Seminar on young child nutrition: improving nutrition and health status of young children in indonesia.

PubMed

Isabelle, Mia; Chan, Pauline

2011-01-01

The Seminar on Young Child Nutrition: Improving Nutrition and Health Status of Young Children in Indonesia held in Jakarta on November 2009 reviewed the current nutritional and health status of young children in Indonesia and identified key nutrient deficiencies affecting their optimal growth. The continuation of child growth from fetal stage is of paramount importance; and maternal and child health should be a central consideration in policy and strategy development. Clinical management of nutrient deficiency and malnutrition, as well as strategies and education to improve feeding practices of young Indonesian children were discussed in the seminar. Relevant experiences, approaches and strategies from France, New Zealand and Malaysia were also shared and followed with discussion on how regulatory systems can support the development of health policy for young children. This report highlights important information presented at the seminar.

Young Children Making Sense of Racial and Ethnic Differences: A Sociocultural Approach

ERIC Educational Resources Information Center

Park, Caryn C.

2011-01-01

The research on young children and race has previously relied on Piagetian developmental concepts to describe ages and stages in the development of children's racial and ethnic understandings, leaving uninvestigated the situated meaning and consequences of children's learning. Drawing from a qualitative study of young children's (ages 3.5 to 5.5)…

An Exploration of the Role of Visual Programming Tools in the Development of Young Children's Computational Thinking

ERIC Educational Resources Information Center

Rose, Simon P.; Habgood, M. P. Jacob; Jay, Tim

2017-01-01

Programming tools are being used in education to teach computer science to children as young as 5 years old. This research aims to explore young children's approaches to programming in two tools with contrasting programming interfaces, ScratchJr and Lightbot, and considers the impact of programming approaches on developing computational thinking.…

Developing Young Children's Curiosity: A Review of Research with Implications for Teachers.

ERIC Educational Resources Information Center

Bradbard, Marilyn R.; Endsley, Richard C.

This review of the literature on the development of young children's curiosity is directed specifically toward teachers and other practitioners and emphasizes what socialization agents can do to influence children's curiosity. Gaps in current knowledge about children's curiosity and implications of research findings are discussed. Theoretical…

Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder

DTIC Science & Technology

2015-10-01

AWARD NUMBER: W81XWH-14-1-0526 TITLE: Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder...2015 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder...SUPPLEMENTARY NOTES 14. ABSTRACT Anxiety disorders are extremely common among individuals with autism spectrum disorder (ASD). The presence of an anxiety

A Comparative Study of the Effects of a Developmentally Based Instructional Model on Young Children with Autism and Young Children with Other Disorders of Behavior and Development.

ERIC Educational Resources Information Center

Rogers, Sally J.; DiLalla, David L.

1991-01-01

This study, which applied an instructional model based on Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships, found that 49 preschool children with autism did not make less progress than a comparison group of 27 children with other…

Teaching Play Skills to Young Children with Autism

ERIC Educational Resources Information Center

Jung, Sunhwa; Sainato, Diane M.

2013-01-01

Background: Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism.…

Uncovering Young Children's Motivational Beliefs about Learning Science

ERIC Educational Resources Information Center

Oppermann, Elisa; Brunner, Martin; Eccles, Jacquelynne S.; Anders, Yvonne

2018-01-01

Young children, ages 5-6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present…

Teaching Young Children How to Sing: One School's Experience

ERIC Educational Resources Information Center

Kenney, Susan

2011-01-01

In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

"I Want to Learn My Phone Number": Encourage Young Children to Set Their Own Learning Goals

ERIC Educational Resources Information Center

Warash, Bobbie Gibson; Smith, Keri; Root, Amy

2011-01-01

Young children's capabilities continue to be revealed through brain and other scientific research. These advances in knowledge have led to the implementation of more progressive learning experiences in preschool programs. More in-depth explorations accommodate young children's intellect and they help children develop life skills as competent…

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2011 CFR

2011-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2010 CFR

2010-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2012 CFR

2012-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2010 CFR

2010-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2012 CFR

2012-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2013 CFR

2013-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2014 CFR

2014-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2014 CFR

2014-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2011 CFR

2011-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

The Impact of Death of a Loved One on the Cognitive Development of Young Children.

ERIC Educational Resources Information Center

Duhon, Rose M.; Daniel, Debra

This study analyses the problems facing classroom teachers who must cope with young children who have experienced the death of a parent, a sibling, or a close grandparent. A questionnaire was designed to secure information on the impact of the death of a loved one on the cognitive development of young children. Teachers were asked about the extent…

"Our Guinea Pig Is Dead!" Young Children Cope with Death.

ERIC Educational Resources Information Center

Thomason, Nita Davison

1999-01-01

Describes how children develop a concept of death, and presents suggestions for classroom experiences to help young children cope with death. Considers children's attendance at funerals and how to answer children's questions about death. Lists 14 children's books about death. (KB)

Young Children and the Arts: Nurturing Imagination and Creativity

ERIC Educational Resources Information Center

Korn-Bursztyn, Carol, Ed.

2012-01-01

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory…

Socialization and Instrumental Competence in Young Children

ERIC Educational Resources Information Center

Baumrind, Diana

1970-01-01

Discusses relationships between parental authority patterns by which children are influenced and the development of socially responsible and independent behavior in young children (especially girls). (NH)

What automated vocal analysis reveals about the vocal production and language learning environment of young children with autism.

PubMed

Warren, Steven F; Gilkerson, Jill; Richards, Jeffrey A; Oller, D Kimbrough; Xu, Dongxin; Yapanel, Umit; Gray, Sharmistha

2010-05-01

The study compared the vocal production and language learning environments of 26 young children with autism spectrum disorder (ASD) to 78 typically developing children using measures derived from automated vocal analysis. A digital language processor and audio-processing algorithms measured the amount of adult words to children and the amount of vocalizations they produced during 12-h recording periods in their natural environments. The results indicated significant differences between typically developing children and children with ASD in the characteristics of conversations, the number of conversational turns, and in child vocalizations that correlated with parent measures of various child characteristics. Automated measurement of the language learning environment of young children with ASD reveals important differences from the environments experienced by typically developing children.

The Peer Social Networks of Young Children with Down Syndrome in Classroom Programmes

ERIC Educational Resources Information Center

Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

2011-01-01

Background: The nature and characteristics of the peer social networks of young children with Down syndrome (DS) in classroom settings were examined within a developmental framework. Method: Comparisons were made with younger typically developing children matched on mental age and typically developing children matched on chronological age.…

Classroom Pets and Young Children: Supporting Early Development

ERIC Educational Resources Information Center

Meadan, Hedda; Jegatheesan, Brinda

2010-01-01

Many young children have a natural attraction to and curiosity about animals. They like to observe, touch, talk to, and ask questions about them. Teachers and parents both can use this broad interest to facilitate children's development and learning in a variety of domains. Research shows that children across ages find emotional comfort in their…

[The Development of Memory and Creativity in Very Young Children].

ERIC Educational Resources Information Center

Fenichel, Emily, Ed.

1997-01-01

This theme issue explores the development of memory and creativity in very young children. The first article, "The Guy Who Went Up the Steep Nicken: The Emergence of Story Telling during the First Three Years" (Susan Engel), describes the developmental stages of children's story telling. The reasons children tell stories and strategies for…

Young Children's Exposure to Community Violence.

ERIC Educational Resources Information Center

Vig, Susan

1996-01-01

Explores the impact of community violence on the development of young children, especially those with developmental disabilities. Characteristics of young children's responses to stress and trauma are reviewed and child, family, and community factors which contribute to resilience are identified. Intervention approaches are suggested. (Author/DB)

DIETARY EXPOSURES OF YOUNG CHILDREN, PART 1: MODEL DEVELOPMENT AND STUDY DESIGN

EPA Science Inventory

Young children contact surfaces (hands, floors, etc.) that may be contaminated with pesticides. Thus, dietary exposures of young children are difficult to measure, but are needed to support the aggregate exposure assessments. Evaluation of dietary field protocols and a total die...

Ecological Human Brain and Young Children's "Naturalist Intelligence" from the Perspective of Developmentally and Culturally Appropriate Practice (DCAP).

ERIC Educational Resources Information Center

Hyun, Eunsook

Based on the view that young children have a different intellectual culture from adults' in the way they know and understand nature, this paper explores ecological human brain development, children's intellectual culture of naturalist intelligence, and developmentally and culturally congruent curricula for young children. The paper discusses the…

Maternal correlates of 2-year-old American Indian children's social-emotional development in a Northern Plains tribe.

PubMed

Sarche, Michelle C; Croy, Calvin D; Crow, Cecelia Big; Mitchell, Christina M; Spicer, Paul

2009-07-01

The developmental experiences of very young American Indian children today are not well documented in the current literature. The present study sought to explore the social-emotional development of American Indian toddlers living on a Northern Plains reservation, as a function of maternal variables. Mothers completed self-report questionnaires about their experiences and their children's development. Observer ratings of children's development also were conducted. Maternal stress, substance use/abuse, perceptions of stress in the mother-child relationship, social support, and American Indian cultural identity were significantly related to children's social-emotional development. This study is the first to explore these relationships in a Northern Plains American Indian sample of young children and their mothers. Results suggest possible points of intervention for improving the developmental outcomes of very young American Indian children. Copyright © 2009 Michigan Association for Infant Mental Health.

Guiding Children's Social Development. Second Edition.

ERIC Educational Resources Information Center

Kostelnik, Marjorie J.; And Others

Noting the importance of social competence for getting along in society, this book is designed as a text to help teachers of young children understand the nature of social development in young children and how to guide that development through the early childhood curriculum. The book contains a number of practical guidelines and strategies for…

A longitudinal study of auditory evoked field and language development in young children.

PubMed

Yoshimura, Yuko; Kikuchi, Mitsuru; Ueno, Sanae; Shitamichi, Kiyomi; Remijn, Gerard B; Hiraishi, Hirotoshi; Hasegawa, Chiaki; Furutani, Naoki; Oi, Manabu; Munesue, Toshio; Tsubokawa, Tsunehisa; Higashida, Haruhiro; Minabe, Yoshio

2014-11-01

The relationship between language development in early childhood and the maturation of brain functions related to the human voice remains unclear. Because the development of the auditory system likely correlates with language development in young children, we investigated the relationship between the auditory evoked field (AEF) and language development using non-invasive child-customized magnetoencephalography (MEG) in a longitudinal design. Twenty typically developing children were recruited (aged 36-75 months old at the first measurement). These children were re-investigated 11-25 months after the first measurement. The AEF component P1m was examined to investigate the developmental changes in each participant's neural brain response to vocal stimuli. In addition, we examined the relationships between brain responses and language performance. P1m peak amplitude in response to vocal stimuli significantly increased in both hemispheres in the second measurement compared to the first measurement. However, no differences were observed in P1m latency. Notably, our results reveal that children with greater increases in P1m amplitude in the left hemisphere performed better on linguistic tests. Thus, our results indicate that P1m evoked by vocal stimuli is a neurophysiological marker for language development in young children. Additionally, MEG is a technique that can be used to investigate the maturation of the auditory cortex based on auditory evoked fields in young children. This study is the first to demonstrate a significant relationship between the development of the auditory processing system and the development of language abilities in young children. Copyright © 2014 Elsevier Inc. All rights reserved.

Dealing with Difficult Young Children: Strategies for Teachers and Parents.

ERIC Educational Resources Information Center

Soderman, Anne K.

1985-01-01

Reviews current research on the individual temperament of young children and recommends strategies to understand and build upon children's personality strengths. Discusses the influence of adult perceptions and misperceptions on children's personality development. (DT)

Young Children and Tablets: A Systematic Review of Effects on Learning and Development

ERIC Educational Resources Information Center

Herodotou, C.

2018-01-01

Mobile applications are popular among young children, yet there is a dearth of studies examining their impact on learning and development. A systematic review identified 19 studies reporting learning effects on children 2 to 5 years old. The number of children participating in experimental, quasi-experimental, or mixed-method studies was 862 and…

The Development and Validation of the Children's Anxiety in Math Scale

ERIC Educational Resources Information Center

Jameson, Molly M.

2013-01-01

Math anxiety has been historically overlooked in samples of children. This may be due in part to the lack of appropriate tools to measure anxiety in young children. The current exploratory study reports on the development and examination of reliability, validity, and factor structure of a new tool to measure math anxiety in young children. The…

Breastfeeding: One of California's First Investments in Young Children. Building Community Systems for Young Children.

ERIC Educational Resources Information Center

Slusser, Wendelin; Lange, Linda

Making the case that breastfeeding provides essential and long-lasting benefits for children and should be one of California's first investments in the healthy development of every child, this report assists state and county commissions of Proposition 10 (Families and Children First Act) in the development of effective strategies and integrated…

The Influence of Media on Young Children's Development

ERIC Educational Resources Information Center

Wartella, Ellen

2012-01-01

Ellen Wartella, PhD, a leading scholar of the role of media in children's development, responds to questions about the role of media in the lives of very young children. She discusses how technology is having an impact on parents and children and provides some context for how parents and caregivers can make informed decisions about using media…

Young Children's Ideas About, and the Practice of Their Own Rules in Imaginative Play.

ERIC Educational Resources Information Center

Weybright, Loren D.

The study compared the level of development observed in the imaginative play of young children with the level of development revealed in conservation an classification tasks. The sample included 40 children, with one 5/6-year old group of 20 children (10 boys, 10 girls), and two six/seven-year old groups of 20 children (14 boys, 6 girls). The…

Using Problem Solving to Assess Young Children's Mathematics Knowledge

ERIC Educational Resources Information Center

Charlesworth, Rosalind; Leali, Shirley A.

2012-01-01

Mathematics problem solving provides a means for obtaining a view of young children's understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary…

Visual Impairment in Infants and Young Children.

ERIC Educational Resources Information Center

Teplin, Stuart W.

1995-01-01

This article reviews the structure, development, function, and assessment of the visual system and then considers: common eye problems of young children with visual impairment; impacts of severe impairment on child development; and the roles of early intervention professionals, ophthalmologists, and pediatricians in working with these children and…

Map and Track: State Initiatives for Young Children and Families. 1998 Edition.

ERIC Educational Resources Information Center

Knitzer, Jane; Page, Stephen

This report profiles state efforts to develop comprehensive programs and policies for young children and families, presents indicators of child and family well-being, and describes state investments in young children and families. Chapter 1, "Overview of Findings and Implications," identifies the research questions, describes data collection…

The Young Child's Playful World of Sound.

ERIC Educational Resources Information Center

Pond, Donald

1980-01-01

Described is the Pillsbury Foundation School, designed to discover how creative music activity was provoked and generated in children, ages three to six, and how natural musicality could be developed in these young children. The author warns against repressing the deeply rooted natural musicality that young children inherit. (KC)

Implications of Emotion Regulation on Young Children's Emotional Wellbeing and Educational Achievement

ERIC Educational Resources Information Center

Djambazova-Popordanoska, Snezhana

2016-01-01

Effective regulation of both positive and negative emotions plays a pivotal role in young children's emotional and cognitive development and later academic achievement. A compelling body of evidence has highlighted the symbiotic relationship between emotion regulation competencies and young children's emotional health, in particular their mood and…

Welfare reforms and the cognitive development of young children.

PubMed

Williamson, Deanna L; Salkie, Fiona J; Letourneau, Nicole

2005-01-01

To investigate whether the cognitive development of young children in poverty is affected by activities of their primary caregiver and by household income source, which are two components of family poverty experience that have been affected by recent welfare reforms. Bivariate and multivariate analyses were used to examine the relationships that caregiver activity, household income source, and family characteristics (family income adequacy, caregiver depressive symptoms, caregiver education) have with the cognitive development of 59 impoverished children less than three years old. Of the three poverty experience variables included in the multivariate analysis, only employment as the exclusive source of household income had an independent relationship (positive) with children's cognitive development. Two of the family characteristics, income adequacy and caregiver education, also were associated with the children's cognitive score, and they were both better relative predictors than the employment-only income source variable. Income adequacy was positively associated and caregiver education was negatively associated with children's cognitive development. Although recent welfare reforms, in combination with economic growth and declining unemployment, have changed the poverty experience of young families by increasing the proportion that secure at least part of their income from employment, our study provides preliminary evidence that these reforms have made little difference for most young impoverished children. Instead, our findings suggest that the cognitive development of young children is influenced as much by the actual amount of household income as by their parents' activity and source of income.

"I Want to Play Alone": Assessment and Correlates of Self-Reported Preference for Solitary Play in Young Children

ERIC Educational Resources Information Center

Coplan, Robert J.; Ooi, Laura L.; Rose-Krasnor, Linda; Nocita, Gabriella

2014-01-01

The goal of this study was to develop and validate an interview assessment of "preference for solitary activities" for use with young children. We also tested the postulation that negative peer experiences would heighten preference for solitude, particularly among young shy children. Participants were N?=?193 children (87 boys, 106…

An Evaluation of Videomodeling on Fundamental Motor Skill Performance of Preschool Children

ERIC Educational Resources Information Center

Obrusnikova, Iva; Cavalier, Albert

2018-01-01

Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants…

Relationship between the Development of Language and Thought in Young Blind Children.

ERIC Educational Resources Information Center

Bigelow, A.

1990-01-01

The relationship between the development of object permanence and early words was studied in three young boys, two totally blind from birth and one severely visually impaired. Subjects acquired early words within the age range for sighted children but their word usage was different. The two blind children were delayed in their development of…

Informing Our Practice: Useful Research on Young Children's Development

ERIC Educational Resources Information Center

Essa, Eva L., Ed.; Burnham, Melissa M., Ed.

2009-01-01

Best practice is based on knowledge--not on beliefs or guesses--about how children learn and develop. This volume contains 20 overviews of research on aspects of young children's social, emotional, cognitive, or physical development, as well as how the findings can be applied in the classroom. Originally "Research in Review" articles in NAEYC's…

Systematic Monitoring of Young Children's Social-Emotional Competence and Challenging Behaviors

ERIC Educational Resources Information Center

Classen, Audra; Cheatham, Gregory A.

2015-01-01

Many children in preschool need support developing appropriate social-emotional competencies. Supportive early educators build confidence in young children to express and regulate emotions, develop solutions to problems, interact with peers, and persist when faced with challenges (Denham, 2006; Webster-Stratton & Reid, 2004). This article…

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],…

Create a Prosocial Plus Cognitive Curriculum for Young Children.

ERIC Educational Resources Information Center

Honig, Alice Sterling

Teachers and caregivers understand well how important their role is in the promotion of young children's cognitive development. However, they must also emphasize the development of prosocial behaviors in children, particularly in light of some recent data indicating possible heightened aggression and lack of prosocial interactions among…

Talking with Young Children: How Teachers Encourage Learning

ERIC Educational Resources Information Center

Test, Joan E.; Cunningham, Denise D.; Lee, Amanda C.

2010-01-01

In general, talking with young children encourages development in many areas: (1) spoken language; (2) early literacy; (3) cognitive development; (4) social skills; and (5) emotional maturity. Speaking with children in increasingly complex and responsive ways does this even better. This article explores research findings about the effects of…

Why Young Children Need Alphabet Books

ERIC Educational Resources Information Center

Warner, Laverne; Weiss, Sara

2005-01-01

This article explains the importance of alphabet books in early reading development. Alphabet books encourage literacy development in the following ways: (1) unlock the symbols of language; (2) connect knowledge to other sources; (3) provide book usage knowledge to young children; (4) complement children's enjoyment of books; and (5) aid early…

Digital Media and Emergent Literacy

ERIC Educational Resources Information Center

Hisrich, Katy; Blanchard, Jay

2009-01-01

This article discusses digital media and its potential effects on emergent literacy skills development for young children. While the impact of digital media exposure on children's emergent literacy development is largely unknown, it is becoming a significant issue, as more and more young children throughout the world observe and use various forms…

Access to Obstetric Care and Children's Health, Growth and Cognitive Development in Vietnam: Evidence from Young Lives.

PubMed

Lavin, Tina; Preen, David B; Newnham, Elizabeth A

2017-06-01

Background The impact of birth with poor access to skilled obstetric care such as home birth on children's long term development is unknown. This study explores the health, growth and cognitive development of children surviving homebirth in the Vietnam Young Lives sample during early childhood. Methods The Young Lives longitudinal cohort study was conducted in Vietnam with 1812 children born in 2001/2 with follow-up at 1, 5, and 8 years. Data were collected on height/weight, health and cognitive development (Peabody Picture Vocabulary test). Statistical models adjusted for sociodemographic and pregnancy-related factors. Results Children surviving homebirth did not have significantly poorer long-term health, greater stunting after adjusting for sociodemographic/pregnancy-related factors. Rural location, lack of household education, ethnic minority status and lower wealth predicted greater stunting and poorer scores on Peabody Vocabulary test. Conclusions Social disadvantage rather than homebirth influenced children's health, growth and development.

Young Children's Self-Concepts Include Representations of Abstract Traits and the Global Self.

PubMed

Cimpian, Andrei; Hammond, Matthew D; Mazza, Giulia; Corry, Grace

2017-11-01

There is debate about the abstractness of young children's self-concepts-specifically, whether they include representations of (a) general traits and abilities and (b) the global self. Four studies (N = 176 children aged 4-7) suggested these representations are indeed part of early self-concepts. Studies 1 and 2 reexamined prior evidence that young children cannot represent traits and abilities. The results suggested that children's seemingly immature judgments in previous studies were due to peculiarities of the task context not the inadequacy of children's self-concepts. Similarly, Studies 3 and 4 revealed that, contrary to claims of immaturity in reasoning about the global self, young children update their global self-evaluations in flexible, context-sensitive ways. This evidence suggests continuity in the structure of self-concepts across childhood. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Social-Emotional Characteristics of Young Gifted Children

ERIC Educational Resources Information Center

Honeck, Ellen

2012-01-01

Children, particularly young children, demonstrate characteristics of giftedness in many different ways. These characteristics manifest themselves based on gender, experiences, cultural identity, personal passions and interests, and family or community. Gifted children develop asynchronously. Morelock (2000) stated that "asynchrony in the gifted…

Memory and representation in young children with Down syndrome: Exploring deferred imitation and object permanence.

PubMed

Rast, Mechthild; Meltzoff, Andrew N

1995-01-01

Deferred imitation and object permanence (OP) were tested in 48 young children with Down syndrome (DS), ranging from 20 to 43 months of age. Deferred imitation and high-level OP (invisible displacements) have long been held to be synchronous developments during sensory-motor "Stage 6" (18-24 months of age in unimpaired children). The results of the current study demonstrate deferred imitation in young children with DS, showing they can learn novel behaviors from observation and retain multiple models in memory. This is the first demonstration of deferred imitation in young children with DS. The average OP level passed in this sample was A-not-B, a task passed at 8-12 months of age in normally developing infants. Analyses showed that individual children who failed high-level OP (invisible displacements) could still perform deferred imitation. This indicates that deferred imitation and OP invisible displacements are not synchronous developments in children with DS. This asynchrony is compatible with new data from unimpaired children suggesting that deferred imitation and high-level OP entail separate and distinctive kinds of memory and representation.

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…

Low-Income Mothers' Food Practices with Young Children: A Qualitative Longitudinal Study

ERIC Educational Resources Information Center

Harden, Jeni; Dickson, Adele

2015-01-01

Objective: Young children living in socioeconomically deprived areas of Scotland have an increased risk of becoming overweight or obese. To enhance understanding of the wider contexts within which family food practices are developed, this study examined the experiences of low-income mothers with young children. Design: Qualitative longitudinal…

Special Education Technologies for Young Children: Present and Future Learning Scenarios with Related Research Literature.

