and perinatal events have predictive value on the relationship of the four and a half month old baby and his/her mother. These can add important facts to the prevention and early-prevention of the early mother-child interactions, and other factors in cognition of the potential strengths and weaknesses in order to prevent the future negative outputs (attachment, cognitive and social-emotional development, emotional and behavioural disorders).

  8. Building Yolŋu Skills, Knowledge, and Priorities into Early Childhood Assessment and Support: Protocol for a Qualitative Study

    PubMed Central

    Maypilama, Elaine Lawurrpa; Fasoli, Lyn; Gundjarranbuy, Rosemary; Godwin-Thompson, Jenine; Guyula, Abbey; Yunupiŋu, Megan; Armstrong, Emily; Garrutju, Jane; McEldowney, Rose

    2018-01-01

    Background Yolngu or Yolŋu are a group of indigenous Australian people inhabiting north-eastern Arnhem Land in the Northern Territory of Australia. Recent government policy addressing disparities in outcomes between Indigenous and other children in Australia has resulted in the rapid introduction of early childhood interventions in remote Aboriginal communities. This is despite minimal research into their appropriateness or effectiveness for these contexts. Objective This research aims to privilege Aboriginal early childhood knowledge, priorities and practices and to strengthen the evidence base for culturally responsive and relevant assessment processes and support that distinguishes “difference” from “deficit” to facilitate optimal child development. Methods This collaborative qualitative research employs video ethnography, participant observation and in-depth interviews, involving Aboriginal families and researchers in design, implementation, interpretation and dissemination using a locally developed, culturally responsive research approach. Longitudinal case studies are being conducted with 6 families over 5 years and emerging findings are being explored with a further 50 families and key community informants. Data from all sources are analyzed inductively using a collaborative and iterative process. The study findings, grounded in an in-depth understanding of the cultural context of the study but with relevance to policy and practice more widely, are informing the development of a Web-based educational resource and targeted knowledge exchange activities. Results This paper focuses only on the research approach used in this project. The findings will be reported in detail in future publications. In response to community concerns about lack of recognition of Aboriginal early childhood strengths, priorities and knowledge, this collaborative community-driven project strengthens the evidence base for developing culturally responsive and relevant early childhood services and assessment processes to support optimal child development. The study findings are guiding the development of a Web-based educational resource for staff working with Aboriginal communities and families in the field of early child development. This website will also function as a community-developed tool for strengthening and maintaining Aboriginal knowledge and practice related to child development and child rearing. It will be widely accessible to community members through a range of platforms (eg, mobile phones and tablets) and will provide a model for other cultural contexts. Conclusions This project will facilitate wider recognition and reflection of cultural knowledge and practice in early childhood programs and policies and will support strengthening and maintenance of cultural knowledge. The culturally responsive and highly collaborative approach to community-based research on which this project is based will also inform future research through sharing knowledge about the research process as well as research findings. PMID:29514777

  9. Development in Children and Adolescents Whose Mothers Have Borderline Personality Disorder

    PubMed Central

    2009-01-01

    A mother's mental illness may have a profound effect on her child's development, including an increased risk of the child developing the same disorder. From a developmental psychopathology perspective, offspring provide an opportunity to examine pathways to disorder versus resilience. Borderline personality disorder (BPD) is a severe disorder diagnosed in early adulthood involving stormy relationships, an unstable sense of identity, and self-destructive behavior. Interestingly, the domains of dysfunction are conceptually similar to developmental tasks in early childhood reworked in adolescence: attachment, self development, and self-regulation. Early deviation may increase the risk for later disorder. There are five empirical studies of children whose mothers have BPD, two conducted from a developmental perspective. This article proposes a theoretical framework and an innovative methodology with which to extend this research, and suggests an intervention to bring development back on track if necessary. PMID:20161670

  10. Early Childhood Pedagog"ies": Spaces for Young Children to Flourish

    ERIC Educational Resources Information Center

    Murray, Jane

    2015-01-01

    This paper introduces the Special Issue of "Early Child Development and Care" focused on "Early Childhood Pedagogy." It opens by considering past and present discourses concerning early childhood pedagogy, and focus is given to established philosophical underpinnings in the field and their translation to contemporary guidance,…

  11. Maximizing Partnerships with Parents and Pediatricians: The Role of Early Childhood Specialists

    ERIC Educational Resources Information Center

    Shah, Prachi E.

    2010-01-01

    The early childhood provider, because of the consistent contact over time with infants, toddlers, and their families, is well positioned to observe the nuances of the early caregiving relationship; monitor early child behavior and development; identify deviances; and offer support, guidance, and intervention when families struggle. This…

  12. Longitudinal Associations of Neighborhood Collective Efficacy and Maternal Corporal Punishment with Behavior Problems in Early Childhood

    PubMed Central

    Ma, Julie; Grogan-Kaylor, Andrew

    2017-01-01

    Neighborhood and parenting influences on early behavioral outcomes are strongly dependent upon a child's stage of development. However, little research has jointly considered the longitudinal associations of neighborhood and parenting processes with behavior problems in early childhood. To address this limitation, this study explores the associations of neighborhood collective efficacy and maternal corporal punishment with the longitudinal patterns of early externalizing and internalizing behavior problems. The study sample consisted of 3,705 families from a nationally representative cohort study of urban families. Longitudinal multilevel models examined the associations of collective efficacy and corporal punishment with behavior problems at age 3, as well as with patterns of behavior problems between the ages 3 to 5. Interactions between the main predictors and child age tested whether neighborhood and parent relationships with child behavior varied over time. Mediation analysis examined whether neighborhood influences on child behavior were mediated by parenting. The models controlled for a comprehensive set of possible confounders at the child, parent, and neighborhood levels. Results indicate that both maternal corporal punishment and low neighborhood collective efficacy were significantly associated with increased behavior problems. The significant interaction between collective efficacy and child age with internalizing problems suggests that neighborhood influences on internalizing behavior were stronger for younger children. The indirect effect of low collective efficacy on behavior problems through corporal punishment was not significant. These findings highlight the importance of multilevel interventions that promote both neighborhood collective efficacy and non-physical discipline in early childhood. PMID:28425727