ERIC Educational Resources Information Center

Watson, J. Allen; And Others

1986-01-01

The article surveys computer usage with young handicapped children by developing three instructional scenarios (present actual, present possible, and future). Research is reviewed on computer use with very young children, cognitive theory and microcomputer learning, and social aspects of the microcomputer experience. Trends in microcomputer,…

Early Childhood Teachers as Socializers of Young Children's Emotional Competence

ERIC Educational Resources Information Center

Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

2012-01-01

Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

Singaporean Parents' Views of Their Young Children's Access and Use of Technological Devices

ERIC Educational Resources Information Center

Ebbeck, Marjory; Yim, Hoi Yin Bonnie; Chan, Yvonne; Goh, Mandy

2016-01-01

Debates continue about the access young children have to technological devices, given the increasingly accessible and available technology in most developed countries. Concerns have been expressed by parents/caregivers and researchers, and questions have been raised about possible risks and benefits of these devices on young children who, in some…

ASSESSMENT OF YOUNG CHILDREN'S POTENTIAL PESTICIDE EXPOSURE FOLLOWING A RESIDENTIAL PESTICIDE APPLICATION. PART II - USE OF THE MACROACTIVITY APPROACH

EPA Science Inventory

Young children may be more susceptible to pesticides because they are undergoing rapid physiological and behavioral development. In addition, young children, as compared to adults, are more likely to engage in activities (i.e., playing, sitting on the floor) in which they may ...

Functionally Approached Body (FAB) Strategies for Young Children Who Have Behavioral and Sensory Processing Challenges

ERIC Educational Resources Information Center

Pagano, John

2005-01-01

Functionally Approached Body (FAB) Strategies offer a clinical approach to help parents of young children with behavioral and sensory processing strategies. This article introduces the FAB Strategies, clinical strategies developed by the author for understanding and addressing young children's behavioral and sensory processing challenges. The FAB…

Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors

ERIC Educational Resources Information Center

Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M.

2013-01-01

A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

Friendship in Young Children: Construction of a Behavioural Sociometric Method

ERIC Educational Resources Information Center

van Hoogdalem, Anne-Greth; Singer, Elly; Eek, Anneloes; Heesbeen, Daniëlle

2013-01-01

We need methods to measure friendship among very young children to study the beginnings of friendship and the impact of experiences with friendship for later development. This article presents an overview of methods for measuring very young children's friendships. A behavioural sociometric method was constructed to study degrees of friendship…

Improved Speech Following Parent-Delivered Qigong Massage in Young Children with Down Syndrome: A Pilot Randomised Controlled Trial

ERIC Educational Resources Information Center

Silva, Louisa M. T.; Schalock, Mark; Williams, Mary

2013-01-01

Qigong massage is an eastern form of massage that can be delivered by western parents to their children with appropriate training and support. It has been shown to improve developmental measures in young children with autism when given daily for five months. A recent trial evaluating its effect on motor development in young children with Down…

Young Athletes: A Special Olympics Motor Skill Development Program

ERIC Educational Resources Information Center

Favazza, Paddy C.; Siperstein, Gary N.

2013-01-01

While motor skills develop naturally among most typically developing preschoolers, young children with disabilities often experience deficits in this area. Therefore, it is important that children with disabilities are provided with "direct and intentional instruction" for motor skill development during the preschool years. One program…

Development of A Dance Curriculum for Young Children. CAREL Arts and Humanities Curriculum Development Program for Young Children.

ERIC Educational Resources Information Center

Dimondstein, Geraldine; Prevots, Naima

The long-range objective of the Central Atlantic Regional Educational Laboratory (CAREL) dance program was to develop children's ability to solve problems in movement terms and to express emotional involvement and creative ideas through dance. Workshops were conducted for 15 non-specialist teachers to explore the concepts of space, time, and…

Development of Emotion Self-Regulation among Young Children with Autism Spectrum Disorders: The Role of Parents

ERIC Educational Resources Information Center

Laurent, Amy C.; Gorman, Kathleen

2018-01-01

Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study…

Children and young people's preference of thematic design and colour for their hospital environment.

PubMed

Coad, Jane; Coad, Nigel

2008-03-01

In this innovative project, the views of children and young people were explored regarding their preference of thematic design and colour for their hospital environment in a new children's unit. The novelty of the approach was that it was driven by the preferred choices of children and young people through the use of 'child-friendly' interviews and questionnaires. Informing the study was the development of a group of children and young people who underwent research training, and with support, developed all data collection tools and helped to verify data analysis. A two-phased sequential study was undertaken. During phase 1, 40 interviews were performed with children and young people, including 10 with additional learning needs and physical disabilities while 140 questionnaires were analysed for phase 2 of the study. Notable issues emerged about preferred thematic designs of walls, doors and floors, while new findings were revealed regarding colour preferences for wards, entrances and outpatient areas.

A Sense of Autonomy in Young Children's Special Places

ERIC Educational Resources Information Center

Green, Carie

2013-01-01

Early childhood is a significant time when children begin to develop their place identity. As they discover their environment, young children claim special places in which to construct their own experiences. In exploring ways to connect children with place, particularly nature, caregivers need to consider children's place perspectives in the…

The First R: How Children Learn Race and Racism.

ERIC Educational Resources Information Center

Van Ausdale, Debra; Feagin, Joe R.

This book examines how young children learn about race and racism, using data from a study of children in a racially/ethnically diverse day care. Seven chapters examine: (1) "Young Children Learning Racial and Ethnic Matters" (child development theories, research on children's racial/ethnic concepts, alternative perspectives on racial…

Communication and Language Development of Young Children with Autism: A Review of Research in Music

ERIC Educational Resources Information Center

Vaiouli, Potheini; Andreou, Georgia

2018-01-01

Research demonstrates connections among children's music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to…

Talk to Me, Baby! How You Can Support Young Children's Language Development

ERIC Educational Resources Information Center

Bardige, Betty S.

2009-01-01

Playful, engaging talk with young children is much more than a social activity: it's the foundation of language, intellectual, and social-emotional development, and it's also the key to narrowing the achievement gap between children from different socioeconomic backgrounds. Now there's a practical, easy-to-read guidebook that shows professionals…

Young Children Learning English as a Second Language: An Intensive Summer Program.

ERIC Educational Resources Information Center

Sowers, Jayne

This paper describes the development and implementation of an intensive summer course in English as a Second Language (ESL) designed for children aged 4-5. Planning included development of a curriculum and instructional materials based on theory and practice in the teaching of young children, English language learning and instruction, and…

Assessing Young Children's Social Concept Development.

ERIC Educational Resources Information Center

Stanley, William B.; And Others

This study investigated a number of questions regarding the nature of social concept development in young children. Subjects were 64 kindergarten children and 65 first grade public school students from lower to upper middle class socioeconomic levels, of whom 66 were male, 63 were female, 78 were Caucasian, and 51 were black. Two assessment…

Evidence-Based and Child-Friendly: Shared Book Reading with Chants Support Young Children's Language and Literacy Development

ERIC Educational Resources Information Center

Richards, Janet C.

2010-01-01

Studies indicate thoughtfully planned chants integrated with shared book reading help young children remember concepts and vocabulary they hear in literature, capture children's imagination, develop their rhyming acuity, and background knowledge, and increase their sense of story structure, understanding of story sequence, phonological awareness,…

Social Competence and Oral Language Development for Young Children of Latino Immigrants

ERIC Educational Resources Information Center

Jensen, Bryant; Reese, Leslie; Hall-Kenyon, Kendra; Bennett, Courtney

2015-01-01

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children's social competencies in rural California are associated with children's oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher…

Companion Animal Bonding, Children's Home Environments, and Young Children's Social Development.

ERIC Educational Resources Information Center

Poresky, Robert H.; Hendrix, Charles

These exploratory studies focused on child-pet bonding and the effect of the quality of chldren's home environments on the social development of preschoolers. Survey data from 88 parents regarding the parents, their homes, and their preschool child provided empirical support for the hypothesis that young children derive developmental benefits from…

The Development and Validation of a Revised Version of the Math Anxiety Scale for Young Children.

PubMed

Ganley, Colleen M; McGraw, Amanda L

2016-01-01

Although there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari et al., 2013). We conducted cognitive interviews with the 12 MASYC items with nine children and then administered the MASYC and five newly-developed items to 296 first-, second- and third-grade children. Results from cognitive interviews show that three of the items from the original scale were being systematically misinterpreted by young children. We present a revised measure (the MASYC-R) consisting of 13 items (eight original, five newly-developed) that shows strong evidence for reliability and validity. Results also showed that a small, but meaningful, proportion of children at this age show signs of high math anxiety. Validity of the MASYC-R was supported through correlations with a number of other factors, including general anxiety, math performance, and math attitudes. In addition, results suggest that a substantial proportion of the variance in math anxiety can be explained from these other variables together. The findings suggest that the MASYC-R is appropriate for use with young children and can help researchers to answer important questions about the nature and development of math anxiety at this age.

The Development and Validation of a Revised Version of the Math Anxiety Scale for Young Children

PubMed Central

Ganley, Colleen M.; McGraw, Amanda L.

2016-01-01

Although there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari et al., 2013). We conducted cognitive interviews with the 12 MASYC items with nine children and then administered the MASYC and five newly-developed items to 296 first-, second- and third-grade children. Results from cognitive interviews show that three of the items from the original scale were being systematically misinterpreted by young children. We present a revised measure (the MASYC-R) consisting of 13 items (eight original, five newly-developed) that shows strong evidence for reliability and validity. Results also showed that a small, but meaningful, proportion of children at this age show signs of high math anxiety. Validity of the MASYC-R was supported through correlations with a number of other factors, including general anxiety, math performance, and math attitudes. In addition, results suggest that a substantial proportion of the variance in math anxiety can be explained from these other variables together. The findings suggest that the MASYC-R is appropriate for use with young children and can help researchers to answer important questions about the nature and development of math anxiety at this age. PMID:27605917

Lexical and Phonological Development in Children with Childhood Apraxia of Speech--A Commentary on Stoel-Gammon's "Relationships between Lexical and Phonological Development in Young Children"

ERIC Educational Resources Information Center

Velleman, Shelley L.

2011-01-01

Although not the focus of her article, phonological development in young children with speech sound disorders of various types is highly germane to Stoel-Gammon's discussion (this issue) for at least two primary reasons. Most obvious is that typical processes and milestones of phonological development are the standards and benchmarks against which…

Development in Early Childhood.

ERIC Educational Resources Information Center

Elkind, David

1991-01-01

Reviews some of the major cognitive, social, and emotional achievements of young children and discusses some of their limitations. Divides description of development into intellectual, language, social, and emotional development. Notes that this division represents adult categories of thought and does not represent young children's actual modes of…

Healthy Young Children: A Manual for Programs, 4th Edition.

ERIC Educational Resources Information Center

Aronson, Susan S., Ed.

Noting that the health component of child care should be planned to respond to the developmental patterns of young children, this manual was developed as a reference and resource guide for program directors and teachers of young children and can be used as a textbook for adult learners. The manual, based on national standards and reviewed by…

Do Hebrew Electronic Books Differ from Dutch Electronic Books? A Replication of a Dutch Content Analysis

ERIC Educational Resources Information Center

Korat, Ofra; Shamir, Adina

2004-01-01

This replication study of Hebrew versus Dutch electronic books for young children was based on De Jong & Bus's content analysis, which explored whether e-books are appropriate supports for young children's literacy development. Our criteria for analysing 43 Hebrew e-books for young children included book processing, multimedia in pictures,…

Phase Transitions: In the Brain, Socio-­Dramatic Play and Meaningful Early Learning

ERIC Educational Resources Information Center

Fromberg, Doris Pronin

2017-01-01

There are similar, non-linear complex dynamical systems that underlie the epigenetic development of young children. This paper discusses the confluence of research on brain functions; a body or research that informs the characteristics of young children's play and imagination; and the ways in which young children acquire fresh perceptions and…

Family Literacy Programmes and Young Children's Language and Literacy Development: Paying Attention to Families' Home Language

ERIC Educational Resources Information Center

Anderson, Jim; Anderson, Ann; Sadiq, Assadullah

2017-01-01

In this article, we review the literature on the impact of family literacy programmes on young children's language and literacy learning. After defining family literacy, we present a brief historical overview of family literacy programmes, including persistent questions regarding their effectiveness with respect to young children's language and…

The Significance of Personal Names for Very Young Children

ERIC Educational Resources Information Center

Ostler, Teresa

2014-01-01

Personal names are more than just a sound or word. From the earliest stages of development, names are closely connected to a child's attachment figures and sense of identity. Like words of magic, young children first use names to beckon the parent to them. Experiences with others provide the necessary backdrop for young children to infuse names…

Can We Use Young People's Knowledge to Develop Teachers and HIV-Related Education?

ERIC Educational Resources Information Center

McLaughlin, Colleen; Swartz, Sharlene

2011-01-01

Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with disabilities. HIV/AIDS has reduced many young people's rights to access education, to live a full…

Making a Difference: A Report on Educators Learning to Plan for Young Gifted Children

ERIC Educational Resources Information Center

Morrissey, Anne-Marie; Grant, Anne

2017-01-01

A three-session professional development (PD) program on planning for young gifted children was provided to sixty-six early childhood/early years educators, aiming to increase educators' professional knowledge and skills in this area. The program was grounded in a socio-cultural perspective that sees young gifted children as class members as well…

Engagement Behaviors of Young Children with Disabilities: Relationships with Preschool Teachers' Implementation of Embedded Instruction

ERIC Educational Resources Information Center

Rakap, Salih

2013-01-01

Engagement is hypothesized to be an important mediating factor in young children's development and learning. A major purpose of early intervention for young children with disabilities is to promote child engagement. While child engagement and related factors have been descriptively investigated since the 1970s, few studies have systematically…

The Relationship between Television Viewing and Obesity in Young Children: A Review of Existing Explanations

ERIC Educational Resources Information Center

Jenvey, Vickii B.

2007-01-01

It has often been proposed that young (three to six years old) children's television viewing habits contribute to early-onset obesity. Three explanations that link television viewing patterns of young children with the development of obesity are considered. First, television viewing displaces time available for physical activity, reduces energy…

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.

Cognitive recovery in socially deprived young children: the Bucharest Early Intervention Project.

PubMed

Nelson, Charles A; Zeanah, Charles H; Fox, Nathan A; Marshall, Peter J; Smyke, Anna T; Guthrie, Donald

2007-12-21

In a randomized controlled trial, we compared abandoned children reared in institutions to abandoned children placed in institutions but then moved to foster care. Young children living in institutions were randomly assigned to continued institutional care or to placement in foster care, and their cognitive development was tracked through 54 months of age. The cognitive outcome of children who remained in the institution was markedly below that of never-institutionalized children and children taken out of the institution and placed into foster care. The improved cognitive outcomes we observed at 42 and 54 months were most marked for the youngest children placed in foster care. These results point to the negative sequelae of early institutionalization, suggest a possible sensitive period in cognitive development, and underscore the advantages of family placements for young abandoned children.

Why Won't He Play with Me?: Facilitating Sibling Interactions

ERIC Educational Resources Information Center

Tsao, Ling-Ling; McCabe, Helen

2010-01-01

Social and play skills are important developmental tasks for young children. Typically developing children learn appropriate social skills quite naturally and without specific intervention while interacting with other children in playful environments. Young children with disabilities, however, usually need social skills interventions, and these…

Young Children's Spontaneous Manifestation of Self-Regulation and Metacognition during Constructional Play Tasks

ERIC Educational Resources Information Center

Spektor-Levy, Ornit; Basilio, Marisol; Zachariou, Antonia; Whitebread, David

2017-01-01

The value of self-regulation for academic achievement is well established. Thus it is paramount to understand how these abilities are developed throughout childhood and to develop research methodologies appropriate to the abilities of young children. In light of this need, we analyzed performances of primary school children in two constructional…

Shared Storybook Reading in the Preschool Setting and Considerations for Young Children's Theory of Mind Development

ERIC Educational Resources Information Center

Martucci, Katrina

2016-01-01

Verbal interaction with others has been identified as an important forum for children's developing understanding of the thoughts and feelings of others -- their theory of mind. However, conversational interactions in settings and relationships important to young children beyond the home and family have received little attention in research…

Supporting Early Childhood Teachers to Promote Children's Social Competence: Components for Best Professional Development Practices

ERIC Educational Resources Information Center

Han, Heejeong Sophia

2014-01-01

There is a growing recognition that young children's social competence is critical because it is positively associated with their school readiness and academic success. However, professional development (PD) opportunities for early childhood teachers to enhance their roles in promoting young children's social competence are limited. In…

Drawing as a Unique Mental Development Tool for Young Children: Interpersonal and Intrapersonal Dialogues

ERIC Educational Resources Information Center

Brooks, Margaret

2005-01-01

Using examples from children drawing in a year one classroom, this article examines firstly, how drawing operates as a unique mental tool, and secondly, the role of drawing in the construction and development of knowledge. Young children utilize prior knowledge and experience to negotiate and construct meaning through their interactions with…

Outdoor Explorations with Preschoolers: An Observational Study of Young Children's Developing Relationship with the Natural World

ERIC Educational Resources Information Center

McClain, Cara; Vandermaas-Peeler, Maureen

2016-01-01

In a longitudinal investigation of young children's developing relationship with and understanding of the natural world, eleven preschoolers and their teacher were filmed for 50 hours during weekly explorations at a local state park. Findings indicated that while outdoors children showed self-awareness with regard to environmental features,…

Reciprocal Associations between Young Children's Developing Moral Judgments and Theory of Mind

ERIC Educational Resources Information Center

Smetana, Judith G.; Jambon, Marc; Conry-Murray, Clare; Sturge-Apple, Melissa L.

2012-01-01

Associations between young children's developing theory of mind (ToM) and judgments of prototypical moral transgressions were examined 3 times across 1 year in 70 American middle class 2.5- to 4-year-olds. Separate path models controlling for cross-time stability in judgments, within-time associations, and children's age at Wave 1 indicated that…

Body mass index, perceived and actual physical competence: the relationship among young children.

PubMed

Spessato, B C; Gabbard, C; Robinson, L; Valentini, N C

2013-11-01

The purpose of this study was to examine the relationship between perceived physical competence (PPC), actual motor competence (MC) and body mass index (BMI) in young children. We assessed MC (Test of Gross Motor Development - 2nd Edition), PPC (Pictorial Scale of Perceived Competence and Social Acceptance) and BMI (CDC calculator) of 178 young children ages 4-7 years. The linear regression model for the overall sample showed that BMI was a better predictor of PPC than MC. Also, obese children had lower PPC, but showed no differences in MC compared with leaner peers. PPC of young obese children was lower than their leaner counterparts, yet their MC was similar. That outcome draws attention to the importance of promoting positive PPC in young children. © 2012 John Wiley & Sons Ltd.

Do You Know How I Feel? Empathy and the Young Child.

ERIC Educational Resources Information Center

Crosser, Sandra

1996-01-01

Focuses on ways caregivers can promote the development of empathy in young children. Discusses the role of empathy in moral development, how empathy develops, and the influence of genetics and experience. Suggests that to promote development of empathy in children, teachers can model caring behaviors, name and interpret emotions, role play helpful…

Atypical brain lateralisation in the auditory cortex and language performance in 3- to 7-year-old children with high-functioning autism spectrum disorder: a child-customised magnetoencephalography (MEG) study.

PubMed

Yoshimura, Yuko; Kikuchi, Mitsuru; Shitamichi, Kiyomi; Ueno, Sanae; Munesue, Toshio; Ono, Yasuki; Tsubokawa, Tsunehisa; Haruta, Yasuhiro; Oi, Manabu; Niida, Yo; Remijn, Gerard B; Takahashi, Tsutomu; Suzuki, Michio; Higashida, Haruhiro; Minabe, Yoshio

2013-10-08

Magnetoencephalography (MEG) is used to measure the auditory evoked magnetic field (AEF), which reflects language-related performance. In young children, however, the simultaneous quantification of the bilateral auditory-evoked response during binaural hearing is difficult using conventional adult-sized MEG systems. Recently, a child-customised MEG device has facilitated the acquisition of bi-hemispheric recordings, even in young children. Using the child-customised MEG device, we previously reported that language-related performance was reflected in the strength of the early component (P50m) of the auditory evoked magnetic field (AEF) in typically developing (TD) young children (2 to 5 years old) [Eur J Neurosci 2012, 35:644-650]. The aim of this study was to investigate how this neurophysiological index in each hemisphere is correlated with language performance in autism spectrum disorder (ASD) and TD children. We used magnetoencephalography (MEG) to measure the auditory evoked magnetic field (AEF), which reflects language-related performance. We investigated the P50m that is evoked by voice stimuli (/ne/) bilaterally in 33 young children (3 to 7 years old) with ASD and in 30 young children who were typically developing (TD). The children were matched according to their age (in months) and gender. Most of the children with ASD were high-functioning subjects. The results showed that the children with ASD exhibited significantly less leftward lateralisation in their P50m intensity compared with the TD children. Furthermore, the results of a multiple regression analysis indicated that a shorter P50m latency in both hemispheres was specifically correlated with higher language-related performance in the TD children, whereas this latency was not correlated with non-verbal cognitive performance or chronological age. The children with ASD did not show any correlation between P50m latency and language-related performance; instead, increasing chronological age was a significant predictor of shorter P50m latency in the right hemisphere. Using a child-customised MEG device, we studied the P50m component that was evoked through binaural human voice stimuli in young ASD and TD children to examine differences in auditory cortex function that are associated with language development. Our results suggest that there is atypical brain function in the auditory cortex in young children with ASD, regardless of language development.

Memory and representation in young children with Down syndrome: Exploring deferred imitation and object permanence

PubMed Central

RAST, MECHTHILD; MELTZOFF, ANDREW N.

2013-01-01

Deferred imitation and object permanence (OP) were tested in 48 young children with Down syndrome (DS), ranging from 20 to 43 months of age. Deferred imitation and high-level OP (invisible displacements) have long been held to be synchronous developments during sensory-motor “Stage 6” (18–24 months of age in unimpaired children). The results of the current study demonstrate deferred imitation in young children with DS, showing they can learn novel behaviors from observation and retain multiple models in memory. This is the first demonstration of deferred imitation in young children with DS. The average OP level passed in this sample was A-not-B, a task passed at 8–12 months of age in normally developing infants. Analyses showed that individual children who failed high-level OP (invisible displacements) could still perform deferred imitation. This indicates that deferred imitation and OP invisible displacements are not synchronous developments in children with DS. This asynchrony is compatible with new data from unimpaired children suggesting that deferred imitation and high-level OP entail separate and distinctive kinds of memory and representation. PMID:25530676

Dietary Patterns in Infancy and Cognitive and Neuropsychological Function in Childhood

ERIC Educational Resources Information Center

Gale, Catharine R.; Martyn, Christopher N.; Marriott, Lynne D.; Limond, Jennifer; Crozier, Sarah; Inskip, Hazel M.; Godfrey, Keith M.; Law, Catherine M.; Cooper, Cyrus; Robinson, Sian M.

2009-01-01

Background: Trials in developing countries suggest that improving young children's diet may benefit cognitive development. Whether dietary composition influences young children's cognition in developed countries is unclear. Although many studies have examined the relation between type of milk received in infancy and subsequent cognition, there has…

The Development of Young Children's Understanding of the Process of Evaporation.

ERIC Educational Resources Information Center

Beveridge, Michael

1985-01-01

This investigation of the development of young children's concept of evaporation examines their intuitive explanations of real world events involving evaporation. A study of the effects of providing evidence contradicting their explanations and of directing their attention to relevant situational features provides insight into the development of…

Research and Reflections on the Spiritual Development of Young Jewish Children

ERIC Educational Resources Information Center

Schein, Deborah L.