  13. Developmental Precursors of Moral Disengagement and the Role of Moral Disengagement in the Development of Antisocial Behavior

    PubMed Central

    Shaw, Daniel S.; Moilanen, Kristin L.

    2010-01-01

    The purpose of the study was to advance our understanding of the developmental precursors of Moral Disengagement (MD) and the role of MD in the development of antisocial behavior from early risk among an ethnically diverse sample of 187 low-income boys followed prospectively from ages 1.5 to 17. Results indicated associations between early rejecting parenting, neighborhood impoverishment, and child empathy and later MD. The link between some of these early constructs and later antisocial behavior was mediated by MD. Finally, in an exploratory path model both MD and biases in social information processing were found to mediate separate paths from early risk factors to later antisocial behavior. Results were partially consistent with the notion that adolescent MD was predicted by a combination of early family, neighborhood, and child risk factors, and that MD may be a mechanism underlying some boys' risk of antisocial behavior. PMID:19777337

  14. PubMed Central

    GIUNTINI, G.; NICASTRO, R.; CIABOTTI, A.; BRUSCHINI, L.; BERRETTINI, S.

    2016-01-01

    SUMMARY The implementation of regional protocols for newborn hearing screening and early audiologic diagnosis represent the first step of the entire diagnostic, rehabilitative and prosthetic programme for children with permanent hearing impairment. The maximum benefit of early diagnosis can indeed be obtained only by prompt rehabilitation aimed at fostering the child's communicative, linguistic and cognitive development. Within the framework of the CMM 2013 project of the Ministry of Health entitled "Preventing Communication Disorders: a Regional Program for Early Identification, Intervention and Care of Hearing Impaired Children", the problems concerning the promotion of the global development of children with PHI throughan early rehabilitation project based on shared knowledge and scientific evidence. In this project, our specific aim was to define the features and modes of access to a precise and specialised rehabilitation project for the small hearing-impaired child within three months from audiologic diagnosis. Three main recommendations relative to assessment and rehabilitation aspects of early care emerged from the study. PMID:27054391

  15. Biological Sensitivity to Context Moderates the Effects of the Early Teacher-Child Relationship on the Development of Mental Health by Adolescence

    PubMed Central

    Essex, Marilyn J.; Armstrong, Jeffrey M.; Burk, Linnea R.; Goldsmith, H. Hill; Boyce, W. Thomas

    2010-01-01

    The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher-child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20-30 min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher-child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher-child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher-child relationship main effects, all four reactivity × teacher-child relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher-child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. PMID:21262045

  16. Caregiver Behavior Change for Child Survival and Development in Low- and Middle-Income Countries: An Examination of the Evidence

    PubMed Central

    Elder, John P.; Pequegnat, Willo; Ahmed, Saifuddin; Bachman, Gretchen; Bullock, Merry; Carlo, Waldemar A.; Chandra-Mouli, Venkatraman; Fox, Nathan A.; Harkness, Sara; Huebner, Gillian; Lombardi, Joan; Murry, Velma McBride; Moran, Allisyn; Norton, Maureen; Mulik, Jennifer; Parks, Will; Raikes, Helen H.; Smyser, Joseph; Sugg, Caroline; Sweat, Michael

    2014-01-01

    In June of 2012, representatives from more than 80 countries promulgated a Child Survival Call to Action, which called for reducing child mortality to 20 or fewer child deaths per 1,000 live births in every country by 2035. To address the problem of ending preventable child deaths, the U.S. Agency for International Development and the United Nations Children's Fund convened, on June 3–4, 2013, an Evidence Summit on Enhancing Child Survival and Development in Lower- and Middle-Income Countries by Achieving Population-Level Behavior Change. Six evidence review teams were established on different topics related to child survival and healthy development to identify the relevant evidence-based interventions and to prepare reports. This article was developed by the evidence review team responsible for identifying the research literature on caregiver change for child survival and development. This article is organized into childhood developmental periods and cross-cutting issues that affect child survival and healthy early development across all these periods. On the basis of this review, the authors present evidence-based recommendations for programs focused on caregivers to increase child survival and promote healthy development. Last, promising directions for future research to change caregivers' behaviors are given. PMID:25315597

  17. Virtual Reality As a Training Tool to Treat Physical Inactivity in Children

    PubMed Central

    Kiefer, Adam W.; Pincus, David; Richardson, Michael J.; Myer, Gregory D.