2013-01-01

This article is about spiritual development for early childhood Jewish education. Findings from a research study defines the spiritual development of young children as an integration of deep connections, basic dispositions (strengthened from experiences of wonderment, awe, joy, inner peace), and complex dispositions (displayed through acts of…

Exploring the Wild World of Wiggly Worms

ERIC Educational Resources Information Center

Dominguez, Lynn; McDonald, James; Kalajian, Katie; Stafford, Kristine

2013-01-01

Young children are naturally curious and constantly exploring the world around them. Combining this curiosity with the outdoors and nature for science skill development has many advantages for young learners. As children develop an enhanced understanding of the natural world, they are also developing explanations of how things work. Allowing…

Narrative in Young Children's Digital Art-Making

ERIC Educational Resources Information Center

Sakr, Mona; Connelly, Vince; Wild, Mary

2016-01-01

Digital technologies have material and social properties that have the potential to create new opportunities for children's expressive arts practices. The presence and development of oral narratives in young children's visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they…

Young School-Aged Children's Behaviour and Their Participation in Extra-Curricular Activities

ERIC Educational Resources Information Center

Simoncini, Kym; Caltabiono, Nerina

2012-01-01

While research has repeatedly shown the benefits of participation in extracurricular activities for adolescents, few studies have focused on very young children. Extra-curricular activities afford children opportunities for development and can also influence their behaviour. Children's behaviour is an important predictor of their future successes…

Emotional Security in the Classroom: What Works for Young Children

ERIC Educational Resources Information Center

Janson, Gregory R.; King, Margaret A.

2006-01-01

Discussions regarding young children and secure schools often focus on children's physical safety and external stressors such as chaotic families, dangerous neighborhoods, and terrorism. Less attention is given to the emotional security of children in schools, a necessary prerequisite to learning and healthy development. The most effective way to…

The Benefits of Interactive Read-Alouds to Address Social-Emotional Learning in Classrooms for Young Children

ERIC Educational Resources Information Center

Britt, Shelby; Wilkins, Julia; Davis, Jessica; Bowlin, Amy

2016-01-01

In this article, we describe how books addressing social-emotional topics can be used by teachers of young children during class read-alouds to enhance students' social-emotional development. Teachers of young children typically choose books for class read-alouds based on curriculum topics and student interest; however, they may not be aware of…

Interventions for Young Bereaved Children: A Systematic Review and Implications for School Mental Health Providers

ERIC Educational Resources Information Center

Chen, Cliff Yung-Chi; Panebianco, Andrea

2018-01-01

Background: Many young children experience the death of a family member and they may be at risk for developing psychological and behavioral problems, but not much is known about how to help young children cope with such a stressful and painful experience. Objective: The purposes of this study are to identify the interventions for bereaved young…

Minimal groups increase young children's motivation and learning on group-relevant tasks.

PubMed

Master, Allison; Walton, Gregory M

2013-01-01

Three experiments (N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group-relevant tasks. In Experiment 1, 4-year-old children assigned to a minimal "puzzles group" persisted longer on a challenging puzzle than children identified as the "puzzles child" or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic Language Development for 18- to 47-Month-Old Children

ERIC Educational Resources Information Center

O'Neill, Daniela K.

2007-01-01

Purpose: To demonstrate the internal reliability and discriminative validity of the Language Use Inventory for Young Children (LUI; D. K. O'Neill, 2002), a newly developed parent-report measure designed to assess pragmatic language development in 18-47-month-olds. Method: To examine internal reliability, the LUI was completed by mail by 177…

Music activities and responses of young cochlear implant recipients.

PubMed

van Besouw, Rachel M; Grasmeder, Mary L; Hamilton, Mary E; Baumann, Sarah E

2011-05-01

The development of auditory receptive skills and spoken language is often delayed in children who use cochlear implants, which may affect their appreciation of and responses to music. This in turn may be interpreted as disinterest in music. A questionnaire was developed to determine whether differences in exposure and responses to music exist between young cochlear implant recipients and their normally hearing peers. The questionnaire was developed by a multidisciplinary team and distributed to parents of preschool children with normal hearing and to parents of preschool children who had been implanted at least one year prior. The cochlear implant group comprised 23 children and was gender and age matched (within ±2 months) to a group of children with normal hearing. Young cochlear implant recipients receive similar exposure to audiovisual music media, parental singing and musical instruments at home. However, the data suggest that they receive less exposure to children's music presented without visual stimuli. Parents also reported less sophisticated responses to music for this group. The findings of this study have important implications concerning the provision of age-appropriate music habilitation materials and activities for young cochlear implant recipients.

The First Steps Series. [Videotapes].

ERIC Educational Resources Information Center

1998

This videotape series offers emotional support and self-confidence to parents reaching out for knowledge about how young children, grow, develop, and learn. The video "Common Concerns of Parents of Young" (30 minutes) features parents expressing some universal concerns regarding their young children. Child psychologists and pediatricians offer…

Supporting Young Indigenous Children's Language Development in Canada: A Review of Research on Needs and Promising Practices

ERIC Educational Resources Information Center

Ball, Jessica

2009-01-01

This article offers an original review of research and reports about young Indigenous children's language development needs and approaches to meeting them. The review addresses not only children's acquisition of an Indigenous language but also their acquisition of other languages (e.g., English and French), because their progress in one linguistic…

The Role of Inhibitory Control in the Development of Human Figure Drawing in Young Children

ERIC Educational Resources Information Center

Riggs, Kevin J.; Jolley, Richard P.; Simpson, Andrew

2013-01-01

We investigated the role of inhibitory control in young children's human figure drawing. We used the Bear-Dragon task as a measure of inhibitory control and used the classification system devised by Cox and Parkin to measure the development of human figure drawing. We tested 50 children aged between 40 and 64 months. Regression analysis showed…

Research on the Boost of Development on Young Children's Fine Motor by Folk Games

ERIC Educational Resources Information Center

Wei, Xia

2016-01-01

As Chinese traditional folk culture, folk games have unique educational value which can boost the development of young children's fine motor. Based on previous investigation of fine motor skill of children in Nanchong, Sichuan Province, the researcher chose a middle class in public city kindergarten A with lower survey score as the study object.…

Persistent Fear and Anxiety Can Affect Young Children's Learning and Development. Working Paper #9

ERIC Educational Resources Information Center

National Scientific Council on the Developing Child, 2010

2010-01-01

Ensuring that young children have safe, secure environments in which to grow, learn, and develop healthy brains and bodies is not only good for the children themselves but also builds a strong foundation for a thriving, prosperous society. Science shows that early exposure to circumstances that produce persistent fear and chronic anxiety can have…

The Impact of Animated Books on the Vocabulary and Language Development of Preschool-Aged Children in Two School Settings

ERIC Educational Resources Information Center

Broemmel, Amy D.; Moran, Mary Jane; Wooten, Deborah A.

2015-01-01

With the emergence of electronic media over the past two decades, young children have been found to have increased exposure to video games, computer-based activities, and electronic books (e-books). This study explores how exposure to animated ebooks impacts young children's literacy development. A stratified convenience sample (n = 24) was…

Developing a Scale of Adaptive Behavior for Young Chinese Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Liu, Chuanshi; Sun, Honghuan; Wu, Fuxiang; Posada, Alexandria; Liu, Yangyang

2017-01-01

The purpose of the present study was to develop and evaluate a scale to measure adaptive behavior skills in Chinese children with autism spectrum disorder (ASD). Participants were 121 young children (M = 55.18 months, SD = 0.18 months) with a formal diagnosis of ASD (73% male). Psychometric evaluation indicated that the reliability and validity of…

Helping Young Children Develop Cognitive Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VIII.

ERIC Educational Resources Information Center

Coleman, Joyce H.

This Child Development Associate (CDA) training module, the seventh in a series of 16, provides an introduction to cognitive development in young children for bilingual/bicultural preschool teacher trainees. Perceptual skills (visual, figure-ground, part-whole, spatial, auditory and tactile discrimination) and cognitive processes and concepts…

Helping Young Children to Develop Character.

ERIC Educational Resources Information Center

Crosser, Sandra

1997-01-01

Argues that, of the authoritarian, permissive, and authoritative styles of interaction with children, the latter nurtures the emergence of positive character traits in young children. Suggests listening, setting high and reasonable standards, explaining why, negotiating reasonable solutions, offering choices, and valuing ideas and opinions as…

Role of Linguistic Input in Third Person Singular -"s" Use in the Speech of Young Children

ERIC Educational Resources Information Center

Finneran, Denise A.; Leonard, Laurence B.

2010-01-01

Purpose: To examine the role of linguistic input in how young, typically developing children use the 3rd person singular -"s" (3S) inflection. Method: Novel verbs were presented to 16 young children in either 3S contexts (e.g., "The tiger heens") or nonfinite (NF) contexts (e.g., "Will the tiger heen?"). The input was further manipulated for…

"If You Look, You Have to Leave": Young Children Regulating Research Interviews about Experiences of Domestic Violence

ERIC Educational Resources Information Center

Evang, Are; Øverlien, Carolina

2015-01-01

The aim of this article is to investigate the competence of young children staying with their mothers in refuges for abused women as participants in qualitative interviews. Discourse of the verbal and non-verbal actions of seven young children (4-7 years old) was analysed using a theory originally developed to describe infant-mother interaction as…

Vital Connections: Young Children, Adults & Music. International Society for Music Education Early Childhood Commission Seminar (Columbus, Missouri, July 11-15, 1994).

ERIC Educational Resources Information Center

1994

These papers were collected from participants at a conference on young children, adults, and music. Papers include: (1) "Preschool Children's Responses to Music on Television" (Katharine Smithrim, Canada); (2) "Learning to Observe in Order to Join the Musical Activities Better to the Total Development of the Young Child" (Margre van Gestel, The…

Children's and Young People's Reading in 2012: Findings from the 2012 National Literacy Trust's Annual Survey

ERIC Educational Resources Information Center

Clark, Christina

2013-01-01

This report reveals that children and young people are reading less and more are embarrassed to be seen reading, while many also believe that their parents don't care if they spend time reading. However, not only are children and young people reading less and developing more negative attitudes towards reading, but there is also a clear correlation…

Neighborhood Context and Immigrant Young Children's Development

ERIC Educational Resources Information Center

Leventhal, Tama; Shuey, Elizabeth A.

2014-01-01

This study explored how neighborhood social processes and resources, relevant to immigrant families and immigrant neighborhoods, contribute to young children's behavioral functioning and achievement across diverse racial/ethnic groups. Data were drawn from the Project on Human Development in Chicago Neighborhoods, a neighborhood-based,…

California WIC and Proposition 10: Made for Each Other. Building Community Systems for Young Children.

ERIC Educational Resources Information Center

Whaley, Shannon; True, Laurie

The federal government's WIC program, the Special Supplemental Nutrition Program for Women, Infants and Children, is designed to improve the health and development of low-income women and young children. California's passage of Proposition 10, the "Children and Families First Act," has created a climate that encourages collaborative…

Extending New Paradigm Childhood Research: Meeting the Challenges of Including Younger Children

ERIC Educational Resources Information Center

Darbyshire, Philip; Schiller, Wendy; MacDougall, Colin

2005-01-01

This special issue of "Early Child Development and Care" focuses on the issues involved in researching the views and experiences of young children. Challenging issues need to be addressed. For example, what constitutes ethical questioning of children? What are young children's rights as research respondents? What is meaningful 'informed consent'…

Center-Based Teaching and Children's Learning: The Effects of Learning Centers on Young Children's Growth and Development

ERIC Educational Resources Information Center

Bottini, Michael; Grossman, Sue

2005-01-01

Many early childhood professionals recommend the use of learning centers in classrooms for young children (Kostelnik, Soderman, & Whiren, 2004). Centers provide children with opportunities for making choices, working with others, being involved in hands-on activities, and becoming fully engaged in learning. In contrast, traditional classroom…

The Impact of Teachers and Families on Young Children's Eating Behaviors

ERIC Educational Resources Information Center

Eliassen, Erin K.

2011-01-01

Young children depend on their families and teachers to support their well-being and promote positive development, including eating behaviors. Children's food preferences and willingness to try new foods are influenced by the people around them. The eating behaviors children practice early in life affect their health and nutrition--significant…

Young Children's Views Concerning Distribution of Clean-Up Duties in the Classroom: Responsibility and Self-Interest

ERIC Educational Resources Information Center

Penderi, Efthymia; Rekalidou, Galini

2016-01-01

The preschool setting offers many opportunities to promote development of responsibility in young children. Clean-up routines may support children's distributional judgments, and reveal their sense of responsibility about classroom duties. Although there is a large number of studies regarding children's views about resource distribution,…

Computer Habits and Behaviours among Young Children in Singapore

ERIC Educational Resources Information Center

Karuppiah, Nirmala

2015-01-01

This exploratory research project was aimed at developing baseline data on computer habits and behaviours among preschool children in Singapore. Three sets of data were collected from teachers, parents and children which are (1) why and how young children use computers; (2) what are the key physical, social and health habits and behaviours of…

Visiting nursery, kindergarten and after-school day care as astronomy for development

NASA Astrophysics Data System (ADS)

Tomita, Akihiko

2015-08-01

One of the frontiers of astronomy for development is astronomy education for young children. Note that it is not too-much-going-ahead education nor education for so-called gifted children. It is for all children in various situations. As an example, I present "Uchu no O-hanashi," a visiting activity which includeds slide show, story telling, and enjoying pictures on large sheets for children. Not only just for young children, but this activity also aims at intercultural understanding. Sometimes guest educator from abroad join the activity. Video letter exchange was successful even though there is a language barrier. For assessment of the activity, I have recorded the voice of children. I will present various examples of written records and their analysis of activites, at nursery, kindergarten, preschool, after-school day care for primary school children, and other sites. I hope exchanging the record will make a worldwide connection among educators for very young children.

Developmental Benefits of Pets for Young Children. Final Report for the Delta Society.

ERIC Educational Resources Information Center

Poresky, Robert H.; And Others

An exploratory study examined the premise that pets provide developmental benefits for young children. Four hypotheses were derived from prior research: (1) children who have a bond with a dog or cat show more maturity in their cognitive, moral, and emotional development than children who do not have such pets; (2) children who have a more…

Parenting the Very Young Gifted Child. Parenting Research Based Decision Making Series.

ERIC Educational Resources Information Center

Robinson, Nancy M.

This report provides research-based answers to questions facing families of young, gifted children. Questions include: (1) "what does "giftedness" mean in a very young child?"; (2) "how does one know whether a child is gifted?"; (3) "should my young child be tested?"; (4) "how do adults promote the development of gifted children?"; (5) "does a…

Learning Disabilities and Young Children: Identification and Intervention

ERIC Educational Resources Information Center

Learning Disability Quarterly, 2007

2007-01-01

This paper addresses early identification, services, supports, and intervention for young children, birth through 4 years, who demonstrate delays in development that may place them at risk for later identification as having a learning disability (LD). Such delays include atypical patterns of development in cognition, communication, emergent…

Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder

DTIC Science & Technology

2016-10-01

SOR and anxiety measures 6/29/2017 48% 48% 48% Milestone #12: Publish results of study on risk factors for anxiety in young children with ASD. 9...with ASD Milestone #14: Publish study on the role of anxiety as a mediator of the impact of SOR on negative outcomes for children with ASD. 9/29...48% 48% Milestone #18: Results of study on automated coding as a valid measure of attention in young children with ASD are published 9/29/2017

Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder

DTIC Science & Technology

2017-12-01

conducting an in-depth study of the relationship between SOR, attention, and anxiety symptoms in preschool age children with ASD, using parent report...2017 10/18/2017 Milestone #12: Publish results of study on risk factors for anxiety in young children with ASD. 9/29/2017 90% 90% 90% Specific...Publish results of study validating an auditory ERP measure as a biomarker of SOR in young children with ASD 9/29/2017 80% 80% 80% 6 B

Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder

DTIC Science & Technology

2017-12-01

ASD by conducting an in-depth study of the relationship between SOR, attention, and anxiety symptoms in preschool age children with ASD, using parent...10/18/2017 10/18/2017 Milestone #12: Publish results of study on risk factors for anxiety in young children with ASD. 9/29/2017 90% 90% 90...Publish results of study validating an auditory ERP measure as a biomarker of SOR in young children with ASD 9/29/2017 80% 80% 80% 6 B

Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom

ERIC Educational Resources Information Center

Ostroff, Wendy

2012-01-01

Because little kids can't tell you how their minds work and what makes them learn, you need this book about new scientific discoveries that explain how young children learn and what teachers can do to use those findings to enhance classroom teaching. Discover where the desire to learn comes from and what occurs during children's development to…

Sex-Role Development in Young Children: Relationships to Behavioral and Attitudinal Measures of Parental Gender Schemas.

ERIC Educational Resources Information Center

Perry, Louise C.; Morgan, Amy K.

To explore early sex-role development, this study examined the gender schemas of parents in relation to the sex-typed toy preferences of their own young children. Subjects were 82 parents of children between the ages of 3 and 8. Test stimuli consisted of 2 equivalent lists of 24 occupations, each list containing 8 occupations coded as typically…

The Development and Use of a Concept Mapping Assessment Tool with Young Children on Family Visits to a Live Butterfly Exhibit

ERIC Educational Resources Information Center

Mesa, Jennifer Cheryl

2010-01-01

Although young children are major audiences of science museums, limited evidence exists documenting changes in children's knowledge in these settings due in part to the limited number of valid and reliable assessment tools available for use with this population. The purposes of this study were to develop and validate a concept mapping assessment…

In Search of the Rainbow: Pathways to Quality in Large-Scale Programmes for Young Disadvantaged Children. Early Childhood Development: Practice and Reflections Number 10.

ERIC Educational Resources Information Center

Woodhead, Martin

Those involved in early childhood development must recognize that many of their most cherished beliefs about what is best for children are cultural constructions. This book focuses on quality in large-scale programs for disadvantaged young children in a variety of cultural settings. Chapter 1, "Changing Childhoods," discusses issues…

Measuring Cultural Socialization Attitudes and Behaviors of Mexican-Origin Mothers With Young Children: A Longitudinal Investigation

PubMed Central

Derlan, Chelsea L.; Umaña-Taylor, Adriana J.; Toomey, Russell B.; Jahromi, Laudan B.; Updegraff, Kimberly A.

2016-01-01

We describe the development and psychometric testing of the Cultural Socialization Behaviors Measure (CSBM) and the Cultural Socialization Attitudes Measure (CSAM). The CSBM assesses cultural socialization behaviors that parents use with young children, and the CSAM assesses the attitudes that parents have regarding the importance of socializing their young children about their culture. Both measures demonstrated strong reliability, validity, and cross-language equivalence (i.e., Spanish and English) among a sample of 204 Mexican-origin young mothers (Mage = 20.94 years, SD = 1.01) with 4-year-old children. In addition, the measures demonstrated longitudinal equivalence when children were 4 and 5 years of age. PMID:27990040

Measuring Cultural Socialization Attitudes and Behaviors of Mexican-Origin Mothers With Young Children: A Longitudinal Investigation.

PubMed

Derlan, Chelsea L; Umaña-Taylor, Adriana J; Toomey, Russell B; Jahromi, Laudan B; Updegraff, Kimberly A

2016-07-01

We describe the development and psychometric testing of the Cultural Socialization Behaviors Measure (CSBM) and the Cultural Socialization Attitudes Measure (CSAM). The CSBM assesses cultural socialization behaviors that parents use with young children, and the CSAM assesses the attitudes that parents have regarding the importance of socializing their young children about their culture. Both measures demonstrated strong reliability, validity, and cross-language equivalence (i.e., Spanish and English) among a sample of 204 Mexican-origin young mothers ( M age = 20.94 years, SD = 1.01) with 4-year-old children. In addition, the measures demonstrated longitudinal equivalence when children were 4 and 5 years of age.

Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)

ERIC Educational Resources Information Center

Young Exceptional Children, 2009

2009-01-01

Today an ever-increasing number of infants and young children with and without disabilities play, develop, and learn together in a variety of places--homes, early childhood programs, neighborhoods, and other community-based settings. The notion that young children with disabilities and their families are full members of the community reflects…

The Implementation of Character Education and Children's Literature to Teach Bullying Characteristics and Prevention Strategies to Preschool Children: An Action Research Project

ERIC Educational Resources Information Center

Freeman, Greta Griffin

2014-01-01

Bullying behaviors among young children are taking place in preschool classrooms and child-development centers. The author makes a case, based on bullying themes in children's literature and both qualitative and quantitative data collection with young children, for the use of children's picture books to teach character as bullying…

Comparison of motor delays in young children with fetal alcohol syndrome to those with prenatal alcohol exposure and with no prenatal alcohol exposure.

PubMed

Kalberg, Wendy O; Provost, Beth; Tollison, Sean J; Tabachnick, Barbara G; Robinson, Luther K; Eugene Hoyme, H; Trujillo, Phyllis M; Buckley, David; Aragon, Alfredo S; May, Philip A

2006-12-01

Researchers are increasingly considering the importance of motor functioning of children with fetal alcohol spectrum disorder (FASD). The purpose of this study was to assess the motor development of young children with fetal alcohol syndrome (FAS) to determine the presence and degree of delay in their motor skills and to compare their motor development with that of matched children without FAS. The motor development of 14 children ages 20 to 68 months identified with FAS was assessed using the Vineland Adaptive Behavior Scales (VABS). In addition, 2 comparison groups were utilized. Eleven of the children with FAS were matched for chronological age, gender, ethnicity, and communication age to: (1) 11 children with prenatal alcohol exposure who did not have FAS and (2) 11 matched children without any reported prenatal alcohol exposure. The motor scores on the VABS were compared among the 3 groups. Most of the young children with FAS in this study showed clinically important delays in their motor development as measured on the VABS Motor Domain, and their fine motor skills were significantly more delayed than their gross motor skills. In the group comparisons, the young children with FAS had significantly lower Motor Domain standard (MotorSS) scores than the children not exposed to alcohol prenatally. They also had significantly lower Fine Motor Developmental Quotients than the children in both the other groups. No significant group differences were found in gross motor scores. For MotorSS scores and Fine Motor Developmental Quotients, the means and standard errors indicated a continuum in the scores from FAS to prenatal alcohol exposure to nonexposure. These findings strongly suggest that all young children with FAS should receive complete developmental evaluations that include assessment of their motor functioning, to identify problem areas and provide access to developmental intervention programs that target deficit areas such as fine motor skills. Fine motor delays in children with FAS may be related to specific neurobehavioral deficits that affect fine motor skills. The findings support the concept of an FASD continuum in some areas of motor development.

The association of gender, age, and intelligence with neuropsychological functioning in young typically developing children: The Generation R study.

PubMed

Mous, Sabine E; Schoemaker, Nikita K; Blanken, Laura M E; Thijssen, Sandra; van der Ende, Jan; Polderman, Tinca J C; Jaddoe, Vincent W V; Hofman, Albert; Verhulst, Frank C; Tiemeier, Henning; White, Tonya

2017-01-01

Although early childhood is a period of rapid neurocognitive development, few studies have assessed neuropsychological functioning in various cognitive domains in young typically developing children. Also, results regarding its association with gender and intelligence are mixed. In 853 typically developing children aged 6 to 10 years old, the association of gender, age, and intelligence with neuropsychological functioning in the domains of attention, executive functioning, language, memory, sensorimotor functioning, and visuospatial processing was explored. Clear positive associations with age were observed. In addition, gender differences were found and showed that girls generally outperformed boys, with the exception of visuospatial tasks. Furthermore, IQ was positively associated with neuropsychological functioning, which was strongest in visuospatial tasks. Performance in different neuropsychological domains was associated with age, gender, and intelligence in young typically developing children, and these factors should be taken into account when assessing neuropsychological functioning in clinical or research settings.

Conflict Resolution for the Young Child.

ERIC Educational Resources Information Center

Hodges, Julie

This paper outlines a curriculum for young children that emphasizes conflict resolution and social development. It discusses the causes of violent behavior among children and describes activities and recommends children's literature on conflict resolution that can be used in the classroom. Several activities are examined, including role-playing…

Parental Support for Language Development during Joint Book Reading for Young Children with Hearing Loss

ERIC Educational Resources Information Center

DesJardin, Jean L.; Doll, Emily R.; Stika, Carren J.; Eisenberg, Laurie S.; Johnson, Karen J.; Ganguly, Dianne Hammes; Colson, Bethany G.; Henning, Shirley C.

2014-01-01

Parent and child joint book reading (JBR) characteristics and parent facilitative language techniques (FLTs) were investigated in two groups of parents and their young children; children with normal hearing (NH; "n" = 60) and children with hearing loss (HL; "n" = 45). Parent-child dyads were videotaped during JBR interactions,…

Reducing Stress in Young Children's Lives.

ERIC Educational Resources Information Center

McCracken, Janet Brown, Ed.

Few adults deliberately set out to cause children stress or to teach them how to deal with it, yet adults do just that with every word, action, and reaction. This book collects work in the field of human development on how adults can help children learn to cope with stress. Each of the 30 chapters previously appeared in "Young Children,"…

Ten Ways to Restrict Children's Freedom to Play: The Problem of Surplus Safety

ERIC Educational Resources Information Center

Wyver, Shirley; Tranter, Paul; Naughton, Geraldine; Little, Helen; Sandseter, Ellen Beate Hansen; Bundy, Anita

2010-01-01

Play and playgrounds provide essential experiences for young children's growth, development and enjoyment of life. However, such play experiences are now limited for many children due to excessive fear of risk, or "surplus safety". In this article, the authors examine the pervasiveness of surplus safety in the lives of young children.…

Arts and Young Children. Early Childhood Music Lessons from "Mr. Holland's Opus."

ERIC Educational Resources Information Center

Snyder, Susan

1996-01-01

Advocates instruction in the arts to develop young children's creative and global thinking skills. Suggests that music instruction can help special needs children to learn in other ways. For example, children who have trouble learning to read may benefit from rhythm instruction to help them keep a beat. Singing and playing musical instruments can…

Media as Social Partners: The Social Nature of Young Children's Learning from Screen Media

ERIC Educational Resources Information Center

Richert, Rebekah A.; Robb, Michael B.; Smith, Erin I.

2011-01-01

Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing…

Children's Learning from Touch Screens: A Dual Representation Perspective.

PubMed

Sheehan, Kelly J; Uttal, David H

2016-01-01

Parents and educators often expect that children will learn from touch screen devices, such as during joint e-book reading. Therefore an essential question is whether young children understand that the touch screen can be a symbolic medium - that entities represented on the touch screen can refer to entities in the real world. Research on symbolic development suggests that symbolic understanding requires that children develop dual representational abilities, meaning children need to appreciate that a symbol is an object in itself (i.e., picture of a dog) while also being a representation of something else (i.e., the real dog). Drawing on classic research on symbols and new research on children's learning from touch screens, we offer the perspective that children's ability to learn from the touch screen as a symbolic medium depends on the effect of interactivity on children's developing dual representational abilities. Although previous research on dual representation suggests the interactive nature of the touch screen might make it difficult for young children to use as a symbolic medium, the unique interactive affordances may help alleviate this difficulty. More research needs to investigate how the interactivity of the touch screen affects children's ability to connect the symbols on the screen to the real world. Given the interactive nature of the touch screen, researchers and educators should consider both the affordances of the touch screen as well as young children's cognitive abilities when assessing whether young children can learn from it as a symbolic medium.

Life in the Hive: Supporting Inquiry into Complexity Within the Zone of Proximal Development

NASA Astrophysics Data System (ADS)

Danish, Joshua A.; Peppler, Kylie; Phelps, David; Washington, Dianna

2011-10-01

Research into students' understanding of complex systems typically ignores young children because of misinterpretations of young children's competencies. Furthermore, studies that do recognize young children's competencies tend to focus on what children can do in isolation. As an alternative, we propose an approach to designing for young children that is grounded in the notion of the Zone of Proximal Development (Vygotsky 1978) and leverages Activity Theory to design learning environments. In order to highlight the benefits of this approach, we describe our process for using Activity Theory to inform the design of new software and curricula in a way that is productive for young children to learn concepts that we might have previously considered to be "developmentally inappropriate". As an illuminative example, we then present a discussion of the design of the BeeSign simulation software and accompanying curriculum which specifically designed from an Activity Theory perspective to engage young children in learning about complex systems (Danish 2009a, b). Furthermore, to illustrate the benefits of this approach, we will present findings from a new study where 40 first- and second-grade students participated in the BeeSign curriculum to learn about how honeybees collect nectar from a complex systems perspective. We conclude with some practical suggestions for how such an approach to using Activity Theory for research and design might be adopted by other science educators and designers.

The Starting Line: Developing a Structure for Teacher Ratings of Students' Skills at Kindergarten Entry

ERIC Educational Resources Information Center

Goldstein, Jessica; McCoach, D. Betsy

2011-01-01

Developmentally appropriate, psychometrically sound instruments are needed to assess young children and evaluate learning programs. In the United States, little guidance exists on the development and use of large-scale assessments that cover the broad range of skills that encompass young children's development. In 2005 and 2006, the State of…

Teaching Time Concepts to Young Children.

ERIC Educational Resources Information Center

Muir, Sharon Pray

1986-01-01

Presents many activity ideas for teaching young children about time using chronological events, clocks, and calendars. Jerome Bruner's enactive-iconic-symbolic sequence of concept development is used as a guide for these learning experiences. (LP)

Emergent Biliteracy in Young Mexican Immigrant Children

ERIC Educational Resources Information Center

Reyes, Iliana; Azuara, Patricia

2008-01-01

This article explores the relationship between emergent biliteracy and growing up in a biliterate environment. The study focuses on two questions: (1) What knowledge of biliteracy do young bilingual preschool children develop in the early years? (2) How do context and specific language environments influence the development of biliteracy in young…

The "I Am Learning" Curriculum: Developing a Movement Awareness in Young Children.

ERIC Educational Resources Information Center

Carson, Linda M.

2001-01-01

Discusses the importance of developing young children's movement awareness, focusing on the components of movement awareness; comprehensive movement awareness categories (traveling, stabilizing, and manipulating actions); and movement concepts as the modifiers of the actions. The paper explains how to implement the "I Am Learning" movement…

Communication Development in Young Children with Deaf-Blindness: Literature Review.

ERIC Educational Resources Information Center

Bullis, Michael, Ed.; Fielding, Glen, Ed.

This review summarizes and discusses literature relevant to the communication development of young children (0-5 years) with deaf-blindness. The review is divided into topical areas. The topical areas and the contributors for each area are as follows: "Perspectives on Communication Assessment" (Charity Rowland); "Research in Tactile…

Sex Education with Young Children.

ERIC Educational Resources Information Center

Koblinsky, Sally; And Others

1980-01-01

Discusses guidelines (developed by the Oregon State University Early Childhood Sex Education Project) for developing teacher-parent cooperation in providing sex education to young children. The guidelines concern how to talk about body differences and body functions; how to deal with masturbation, sex play and obscene language; and how to involve…

Developing Young Children's Multidigit Number Sense.

ERIC Educational Resources Information Center

Diezmann, Carmel M.; English, Lyn D.

2001-01-01

This article describes a series of enrichment experiences designed to develop young (ages 5 to 8) gifted children's understanding of large numbers, central to their investigation of space travel. It describes activities designed to teach reading of large numbers and exploring numbers to a thousand and then a million. (Contains ten references.) (DB)

Body dissatisfaction and dieting in young children.

PubMed

Schur, E A; Sanders, M; Steiner, H

2000-01-01

To develop a broader understanding of young children's knowledge and beliefs about dieting and body dissatisfaction. Sixty-two third through sixth-grade boys and girls completed audiotaped interviews and questionnaires regarding eating behavior, attitudes toward dieting, and body dissatisfaction. Fifty percent of all children wanted to weigh less and 16% reported attempting weight loss. Children were well informed about dieting and were most likely to believe that dieting meant changing food choices and exercising as opposed to restricting intake. Their primary source of information was the family. Seventy-seven percent of children mentioned hearing about dieting from a family member, usually a parent. Young children are knowledgeable about dieting and the concept of dieting does not necessarily mean caloric restriction to them. These data suggest that the family can play a powerful role in countering the development of eating concerns and body dissatisfaction in children. Copyright 2000 by John Wiley & Sons, Inc.

Teaching Chess to Young Children.

ERIC Educational Resources Information Center

Bankauskas, Deborah

2000-01-01

Presents suggestions for teaching chess to young children as part of the problem-solving component of a kindergarten mathematics curriculum. Discusses the introduction of pairs of chess characters, playing challenge games with teachers to enhance skill development, and writing down the rules of the game. Notes that children's problem-solving and…

Understanding and Working with Non-Compliant and Aggressive Young Children

ERIC Educational Resources Information Center

Honig, Alice Sterling

2009-01-01

Interpersonal, familial, and situational risk factors that predict young children's aggression and non-compliance are explored. Here examples of specific techniques and provided to help teachers and parents effectively support children's early development of cooperative and prosocial behaviours as well as problem-solving skills in family and…

Caregiver perceptions of iron deficiency anemia and iron replacement therapies in young children with nutritional iron deficiency anemia

USDA-ARS?s Scientific Manuscript database

In the U.S., approximately 3% of young children develop iron deficiency anemia (IDA), with Hispanic/Latino children disproportionately affected. IDA is associated with inferior neurodevelopmental outcomes. Treatment with oral iron mitigates its consequences yet non-adherence often results in treatme...

Effectiveness of Emotion Recognition Training for Young Children with Developmental Delays

ERIC Educational Resources Information Center

Downs, Andrew; Strand, Paul

2008-01-01

Emotion recognition is a basic skill that is thought to facilitate development of social and emotional competence. There is little research available examining whether therapeutic or instructional interventions can improve the emotion recognition skill of young children with various developmental disabilities. Sixteen preschool children with…

Bottom-up Attention Orienting in Young Children with Autism

ERIC Educational Resources Information Center

Amso, Dima; Haas, Sara; Tenenbaum, Elena; Markant, Julie; Sheinkopf, Stephen J.

2014-01-01

We examined the impact of simultaneous bottom-up visual influences and meaningful social stimuli on attention orienting in young children with autism spectrum disorders (ASDs). Relative to typically-developing age and sex matched participants, children with ASDs were more influenced by bottom-up visual scene information regardless of whether…

Velocardiofacial Syndrome and Early Intervention Providers: Recommendations for Intervention

ERIC Educational Resources Information Center

Boyer, Valerie E.; Fullman, Leah I.; Bruns, Deborah A.

2012-01-01

Velocardiofacial syndrome (VCFS), the most common microdeletion syndrome, is increasingly diagnosed in young children because of advances in diagnostic testing. The result is an increase in the number of young children with VCFS referred for early intervention (EI) services. We describe early development of children with VCFS and strategies to…

Young Children Learning for the Environment: Researching a Forest Adventure

ERIC Educational Resources Information Center

Gambino, Agatha; Davis, Julie; Rowntree, Noeleen

2009-01-01

Field experiences for young children are an ideal medium for environmental education/education for sustainability because of opportunities for direct experience in nature, integrated learning, and high community involvement. This research documented the development--in 4-5 year old Prep children--of knowledge, attitudes and actions/advocacy in…

Health-Related Fitness and Young Children.

ERIC Educational Resources Information Center

Gabbard, Carl; LeBlanc, Betty

Because research indicates that American youth have become fatter since the 1960's, the development of fitness among young children should not be left to chance. Simple games, rhythms, and dance are not sufficient to insure fitness, for, during the regular free play situation, children very seldom experience physical activity of enough intensity…

Expository Language Skills of Young School-Age Children

ERIC Educational Resources Information Center

Westerveld, Marleen F.; Moran, Catherine A.

2011-01-01

Purpose: This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between…

Nurturing Intellectual Talent in Early Childhood.

ERIC Educational Resources Information Center

Karnes, Merle B.; And Others

This teaching guide suggests practical ideas for encouraging intellectual talent in preschool children. It is part of a series of similar guides, developed by the RAPYHT Project (Retrieval and Acceleration of Promising Young Handicapped and Talented) for educating young gifted/talented handicapped children and gifted children with no handicaps.…

Communities of Practice: Literacy and Deaf Children

ERIC Educational Resources Information Center

Kristoffersen, Ann-Elise; Simonsen, Eva

2016-01-01

This article aims to discuss young deaf children's access to literacy within a sociocultural perspective. We introduce the concept of communities of practice as an aspect in early literacy development for young deaf children. Preschools are learning communities and thus constitute communities of practice. Our discussion on the use of communities…

The Importance of the Home Literacy Environment for Developing Literacy Skills in Young Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

DesJardin, Jean L.; Ambrose, Sophie E.

2010-01-01

Young children who are born deaf or hard of hearing are at risk for language and emergent literacy challenges. Emergent literacy skills play a significant role in early reading abilities for typically developing children with hearing. The purpose of this article is to (a) provide an overview of the research relating to oral language and emerging…

Jugando en el Pidi: Active Learning, Early Child Development and Interactive Radio Instruction. Supporting Caregivers, Parents, and Young Children. LearnTech Case Study Series, No. 4.

ERIC Educational Resources Information Center

Bosch, Andrea; Crespo, Cecilia

In 1993, Bolivia was selected as a site to pilot an interactive radio instruction (IRI) project that would provide practical support to adult caregivers and children around early childhood development. Through linkages with health and education networks, PIDI (Programa Integral de Desarrollo Infantil) provided young children under the age of six…

A call for integrating a mental health perspective into systems of care for abused and neglected infants and young children.

PubMed

Osofsky, Joy D; Lieberman, Alicia F

2011-01-01

A system of care for abused and neglected infants and young children should adopt a comprehensive perspective, with mental health considerations systematically incorporated into policies and decisions affecting children and their families. Children age birth to 5 years have disproportionately high rates of maltreatment, with long-term consequences for their mental and physical health. Research on normal development and developmental psychopathology has shown that early development unfolds in an ecology of transactional influences among biological, interpersonal, and environmental domains. Psychologists should collaborate with other early intervention disciplines to create systems of care based on an ecological-transactional model of development that includes early mental health principles in order to serve the needs of these young children. Didactic courses, practicums, and internships in infant and early childhood mental health should become integral components of undergraduate and graduate curricula in psychology in order to build capacity to achieve this goal. Recommendations are offered for systemic change by integrating infant and early childhood mental health principles into existing systems of care for young children and their families. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Strengthening At-Risk and Homeless Young Mothers and Children

ERIC Educational Resources Information Center

Medeiros, Debra; Vaulton, Wendy

2010-01-01

The Strengthening At Risk and Homeless Young Mothers and Children Initiative, funded by the Conrad N. Hilton Foundation, aims to improve the housing, health, and development of homeless and at-risk young families. This article describes the services provided in four program sites (Pomona, CA; Antelope Valley, CA; Minneapolis, MN; and Chicago, IL)…

Levels of Influence: Applying an Ecological Model in Pediatric Primary Care

ERIC Educational Resources Information Center

Buchholz, Melissa; Ehmer, Amy; Noniyeva, Yuliana; Stein, Rachel; Ashby, Bethany; Talmi, Ayelet

2017-01-01

Young children are influenced by the world around them and they, in turn, have an impact on their environment. Clinicians must consider all levels of influence on a young child's development when implementing interventions for young children and their families. Infant and early childhood mental health (IECMH) clinicians integrated into primary…

Input and language development in bilingually developing children.

PubMed

Hoff, Erika; Core, Cynthia

2013-11-01

Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Too Young for Respect? Realising Respect for Young Children in Their Everyday Environments: A Cross-Cultural Analysis. Working Papers in Early Childhood Development, No. 54

ERIC Educational Resources Information Center

George, Shanti

2009-01-01

This paper explores the conceptual underpinnings of the routine disrespect shown to young children in everyday life in cultures around the world. General Comment 7 of the Committee on the Rights of the Child urges that the youngest children should be respected as persons in their own right, within an environment of reliable and affectionate…

A Training and Development Project to Improve Services and Opportunities for Social Inclusion for Children and Young People with Autism in Romania

ERIC Educational Resources Information Center

Pasco, Greg; Clark, Bruce; Dragan, Ioana; Kalambayi, Fidelie; Slonims, Vicky; Tarpan, Adelaide Katerine; Wittemeyer, Kerstin

2014-01-01

In 2010, the Romanian Angel Appeal Foundation launched a 3-year national training and development programme to develop and deliver a model of diagnostic and therapeutic services aimed at promoting social inclusion for children and young people with autism spectrum disorders. The project adopted a number of strategies aimed at developing knowledge…

Scientists not Sponges: STEM Interest and Inquiry in Early Childhood

NASA Astrophysics Data System (ADS)

Jipson, J. L.; Callanan, M. A.; Schultz, G.; Hurst, A.

2014-07-01

Young children are fascinated by the natural world. They explore endlessly, with both a sense of wonder and determination, usually in self-directed investigations or informal interactions with peers and adults. Capitalizing on this early period of spontaneous interest and inquiry is critical to efforts to promote lifelong STEM literacy. To inform education and public outreach efforts, it is important to consider common assumptions about how children of this age learn and consider how such assumptions influence the ways we support children's learning. Four metaphors for children learning are investigated in this paper: the young child as sponge, the young child as unlit match, the young child as scientist, and the young child as apprentice. As we critically evaluate these views on learning, we share research findings from developmental psychology that demonstrate that children's engagement with STEM begins well before kindergarten, that children between three and five years of age develop surprisingly sophisticated scientific reasoning capacities and conceptual knowledge, and that parents play an important role in structuring and supporting preschool children's learning.

Young child poverty in the United States: Analyzing trends in poverty and the role of anti-poverty programs using the Supplemental Poverty Measure.

PubMed

Pac, Jessica; Nam, JaeHyun; Waldfogel, Jane; Wimer, Christopher

2017-03-01

Between 1968 and 2013, the poverty rate of young children age 0 to 5 years fell by nearly one third, in large part because of the role played by anti-poverty programs. However, young children in the U.S. still face a much higher rate of poverty than do older children in the U.S. They also continue to have a much higher poverty rate than do young children in other developed countries around the world. In this paper, we provide a detailed analysis of trends in poverty and the role of anti-poverty programs in addressing poverty among young children, using an improved measure of poverty, the Supplemental Poverty Measure. We examine changes over time and the current status, both for young children overall and for key subgroups (by child age, and by child race/ethnicity). Our findings can be summarized in three key points. First, poverty among all young children age 0-5 years has fallen since the beginning of our time series; but absent the safety net, today's poverty rate among young children would be identical to or higher than it was in 1968. Second, the safety net plays an increasing role in reducing the poverty of young children, especially among Black non-Hispanic children, whose poverty rate would otherwise be 20.8 percentage points higher in 2013. Third, the composition of support has changed from virtually all cash transfers in 1968, to about one third each of cash, credit and in-kind transfers today.

Young child poverty in the United States: Analyzing trends in poverty and the role of anti-poverty programs using the Supplemental Poverty Measure

PubMed Central

Pac, Jessica; Nam, JaeHyun; Waldfogel, Jane; Wimer, Christopher

2017-01-01

Between 1968 and 2013, the poverty rate of young children age 0 to 5 years fell by nearly one third, in large part because of the role played by anti-poverty programs. However, young children in the U.S. still face a much higher rate of poverty than do older children in the U.S. They also continue to have a much higher poverty rate than do young children in other developed countries around the world. In this paper, we provide a detailed analysis of trends in poverty and the role of anti-poverty programs in addressing poverty among young children, using an improved measure of poverty, the Supplemental Poverty Measure. We examine changes over time and the current status, both for young children overall and for key subgroups (by child age, and by child race/ethnicity). Our findings can be summarized in three key points. First, poverty among all young children age 0–5 years has fallen since the beginning of our time series; but absent the safety net, today’s poverty rate among young children would be identical to or higher than it was in 1968. Second, the safety net plays an increasing role in reducing the poverty of young children, especially among Black non-Hispanic children, whose poverty rate would otherwise be 20.8 percentage points higher in 2013. Third, the composition of support has changed from virtually all cash transfers in 1968, to about one third each of cash, credit and in-kind transfers today. PMID:28659652

Performance of motor imitation in children with and without dyspraxia.

PubMed

Ruttanathantong, Korrawan; Siritaratiwat, Wantana; Sriphetcharawut, Sarinya; Emasithi, Alongkot; Saengsuwan, Jiamjit; Saengsuwan, Jittima

2013-07-01

Motor imitation is truly essential for young children to learn new motor skills, social behavior and skilled acts or praxis. The present study aimed to investigate motor imitation ability between typically-developing children and dyspraxic children and to examine the development trends in both children groups. The comparison ofmotor imitation was studied in 55 typically-developing children and 59 dyspraxic children aged 5 to 8 years. The Motor Imitation subtest consisted of two sections, imitation of postures and imitation of verbal instructions. Typically-developing children and dyspraxic children were examined for developmental trends. The independent samples t-test was used to analyze the differences between both groups. Two-way analysis of variance (ANOVA) was used to analyze inter-age differences for each age group. The results revealed significant differences between dyspraxic and typically-developing children. Both typically-developing and dyspraxic children demonstrated age trends. The older children scored higher than younger children. Imitation is a primary learning strategy of young children. It is essential that children with dyspraxia receive early detection and need effective intervention. Typically-developing children and dyspraxic children showed higher mean score on the Imitation of Posture section than the Verbal Instructions section. Motor imitation competency, therefore, changes and improves with age.

The Relationship of Parental Warm Responsiveness and Negativity to Emerging Behavior Problems following Traumatic Brain Injury in Young Children

ERIC Educational Resources Information Center

Wade, Shari L.; Cassedy, Amy; Walz, Nicolay C.; Taylor, H. Gerry; Stancin, Terry; Yeates, Keith Owen

2011-01-01

Parenting behaviors play a critical role in the child's behavioral development, particularly for children with neurological deficits. This study examined the relationship of parental warm responsiveness and negativity to changes in behavior following traumatic brain injury (TBI) in young children relative to an age-matched cohort of children with…

Teacher Ratings of Young Children with and without ADHD: Construct Validity of Two Child Behavior Rating Scales

ERIC Educational Resources Information Center

Carney, Amy G.; Merrell, Kenneth W.

2005-01-01

This study examined teachers' behavioral ratings of young children (ages 5 and 6) with and without attention-deficit/hyperactivity disorder (ADHD). A study group consisting of 30 children with formal diagnoses of ADHD and a comparison group of 30 children without ADHD were developed using randomized matching procedures. Teachers of these children…

A Window into Different Cultural Worlds: Young Children's Everyday Activities in the United States, Brazil, and Kenya

ERIC Educational Resources Information Center

Tudge, Jonathan R. H.; Doucet, Fabienne; Odero, Dolphine; Sperb, Tania M.; Piccinini, Cesar A.; Lopes, Rita S.

2006-01-01

A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo…

What Automated Vocal Analysis Reveals about the Vocal Production and Language Learning Environment of Young Children with Autism

ERIC Educational Resources Information Center

Warren, Steven F.; Gilkerson, Jill; Richards, Jeffrey A.; Oller, D. Kimbrough; Xu, Dongxin; Yapanel, Umit; Gray, Sharmistha

2010-01-01

The study compared the vocal production and language learning environments of 26 young children with autism spectrum disorder (ASD) to 78 typically developing children using measures derived from automated vocal analysis. A digital language processor and audio-processing algorithms measured the amount of adult words to children and the amount of…

Developing Scales to Measure Parental Mediation of Young Children's Internet Use

ERIC Educational Resources Information Center

Nikken, Peter; Jansz, Jeroen

2014-01-01

With children using digital media at ever younger ages, media-education becomes a pressing issue for parents. As there is hardly any research on how parents guide the online activities of toddlers and young children an internet-survey was held among 792 Dutch parents of children aged between 2 and 12 years. Factor analysis revealed that for the…

Your Self-Confident Baby: How to Encourage Your Child's Natural Abilities from the Very Start.