    2017-01-01

    Lack of adequate physical activity in children is an epidemic that can result in obesity and other poor health outcomes across the lifespan. Physical activity interventions focused on motor skill competence continue to be developed, but some interventions, such as neuromuscular training (NMT), may be limited in how early they can be implemented due to dependence on the child’s level of cognitive and perceptual-motor development. Early implementation of motor-rich activities that support motor skill development in children is critical for the development of healthy levels of physical activity that carry through into adulthood. Virtual reality (VR) training may be beneficial in this regard. VR training, when grounded in an information-based theory of perceptual-motor behavior that modifies the visual information in the virtual world, can promote early development of motor skills in youth akin to more natural, real-world development as opposed to strictly formalized training. This approach can be tailored to the individual child and training scenarios can increase in complexity as the child develops. Ultimately, training in VR may help serve as a precursor to “real-world” NMT, and once the child reaches the appropriate training age can also augment more complex NMT regimens performed outside of the virtual environment. PMID:29376045

  18. Integrating nutrition and child development interventions: scientific basis, evidence of impact, and implementation considerations.

    PubMed

    Black, Maureen M; Pérez-Escamilla, Rafael; Rao, Sylvia Fernandez

    2015-11-01

    The Millennium Development Goals (MDGs) have contributed to unprecedented reductions in poverty and improvement in the lives of millions of men, women, and children in low- and middle-income countries. Yet, hundreds of millions of children under 5 y of age are not reaching their developmental potential. This article reviews the scientific basis for early childhood nutrition and child development interventions, the impact of integrated interventions on children's linear growth and cognitive development, and implementation strategies for integrated nutrition and child development programs. Advances in brain science have documented that the origins of adult health and well-being are grounded in early childhood, from conception through age 24 mo (first 1000 d) and extending to age 5 y (second 1000 d). Young children with adequate nutrition, nurturant caregiving, and opportunities for early learning have the best chances of thriving. Evidence from adoption, experimental, and quasi-experimental studies has shown that stunting prevention is sensitive during the first 1000 d, and sensitivity to child development interventions extends through the second 1000 d. Cognitive development responds to interventions post–1000 d with effect sizes that are inversely associated with initial age and length of program exposure. Integrated interventions need governance structures that support integrated policies and programming, with attention to training, supervision, and monitoring. The MDGs have been replaced by the Sustainable Development Goals (SDGs), with targets for the next 15 y. Achievement of the SDGs depends on children receiving adequate nutrition, nurturant caregiving, and learning opportunities from conception through age 5.

  19. Integrating Nutrition and Child Development Interventions: Scientific Basis, Evidence of Impact, and Implementation Considerations123

    PubMed Central

    Black, Maureen M; Pérez-Escamilla, Rafael; Fernandez Rao, Sylvia

    2015-01-01

    The Millennium Development Goals (MDGs) have contributed to unprecedented reductions in poverty and improvement in the lives of millions of men, women, and children in low- and middle-income countries. Yet, hundreds of millions of children under 5 y of age are not reaching their developmental potential. This article reviews the scientific basis for early childhood nutrition and child development interventions, the impact of integrated interventions on children’s linear growth and cognitive development, and implementation strategies for integrated nutrition and child development programs. Advances in brain science have documented that the origins of adult health and well-being are grounded in early childhood, from conception through age 24 mo (first 1000 d) and extending to age 5 y (second 1000 d). Young children with adequate nutrition, nurturant caregiving, and opportunities for early learning have the best chances of thriving. Evidence from adoption, experimental, and quasi-experimental studies has shown that stunting prevention is sensitive during the first 1000 d, and sensitivity to child development interventions extends through the second 1000 d. Cognitive development responds to interventions post–1000 d with effect sizes that are inversely associated with initial age and length of program exposure. Integrated interventions need governance structures that support integrated policies and programming, with attention to training, supervision, and monitoring. The MDGs have been replaced by the Sustainable Development Goals (SDGs), with targets for the next 15 y. Achievement of the SDGs depends on children receiving adequate nutrition, nurturant caregiving, and learning opportunities from conception through age 5. PMID:26875208

  20. Second Language Learning by Young Children.

    ERIC Educational Resources Information Center

    California Child Development Programs Advisory Committee, Sacramento.

    Six papers presented at a conference on early childhood first and second language acquisition sponsored by the California state legislature's Child Development Programs Advisory Committee include: "Bilingual Development and the Education of Bilingual Children During Early Childhood" (Eugene E. Garcia); "An English-Only Preschool Program" (William…

  1. Maternal depression during pregnancy and offspring depression in adulthood: role of child maltreatment

    PubMed Central

    Plant, Dominic T.; Pariante, Carmine M.; Sharp, Deborah; Pawlby, Susan

    2015-01-01

    Background Studies have shown that maternal depression during pregnancy predicts offspring depression in adolescence. Child maltreatment is also a risk factor for depression. Aims To investigate (a) whether there is an association between offspring exposure to maternal depression in pregnancy and depression in early adulthood, and (b) whether offspring child maltreatment mediates this association. Method Prospectively collected data on maternal clinical depression in pregnancy, offspring child maltreatment and offspring adulthood (18–25 years) DSM-IV depression were analysed in 103 mother–offspring dyads of the South London Child Development Study. Results Adult offspring exposed to maternal depression in pregnancy were 3.4 times more likely to have a DSM-IV depressive disorder, and 2.4 times more likely to have experienced child maltreatment, compared with non-exposed offspring. Path analysis revealed that offspring experience of child maltreatment mediated the association between exposure to maternal depression in pregnancy and depression in adulthood. Conclusions Maternal depression in pregnancy is a key vulnerability factor for offspring depression in early adulthood. PMID:26045352

  2. Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial.

    PubMed

    Melhuish, Edward; Howard, Steven J; Siraj, Iram; Neilsen-Hewett, Cathrine; Kingston, Denise; de Rosnay, Marc; Duursma, Elisabeth; Luu, Betty

    2016-12-19

    A substantial research base documents the benefits of attendance at high-quality early childhood education and care (ECEC) for positive behavioural and learning outcomes. Research has also found that the quality of many young children's experiences and opportunities in ECEC depends on the skills, dispositions and understandings of the early childhood adult educators. Increasingly, research has shown that the quality of children's interactions with educators and their peers, more than any other programme feature, influence what children learn and how they feel about learning. Hence, we sought to investigate the extent to which evidence-based professional development (PD) - focussed on promoting sustained shared thinking through quality interactions - could improve the quality of ECEC and, as a consequence, child outcomes. The Fostering Effective Early Learning (FEEL) study is a cluster randomised controlled trial for evaluating the benefits of a professional development (PD) programme for early childhood educators, compared with no extra PD. Ninety long-day care and preschool centres in New South Wales, Australia, will be selected to ensure representation across National Quality Standards (NQS) ratings, location, centre type and socioeconomic areas. Participating centres will be randomly allocated to one of two groups, stratified by centre type and NQS rating: (1) an intervention group (45 centres) receiving a PD intervention or (2) a control group (45 centres) that continues engaging in typical classroom practice. Randomisation to these groups will occur after the collection of baseline environmental quality ratings. Primary outcomes, at the child level, will be two measures of language development: verbal comprehension and expressive vocabulary. Secondary outcomes at the child level will be measures of early numeracy, social development and self-regulation. Secondary outcomes at the ECEC room level will be measures of environmental quality derived from full-day observations. In all cases, data collectors will be blinded to group allocation. This is the first randomised controlled trial of a new approach to PD, which is focussed on activities previously found to be influential in children's early language, numeracy, social and self-regulatory development. Results should inform practitioners, policy-makers and families of the value of specific professional development for early childhood educators. Australian New Zealand Clinical Trials Registry (ACTRN) identifier ACTRN12616000536460 . Registered on 27 April 2016. This trial was retrospectively registered, given the first participant (centre) had been enrolled at the time of registration.

  3. The effect of early childhood stunting on children’s cognitive achievements: Evidence from young lives Ethiopia

    PubMed Central

    Woldehanna, Tassew; Behrman, Jere R.; Araya, Mesele W.

    2017-01-01

    Background There is little empirical evidence on the effect of childhood malnutrition on children’s cognitive achievements in low income countries like Ethiopia. A longitudinal data is thus vital to understand the factors that influence cognitive development of children over time, particularly how early childhood stunting affects cognitive achievement of children up to the age of 8 years. Objective To examine the effect of early childhood stunting on cognitive achievements of children using longitudinal data that incorporate anthropometric measurements and results of cognitive achievement tests such as Peabody Picture Vocabulary Test and Cognitive Development Assessment quantitative tests. Method Defining stunted children as those having a standardized height for age z-score less than −2; we used a Propensity Score Matching (PSM) to examine the effect of early childhood stunting on measures of cognitive performance of children. The balance of the propensity score matching techniques was checked and found to be satisfied (P<0.01) Results Early childhood stunting is significantly negatively associated with cognitive performance of children. Controlled for confounding variables such as length of breastfeeding, relative size of the child at birth, health problems of early childhood such as acute respiratory illness and malaria, baseline household wealth, child gender, household size and parental education, estimates from PSM show that stunted children scored 16.1% less in the Peabody Picture Vocabulary Test and 48.8% less in the Quantitative Assessment test at the age of eight, both statistically significant at P<0.01. Conclusions It is important to realize the importance of early investment in terms of child health and nutrition until five years for the cognitive performance of children. As household wealth and parental education are particularly found to play an important role in children’s nutritional achievements, policy measures that are directed in improving household’s livelihood may have a spill-over impact in improving child nutritional status, and consequently cognitive development and schooling. PMID:29249889

  4. Sources of variability in language development of children with cochlear implants: age at implantation, parental language, and early features of children's language construction.

    PubMed

    Szagun, Gisela; Schramm, Satyam A

    2016-05-01

    The aim of the present study was to analyze the relative influence of age at implantation, parental expansions, and child language internal factors on grammatical progress in children with cochlear implants (CI). Data analyses used two longitudinal corpora of spontaneous speech samples, one with twenty-two and one with twenty-six children, implanted between 0;6 and 3;10. Analyses were performed on the combined and separate samples. Regression analyses indicate that early child MLU is the strongest predictor of child MLU two and two-and-a-half years later, followed by parental expansions and age at implantation. Associations between earliest MLU gains and MLU two years later point to stability of individual differences. Early type and token frequencies of determiners predict MLU two years later more strongly than early frequency of lexical words. We conclude that features of CI children's very early language have considerable predictive value for later language outcomes.

  5. Infant-Mother Attachment and Children's Friendship Quality: Maternal Mental-State Talk as an Intervening Mechanism

    ERIC Educational Resources Information Center

    McElwain, Nancy L.; Booth-Laforce, Cathryn; Wu, Xiaoying

    2011-01-01

    Utilizing data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, we investigated mothers' talk about mental states during play with their 24-month-old children as a mechanism though which infant-mother attachment was associated with children's later…

  6. Child Care Services IV: Activities That Teach, Home and Family Education: 6755.05.

    ERIC Educational Resources Information Center

    Ahrens, Thea

    This course is designed for senior high school students interested in early childhood education and gives the Child Care Aide experience in planning and executing activities with children in group situations which reflect knowledge of their individual development. The course centers on the following concepts: play is valid, development of the…