ERIC Educational Resources Information Center

Gerber, Magda; Johnson, Allison

Suggesting that if children are treated respectfully from birth, they may have a better chance of gaining confidence and developing good judgment, this book aims to help parents and those who work with babies and young children to understand the children. This goal is accomplished by teaching or "sensitizing" educarers to young children,…

Impacts of an In-Service Education Program on Promoting Language Development in Young Children: A Pilot Study with Early Childhood Educators

ERIC Educational Resources Information Center

Scarinci, Nerina; Rose, Tanya; Pee, Jerrine; Webb, Kylie

2015-01-01

Early childhood educators (ECEs) play an important role in fostering language development in young children. In-service education, led by speech-language pathologists (SLPs), has a potential role in educating ECEs about language development. In this pilot study, 42 ECEs attended an in-service education program and completed pre- and…

Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder

DTIC Science & Technology

2016-10-01

48% 48% Milestone #12: Publish results of study on risk factors for anxiety in young children with ASD. 9/29/2017 0% 0% 0% Specific Aim 2...anxiety as a mediator of the impact of SOR on 6/29/2017 0% 0% 0% 6 negative outcomes for children with ASD Milestone #14: Publish study on the...20: Publish results of study validating an auditory ERP measure as a biomarker of SOR in young children with ASD 9/29/2017 0% 0% 0% B

The Role of Family Dynamics in Career Development of 5-Year-Olds.

ERIC Educational Resources Information Center

Seligman, Linda; And Others

1988-01-01

Examined whether, how, and to what extent young children's (N= 24) perceptions of themselves and their families related to their career development, career awareness, and work and family aspirations. Results suggest that young children cannot be clearly differentiated between those who are family-oriented and those who are career-oriented. (ABL)

Robotic Toys as a Catalyst for Mathematical Problem Solving

ERIC Educational Resources Information Center

Highfield, Kate

2010-01-01

Robotic toys present unique opportunities for teachers of young children to integrate mathematics learning with engaging problem-solving tasks. This article describes a series of tasks using Bee-bots and Pro-bots, developed as part a larger project examining young children's use of robotic toys as tools in developing mathematical and metacognitive…

Re-Imagining Inclusive Education for Young Children: A Kaleidoscope of Bourdieuian Theorisation

ERIC Educational Resources Information Center

Klibthong, Sunanta

2012-01-01

This article discusses critical issues related to the development and practice of inclusive education of young children, from the perspective of Bourdieu's conceptual lenses of habitus, capital and field. The target question is: How can Bourdieu's lenses of critical social theory be applied to the development and implementation of early childhood…

Musical Narratives: A Study of a Young Child's Identity Work in and through Music-Making

ERIC Educational Resources Information Center

Barrett, Margaret S.

2011-01-01

The investigation of infants' and young children's early musical engagement as singers, song-makers, and music-makers has provided some insight into children's early vocal and musical development. Recent research has highlighted the vital role of interactive vocalization or "communicative musicality" in infants' general development, including…

A Survey of Library Services to Children and Young Adults in Selected Developing Countries in Africa and Asia.

ERIC Educational Resources Information Center

Craver, Kathleen W.

1985-01-01

Review of developments in children and young adult library services since 1979 discusses three factors that complicate methods used to combat illiteracy problem: population growth, language, and undeveloped readership. Countries studied are Libya, Kenya, Tanzania, Angola, Zambia, Zimbabwe, Ghana, Nigeria, Gambia, Thailand, Singapore, Philippines,…

Developing Cross Cultural Competence: Applying Development and Prevention Ideals to Counseling Young Children

ERIC Educational Resources Information Center

Wolfgang, Jeff; Frazier, Kimberly; West-Olatunji, Cirecie; Barrett, Joe

2011-01-01

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for…

Preservice Childhood Education Teachers' Perceptions of Instructional Practices for Developing Young Children's Interest in Reading

ERIC Educational Resources Information Center

Al-Barakat, Ali Ahmad; Bataineh, Ruba Fahmi

2011-01-01

Within the context of the increasing attention to reading in educational contexts around the globe, this study uses a semistructured interview to explore 93 Jordanian preservice teachers' perceptions of instructional practices for developing young children's interest in reading. The participants reported on 7 major teacher practices they perceive…

Developing and Piloting the Planning for Facilitating Mathematical Processes and Strategies for Preschool Learners

ERIC Educational Resources Information Center

Botha, M.; Maree, J. G.; de Witt, M. W.

2005-01-01

From an early age young children actively engage informally in acquiring fundamental concepts and process skills that form a basis for mathematical understanding. Quite logically, questions will arise during planning when young children first encounter a more formal learning environment: what strategy should one use to develop mathematical …

THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH.

PubMed

Lyons-Ruth, Karlen; Todd Manly, Jody; Von Klitzing, Kai; Tamminen, Tuula; Emde, Robert; Fitzgerald, Hiram; Paul, Campbell; Keren, Miri; Berg, Astrid; Foley, Maree; Watanabe, Hisako

2017-11-01

Children worldwide experience mental and emotional disorders. Mental disorders occurring among young children, especially infants (birth -3 years), often go unrecognized. Prevalence rates are difficult to determine because of lack of awareness and difficulty assessing and diagnosing young children. Existing data, however, suggest that rates of disorders in young children are comparable to those of older children and adolescents (von Klitzing, Dohnert, Kroll, & Grube, ). The lack of widespread recognition of disorders of infancy is particularly concerning due to the unique positioning of infancy as foundational in the developmental process. Both the brain and behavior are in vulnerable states of development across the first 3 years of life, with potential for enduring deviations to occur in response to early trauma and deprivation. Intervention approaches for young children require sensitivity to their developmental needs within their families. The primacy of infancy as a time of unique foundational risks for disorder, the impact of trauma and violence on young children's development, the impact of family disruption on children's attachment, and existing literature on prevalence rates of early disorders are discussed. Finally, global priorities for addressing these disorders of infancy are highlighted to support prevention and intervention actions that may alleviate suffering among our youngest world citizens. © 2017 Michigan Association for Infant Mental Health.

Widening Access; Developing an eLearning Resource for Health and Social Care Professionals Caring for Children and Young People with Cancer.

PubMed

McInally, Wendy; Pouso Lista, Maria J; McLaren, Natalia; Willis, Diane S

2017-09-29

Cancer is a key priority worldwide, and caring for children and young people with cancer requires a range of specific knowledge, skills and experience in order to deliver the complex care regimes both within the hospital or community environment. The aim of this paper is to disseminate work undertaken to design and develop pedagogical practice and innovation through an eLearning resource for health care professionals caring for children and young people with cancer across the globe. The work undertaken evaluated an existing cancer course (which has been withdrawn) that was developed and delivered through the Paediatric Oncology Nurses Forum, Royal College Nursing (Nurse Educators) and Warwick University. The evaluation consisted of 26 open and closed questions relating to the previous resource and was circulated to all health and social care professionals involved directly within specialist oncology services through the Children's Cancer and Leukaemia Group. Questionnaires were sent out to a convenience sample of 773 health care professionals and the response rate was 14%. The findings identified that the course was predominantly accessed by nurses, but other health care professionals also found it useful. Participants highlighted several areas where they believed content could be developed or was lacking. This included areas such as palliative and end of life care, nutrition, sepsis and teenagers and young people. This feedback was then used to develop a site dedicated to the care of children and young people with cancer.

Parental nutrition knowledge and attitudes as predictors of 5-6-year-old children's healthy food knowledge.

PubMed

Zarnowiecki, Dorota; Sinn, Natalie; Petkov, John; Dollman, James

2012-07-01

Young children's knowledge about healthy food may influence the formation of their eating behaviours, and parents have a major influence on the development of children's knowledge in the early years. We investigated the extent to which parental nutrition knowledge and attitudes around food predicted young children's knowledge of healthy foods, controlling for other influences such as socio-economic status (SES) and parent education levels in a cross-sectional research design. Children were given a healthy food knowledge activity and parents completed questionnaires. Twenty primary schools in Adelaide, Australia, stratified by SES. We recruited 192 children aged 5-6 years and their parents. Structural equation modelling showed that parent nutrition knowledge predicted children's nutrition knowledge (r = 0·30, P < 0·001) independently of attitudes, SES and education level. Nutrition education for parents, targeted at low-SES areas at higher risk for obesity, may contribute to the development of healthy food knowledge in young children.

Working Memory and Fluid Intelligence in Young Children

ERIC Educational Resources Information Center

Engel de Abreu, Pascale M. J.; Conway, Andrew R. A.; Gathercole, Susan E.

2010-01-01

The present study investigates how working memory and fluid intelligence are related in young children and how these links develop over time. The major aim is to determine which aspect of the working memory system--short-term storage or cognitive control--drives the relationship with fluid intelligence. A sample of 119 children was followed from…

Australian "Play School": Viewing and Post-Viewing Behaviours in Young Children

ERIC Educational Resources Information Center

Harrison, Cathie Anne; van Vliet, Helen Elizabeth; Anderson, Tracy

2012-01-01

Australian "Play School" is a children's television programme developed in collaboration with early childhood educators. It is screened free to air across Australia. Two hundred and twenty-four adult carers of young children aged 1-8 years completed an online survey via a link on the "Play School" website. The survey addressed…

Early Childhood Spirituality in Education: Towards an Understanding of the Distinctive Features of Young Children's Spirituality

ERIC Educational Resources Information Center

Adams, Kate; Bull, Rebecca; Maynes, Mary-Louise

2016-01-01

Early years education is a holistic endeavour, with some education policies including spiritual development as part of that approach. However, studies exploring the spirituality of young children are scarce, which limits understanding of the phenomenon and its full application in educational settings. Furthermore, nurturing children's spiritual…

Procedural and Conceptual Changes in Young Children's Problem Solving

ERIC Educational Resources Information Center

Voutsina, Chronoula

2012-01-01

This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall problem solving approach. Combining qualitative case study with a micro-genetic approach,…

Preventing Problem Behaviors in Young Children with Disabilities

ERIC Educational Resources Information Center

Jolivette, Kristine; Gallagher, Peggy A.; Morrier, Michael J.; Lambert, Richard

2008-01-01

Young children with disabilities acquire behavior problems as a result of many factors. When planning interventions, it is important to remember that all children may display stages of inappropriate behaviors at various times during their early development. In most cases, the problems are short-lived and typically improve with guidance and age.…

Creative Connecting: Early Childhood Nature Journaling Sparks Wonder and Develops Ecological Literacy

ERIC Educational Resources Information Center

Johnson, Kelly

2014-01-01

While nature journaling with elementary age children has recently increased in popularity, journaling with children of ages 2-6 is often overlooked. This article focuses specifically on why journaling is a valid practice in early childhood and the practitioner application of journaling techniques modified for the young child. Young children have…

Young Children's Role-Playing for Enhancing Personal Intelligences in Multiple Intelligences Theory

ERIC Educational Resources Information Center

Wee, Su-Jeong; Shin, Hwa-Sik; Kim, Myung-Hee

2013-01-01

This article examines young children's role-play in an effort to develop methods with which teachers can enhance children's interpersonal and intrapersonal intelligences. Examining how MI practice is applied in different cultural and social contexts is important because it can provide new insights on enriching and enhancing curricula and…

Young Children Help Others to Achieve Their Social Goals

ERIC Educational Resources Information Center

Beier, Jonathan S.; Over, Harriet; Carpenter, Malinda

2014-01-01

From early in development, humans have strong prosocial tendencies. Much research has documented young children's propensity to help others achieve their unfulfilled goals toward physical objects. Yet many of our most common and important goals are social--directed toward other people. Here we demonstrate that children are also inclined, and able,…

Lego Car Race

ERIC Educational Resources Information Center

Preston, Christine

2017-01-01

Familiar toys can be used to scaffold young children's learning about basic physics as well as guide scientific inquiry. Teachers looking for resources to engage young children and develop science inquiry skills need look no further than the toy box. In this two-part activity, children first construct a Lego® car and use it to explore the effects…

Maternal versus Professional Estimates of Developmental Status for Young Children with Handicaps: An Ecological Approach.

ERIC Educational Resources Information Center

Sexton, David; And Others

1990-01-01

The study compared maternal judgments about the development of their young disabled children with independently obtained developmental testing data for 53 children. Results indicated (1) maternal and professional estimates were highly correlated; (2) mothers systematically provided higher estimates across developmental domains; and (3) child IQ…

Language and Narrative Skills in Young Children with Special Health Care Needs

ERIC Educational Resources Information Center

Ergül, Cevriye

2012-01-01

Problem Statement: Previous studies showed that children with special health care needs are at increased risk for future linguistic problems and deficits in narrative abilities. Despite this evidence of increased risk, there has been limited research on the impact of young children's health problems on specific aspects of linguistic development.…

Microcomputers for Young Children: Procedures and Practices in the Laboratory Classroom.

ERIC Educational Resources Information Center

Baker, Betty Ruth

These guidelines are designed to give preservice teachers information to use in selecting techniques and planning learning experiences for young children in the microcomputer laboratory. The main purpose of this laboratory experience is for children to develop computer awareness/literacy and keyboard knowledge, and to improve skills in following…

Hollyhocks and Honeybees: Garden Projects for Young Children.

ERIC Educational Resources Information Center

Starbuck, Sara; Olthof, Marla; Midden, Karen

Children are drawn to nature and the outdoors. This guide details the inclusion of gardening in the preschool curriculum at a university child development program in Illinois. Chapter 1 of the book, "Why Garden?" details the benefits of gardening for young children, describes the project approach used, discusses the role of the teacher,…

Critical Thinking and Young Children's Exploration of Picturebook Artwork

ERIC Educational Resources Information Center

Pantaleo, Sylvia

2017-01-01

The data featured in this article were gathered during a classroom-based research project with Grade 2 (six- and seven-year-old) children. The overall purposes of the study included exploration of how the development of young children's understanding of elements of visual art and design would affect their comprehension, interpretation, and…

Understanding Young Children's Behavior: A Guide for Early Childhood Professionals.

ERIC Educational Resources Information Center

Rodd, Jillian

This book seeks to enable professionals who work in group settings with children ages birth to 5 years to develop a flexible and individualized approach to behavior management that is grounded in a full appreciation of a child's developmental stages and limited moral understanding. Young children's behavior is frequently a source of frustration…

Examining the Quality of IEPs for Young Children with Autism

ERIC Educational Resources Information Center

Ruble, Lisa A.; McGrew, John; Dalrymple, Nancy; Jung, Lee Ann

2010-01-01

The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool's reliability; test the tool on a pilot sample of IEPs of young children; and examine…

Young Children's Human Figure Drawing: Cross-Sectional and Longitudinal Studies.

ERIC Educational Resources Information Center

Cox, M. V.; Parkin, C. E.

1986-01-01

This cross-sectional and longitudinal study investigated the development of human figure drawing in 42 children aged two to four years and eleven months. Drawings were categorized as scribbles, distinct forms, tadpoles, transitional, or conventional figures. Results suggest that young children draw the human figure in a tadpole form before they…

Young Children's Musical Activities in the Home

ERIC Educational Resources Information Center

Blackburn, Carolyn

2017-01-01

The association between human speech, language and communication (SLC) and participation in music is manifest in music education and psychology literature in a number of ways. Research studies into young children's SLC are numerous and policy focus on this area of children's learning and development and their later literacy has been intense. By…

Intermodal Matching of Emotional Expressions in Young Children with Autism

ERIC Educational Resources Information Center

Kahana-Kalman, Ronit; Goldman, Sylvie

2008-01-01

This study examined the ability of young children with autism spectrum disorders (ASD) to detect affective correspondences between facial and vocal expressions of emotion using an intermodal matching paradigm. Four-year-old children with ASD (n = 18) and their age-matched normally developing peers (n = 18) were presented pairs of videotaped facial…

Foundations for Young Children to the Indiana Academic Standards.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis.

Noting that young children need early childhood settings supporting the development of the full range of capacities that will serve as a foundation for future school learning, and that adults have an opportunity and an obligation to assist children in becoming active participants in the learning process, this document details foundations to…

Brief Report: Face-Specific Recognition Deficits in Young Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Bradshaw, Jessica; Shic, Frederick; Chawarska, Katarzyna

2011-01-01

This study used eyetracking to investigate the ability of young children with autism spectrum disorders (ASD) to recognize social (faces) and nonsocial (simple objects and complex block patterns) stimuli using the visual paired comparison (VPC) paradigm. Typically developing (TD) children showed evidence for recognition of faces and simple…

Enhancing Early Emotional Development: Guiding Parents of Young Children.

ERIC Educational Resources Information Center

Gowen, Jean Wixson; Nebrig, Judith Brennan

Noting that during the first 2 years of life, children form attachments with caregivers that profoundly affect their emotional lives, this book presents a relationship-based reflective approach to help professionals who work with families of young children to nurture those crucial bonds, giving parents the support and guidance they need. The book…

Using Play Behavior to Describe Young Children's Conversational Abilities.

ERIC Educational Resources Information Center

Shulman, Brian B.

The effects of three play contexts on young children's turn taking, topic maintenance, and topic change skills were investigated. Participants were 40 normally-developing, English-speaking Caucasian children of middle-income parents; they ranged in age from approximately 4 years to 6 and one half years. Subjects were subdivided into younger and…

Young Readers Programme Evaluation 2015/2016

ERIC Educational Resources Information Center

Pabion, Clémence; Clark, Christina

2016-01-01

The Young Readers Programme (YRP) motivates children to read for enjoyment by running a series of three literacy-focused events, teaching children strategies to choose books that are right for them, and showing them that reading can be enjoyable. One of the most effective ways of developing children's literacy skills is to engage them in reading…

Parental Values and Practices Relevant to Young Children's Social Development in Taiwan and the United States.

ERIC Educational Resources Information Center

Jose, Paul E.; Huntsinger, Carol S.; Huntsinger, Phillip R.; Liaw, Fong-Ruey

2000-01-01

Compared self-reported parental values and child-rearing practices and teacher-reported and observed children's social skills among families of young children who were first-generation Chinese Americans, European Americans, or Taiwanese Chinese. All Chinese parents more strongly endorsed traditional Chinese values and exerted more parental control…

Beginning Literacy with Language: Young Children Learning at Home and School.

ERIC Educational Resources Information Center

Dickinson, David K., Ed.; Tabors, Patton O., Ed.

Based on findings of the Home-School Study of Language and Literacy Development, this book examines the relationship between early parent-child and teacher-child interactions and children's kindergarten language and literacy skills. Participating in the study were more than 70 young children from diverse backgrounds whose home and school…

CD8+ T Cells Provide an Immunologic Signature of Tuberculosis in Young Children

PubMed Central

Nyendak, Melissa; Kiguli, Sarah; Zalwango, Sarah; Mori, Tomi; Mayanja-Kizza, Harriet; Balyejusa, Stephen; Null, Megan; Baseke, Joy; Mulindwa, Deo; Byrd, Laura; Swarbrick, Gwendolyn; Scott, Christine; Johnson, Denise F.; Malone, LaShaunda; Mudido-Musoke, Philipa; Boom, W. Henry; Lewinsohn, David M.; Lewinsohn, Deborah A.

2012-01-01

Rationale: The immunologic events surrounding primary Mycobacterium tuberculosis infection and development of tuberculosis remain controversial. Young children who develop tuberculosis do so quickly after first exposure, thus permitting study of immune response to primary infection and disease. We hypothesized that M. tuberculosis–specific CD8+ T cells are generated in response to high bacillary loads occurring during tuberculosis. Objectives: To determine if M. tuberculosis–specific T cells are generated among healthy children exposed to M. tuberculosis and children with tuberculosis. Methods: Enzyme-linked immunosorbent spot assays were used to measure IFN-γ production in response to M. tuberculosis–specific proteins ESAT-6/CFP-10 by peripheral blood mononuclear cells and CD8+ T cells isolated from Ugandan children hospitalized with tuberculosis (n = 96) or healthy tuberculosis contacts (n = 62). Measurements and Main Results: The proportion of positive CD8+ T-cell assays and magnitude of CD8+ T-cell responses were significantly greater among young (<5 yr) tuberculosis cases compared with young contacts (P = 0.02, Fisher exact test, P = 0.01, Wilcoxon rank-sum, respectively). M. tuberculosis–specific T-cell responses measured in peripheral blood mononuclear cells were equivalent between groups. Conclusions: Among young children, M. tuberculosis–specific CD8+ T cells develop in response to high bacillary loads, as occurs during tuberculosis, and are unlikely to be found after M. tuberculosis exposure. T-cell responses measured in peripheral blood mononuclear cells are generated after M. tuberculosis exposure alone, and thus cannot distinguish exposure from disease. In young children, IFN-γ–producing M. tuberculosis–specific CD8+ T cells provide an immunologic signature of primary M. tuberculosis infection resulting in disease. PMID:22071329

Educating Early Childhood Teachers about Nutrition: A Collaborative Venture

ERIC Educational Resources Information Center

Cotugna, Nancy; Vickery, Connie

2007-01-01

Nourishing the young child can be a challenge. This stage of life is critical to the development of positive attitudes toward maintaining a healthy diet and learning to make reasonable food choices. Educators of young children are often the gatekeepers of child nutrition. This article reports on the current nutrient needs of young children,…

Effective nursing care of children and young people outside hospital.

PubMed

Whiting, Lisa; Caldwell, Chris; Donnelly, Mary; Martin, Debbie; Whiting, Mark

2015-06-01

To assess the preparation required to ensure a workforce of nurses who can provide high quality out-of-hospital services for children and young people. Using mixed methods, questionnaires were sent to young people and community children's nursing teams, interviews were conducted with academic staff and clinical nurses, and focus groups were undertaken with pre-registration children's nursing students. Nurses' communication skills and clinical abilities were most important to young people. There is a range of opinions about optimum out-of-hospital clinical experience. Pre- and post-qualification education and recruitment in this area, therefore, need attention. Out-of-hospital care presents problems, but is developing rapidly. Adequate, updated training, supervision and resources are needed.

Maternal responsivity in mothers of young children with Down syndrome.

PubMed

Sterling, Audra; Warren, Steven F

2014-10-01

The purpose of this study was to examine maternal responsivity and directive behaviors in mothers of children with Down syndrome (DS). Participants included 22 mothers with a young child with DS compared to 22 mothers of chronologically age-matched typically developing (TD) children using a cross-sectional design. The dyads participated in videotaped structured activities that were coded for responsive and directive behaviors. RESULTS indicated that the mothers of children with DS used a more facilitative style with the older children while these behaviors decreased with older children with TD; one directive behavior, request for behavioral comply, increased with the older children with DS. The mothers of children with DS adapted their parenting style to be facilitative of their children's linguistic development.

Involving children and young people in clinical research through the forum of a European Young Persons' Advisory Group: needs and challenges.

PubMed

Gaillard, Segolene; Malik, Salma; Preston, Jenny; Escalera, Begonya Nafria; Dicks, Pamela; Touil, Nathalie; Mardirossian, Sandrine; Claverol-Torres, Joana; Kassaï, Behrouz

2018-02-19

Children and young people are seen as fundamental to the design and delivery of clinical research as active and reflective participants. In Europe, involvement of children and young people in clinical research is promoted extensively in order to engage young people in research as partners and to give them a voice to raise their own issues or opinions and for their involvement in planning and decision making in addition to learning research skills. Children and young people can be trained in clinical research through participation in young person advisory groups (YPAGs). Members of YPAGs assist other children and young people to learn about clinical research and share their experience and point of view with researchers, thereby possibly influencing all phases of research including the development and prioritization of research questions, design and methods, recruitment plans, and strategies for results dissemination. In the long term, the expansion of YPAGs in Europe will serve as a driving force for refining pediatric clinical research. It will help in a better definition of research projects according to the patients' needs. Furthermore, direct engagement of children and young people in research will be favorable to both researchers and young people. © 2018 Société Française de Pharmacologie et de Thérapeutique.