  7. The Effects of Parent-Child Mediated Learning Experience (MLE) Interaction on Young Children's Cognitive Development

    ERIC Educational Resources Information Center

    Russell, Christina; Amod, Zaytoon; Rosenthal, Lesley

    2008-01-01

    This study addressed the effect of parent-child Mediated Learning Experience (MLE) interaction on cognitive development in early childhood. It measured the MLE interactions of 14 parents with their preschool children in the contexts of free-play and structured tasks. The children were assessed for their manifest cognitive performance and learning…

  8. Making a College Course Matter for Pre-K Professionals: Supports Needed for Success. Research Brief

    ERIC Educational Resources Information Center

    Hatfield, Bridget E.; LoCasale-Crouch, Jennifer

    2013-01-01

    Given the increased enrollment in pre-K programs coupled with a lack of teacher education that consistently links to child development, this study examines a new course developed to support early childhood professionals in implementing effective teacher-child interactions. Findings suggest that an effective course can be scaled-up and used in…

  9. Barriers to Parent-Child Book Reading in Early Childhood

    ERIC Educational Resources Information Center

    Taylor, Catherine L.; Zubrick, Stephen R.; Christensen, Daniel

    2016-01-01

    Book reading is one of the most important investments that parents make in their children's literacy development. This study investigated risk factors associated with the absence of book reading at ages 2, 4 and 6 years. A holistic view of the multiple ecologies of child development guided the study across a sample of approximately 4000 children…

  10. Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis

    ERIC Educational Resources Information Center

    Guo, Ying; Sun, Shuyan; Breit-Smith, Allison; Morrison, Frederick J.; Connor, Carol McDonald

    2015-01-01

    Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, this study examined the cross-lagged relations between behavioral engagement and reading achievement in elementary school and whether these cross-lagged relations differed between low-socioeconomic status (SES) and mid-…

  11. Trajectories of Maternal Depressive Symptoms, Maternal Sensitivity, and Children's Functioning at School Entry

    ERIC Educational Resources Information Center

    Campbell, Susan B.; Matestic, Patricia; von Stauffenberg, Camilla; Mohan, Roli; Kirchner, Thomas

    2007-01-01

    Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the authors modeled trajectories of maternal depressive symptoms from infant age 1 month to 7 years. The authors identified 6 trajectories of maternal depressive symptoms: high-chronic, moderate-increasing, high-decreasing,…

  12. Fundamentos para Asociados en Desarrollo Infantil quienes trabajan con Ninos Pequenos (Essentials for Child Development Associates Working with Young Children).

    ERIC Educational Resources Information Center

    Phillips, Carol Brunson, Ed.

    A study guide for the Child Development Associate (CDA) Professional Preparation Program, this Spanish-language guidebook contains essential information on the basics of good professional practice for early childhood educators. It includes self-study activities, checklists, and resources for additional information. Unit 1 provides an overview of…

  13. The Long Arm of Childhood: Preschool Associations with Adolescent Health

    ERIC Educational Resources Information Center

    Sabol, Terri J.; Hoyt, Lindsay Till

    2017-01-01

    The current study examines the extent to which participation in preschool at age 4 is associated with blood pressure, body mass index, and awakening cortisol at age 15. We capitalize on data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to examine differences in adolescent health…

  14. Communicative Acts of a Child with Rubinstein-Taybi Syndrome during Early Communicative Development

    ERIC Educational Resources Information Center

    Carvey, Jayme S.; Bernhardt, B. May

    2009-01-01

    Rubinstein-Taybi syndrome (RTS) is a rare genetic developmental disorder that often shows associated language delay. However, literature on language development in RTS is very limited, particularly for the period of early communicative development, when standardized testing can be minimally informative. The purpose of the current study was to…

  15. Community and Parent Involvement in Early Childhood Development: The South African Experience.

    ERIC Educational Resources Information Center

    Atmore, Eric; And Others

    Noting that disadvantaged communities in South Africa can be empowered by involving parents and communities in the development of preschool education programs, this report presents the achievements of South Africa's Early Childhood Education and Care (educare) programs. Educare aims to develop the young child's potential to be a meaningful part of…

  16. Early Childhood Education Students' Perceptions of Community College Distance Education Courses

    ERIC Educational Resources Information Center

    Crump, Tracy Lynn

    2010-01-01

    In order for children to receive the best in quality care, early childhood teachers must have a deep understanding of child development and developmentally appropriate teaching methodologies that can only be acquired through accessible and sustainable professional development. This type of professional development for many students comes in the…

  17. Aesthetic Experience and Early Language and Literacy Development

    ERIC Educational Resources Information Center

    Johnson, Helen L.

    2007-01-01

    The present paper explores the connections between theory and research in language development and aesthetic education and their implications for early childhood classroom practice. The present paper posits that arts experiences make a unique and vital contribution to the child's development of language and literacy, as well as to the sense of…

  18. Too Important to Ignore: A Post-Intentional Phenomenological Investigation of Teaching Pre-Service Early Childhood Teachers about Infants and Toddlers

    ERIC Educational Resources Information Center

    Pearson, Jolene A.

    2016-01-01

    A watershed of knowledge about how very young children learn and develop has been revealed through the science of child development. The science of child development has demonstrated that immediately from birth, babies need supportive relationships and responsive environments in order to build strong brain circuits and lay the foundations for both…

  19. Relationships between Lexical and Phonological Development: A Look at Bilingual Children--A Commentary on Stoel-Gammon's "Relationships between Lexical and Phonological Development in Young Children"

    ERIC Educational Resources Information Center

    Kehoe, Margaret

    2011-01-01

    Stoel-Gammon (this issue) highlights the close and symbiotic association that exists between the lexical and phonological domains in early linguistic development. Her comprehensive review considers two bodies of literature: (1) child-centred studies; and (2) studies based on adult psycholinguistic research. Within the child-centred studies, both…

  20. Toys for Early Development of the Young Blind Child: A Guide for Parents.

    ERIC Educational Resources Information Center

    Illinois State Office of the Superintendent of Public Instruction, Springfield.

    A booklet is presented for parents of blind children. This booklet lists various toys that are useful for the child in his development and cognitive growth. Three kits of toys are presented. Each of these kits was developed for children of approximate age groups. Kit #1 is for the very young blind infants and contains toys that usually interest…

  1. Protective factors for child development at age 2 in the presence of poor maternal mental health: results from the All Our Babies (AOB) pregnancy cohort

    PubMed Central

    McDonald, Sheila W; Kehler, Heather L; Tough, Suzanne C

    2016-01-01

    Objective To identify the combination of factors most protective of developmental delay at age 2 among children exposed to poor maternal mental health. Design Observational cohort study. Setting Pregnant women were recruited from primary healthcare offices, the public health laboratory service and community posters in Calgary, Alberta, Canada. Participants 1596 mother–child dyads who participated in the All Our Babies study and who completed a follow-up questionnaire when their child was 2 years old. Among participants who completed the 2-year questionnaire and had complete mental health data (n=1146), 305 women (27%) were classified as high maternal mental health risk. Primary measures Child development at age 2 was described and a resilience analysis was performed among a subgroup of families at maternal mental health risk. The primary outcome was child development problems. Protective factors were identified among families at risk, defined as maternal mental health risk, a composite measure created from participants’ responses to mental health life course questions and standardised mental health measures. Results At age 2, 18% of children were classified as having development problems, 15% with behavioural problems and 13% with delayed social–emotional competencies. Among children living in a family with maternal mental health risk, protective factors against development problems included higher social support, higher optimism, more relationship happiness, less difficulty balancing work and family responsibilities, limiting the child's screen time to <1 hour per day and the child being able to fall asleep in <30 min and sleeping through the night by age 2. Conclusions Among families where the mother has poor mental health, public health and early intervention strategies that support interpersonal relationships, social support, optimism, work–life balance, limiting children's screen time and establishing good sleep habits in the child's first 2 years show promise to positively influence early child development. PMID:28186930

  2. Promoting the rights and responsibilities of children: a South Australian example.

    PubMed

    George, Emma; Schmidt, Casey; Vella, Grace; McDonagh, Imelda

    2017-03-01

    In 2014, the Parafield Gardens Children's Centre for Early Childhood Development and Parenting was recognised as a Global Peace School - Early Years (GPSEY). During the recognition process, a project promoting the rights and responsibilities of children and families was facilitated. Partnering with children and families in decision making was a project priority. Young children had an active role in decision making. Through age-appropriate activities and discussions, children and families developed deeper understanding of child rights, peace building, global awareness and social inclusion. Educational staff were supported to enhance this child rights focus. A GPSEY recognition celebration acknowledged child rights and the community's cultural diversity. The outcome of GPSEY recognition is significant but the process that fostered community ownership, participation and social inclusion is worth noting. Involving children in decision making and development promotes their rights and responsibilities; this can make a positive difference for children locally, and globally.

  3. Does maternal employment following childbirth support or inhibit low-income children's long-term development?

    PubMed

    Coley, Rebekah Levine; Lombardi, Caitlin McPherran

    2013-01-01

    This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among middle-class and White children generalized to other groups. Using a representative sample of urban, low-income, predominantly African American and Hispanic families (n = 444), ordinary least squares regression and propensity score matching models assessed links between maternal employment in the 2 years after childbearing and children's functioning at age 7. Children whose mothers were employed early, particularly in their first 8 months, showed enhanced socioemotional functioning compared to peers whose mothers remained nonemployed. Protective associations emerged for both part-time and full-time employment, and were driven by African American children, with neutral effects for Hispanics. Informal home-based child care also heightened positive links. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  4. [MusicPlayTherapy--a parent-child psychotherapy for children 0-4 years old].

    PubMed

    Stumptner, Katrin; Thomsen, Cornelia

    2005-10-01

    The early stage of building up the parent-child relationship is especially important. It is the basis for the child's development of the ability to relate to others and his or her further emotional, social and cognitive development. In this important early phase various risk factors may alienate parents from their intuitive parental competence towards their children. Such interaction problems indicate an intervention in the form of parent-children psychotherapy. This constitutes an entry point for the concept of MusicPlayTherapy (MPT): The early relationship is characterized mainly by complex communication sequences that address the senses at all levels. Therefore, the MPT concept integrates music as medium to communicate and opens up a playing space for play that allows emotions and experiences to be expressed. The components of music such as rhythm, sound, and melody stimulate babies and toddlers to express, play, and communicate preverbally. We work with the child and a parent in the MusicPlayTherapy sessions. Parents learn again to play and thereby learn to reach their children emotionally and to communicate with them. We complement the therapy sessions by counselling sessions with both parents.

  5. Peer and teacher ratings of third- and fourth-grade children's social behavior as a function of early maternal employment.