Do Planning and Visual Integration Difficulties Underpin Motor Dysfunction in Autism? A Kinematic Study of Young Children with Autism

ERIC Educational Resources Information Center

Dowd, Ariane M.; McGinley, Jennifer L.; Taffe, John R.; Rinehart, Nicole J.

2012-01-01

This paper examines the upper-limb movement kinematics of young children (3-7 years) with high-functioning autism using a point-to-point movement paradigm. Consistent with prior findings in older children, a difference in movement preparation was found in the autism group (n = 11) relative to typically developing children. In contrast to typically…

Exploring Young Children's Performance on and Acceptance of an Educational Scenario-Based Digital Game for Teaching Route-Planning Strategies: A Case Study

ERIC Educational Resources Information Center

Lin, Yi-Hui; Hou, Huei-Tse

2016-01-01

Researchers suggest that game-based learning (GBL) can be used to facilitate mathematics learning. However, empirical GBL research that targets young children is still limited. The purposes of the study is to develop a scenario-based digital game to promote children's route-planning ability, to empirically explore children's learning performance…

A Nature-Based Social-Emotional Approach to Supporting Young Children's Holistic Development in Classrooms with and without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework

ERIC Educational Resources Information Center

Carter, Deborah

2016-01-01

This paper describes a nature-based social-emotional approach to supporting young children's holistic development that can be applied in a range of early childhood settings from forest kindergartens and nature-based preschools to more traditional center-based early childhood programs. "The Social-Emotional and Environmental Education…

Developing Tools for Assessing and Using Commercially Available Reading Software Programs to Promote the Development of Early Reading Skills in Children

ERIC Educational Resources Information Center

Wood, Eileen; Gottardo, Alexandra; Grant, Amy; Evans, Mary Ann; Phillips, Linda; Savage, Robert

2012-01-01

As computers become an increasingly ubiquitous part of young children's lives there is a need to examine how best to harness digital technologies to promote learning in early childhood education contexts. The development of emergent literacy skills is 1 domain for which numerous software programs are available for young learners. In this study, we…

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…

Media as social partners: the social nature of young children's learning from screen media.

PubMed

Richert, Rebekah A; Robb, Michael B; Smith, Erin I

2011-01-01

Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development. The findings reviewed in this article suggest the social nature of learning, even learning from screen media. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Presence of young children at home may moderate development of hot flashes during the menopausal transition.

PubMed

Lorenz, Tierney K; McGregor, Bonnie A; Vitzthum, Virginia J

2015-04-01

This work aims to determine the role of child care in hot flashes. Broad differences in vasomotor symptom experience are observed among perimenopausal women across cultures. Women in cultures where contact with young children is common report significantly fewer and less severe hot flashes than women in cultures where older women spend less time around children. Could these differences be related to the presence of young children? We surveyed 117 healthy women undergoing prophylactic bilateral oophorectomy (removal of both ovaries to reduce the risk of gynecologic cancers). Participants provided demographic information, including pre-surgical operation menopause status and number of children (younger than 13 y, 13-17 y, and 18 y or older) living at home. They were surveyed for menopausal symptoms 2 weeks before surgical operation and at 2 months, 6 months, and 1 year after surgical operation. Women who were premenopausal at the time of surgical operation experienced a significant increase in vasomotor symptoms. Within this group, participants with young children at home reported significantly fewer vasomotor symptoms across time than did women who did not live with young children. Women who were already menopausal at the time of surgical operation who had young children at home reported more vasomotor symptoms before surgical operation than did those without young children; however, this effect did not remain significant across follow-ups. These findings suggest that interactions with young children may mitigate hot flashes in women undergoing surgical menopause. These findings may be used to counsel women who are considering prophylactic oophorectomy about the likelihood of menopausal symptoms.

AAC technologies for young children with complex communication needs: state of the science and future research directions.

PubMed

Light, Janice; Drager, Kathryn

2007-09-01

Augmentative and alternative communication (AAC) technologies offer the potential to provide children who have complex communication needs with access to the magic and power of communication. This paper is intended to (a) summarize the research related to AAC technologies for young children who have complex communication needs; and (b) define priorities for future research to improve AAC technologies and interventions for children with complex communication needs. With the realization of improved AAC technologies, young children with complex communication needs will have better tools to maximize their development of communication, language, and literacy skills, and attain their full potential.

Consensus Development Conference on Early Identification of Hearing Impairment in Infants and Young Children (Bethesda, Maryland, March 1-3, 1993).

ERIC Educational Resources Information Center

National Inst. of Child Health and Human Development (NIH), Bethesda, MD.

This document compiles abstracts of papers that were presented at a 3-day conference of experts which developed a consensus statement on early identification of hearing impairment in infants and young children. Papers addressed taxonomy; epidemiology; developmental consequences of early hearing impairment; methodology, instrumentation, and…

How to Select CD-ROM Storybooks for Young Children: The Teacher's Role

ERIC Educational Resources Information Center

Shamir, Adina; Korat, Ofra

2006-01-01

This article addresses some key criteria for educators as they choose CD-ROM storybooks for young children's literacy development. The article includes: (1) A review of the pertinent literature on the quality and appropriateness of CD-ROM storybooks for literacy development; (2) An evaluation questionnaire to guide teachers in selecting CD-ROM…

How Partnering with Your Child's Caregiver Supports Healthy Development

ERIC Educational Resources Information Center

Daniel, Jerlean E.

2012-01-01

Jerlean Daniel, PhD, executive director of the National Association for the Education of Young Children, describes what quality child care looks like and how parents and child care providers can work together to nurture young children's healthy development. Dr. Daniel shares information about what to look for in a child care provider, how to…

Expressive Arts Project for Young Children with Disabilities. Final Report.

ERIC Educational Resources Information Center

Hutinger, Patricia L.

This final report describes activities and accomplishments of the Expressive Arts Project for Young Children with Disabilities, which developed and evaluated a CD-ROM, ArtSpace. The program, developed on a Macintosh platform, allows the child to either view or make art. It offers real time video, music especially produced to accompany images,…

Investigation and Comparison of Turkish and American Preschool Teacher Candidates' Attitudes towards Inclusion of Young Children with Disabilities

ERIC Educational Resources Information Center

Rakap, Salih; Parlak-Rakap, Asiye; Aydin, Burak

2016-01-01

Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature…

The Role of Acquisition and Learning in Young Children's Bilingual Development: A Sociocultural Interpretation

ERIC Educational Resources Information Center

Haworth, Penny; Cullen, Joy; Simmons, Heather; Schimanski, Liz; McGarva, Pam; Woodhead, Eileen

2006-01-01

This paper takes a sociocultural approach to exploring the factors that enhance young children's bilingual development. The language excerpts presented were gathered as part of a three-year Early Childhood Centre of Innovation project funded by the New Zealand government. Data gathered in this project challenge Krashen's (1981) position that young…

Can Preschool Protect Young Children's Cognitive and Social Development? Variation by Center Quality and Duration of Attendance

ERIC Educational Resources Information Center

Hall, James; Sylva, Kathy; Sammons, Pam; Melhuish, Edward; Siraj-Blatchford, Iram; Taggart, Brenda

2013-01-01

This paper illustrates how high-quality preschool has the potential to serve as an intervention within normal populations. Although it is well known that targeted Early Interventions can protect the development of young children from developmental risks, there remains less evidence concerning universal preschool education. To address this…

Promoting an "Active Start" for Young Children: Developing Competent and Confident Early Movers

ERIC Educational Resources Information Center

Goodway, Jacqueline D.; Wall, Sarah; Getchell, Nancy

2009-01-01

With childhood obesity and physical inactivity at an all-time high, parents and physical educators alike must look to the early years to promote competent and confident young movers. Popular opinion believes that children are naturally active and motor skill development progresses as a normal function of getting older. However, if one looks at…

Understanding Writing Problems in Young Children: Contributions of Cognitive Skills to the Development of Written Expression

ERIC Educational Resources Information Center

Childress, Amy

2011-01-01

While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…

Picture This: Young Quechua Children's Reactions to Imported Picture Books in Ayacucho, Peru

ERIC Educational Resources Information Center

Eck, Jennifer Rowse

2017-01-01

Practitioners in ECE consider picture books an effective instructional tool in early childhood programming in the developed regions of the world. However, many young children from marginalized populations in the developing world have little to no access to them and thus, the effect that picture books could have upon their emergent literacy…

Mealtime Behaviors of Preschool Children: Comparison of Children with Autism Spectrum Disorder and Children with Typical Development

ERIC Educational Resources Information Center

Provost, Beth; Crowe, Terry K.; Osbourn, Patricia L.; McClain, Catherine; Skipper, Betty J.

2010-01-01

This study identified mealtime behaviors of young children (3-6 years old) with autism spectrum disorder (ASD) and compared these behaviors to children with typical development matched for age, gender, and ethnicity. The parents of children with ASD (n = 24) and children with typical development (n = 24) completed a mealtime survey to assess early…

FACTORS INFLUENCING TOTAL DIETARY EXPOSURE OF YOUNG CHILDREN

EPA Science Inventory

A deterministic model was developed to identify critical input parameters to assess dietary intake of young children. The model was used as a framework for understanding important factors in data collection and analysis. Factors incorporated included transfer efficiencies of pest...

Welfare Policies and Very Young Children: Experimental Data on Stage-Environment Fit

ERIC Educational Resources Information Center

Hill, Heather D.; Morris, Pamela

2008-01-01

The authors examined the effects of welfare programs that increased maternal employment and family income on the development of very young children using data from 5 random-assignment experiments. The children were 6 months to 3 years old when their mothers entered the programs; cognitive and behavioral outcomes were measured 2-5 years later.…

Increasing Social Behaviors in Young Children with Social-Communication Delays in a Group Arrangement in Preschool

ERIC Educational Resources Information Center

Lane, Justin D.; Gast, David L.; Ledford, Jennifer R.; Shepley, Collin

2017-01-01

Young children with disabilities are less likely to display age-appropriate social behaviors than same-age peers with typical social development, especially children who display social-communication delays. In this study, two concurrently operating single case designs were used to evaluate the use of progressive time delay (PTD) to teach children…

Literacy Links: Practical Strategies To Develop the Emergent Literacy At-Risk Children Need.

ERIC Educational Resources Information Center

Robb, Laura

Emphasizing that Literacy Links is a program for young children with little exposure to literacy activities at home, the book explains exactly how Literacy Links works to provide the background knowledge these children need to succeed. The book offers strategies to help literacy-deprived young learners. The book's educator/author has found that…

Two Aspects of Young Children's Thinking about Different Types of Dynamic Triangles: Prototypicality and Inclusion

ERIC Educational Resources Information Center

Kaur, Harpreet

2015-01-01

This paper illustrates how young children (ages 7-8, grade 2/3) can use the potential of dynamic geometry environments to develop an understanding of, and reasoning about, the properties and behaviours of different triangles (scalene, isosceles, equilateral). It provides a detailed description of a geometry unit, during which children worked both…

Moving Bodies, Building Minds: Foster Preschoolers' Critical Thinking and Problem Solving through Movement

ERIC Educational Resources Information Center

Marigliano, Michelle L.; Russo, Michele J.

2011-01-01

Creative movement is an ideal way to help young children develop critical-thinking and problem-solving skills. Most young children are, by nature, extremely physical. They delight in exploring the world with their bodies and expressing their ideas and feelings through movement. During creative movement experiences, children learn to think before…

Number-Knower Levels in Young Children: Insights from Bayesian Modeling

ERIC Educational Resources Information Center

Lee, Michael D.; Sarnecka, Barbara W.

2011-01-01

Lee and Sarnecka (2010) developed a Bayesian model of young children's behavior on the Give-N test of number knowledge. This paper presents two new extensions of the model, and applies the model to new data. In the first extension, the model is used to evaluate competing theories about the conceptual knowledge underlying children's behavior. One,…

Home-Based Parental Involvement in Young Children's Education: Examining the Effects of Maternal Education across U.S. Ethnic Groups

ERIC Educational Resources Information Center

Suizzo, Marie-Anne; Stapleton, Laura M.

2007-01-01

This study investigated the contributions of maternal education and ethnicity to three dimensions of home-based parental involvement in young children's education and development: parental expectations about educational attainment, children's activities at home and outside the home, and family routines. Controlling for family background variables…

Girls, Boys, and Bots: Gender Differences in Young Children's Performance on Robotics and Programming Tasks

ERIC Educational Resources Information Center

Sullivan, Amanda; Bers, Marina Umaschi

2016-01-01

Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N = 45 children in kindergarten through second…

Exploring the Facilitation of Young Children with Disabilities in Research about Their Early Intervention Service

ERIC Educational Resources Information Center

Carroll, Clare; Sixsmith, Jane

2016-01-01

While participatory research approaches are being developed and applied within speech and language therapy practice it is not clear that all children are afforded the opportunity to participate in such activities. This study aimed to explore the involvement of young children, aged between two and four years, with developmental disabilities in the…

A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities

ERIC Educational Resources Information Center

Mattern, Janet A.

2015-01-01

Participation in high quality early intervention programs is critical for eligible young children who experience atypical development for their future academic success. High quality programs promote access to services, incorporate instructional strategies that encourage children's participation, and advocate public policy that supports…

Properties of the Narrative Scoring Scheme Using Narrative Retells in Young School-Age Children

ERIC Educational Resources Information Center

Heilmann, John; Miller, Jon F.; Nockerts, Ann; Dunaway, Claudia

2010-01-01

Purpose: To evaluate the clinical utility of the narrative scoring scheme (NSS) as an index of narrative macrostructure for young school-age children. Method: Oral retells of a wordless picture book were elicited from 129 typically developing children, ages 5-7. A series of correlations and hierarchical regression equations were completed using…

Adaptive Assessment of Young Children with Visual Impairment

ERIC Educational Resources Information Center

Ruiter, Selma; Nakken, Han; Janssen, Marleen; Van Der Meulen, Bieuwe; Looijestijn, Paul

2011-01-01

The aim of this study was to assess the effect of adaptations for children with low vision of the Bayley Scales, a standardized developmental instrument widely used to assess development in young children. Low vision adaptations were made to the procedures, item instructions and play material of the Dutch version of the Bayley Scales of Infant…

Countering Deficit Thinking: Agency, Capabilities and the Early Learning Experiences of Children of Latina/o Immigrants

ERIC Educational Resources Information Center

Colegrove, Kiyomi Sánchez-Suzuki; Adair, Jennifer Keys

2014-01-01

This article documents what happened in a first grade classroom when young Latina/o children of immigrants had consistent classroom-based opportunities to use their agency in their learning. Applying theoretical constructs from development economics to data from the Agency and Young Children ethnographic project, we explore three forms of agency…

The "Space" of Friendship: Young Children's Understandings and Expressions of Friendship in a Reception Class

ERIC Educational Resources Information Center

Papadopoulou, Marianna

2016-01-01

The purpose of this study has been to explore young children's understandings and experiences of friendship as these manifested in children's behaviours, in a reception class setting. Drawing on an evolutionary, ecological framework, friendship is seen as not only the expression and further development of social understandings and cognitive…

Floating Experiences: Empowering Early Childhood Educators to Encourage Critical Thinking in Young Children through the Visual Arts

ERIC Educational Resources Information Center

Danko-McGhee, Kathy; Slutsky, Ruslan

2007-01-01

Engagement in the arts nurtures the development of cognitive, social, and personal competencies. When well taught, the arts provide young children with authentic learning experiences that engage their minds. To get children to think critically, teachers ought to become comfortable with the problem-solving process themselves. This article…

Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Second Edition

ERIC Educational Resources Information Center

Wilson, Ruth

2012-01-01

Now in its second edition, "Nature and Young Children" promotes the holistic development of children by connecting them with nature. It offers advice and guidance on how to set up indoor and outdoor nature play spaces as well as encouraging environmentally responsible attitudes, values and behaviour in your early childhood setting. Covering topics…

Young Children and E-Reading: Research to Date and Questions for the Future

ERIC Educational Resources Information Center

Miller, Elizabeth B.; Warschauer, Mark

2014-01-01

The practice of reading is rapidly moving from print to screen. Young children are not immune from this trend; indeed, many children's principal literacy experiences occur using iPads and other handheld digital devices. This transition raises important questions about how the emergence and development of literacy might change in these new…

Identifying Determinants of Young Children's Brand Awareness: Television, Parents, and Peers

ERIC Educational Resources Information Center

Valkenburg, P.M.; Buijzen, M.

2005-01-01

The aim of this study was to investigate the development of young children's brand awareness, and the relative influence of environmental factors (e.g., television, parents, peers) on brand awareness. We presented 196 two- to eight-year-olds with 12 brand logos. After exposure to these logos, we asked children to mention the brand name (brand…

The Implementation of Modified Parent-Child Interaction Therapy for Youth with Separation Anxiety Disorder

ERIC Educational Resources Information Center

Pincus, Donna B.; Santucci, Lauren C.; Ehrenreich, Jill T.; Eyberg, Sheila M.

2008-01-01

Separation Anxiety Disorder (SAD) is the most prevalent anxiety disorder experienced by children, and yet empirical treatment studies of SAD in young children are virtually nonexistent. This paper will describe the development and implementation of an innovative treatment for SAD in young children. First, we will highlight the rationale for…

Pick a Book, Any Book: Using Children's Books to Support Positive Attitudes toward Peers with Disabilities

ERIC Educational Resources Information Center

Ostrosky, Michaelene M.; Mouzourou, Chryso; Dorsey, Emily A.; Favazza, Paddy C.; Leboeuf, Lisa M.

2015-01-01

The Division for Early Childhood/National Association for the Education of Young Children's (2009) joint position statement on inclusion stresses the importance of (a) developing practices that support young children of diverse abilities in inclusive learning environments, (b) being part of supportive school communities, and (c) engaging in…

The Essential Role of Scribbling in the Imaginative and Cognitive Development of Young Children

ERIC Educational Resources Information Center

Coates, Elizabeth; Coates, Andrew

2016-01-01

This paper sets out to explore the thinking underpinning young children's earliest drawings, often regarded as "scribbling." It questions whether the physical satisfaction of making marks is sufficient reward for this often repeated activity, or whether with each repetition children intend deeper meanings not apparent to the eyes of the…

Mazes and Maps: Can Young Children Find Their Way?

ERIC Educational Resources Information Center

Jirout, Jamie J.; Newcombe, Nora S.

2014-01-01

Games provide important informal learning activities for young children, and spatial game play (e.g., puzzles and blocks) has been found to relate to the development of spatial skills. This study investigates 4- and 5-year-old children's use of scaled and unscaled maps when solving mazes, asking whether an important aspect of spatial…

Screening for Autism in Young Children: The Modified Checklist for Autism in Toddlers (M-Chat) and Other Measures

ERIC Educational Resources Information Center

Dumont-Mathieu, Thyde; Fein, Deborah

2005-01-01

The literature on the importance of early identification and early intervention for children with developmental disabilities such as autism continues to grow. The increased prevalence of autistic spectrum disorders has fostered research efforts on the development and validation of autism-specific screening instruments for use with young children.…

Development of Auxiliaries in Young Children Learning African American English.

PubMed

Newkirk-Turner, Brandi L; Oetting, Janna B; Stockman, Ida J

2016-07-01

We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects. The data were longitudinal language samples obtained from two children, ages 18 to 36 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element. Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element. Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.

Current Provision, Recent Developments, and Future Directions for Early Childhood Intervention in Singapore

ERIC Educational Resources Information Center

Poon, Kenneth K.; Lim, Ai-Keow

2012-01-01

Singapore is a young island nation with a diverse population. Its support for young children at risk has its roots in the 1950s, but early childhood intervention (ECI) programs for young children with disabilities emerged only in the 1980s. ECI programs have proliferated in the subsequent years, offering an increasing range of service delivery…

Next Steps for Science and Policy on Promoting Vegetable Consumption among US Infants and Young Children12

PubMed Central

Fisher, Jennifer O; Dwyer, Johanna T

2016-01-01

Vegetables are an important part of a healthy diet for infants and young children, but they are poorly accepted and underconsumed. This paper highlights major themes and research needs for understanding how to raise children to consume and enjoy vegetables as part of a healthful diet. A range of factors impedes US infants and young children from eating as many vegetables as experts consider optimal for child nutrition, health, and development. Barriers include biological and behavioral issues relating to infant and child development, household- and family-related barriers, obstacles in the larger community, economic limitations, and some government policies and programs. These barriers must be removed to encourage children to eat more vegetables. Research gaps also must be filled. We summarize the basic and applied research that is needed to craft more effective messages, devise strategies for parents and other child caretakers to take within households, develop action in the larger community, and modify some government policies and programs. PMID:26773035

Next Steps for Science and Policy on Promoting Vegetable Consumption among US Infants and Young Children.

PubMed

Fisher, Jennifer O; Dwyer, Johanna T

2016-01-01

Vegetables are an important part of a healthy diet for infants and young children, but they are poorly accepted and underconsumed. This paper highlights major themes and research needs for understanding how to raise children to consume and enjoy vegetables as part of a healthful diet. A range of factors impedes US infants and young children from eating as many vegetables as experts consider optimal for child nutrition, health, and development. Barriers include biological and behavioral issues relating to infant and child development, household- and family-related barriers, obstacles in the larger community, economic limitations, and some government policies and programs. These barriers must be removed to encourage children to eat more vegetables. Research gaps also must be filled. We summarize the basic and applied research that is needed to craft more effective messages, devise strategies for parents and other child caretakers to take within households, develop action in the larger community, and modify some government policies and programs. © 2016 American Society for Nutrition.

Young children's tool innovation across culture: Affordance visibility matters.

PubMed

Neldner, Karri; Mushin, Ilana; Nielsen, Mark

2017-11-01

Young children typically demonstrate low rates of tool innovation. However, previous studies have limited children's performance by presenting tools with opaque affordances. In an attempt to scaffold children's understanding of what constitutes an appropriate tool within an innovation task we compared tools in which the focal affordance was visible to those in which it was opaque. To evaluate possible cultural specificity, data collection was undertaken in a Western urban population and a remote Indigenous community. As expected affordance visibility altered innovation rates: young children were more likely to innovate on a tool that had visible affordances than one with concealed affordances. Furthermore, innovation rates were higher than those reported in previous innovation studies. Cultural background did not affect children's rates of tool innovation. It is suggested that new methods for testing tool innovation in children must be developed in order to broaden our knowledge of young children's tool innovation capabilities. Copyright © 2017 Elsevier B.V. All rights reserved.

Young Children Learning from Touch Screens: Taking a Wider View

PubMed Central

Lovato, Silvia B.; Waxman, Sandra R.

2016-01-01

Touch screen devices such as smartphones and tablets are now ubiquitous in the lives of American children. These devices permit very young children to engage interactively in an intuitive fashion with actions as simple as touching, swiping and pinching. Yet, we know little about the role these devices play in very young children’s lives or their impact on early learning and development. Here we focus on two areas in which existing research sheds some light on these issues with children under 3 years of age. The first measures transfer of learning, or how well children use information learned from screens to reason about events off-screen, using object retrieval and word learning tasks. The second measures the impact of interactive screens on parent-child interactions and story comprehension during reading time. More research is required to clarify the pedagogical potential and pitfalls of touch screens for infants and very young children, especially research focused on capabilities unique to touch screens and on the social and cultural contexts in which young children use them. PMID:27486421

Caring with Confidence: Practical Information for Health Workers Who Prevent and Treat HIV Infection in Children. AHRTAG Briefing Paper.

ERIC Educational Resources Information Center

Attawell, Kathy, Comp.

This briefing paper focuses on children ages birth to five years and is intended primarily for health workers in developing countries who are responsible for the management of young children with HIV and AIDS. It provides practical information on: (1) how HIV is transmitted to infants and young children; (2) how transmission can be prevented; (3)…

Young Children and HIV/AIDS: Mapping the Field. Working Papers in Early Childhood Development. Young Children and HIV/AIDS Sub-Series, No. 33

ERIC Educational Resources Information Center

Sherr, Lorraine

2005-01-01

This paper explores some of the psychological and other issues associated with HIV infection in children. Although the majority of studies are in the West, a growing core of information is emerging from other centres. This paper attempts to summarise the complexity of who the children are, examine emerging orphan and vulnerability issues, explore…

The Understanding of Intentions, Desires and Beliefs in Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Broekhof, Evelien; Ketelaar, Lizet; Stockmann, Lex; van Zijp, Annette; Bos, Marieke G. N.; Rieffe, Carolien

2015-01-01

This study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63, "M"age = 55 months) and typically developing children (TD, n = 69, "M"age = 54 months). Outcomes showed that ASD and TD children understood…

The impact of labor policies on the health of young children in the context of economic globalization.

PubMed

Heymann, Jody; Earle, Alison; McNeill, Kristen

2013-01-01

Globalization has transformed the workplace at the same time that increasing numbers of children live in families in which all adults work for pay outside the home. Extensive research evidence demonstrates the importance of parental involvement in the early years of a child's life. Yet, parents caring for young children may face challenges in fulfilling both work and family responsibilities under current labor force conditions. In this article, we review the evidence on the importance of parental care for meeting young children's routine care needs, preventive health care needs, and curative medical treatment requirements. We examine the evidence regarding the impact of four policies in particular on young children's health and development: parental leave, breastfeeding breaks, early childhood care and education, and leave for children's health needs. Last, we examine the availability of these policies worldwide and discuss the potential economic implications.

Cognitive abilities of preschool children: implications for nurses working with young children.

PubMed

Hauck, M R

1991-08-01

To effectively care for well or ill children, nurses must know something about how children think and what they are capable of comprehending. Nurses have traditionally based assumptions about children's cognitive abilities on a surface knowledge of Piaget's theory of cognitive development. Many recent researchers in the field of cognitive development have pointed out limitations in Piaget's theory and offer new ways of conceptualizing the way children think. In this article, I will identify limitations of Piaget's theory as it applies to preschool-aged children. Ideas of researchers using an information processing approach to understanding children's thinking will be described as alternative approaches to the understanding of preschool thought. I prescriptively postulate how research findings concerning cognition have implications for nurses working with young children.

FACTORS INFLUENCING TOTAL DIETARY EXPOSURES OF YOUNG CHILDREN

EPA Science Inventory

A deterministic model was developed to identify the critical input parameters needed to assess dietary intakes of young children. The model was used as a framework for understanding the important factors in data collection and data analysis. Factors incorporated into the model i...

Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context

ERIC Educational Resources Information Center

Ryder, Nuala; Leinonen, Eeva

2014-01-01

This study focused on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on a storybook and short verbal scenarios.…

Risks to Early Childhood Health and Development in the Postconflict Transition of Northern Uganda

PubMed Central

McElroy, Theresa A.; Atim, Stella; Larson, Charles P.; Armstrong, Robert W.

2012-01-01

Research from numerous fields of science has documented the critical importance of nurturing environments in shaping young children's future health and development. We studied the environments of early childhood (birth to 3 years) during postconflict, postdisplacement transition in northern Uganda. The aim was to better understand perceived needs and risks in order to recommend targeted policy and interventions. Methods. Applied ethnography (interview, focus group discussion, case study, observational methods, document review) in 3 sites over 1 year. Results. Transition was a prolonged and deeply challenging phase for families. Young children were exposed to a myriad of risk factors. Participants recognized risks as potential barriers to positive long-term life outcomes for children and society but circumstances generally rendered them unable to make substantive changes. Conclusions. Support structures were inadequate to protect the health and development of children during the transitional period placing infants and young children at risk. Specific policy and practice guidelines are required that focus on protecting hard-to-reach, vulnerable, children during what can be prolonged and extremely difficult periods of transition. PMID:22518183

Parental perceptions of the impacts the built environment has on young children׳s health: a qualitative examination and lay assessment amongst residents in four Scottish communities.

PubMed

Teedon, Paul; Gillespie, Morag; Lindsay, Kate; Baker, Keith

2014-07-01

The built environment is important for children׳s health and development. Qualitative research in four communities in Scotland explored with groups of parents of young children their lay perceptions of their local environment with specific reference to its impact upon their children׳s health. Valuing most strong supportive communities; good quality public spaces and social housing, parents׳ key concerns included anti-social behaviour, incivility and a range of locally-specific concerns. As knowledgeable key gatekeepers to children׳s use of home environments and public spaces, parent׳s qualitative lay input is important for the development of children׳s effective use of outdoor spaces and the built environment over the long term. Copyright © 2014 Elsevier Ltd. All rights reserved.

Young Athletes program: impact on motor development.

PubMed

Favazza, Paddy C; Siperstein, Gary N; Zeisel, Susan A; Odom, Samuel L; Sideris, John H; Moskowitz, Andrew L

2013-07-01

This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7-9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3-5 months for the control group. Children in the YA intervention also exhibited significant gains on the gross motor subscale of the Vineland Teacher Rating Form (VTRF). Teachers and parents reported benefits for children not only in specific motor skills, but also kindergarten readiness skills and social/play skills. The necessity for direct and intentional instruction of motor skills, as well as the challenges of involving families in the YA program, are discussed.

Developing a Competency Framework for the Initial Training of Educational Psychologists Working with Young People Aged 16-25

ERIC Educational Resources Information Center

Atkinson, Cathy; Dunsmuir, Sandra; Lang, Jane; Wright, Sarah

2015-01-01

The Children and Families Act (2014) extends statutory protections for young people with special educational needs and disabilities until age 25. Consequently the core curriculum for trainee educational psychologists (TEPs) needs to be developed beyond the current focus of work with early years and school-age children. In order to define requisite…

The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People

ERIC Educational Resources Information Center

Hallam, Susan

2010-01-01

This paper reviews the empirical evidence relating to the effects of active engagement with music on the intellectual, social and personal development of children and young people. It draws on research using the most advanced technologies to study the brain, in addition to quantitative and qualitative psychological and educational studies. It…

Are Young Children's Utterances Affected by Characteristics of Their Learning Environments? A Multiple Case Study

ERIC Educational Resources Information Center

Richardson, Tanya; Murray, Jane

2017-01-01

Within English early childhood education, there is emphasis on improving speech and language development as well as a drive for outdoor learning. This paper synthesises both aspects to consider whether or not links exist between the environment and the quality of young children's utterances as part of their speech and language development and if…

[Analysis the statue of growth and development of infants and young children aged 6- 23 months in poor rural areas of Hunan Province, China].

PubMed

Fang, Junqun; Luo, Jiayou; Liao, Kai; Wang, Hua; Zhou, Xu; Huang, Guangwen; Xie, Donghua; Peng, Zhonghua; Yang, Wenzhen

2016-11-01

To describe the statue of growth and development among infants and young children aged 6-23 months in poor rural areas of Hunan Province. A total of 15 248 rural infants and young children aged 6-23 months in 54 poor counties of Wuling Mountains and Luoxiao Mountains in Hunan Province were selected by Probability-Proportional-to-Size Sampling( PPS) between 2009 and 2015. Participants' length and weight were tested, WHZ, WAZ, HAZ and BMI Z score were calculated according to The WHO Child Growth Standards, and describe the rate of wasting, underweight, stunting and low BMI, and the physical growth level of children were evaluated according to the WHO standards. The average weight of girls aged 6-23 months in poor rural areas of Hunan Province were 9. 17 kg, lower than boys which were 9. 79 kg. The average length of girls aged 6-23 months were 75. 53 cm, lower than boys which were 77. 19 cm. The average BMI of girls aged 6-23 months were15. 96, lower than boys which were 16. 40( P < 0. 05). The curve of weight-for-length Z scores and weight-for-age Z scores and length-for-age Z scores of infants and young children aged 6-23 months were lower than the WHO standards( P < 0. 05). The rate of wasting, underweight, stunting and low BMI of infants and young children aged 6-23 months were 3. 9%, 5. 1%, 7. 2% and 3. 9%, and boys were higher than girls in the rate of underweight and stunting, the rate of underweight and stunting were increased with the growth of age( P < 0. 05). The problem of growth and development of infants and young children aged 6-23 months in poor rural areas of Hunan Province are serious, and there are lower than the WHO standards. To improve the nutrition and health of infants and young children in poor rural areas, the ability of child health care and the feeding knowledge of caregivers are need to be improved.

Instructional Techniques for Increasing the Mathematics Competencies of Young Children: Teacher/Assistant Teacher Staff Development Materials.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Bureau of School Improvement.

These training materials are designed to stress the importance of a close relationship between concepts and skills when teaching mathematics to young children, to present material on the important area of problem-solving, and to encourage adults to use a wide range of appropriate techniques in evaluating their work and children's work in…

Assessing the Unseen: Using Music and Literature to Access and Develop First Graders' Knowledge of Sound Waves

ERIC Educational Resources Information Center

McCourt, Susan; Kelley, Sybil S.

2016-01-01

Most young children love a good song and dance, an enticing story, and gorgeous illustrations. How could this staple of the early childhood classroom--music and literature--access children's ideas about physical science? How can young children communicate their knowledge of unseen science concepts that are not easily represented in pictures? These…

The Transmission and Evolution of Experimental Microcultures in Groups of Young Children

ERIC Educational Resources Information Center

Whiten, Andrew; Flynn, Emma

2010-01-01

A new experimental microculture approach was developed to investigate the creation and transmission of differing traditions in small communities of young children. Four playgroups, with a total of 88 children, participated. In each of 2 playgroups, a single child was shown how to use 1 of 2 alternative methods of tool use, "lift" or "poke," to…

Interactive Read-Alouds--An Avenue for Enhancing Children's Language for Thinking and Understanding: A Review of Recent Research

ERIC Educational Resources Information Center

Lennox, Sandra

2013-01-01

Enhancing young children's early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children's language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy…

Getting into the Black Box: How Do Low-Income Parents Make Choices about Early Care and Education in Maryland? Publication #2012-42

ERIC Educational Resources Information Center

Forry, Nicole; Wessel, Julia; Simkin, Shana; Rodrigues, Katherine

2012-01-01

Existing literature highlights the positive influence of high-quality early care and education on the development of young children, and particularly young children in impoverished or low-income families. Reflecting the promising influence of high-quality early care and education on children's developmental outcomes, policy makers and state…

An Investigation of a Parenting Videotape Targeted to Parents of Young Children with Disabilities. Final Report, Phase I.

ERIC Educational Resources Information Center

McKinney, David D.

This feasibility study examined the need and the appropriateness of developing a videotape targeted to parents of young children with disabilities. The study involved a review of the literature, interviews with experts and practitioners, a focus group discussion to elicit the opinions and suggestions of parents of children with disabilities,…

Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: implications for assessment.

PubMed

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Señor, Melissa

2013-10-01

Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children. Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish-English bilingually developing children from 22 to 30 months of age based on results from the MacArthur-Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas ( Jackson-Maldonado et al., 2003). Bilingual children's scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children. The total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children. These results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish-English speaking children.

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) TOXIC SUBSTANCES CONTROL ACT LEAD-BASED PAINT POISONING PREVENTION IN CERTAIN RESIDENTIAL STRUCTURES... dwelling. Lessees must also receive a federally approved pamphlet on lead poisoning prevention. (2) A... that may place young children at risk of developing lead poisoning. Lead poisoning in young children...

Facilitating Walking by Young Children with Visual Impairments.

ERIC Educational Resources Information Center

Lowry, Susan Shier; Hatton, Deborah D.

2002-01-01

Discussion of ways to encourage walking by young children with visual impairments first notes factors that constrain motor development. Suggestions include providing incentives for movement, building trust, fostering postural readiness, encouraging cruising, utilizing familiar spaces and short distances, and using protective and support devices…

A study of rural preschool practitioners' views on young children's mathematical thinking

NASA Astrophysics Data System (ADS)

Hunting, Robert P.; Mousley, Judith A.; Perry, Bob

2012-03-01

The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice aimed to investigate views of preschool practitioners about young children's mathematical thinking and development. Structured individual interviews were conducted with 64 preschool practitioners from rural areas of three Australian states. The questions focused on five broad themes: children's mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. We review results from the interview data for each of these themes, discuss their importance, and outline recommendations related to teacher education as well as resource development and research.

Different patterns of modality dominance across development.

PubMed

Barnhart, Wesley R; Rivera, Samuel; Robinson, Christopher W

2018-01-01

The present study sought to better understand how children, young adults, and older adults attend and respond to multisensory information. In Experiment 1, young adults were presented with two spoken words, two pictures, or two word-picture pairings and they had to determine if the two stimuli/pairings were exactly the same or different. Pairing the words and pictures together slowed down visual but not auditory response times and delayed the latency of first fixations, both of which are consistent with a proposed mechanism underlying auditory dominance. Experiment 2 examined the development of modality dominance in children, young adults, and older adults. Cross-modal presentation attenuated visual accuracy and slowed down visual response times in children, whereas older adults showed the opposite pattern, with cross-modal presentation attenuating auditory accuracy and slowing down auditory response times. Cross-modal presentation also delayed first fixations in children and young adults. Mechanisms underlying modality dominance and multisensory processing are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.

Vaccines: could asthma in young children be a preventable disease? ‬‬‬‬‬‬‬.

PubMed

Elenius, Varpu; Jartti, Tuomas

2016-11-01

‬The long battle with asthma is far from over in developed countries. Its incidence, prevalence, and severity have been increasing for decades. By reducing the risk for asthma, significant healthcare costs can be saved. The desire to create a vaccine that might prevent asthma in young children is attractive and widely considered one of the main goals in translational asthma research. Several vaccination strategies have been tested. These include allergen-specific immunotherapy, vaccination against infectious pathogens, and modification of cell and cytokine responses. The lack of success in the prevention of asthma in young children lies on the complexity of the disease, which involves many genetic, epigenetic, and environmental interactions. This review provides a summary of current literature and aims to address key questions how to develop vaccines to prevent asthma in young children. ‬‬‬‬‬‬‬‬‬‬‬‬‬‬. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Methods of Engaging Preschool-age Children in Science Practices During Astronomy Activities

NASA Astrophysics Data System (ADS)

Plummer, J. D.

2015-11-01

Providing preschool children with science learning experiences may improve their later science literacy. Further, research shows that children are capable of engaging in the same kinds of scientific reasoning as adults. An initial step towards increasing the opportunities for children to engage in science is to improve our understanding of how to support children's engagement in the practices of science in astronomy. To this end, the My Sky Tonight project is developing and evaluating astronomy activities for informal science educators to use with young children. I have gathered video of a series of astronomy workshops that engaged preschool-age children with My Sky Tonight-developed activities. This paper describes features of these museum-based astronomy activities that supported young children in evidence-based science practices.

Short break and emergency respite care: what options for young people with life-limiting conditions?

PubMed

Mitchell, Tracy K; Knighting, Katherine; O'Brien, Mary R; Jack, Barbara A

2016-02-01

Service providers face difficult decisions about how best to develop services for the increasing numbers of young people with life-limiting conditions who require palliative care. To explore alternative short break and emergency respite care options to children's hospice care. A two-phase evaluation with young people, families and professionals. Phase 1: qualitative semi-structured interviews and focus groups (n=53). Phase 2: mixed-method survey (n=82), qualitative findings only. There were few, or no, appropriate short break and emergency respite care alternatives when children's hospice care was not available that can meet the need of young people with life-limiting conditions, creating anxiety for children's hospice users and those leaving the service as a result of reaching transition age or through no longer meeting the children's hospice eligibility criteria. Access to appropriate short break and emergency respite care is required to prevent lifelong negative consequences for young people with life-limiting conditions, their family and society. Research is undoubtedly required to explore the impact and outcomes of children's hospice discharge for young people and their family. Particular attention should be paid to the lack of services for an increasing population making the transition from children's hospices.

Childhood executive function inventory (CHEXI): a promising measure for identifying young children with ADHD?

PubMed

Thorell, Lisa B; Eninger, Lilianne; Brocki, Karin C; Bohlin, Gunilla

2010-01-01

The present study investigated whether the Childhood Executive Function Inventory (CHEXI) can discriminate between young children fulfilling the diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD) and normally developing children. Unlike other executive function rating instruments, the CHEXI focuses specifically on inhibitory control and working memory, without including items that overlap with the diagnostic criteria of ADHD. The CHEXI was found to discriminate very well between children fulfilling the criteria for ADHD and normally developing children, also when controlling for the effect of IQ and socioeconomic status (SES). Both sensitivity and specificity of the two CHEXI subscales were shown to be high using either parent or teacher ratings. The highest overall classification rate was found for parent ratings on the inhibition subscale, with sensitivity and specificity reaching 93.3. To summarize, the CHEXI should be considered a promising measure for identifying young children with ADHD, although it is for future research to determine whether the CHEXI can be successfully used to also discriminate between different psychopathological groups.

I. INTRODUCTION: UNDERSTANDING MEDICINES AND MEDICAL INTERVENTIONS.

PubMed

Lockhart, Kristi L; Keil, Frank C

2018-06-01

We live in an increasingly pharmacological and medical world, where children and adults frequently encounter alleged treatments for an enormous range of illnesses. How do we come to understand what heals and why? Here, 15 studies explore how 1,414 children (ages 5-11) and 882 adults construe the efficacies of different kinds of cures. Developmental patterns in folk physics, psychology, and biology lead to predictions about which expectations about cures will remain relatively constant across development and which will change. With respect to stability, we find that even young school children (ages 5-7) distinguish between physical and psychological disorders and the treatments most effective for each. In contrast, young children reason differently about temporal properties associated with cures. They often judge that dramatic departures from prescribed schedules will continue to be effective. Young children are also less likely than older ages to differentiate between the treatment needs of acute versus chronic disorders. Young children see medicines as agent-like entities that migrate only to afflicted regions while having "cure-all" properties, views that help explain their difficulties grasping side effects. They also differ from older children and adults by judging pain and effort as reducing, instead of enhancing, a treatment's power. Finally, across all studies, optimism about treatment efficacy declines with age. Taken together, these studies show major developmental changes in how children envision the ways medicines work in the body. Moreover, these findings link to broader patterns in cognitive development and have implications for how medicines should be explained to children. © 2018 The Society for Research in Child Development, Inc.

Relations of Early Motor Skills on Age and Socialization, Communication, and Daily Living in Young Children With Developmental Disabilities.

PubMed

MacDonald, Megan; Ross, Samantha; McIntyre, Laura Lee; Tepfer, Amanda

2017-04-01

Young children with developmental disabilities experience known deficits in salient child behaviors, such as social behaviors, communication, and aspects of daily living, behaviors that generally improve with chronological age. The purpose of this study was to examine the mediating effects of motor skills on relations of age and salient child behaviors in a group of young children with developmental disabilities, thus tapping into the potential influences of motor skills in the development of salient child behaviors. One hundred thirteen young children with developmental disabilities participated in this study. Independent mediation analysis, with gender as a moderator between the mediating and outcome variable, indicated that motor skills meditated relations between age and socialization, communication, and daily living skills in young male children with developmental disabilities, but not female participants. Findings suggest motor skill content needs to be considered in combination with other child behaviors commonly focused on in early intervention.

The Early Development Instrument as an Evaluation and Improvement Tool for School-Based, Integrated Services for Young Children and Parents: The Toronto First Duty Project

ERIC Educational Resources Information Center

Corter, Carl; Patel, Sejal; Pelletier, Janette; Bertrand, Jane

2008-01-01

Research Findings: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence of the effectiveness of these programs and how they develop on the ground. This study examined the use of the Early Development Instrument (EDI) as both a summative program evaluation tool…

Catching Fish and Avoiding Sharks: Investigating Factors That Influence Developmentally Appropriate Measurement of Preschoolers' Inhibitory Control.

PubMed

Howard, Steven J; Okely, Anthony D

2015-09-01

Although researchers agree that the first 5 years of life are critical for children's developing executive functions (EFs), further advances are hindered by a lack of consensus on the design and selection of developmentally appropriate EF tasks for young children. Given this debate, well-established adult measures of EF routinely have been adapted for young children. Given young children's comparatively limited cognitive capacities, however, such adaptations do not guarantee that the task's critical EF demands are retained. To investigate this possibility, the current study examined the characteristics that optimize measurement of young children's EFs-specifically, their inhibitory control-using the go/no-go (GNG) task as an exemplar. Sixty preschoolers completed six GNG tasks differing in stimulus animation, presentation time, and response location. Comparison EF tasks were administered to examine concurrent validity of GNG variants. Results indicated effects of stimulus presentation time and response location, with animation further enhancing task validity and reliability. This suggests that current GNG tasks deflate estimates of young children's ability to inhibit, with implications for future design and selection of developmentally appropriate EF tasks.

Oral health assessment and mouth care for children and young people receiving palliative care. Part one.

PubMed

Sargeant, Stephanie; Chamley, Carol

2013-03-01

This is the first part of two articles exploring oral health problems and treatments for children receiving palliative care, successful management of which can improve considerably the quality of life for this group of children and young people. Part one includes an adapted oral health assessment tool for use in children and young people with complex and palliative healthcare needs that has the potential to help nurses identify and monitor oral health problems and prevent or minimise oral problems from developing. Part two--to be published next month--focuses on basic oral hygiene and the management of specific oral health problems.

The Technology of Teaching Young Handicapped Children.

ERIC Educational Resources Information Center

Bijou, Sidney W.

To fabricate a technology for teaching young school children with serious behavior problems, classroom materials, curriculum format, and teaching procedures were developed, and problems that evolve from the technology investigated. Two classrooms were architecturally designed to provide the basic needs of a special classroom and to facilitate…

Computer-Based Reading Instruction for Young Children with Disabilities

ERIC Educational Resources Information Center

Lee, Yeunjoo; Vail, Cynthia O.

2005-01-01

This investigation examined the effectiveness of a computer program in teaching sight word recognition to four young children with developmental disabilities. The intervention program was developed through a formative evaluation process. It embedded a constant-time-delay procedure and involved sounds, video, text, and animations. Dependent…

Maternal and paternal pragmatic speech directed to young children with Down syndrome and typical development

PubMed Central

de Falco, Simona; Venuti, Paola; Esposito, Gianluca; Bornstein, Marc H.

2011-01-01

The aim of this study was to compare functional features of maternal and paternal speech directed to children with Down syndrome and developmental age-matched typically developing children. Altogether 88 parents (44 mothers and 44 fathers) and their 44 young children (22 children with Down syndrome and 22 typically developing children) participated. Parents’ speech directed to children was obtained through observation of naturalistic parent–child dyadic interactions. Verbatim transcripts of maternal and paternal language were categorized in terms of the primary function of each speech unit. Parents (both mothers and fathers) of children with Down syndrome used more affect-salient speech compared to parents of typically developing children. Although parents used the same amounts of information-salient speech, parents of children with Down syndrome used more direct statements and asked fewer questions than did parents of typically developing children. Concerning parent gender, in both groups mothers used more language than fathers and specifically more descriptions. These findings held controlling for child age and MLU and family SES. This study highlights strengths and weaknesses of parental communication to children with Down syndrome and helps to identify areas of potential improvement through intervention. PMID:21215458

Maternal and paternal pragmatic speech directed to young children with Down syndrome and typical development.