    PubMed

    Youngblade, Lise M

    2003-05-01

    One of the more controversial issues related to maternal employment in the United States concerns the timing of entry into the workforce and its effect on children, particularly during the first year of the child's life. Some studies show deleterious effects on children, such as increases in aggression and noncompliance, while others document few negative and even positive effects of early employment. This study examined the long-term effects of maternal employment during the child's first year of life on the social behavior of 171 third- and fourth-grade children in two-parent families. The moderating effects of child gender and social class were investigated. The extent to which stability in alternative care arrangements statistically explained links between early maternal employment and child outcomes was tested. After controlling for child gender, and maternal ethnicity, social class, and current employment status, third- and fourth-grade children whose mothers were employed during their first year of life evinced more acting out and less frustration tolerance and were nominated more often by peers for 'hitting' and 'being mean' than children whose mothers were not employed. There was some evidence that these associations were moderated by child gender and social class: boys, but not girls, whose mothers were employed during the first year were subsequently rated by teachers as acting out more than other children, and were also more likely to be nominated by peers for hitting. Higher nominations for hitting were only found in the working class. Finally, there was partial evidence that the number of alternative child-care arrangements during the first year accounted for the links between early maternal employment and subsequent child outcomes. These results are congruent with extant research that posits a risk of early employment on socioemotional development, but show that this risk is partially attributable to child-care instability.

  6. Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis.

    PubMed

    Gilkerson, Jill; Richards, Jeffrey A; Warren, Steven F; Montgomery, Judith K; Greenwood, Charles R; Kimbrough Oller, D; Hansen, John H L; Paul, Terrance D

    2017-05-17

    This research provided a first-generation standardization of automated language environment estimates, validated these estimates against standard language assessments, and extended on previous research reporting language behavior differences across socioeconomic groups. Typically developing children between 2 to 48 months of age completed monthly, daylong recordings in their natural language environments over a span of approximately 6-38 months. The resulting data set contained 3,213 12-hr recordings automatically analyzed by using the Language Environment Analysis (LENA) System to generate estimates of (a) the number of adult words in the child's environment, (b) the amount of caregiver-child interaction, and (c) the frequency of child vocal output. Child vocalization frequency and turn-taking increased with age, whereas adult word counts were age independent after early infancy. Child vocalization and conversational turn estimates predicted 7%-16% of the variance observed in child language assessment scores. Lower socioeconomic status (SES) children produced fewer vocalizations, engaged in fewer adult-child interactions, and were exposed to fewer daily adult words compared with their higher socioeconomic status peers, but within-group variability was high. The results offer new insight into the landscape of the early language environment, with clinical implications for identification of children at-risk for impoverished language environments.

  7. Lead exposure and early child neurodevelopment among children 12-24 months in Kinshasa, the Democratic Republic of Congo.

    PubMed

    Kashala-Abotnes, Espérance; Mumbere, Pépé Penghele; Mishika, Jeannette Mukanya; Ndjukendi, Ally Omba; Mpaka, Davin Beya; Bumoko, Makila-Mabe Guy; Kayembe, Tharcisse Kalula; Tshala-Katumbay, Désiré; Kazadi, Théodore Kayembe; Okitundu, Daniel Luwa E-Andjafono

    2016-12-01

    Childhood lead exposure remains a problem in developing countries, and little is known about its effects on early child neurodevelopment and temperament in the Democratic Republic of Congo (DRC). We, therefore, conducted this study to determine the association between lead exposure and the neurodevelopment and behaviour of children aged 12-24 months in Kinshasa, DRC. A cross-sectional study was conducted between February and June 2012, and parents of 104 children were invited to participate. Blood lead levels (BLLs) of each child were tested using the flame atomic spectrophotometry method. All children were subject to a clinical examination and assessed with two selected early child neurodevelopmental tools, the Gensini-Gavito and the baby characteristics questionnaire, to measure their neurodevelopment and temperament. Detectable BLLs ranged from 1 to 30 μg/dl with a geometric mean of 6.9 (SD 4.8) μg/dl. BLLs at 5-9 and ≥10 μg/dl were significantly associated with the child temperament (p <0.05). Perinatal and maternal factors did not seem to affect early child neurodevelopment and temperament. Children exposed to lead were reported with more temperament difficulties at even blood lead levels <10 μg/dl, suggesting the need for preventive and intervention measures to reduce lead exposure among children in Kinshasa, DRC.

  8. Transactional and Cascading Relations between Early Spanking and Children's Social-Emotional Development

    ERIC Educational Resources Information Center

    Gromoske, Andrea N.; Maguire-Jack, Kathryn

    2012-01-01

    The authors tested a series of models linking spanking and child social-emotional outcomes using a sample of 3,870 families from the Fragile Families and Child Wellbeing study. Spanking was measured by the number of times the focal child was spanked by the mother at ages 1, 3, and 5. Internalizing and externalizing symptoms were assessed using the…

  9. Nonstandard Work Schedules and Developmentally Generative Parenting Practices: An Application of Propensity Score Techniques

    ERIC Educational Resources Information Center

    Grzywacz, Joseph G.; Daniel, Stephanie S.; Tucker, Jenna; Walls, Jill; Leerkes, Esther

    2011-01-01

    Data from the National Institute for Child Health and Human Development Study of Early Child Care (Phase I) and propensity score techniques were used to determine whether working full time in a nonstandard schedule job during the child's first year predicted parenting practices over 3 years. Results indicated that women who worked full time in a…

  10. Using the ACEI Global Guidelines Assessment to Evaluate the Quality of Early Child Care in Greek Settings

    ERIC Educational Resources Information Center

    Rentzou, Konstantina

    2010-01-01

    In recent years, there has been a significant growth of interest in ensuring that child care provision for children is of a high quality. This interest has been stimulated by research evidence according to which good quality child care has a positive influence on children's overall development. The global quality in Greek preschool and…

  11. Resident Father-Child Involvement: Associations with Young Children's Social Development and Kindergarten Readiness in the ECLS-B

    ERIC Educational Resources Information Center

    Meece, Darrell

    2013-01-01

    The current investigation examined continuity from 9-months to 4-years of age in father-child interaction in instrumental child care activities, as well as enrichment and play activities, using data collected from 8,450 children with residential fathers included in the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). Additionally, social…

  12. Family-Centered Early Intervention for Infants and Toddlers with Disabilities

    ERIC Educational Resources Information Center

    Tomasello, Nicole M.; Manning, Amy R.; Dulmus, Catherine N.

    2010-01-01

    Almost 300,000 children in the United States from birth to 3 years of age are affected by a developmental disability. Disabilities have a lasting effect on a child's development and, in turn, may have a psychosocial impact on the child's family. In addition, the limitations of a child with a disability are often related to family members' stress,…

  13. From Pre-Speech to Speech: On Early Phonology. Papers and Reports on Child Language Development, No. 12.

    ERIC Educational Resources Information Center

    Vihman, Marilyn May

    A discussion of word acquisition rates and strategies is based upon a 6-month case study of an Estonian-speaking child who gradually and systematically relaxed phonotactic constraints to allow greater complexity in word production. In addition to the cognitive tools of assimilation and accomodation as described by Piaget, the child used a further…

  14. Cutting through Complexity: Using Behavioral Science to Improve Indiana's Child Care Subsidy Program. OPRE Report 2016-03

    ERIC Educational Resources Information Center

    Dechausay, Nadine; Anzelone, Caitlin

    2016-01-01

    This report describes a collaboration between the Indiana Office of Early Childhood and Out-of-School Learning (OECOSL) and the Behavioral Interventions to Advance Self-Sufficiency (BIAS) team. The OECOSL is the lead agency responsible for administering the state's Child Care and Development Fund (CCDF), which provides child care subsidies to…

  15. Toddler development

    MedlinePlus

    Toddlers are children ages 1 to 3. CHILD DEVELOPMENT THEORIES Cognitive (thought) development skills typical for toddlers include: Early use of instruments or tools Following visual (then later, invisible) displacement (moving from ...

  16. New Hampshire Early Childhood Professional Development System: Guide to Early Childhood Careers.

    ERIC Educational Resources Information Center

    McDonnell, Tessa, Ed.

    The community of child care providers in New Hampshire has adopted the Early Childhood Professional Development System as an initial step toward assuring quality care and education for children. This guide describes the components of that system and is presented in eight sections. Section 1 of the guide introduces the system based on a set of two…

  17. Korean culture and autism spectrum disorders.

    PubMed

    Kang-Yi, Christina D; Grinker, Roy R; Mandell, David S

    2013-03-01

    This paper reviews the literature on early child development among Koreans, with a focus on autism spectrum disorders (ASD). The literature review of 951 abstracts in English, 101 abstracts in Korean and 27 full articles published from 1994 to 2011 was performed to understand the presentation of and response to ASD in Korean culture. Based on research to date on the identification, description, and treatment of ASD in Korean populations, we argue that at both conceptual and practical levels, early child development and interventions must be understood within cultural context. Culturally informed research on ASD is vital for increasing awareness of the importance of early intervention and the need for educational and psychological services in countries in which autism is stigmatized, misdiagnosed or undiagnosed.

  18. Early Intervention and Its Effects on Maternal and Child Development.

    ERIC Educational Resources Information Center

    Slaughter, Diana T.

    1983-01-01

    The longitudinal study reported used an intervention strategy to test the thesis that sociocultural background, mediated by maternal attitudes and behaviors, influences Black children's early development in educationally significant ways. Two models of parent education were contrasted: the Levenstein toy demonstration program and the…

  19. New Developments

    ERIC Educational Resources Information Center

    Karlsson-Lohmander, Maelis

    2005-01-01

    A growing number of countries have recognised the importance of high quality early childhood provision for the development of the young child and the impact on economic growth and prosperity. What shapes Early Childhood Education and Care (ECEC) in an expanding Europe of today? Many factors clearly influence policy decisions and program…

  20. Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems

    PubMed Central

    LUNKENHEIMER, ERIKA S.; OLSON, SHERYL L.; HOLLENSTEIN, TOM; SAMEROFF, ARNOLD J.; WINTER, CHARLOTTE

    2018-01-01

    Parent–child dyadic rigidity and negative affect contribute to children’s higher levels of externalizing problems. The present longitudinal study examined whether the opposite constructs of dyadic flexibility and positive affect predicted lower levels of externalizing behavior problems across the early childhood period. Mother–child (N = 163) and father–child (n = 94) dyads engaged in a challenging block design task at home when children were 3 years old. Dynamic systems methods were used to derive dyadic positive affect and three indicators of dyadic flexibility (range, dispersion, and transitions) from observational coding. We hypothesized that the interaction between dyadic flexibility and positive affect would predict lower levels of externalizing problems at age 5.5 years as rated by mothers and teachers, controlling for stability in externalizing problems, task time, child gender, and the child’s effortful control. The hypothesis was supported in predicting teacher ratings of child externalizing from both mother–child and father–child interactions. There were also differential main effects for mothers and fathers: mother–child flexibility was detrimental and father–child flexibility was beneficial for child outcomes. Results support the inclusion of adaptive and dynamic parent–child coregulation processes in the study of children’s early disruptive behavior. PMID:23786697

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