PubMed

de Falco, Simona; Venuti, Paola; Esposito, Gianluca; Bornstein, Marc H

2011-02-01

The aim of this study was to compare functional features of maternal and paternal speech directed to children with Down syndrome and developmental age-matched typically developing children. Altogether 88 parents (44 mothers and 44 fathers) and their 44 young children (22 children with Down syndrome and 22 typically developing children) participated. Parents' speech directed to children was obtained through observation of naturalistic parent-child dyadic interactions. Verbatim transcripts of maternal and paternal language were categorized in terms of the primary function of each speech unit. Parents (both mothers and fathers) of children with Down syndrome used more affect-salient speech compared to parents of typically developing children. Although parents used the same amounts of information-salient speech, parents of children with Down syndrome used more direct statements and asked fewer questions than did parents of typically developing children. Concerning parent gender, in both groups mothers used more language than fathers and specifically more descriptions. These findings held controlling for child age and MLU and family SES. This study highlights strengths and weaknesses of parental communication to children with Down syndrome and helps to identify areas of potential improvement through intervention. Copyright © 2010 Elsevier Inc. All rights reserved.

Home Literacy Environment and Word Knowledge Development: A Study of Young Learners of Chinese as a Heritage Language

ERIC Educational Resources Information Center

Zhang, Dongbo; Koda, Keiko

2011-01-01

This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese-English bilingual children learning to read in Chinese as a Heritage Language in the United States. A home literacy survey revealed that parents mostly used HL to talk to children,…

Building Blocks: The Next Steps for Supporting Alaska's Young Children and Their Families.

ERIC Educational Resources Information Center

Alaska State Dept. of Education and Early Development, Juneau.

As part of the ongoing efforts in the state of Alaska to improve the health and well-being of the state's young children, the Alaska Departments of Education and Early Development and Health and Social Services are collaborating to develop a plan to address the critical outcomes and strategies that will support and improve the lives of Alaska's…

Assessing the Strengths of Young Children at Risk: Examining Use of the Preschool Behavioral and Emotional Rating Scale with a Head Start Population

ERIC Educational Resources Information Center

Griffith, Annette K.; Hurley, Kristin Duppong; Trout, Alexandra L.; Synhorst, Lori; Epstein, Michael H.; Allen, Elizabeth

2010-01-01

Over the past decade, there has been an increased need for the development and use of psychometrically acceptable measures to assess the behavioral and emotional strengths of young children served in statewide preschool and Head Start programs. One measure developed to address this need is the Preschool Behavioral and Emotional Rating Scale…

Defining the "like" in "begetting the like": The development of inductive inference in the domain of biology

NASA Astrophysics Data System (ADS)

Lo, Ya-Fen

There are evidences that very young children consider linguistic labels when making similarity judgment and inductive inferences. However, it remains unclear how labels contribute to young children's similarity judgment and inductive inferences. It has been demonstrated that labels facilitate categorical memberships about objects in young children's similarity judgment and inductive inferences. It is also suggested that young children should rely on several sources of information when making similarity judgment and inductive inferences. Three experiments were conducted to examine these interpretations, in which biological information, labeling information, and perceptual similarity information were varied in a systematic manner. Three- to eleven-year-old children were asked to judge which of two Test animals a baby animals would share biological properties with. In Experiment 1, preschool children demonstrated a basic understanding of the importance of biological information for generalizing biological properties. In Experiment 2, when the labeling information became available, young children relied on linguistic labels rather than on biological information when generalizing biological properties. At the same time, 9- to 11-year-old children relied consistently on biological information. Experiment 3 supported the results of Experiment 2 and suggested that in addition to labels, perceptual similarity also contributed to children's inductive inferences.

Teaching and Learning in Physical Education for Young Children.

ERIC Educational Resources Information Center

Grineski, Steven

1988-01-01

Planned physical education experiences should be an integral part of the preschool or kindergarten curriculum to: foster normal motor development, take advantage of children's readiness to develop and practice motor skills, fulfill children's need and desire for movement, and develop fundamental motor patterns. (CB)

Childhood growth, schooling, and cognitive development: further evidence from the Young Lives study.

PubMed

Fink, Günther; Rockers, Peter C

2014-07-01

A growing literature has linked early childhood growth to later-life cognition and schooling outcomes in developing countries. Although existing evidence suggests that children's ability to recover from early growth delays in later childhood is limited, longitudinal studies on the persistence and risk of growth faltering beyond age 5 y remain scarce. Using longitudinal data recently collected from 4 developing countries as part of the Young Lives study, we investigated catch-up growth in children between the ages of 8 and 15 y and the effects of growth during this late-childhood and early-adolescence period on schooling and developmental outcomes. We analyzed the associations between children's physical growth and development by using longitudinal data from 3327 children aged 8-15 y collected in Ethiopia, India, Peru, and Vietnam as part of the Young Lives project. The study yielded 2 main results. First, 36% of children stunted at age 8 y managed to catch up with their peers by age 15 y, and those who caught up had smaller deficits in cognitive scores than did children who remained stunted. Second, physical growth faltering was not restricted to early childhood but rather affected a substantial share of children in the 8-15-y age range, with large negative consequences for cognition and schooling outcomes. The results from this study suggest that child development in developing countries is a dynamic process offering continued opportunities for children to catch up during adolescence and sustained risks for children to fall behind in their developmental trajectories. © 2014 American Society for Nutrition.

Vestibulo-Ocular Response and Balance Control in Children and Young Adults with Mild-to-Moderate Intellectual and Developmental Disability: A Pilot Study

ERIC Educational Resources Information Center

Zur, Oz; Ronen, Ayelet; Melzer, Itshak; Carmeli, Eli

2013-01-01

The vestibulo-ocular response (VOR) may not be fully developed in children with an intellectual and developmental disability (IDD). This study aimed to identify the presence of VOR deficit in children and young adults with unspecified mild-to-moderate intellectual and developmental disability and its effect on balance control. Twenty-one children…

Comparisons of Social Competence in Young Children with and without Hearing Loss: A Dynamic Systems Framework

ERIC Educational Resources Information Center

Hoffman, Michael F.; Quittner, Alexandra L.; Cejas, Ivette

2015-01-01

This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5-5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that,…

Listening to Young Citizens: The Struggle to Make Real a Participatory Paradigm in Research with Young Children

ERIC Educational Resources Information Center

Pascal, Christine; Bertram, Tony

2009-01-01

Since the UN Convention on the Rights of the Child was ratified in 1991, children's right to have a voice, and to have their opinions heard, has led many providers and practitioners in the field of early years to seek ways to involve children's perspectives in the evaluation and development of practice. Those who value democracy understand that…

Influences of Teachers' Attitudes and Oral Guidance on the Persistence of Young Children Aged 3-6 Years Old

ERIC Educational Resources Information Center

Dan, Fei; Feng, Lu; Wang, Qiong

2009-01-01

Persistence is important in developing pre-school children's ego control. Based on the fact that during the teaching process a teacher's communication and actions will have a significant influence on young children, which is due to the teachers' high degree of control over them, four experiments were designed to probe the influences of teachers'…

Development of Young Children's Understanding that the Recent Past Is Causally Bound to the Present.

ERIC Educational Resources Information Center

Povinelli, Daniel J.; Landry, Anita M.; Theall, Laura A.; Clark, Britten R.; Castille, Conni M.

1999-01-01

Six experiments examined young children's understanding that very recent past events determine the present. Found that 4-year-olds, but not 3-year-olds, could locate a puppet they had observed being hidden either through a videotape or using a verbal analog of the task. When children observed 2 events in which they participated, only 5-year-olds…

Educating Young Children: Active Learning Practices for Preschool and Child Care Programs [and] A Study Guide to Educating Young Children: Exercises for Adult Learners. Second Edition.

ERIC Educational Resources Information Center

Hohmann, Mary; Weikart, David P.

High/Scope preschool curriculum is a model for developing high-quality early childhood programs that encourage and support children's initiatives and active learning experiences. This revised manual for early childhood practitioners and students presents essential strategies adults can use to make active learning a reality in their programs. The…

Increasing Early Reading Skills in Young Signing Deaf Children Using Shared Book Reading: A Feasibility Study

ERIC Educational Resources Information Center

Andrews, Jean F.; Liu, Hsiu-Tan; Liu, Chun-Jung; Gentry, Mary Anne; Smith, Zanthia

2017-01-01

A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade…

Awareness and Reactions of Young Stuttering Children Aged 2-7 Years Old towards Their Speech Disfluency

ERIC Educational Resources Information Center

Boey, Ronny A.; Van de Heyning, Paul H.; Wuyts, Floris L.; Heylen, Louis; Stoop, Reinhard; De Bodt, Marc S.

2009-01-01

Awareness has been an important factor in theories of onset and development of stuttering. So far it has been suggested that even young children might be aware of their speech difficulty. The purpose of the present study was to investigate (a) the number of stuttering children aware of their speech difficulty, (b) the description of reported…

Young children's harmonic perception.

PubMed

Costa-Giomi, Eugenia

2003-11-01

Harmony and tonality are two of the most difficult elements for young children to perceive and manipulate and are seldom taught in the schools until the end of early childhood. Children's gradual harmonic and tonal development has been attributed to their cumulative exposure to Western tonal music and their increasing experiential knowledge of its rules and principles. Two questions that are relevant to this problem are: (1) Can focused and systematic teaching accelerate the learning of the harmonic/tonal principles that seem to occur in an implicit way throughout childhood? (2) Are there cognitive constraints that make it difficult for young children to perceive and/or manipulate certain harmonic and tonal principles? A series of studies specifically addressed the first question and suggested some possible answers to the second one. Results showed that harmonic instruction has limited effects on children's perception of harmony and indicated that the drastic improvement in the perception of implied harmony noted approximately at age 9 is due to development rather than instruction. I propose that young children's difficulty in perceiving implied harmony stems from their attention behaviors. Older children have less memory constraints and more strategies to direct their attention to the relevant cues of the stimulus. Younger children focus their attention on the melody, if present in the stimulus, and specifically on its concrete elements such as rhythm, pitch, and contour rather than its abstract elements such as harmony and key. The inference of the abstract harmonic organization of a melody required in the perception of implied harmony is thus an elusive task for the young child.

Total and Conceptual Vocabulary in Spanish–English Bilinguals From 22 to 30 Months: Implications for Assessment

PubMed Central

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Señor, Melissa

2015-01-01

Purpose Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish–English bilingual children to a single-language measure used with monolingual children. Method Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish–English bilingually developing children from 22 to 30 months of age based on results from the MacArthur–Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas (Jackson-Maldonado et al., 2003). Bilingual children’s scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children. Results The total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children. Conclusion These results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish–English speaking children. PMID:24023382

Exceptional Children Conference Papers: Curriculum, Methods, and Materials in Early Childhood Education Programs.

ERIC Educational Resources Information Center

Council for Exceptional Children, Arlington, VA.

Thirteen papers on early childhood education are presented on the following topics: stimulation and cognitive development of infants and younger children, curriculum development for young handicapped children, a rationale for sequencing instructional activities for preschool handicapped children, observation of educational activities and…

Velopharyngeal Status of Stop Consonants and Vowels Produced by Young Children with and without Repaired Cleft Palate at 12, 14, and 18 Months of Age: A Preliminary Analysis

ERIC Educational Resources Information Center

Eshghi, Marziye; Vallino, Linda D.; Baylis, Adriane L.; Preisser, John S.; Zajac, David J.

2017-01-01

Purpose: The objective was to determine velopharyngeal (VP) status of stop consonants and vowels produced by young children with repaired cleft palate (CP) and typically developing (TD) children from 12 to 18 months of age. Method: Nasal ram pressure (NRP) was monitored in 9 children (5 boys, 4 girls) with repaired CP with or without cleft lip and…

A Method for Examining Productivity of Grammatical Morphology in Children with and without Specific Language Impairment

ERIC Educational Resources Information Center

Miller, Carol A.; Deevy, Patricia

2003-01-01

Children with specific language impairment (SLI) show inconsistent use of grammatical morphology. Children who are developing language typically also show a period during which they produce grammatical morphemes inconsistently. Various theories claim that both young typically developing children and children with SLI achieve correct production…

Influence of grandparents on eating behaviors of young children in Chinese three-generation families.

PubMed

Jiang, Jingxiong; Rosenqvist, Urban; Wang, Huishan; Greiner, Ted; Lian, Guangli; Sarkadi, Anna

2007-05-01

To investigate how grandparents influence their young grandchildren's eating behaviors in Chinese three-generation families. This qualitative study used semi-structured in-depth interviews with 12 parents (3 male and 9 female) and 11 grandparents (4 male and 7 female) in Beijing, China. Three domains emerged in this study: (1) grandparents were the primary caretakers of children in the three-generation families. They played an important role in planning and cooking family meals; (2) grandparents' attitudes influenced young children's nutrition and eating habits. They held the belief that children being heavy at a young age would assure that they had a good nutrition status and would become tall in the future. They showed a tendency towards urging the children to eat more meals and larger portions at served meals; (3) grandparents used food as an educational and emotional tool. They shaped the behavior of their grandchildren and expressed love and caring through food. Grandparents were dominant in shaping children's eating behavior in some three-generation families in Chinese urban areas. Nutrition education involving grandparents is a potential framework for developing a healthy dietary behavior in young children.

Early diagnosis of asthma in young children by using non-invasive biomarkers of airway inflammation and early lung function measurements: study protocol of a case-control study

PubMed Central

van de Kant, Kim DG; Klaassen, Ester MM; Jöbsis, Quirijn; Nijhuis, Annedien J; van Schayck, Onno CP; Dompeling, Edward

2009-01-01

Background Asthma is the most common chronic disease in childhood, characterized by chronic airway inflammation. There are problems with the diagnosis of asthma in young children since the majority of the children with recurrent asthma-like symptoms is symptom free at 6 years, and does not have asthma. With the conventional diagnostic tools it is not possible to differentiate between preschool children with transient symptoms and children with asthma. The analysis of biomarkers of airway inflammation in exhaled breath is a non-invasive and promising technique to diagnose asthma and monitor inflammation in young children. Moreover, relatively new lung function tests (airway resistance using the interrupter technique) have become available for young children. The primary objective of the ADEM study (Asthma DEtection and Monitoring study), is to develop a non-invasive instrument for an early asthma diagnosis in young children, using exhaled inflammatory markers and early lung function measurements. In addition, aetiological factors, including gene polymorphisms and gene expression profiles, in relation to the development of asthma are studied. Methods/design A prospective case-control study is started in 200 children with recurrent respiratory symptoms and 50 control subjects without respiratory symptoms. At 6 years, a definite diagnosis of asthma is made (primary outcome measure) on basis of lung function assessments and current respiratory symptoms ('golden standard'). From inclusion until the definite asthma diagnosis, repeated measurements of lung function tests and inflammatory markers in exhaled breath (condensate), blood and faeces are performed. The study is registered and ethically approved. Discussion This article describes the study protocol of the ADEM study. The new diagnostic techniques applied in this study could make an early diagnosis of asthma possible. An early and reliable asthma diagnosis at 2–3 years will have consequences for the management of the large group of young children with asthma-like symptoms. It will avoid both over-treatment of children with transient wheeze and under-treatment of children with asthma. This might have a beneficial influence on the prognosis of asthma in these young children. Besides, insight into the pathophysiology and aetiology of asthma will be obtained. TRIAL REGISTRATION This study is registered by clinicaltrials.gov (NCT00422747). PMID:19563637

Use of Benzimidazoles in Children Younger than 24 Months for the Treatment of Soil-Transmitted Helminthiasis

PubMed Central

Montresor, A; Awasthi, S; Crompton, DWT

2017-01-01

Considerable experience and limited quantitative evidence indicate that infections with the soil-transmitted helminths Ascaris lumbricoides and Trichuris trichiura usually start to become established in children aged 12 months and older. Since children living in countries where the infections are endemic are at risk of morbidity, even those as young as 12 months may need to be considered for inclusion in public health programmes designed to reduce morbidity by means of regular anthelminthic chemotherapy. This situation raises the question as to whether such young children should be given anthelminthic drugs. Systems for the absorption, distribution, metabolism and elimination of drugs do not fully develop until children are in their second year of life. Current knowledge, however, reveals that the incidence of side effects linked to benzimidazole drugs in young children is likely to be the same as in older children. Accordingly, we conclude that albendazole and mebendazole may be used to treat children as young as 12 months if local circumstances show that relief from ascariasis and trichuriasis is justified. PMID:12745139

Food allergen sensitization in young children with typical signs and symptoms of immediate-type food allergies: a comparison between monosensitized and polysensitized children.

PubMed

Kim, Na Yeon; Kim, Ga Ram; Kim, Joon Hwan; Baek, Ji Hyeon; Yoon, Jung Won; Jee, Hye Mi; Baek, Hye Sung; Jung, Yong Ho; Choi, Sun Hee; Kim, Ki Eun; Shin, Youn Ho; Yum, Hye Yung; Han, Man Yong; Kim, Kyu-Earn

2015-09-01

The clinical interpretation of children sensitized to allergens is challenging, particularly in children with food allergies. We aimed to examine clinical differences between children with monosensitization and those with polysensitization to common food allergens and to determine risk factors for polysensitization in young children <10 years of age with immediate-type food allergies. The study included children <10 years of age with signs and symptoms indicative of immediate-type food allergies. Serum total IgE level was measured, and ImmunoCAP analysis for food allergens was performed. The mean age of the study subjects was 1.6±1.6 years (75 boys and 51 girls). Thirty-eight children (30.2%) were monosensitized and 88 children (69.8%) were polysensitized. Multivariate logistic regression analysis showed that the development of polysensitization to common food allergens was positively associated with a parental history of allergic rhinitis (adjusted odds ratio [aOR], 6.28; 95% confidence interval [CI], 1.78-22.13; P=0.004), season of birth (summer/fall) (aOR, 3.10; 95% CI, 1.10-8.79; P=0.033), and exclusive breastfeeding in the first 6 months of age (aOR, 3.51; 95% CI, 1.20-10.25; P=0.022). We found significant clinical differences between children with monosensitization and those with polysensitization to common food allergens and identified risk factors for the development of polysensitization in young children with immediate-type food allergies. Clinicians should consider these clinical risk factors when evaluating, counseling, treating, and monitoring young children with food allergies.

Writing in Young Deaf Children

ERIC Educational Resources Information Center

Williams, Cheri; Mayer, Connie

2015-01-01

The authors conducted an integrative review of the research literature on the writing development, writing instruction, and writing assessment of young deaf children ages 3 to 8 years (or preschool through third grade) published between 1990 and 2012. A total of 17 studies were identified that met inclusion criteria. The analysis examined research…

An Early Social Engagement Intervention for Young Children with Autism and Their Parents

ERIC Educational Resources Information Center

Vernon, Ty W.; Koegel, Robert L.; Dauterman, Hayley; Stolen, Kathryn

2012-01-01

The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized…

Young Children with ADHD: Early Identification and Intervention

ERIC Educational Resources Information Center

DuPaul, George J.; Kern, Lee

2011-01-01

The symptoms of attention-deficit/hyperactivity disorder (ADHD) often begin early in life. In fact, many young children enter school with behavioral and cognitive symptoms that put them at a significant disadvantage compared with their typically-developing peers. Over the past several decades, researchers, psychologists and educators have devoted…

Early Childhood Intervention in China

ERIC Educational Resources Information Center

Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane

2015-01-01

With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other…

Promoting Parent Engagement in Behavioral Intervention for Young Children with ADHD: Iterative Treatment Development

ERIC Educational Resources Information Center

DuPaul, George J.; Kern, Lee; Belk, Georgia; Custer, Beth; Hatfield, Andrea; Daffner, Molly; Peek, Daniel

2018-01-01

The most efficacious psychosocial intervention for reducing attention-deficit/hyperactivity disorder (ADHD) symptoms in young children is behavioral parent training (BPT). Potential benefits are hindered by limited accessibility, low session attendance, and poor implementation of prescribed strategies. As a result, only approximately half of…

A Focus on Resiliency: Young Children with Disabilities

ERIC Educational Resources Information Center

Jones, Vita L.; Higgins, Kyle; Brandon, Regina R.; Cote, Debra L.; Dobbins, Nicole

2013-01-01

This article provides a compilation of 12 characteristics of resilient young children (Table 1) drawn from research, followed by nine global classroom intervention categories (Table 2) found to be effective in supporting students in developing resilience. In this article, the analysis of resilience research is presented to provide educators with…

Early Childhood Gifted Assessment and Intervention Practices

ERIC Educational Resources Information Center

O'Connor, Michelle; Fleischmann, Charles; Kenner, Emily; McCobin, Allison; McGoey, Kara

2017-01-01

In the area of early childhood gifted education and effective interventions for young children identified as intellectually gifted, there appears to be a persistent lack of research. There is also very little research on the characteristics and social-emotional development of young gifted children, particularly those of preschool age. The small…

Early Childhood Assessment: Recommended Practices and Selected Instruments.

ERIC Educational Resources Information Center

Smith, Steven Lynn, Ed.; Rundall, Dick, Ed.

This manual, developed from an Early Childhood Institute on the Assessment of Young Children conducted in 1981, acquaints education and counseling professionals with a variety of assessment instruments for young handicapped children and assists them in understanding how to adapt instruments to a child's unique disability. Information to facilitate…

Healthy Young Children: A Manual for Programs.

ERIC Educational Resources Information Center

Kendrick, Abby Shapiro, Ed.; And Others

This manual, which was developed as a reference and resource guide for program directors and teachers of young children, describes high standards for health policies. Also provided are information based on current research and recommendations from experts in health and early childhood education. The manual contains 7 sections and 19 chapters.…

The High/Scope Preschool Key Experiences: Essential Elements of Young Children's Learning.

ERIC Educational Resources Information Center

Hohmann, Mary

2002-01-01

Discusses High/Scope's preschool key experiences (a set of 58 statements that describe young children's social, cognitive, and physical development). The key experiences are grouped into 10 major developmental areas (creative representation, language and literacy, social relations, movement, music, classification, seriation, number, space, and…

Parenting Latino Toddlers and Preschoolers: Clinical and Nonclinical Samples

ERIC Educational Resources Information Center

Perez, Maria E.; Fox, Robert A.

2008-01-01

Parenting practices contribute significantly to the social-emotional development of young children. There is limited literature that addresses the role of culture in parenting, particularly among Latino families who have very young children with significant behavior problems. The current study compared the parenting practices of 30 low-income…

NATIONAL SURVEYS OF MULTIPLE ENVIRONMENTAL HAZARDS TO YOUNG CHILDREN IN HOMES AND CHILD CARE CENTERS

EPA Science Inventory

The Department of Housing and Urban Development (HUD) has teamed with other federal agencies to characterize exposure of multiple environmental hazards to young children in two main indoor environments, homes and daycare centers. Under the co-sponsorship of HUD and the Nationa...

Testing Selected Behaviors to Reduce Indoor Air Pollution Exposure in Young Children

ERIC Educational Resources Information Center

Barnes, B. R.; Mathee, A.; Krieger, L.; Shafritz, L.; Favin, M.; Sherburne, L.

2004-01-01

Indoor air pollution is responsible for the deaths and illness of millions of young children in developing countries. This study investigated the acceptability (willingness to try) and feasibility (ability to perform) of four indoor air pollution reduction behaviors (improve stove maintenance practices, child location practices, ventilation…

Attitudes and Beliefs of Prekindergarten Teachers toward Teaching Science to Young Children

ERIC Educational Resources Information Center

Pendergast, Evelaine; Lieberman-Betz, Rebecca G.; Vail, Cynthia O.

2017-01-01

This study explored infield prekindergarten teachers' attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers' previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward…

Toddlers and Touch Screens: Potential for Early Learning?

ERIC Educational Resources Information Center

Kirkorian, Heather L.; Pempek, Tiffany A.

2013-01-01

As interactive screens (e.g., tablet computers, smartphones) continue to enter the homes of young children, it becomes increasingly important to understand the impact of these technologies on development. Some studies suggest that while traditional television and videos hold little educational value for toddlers, young children may be able to…

Using Technology in Reggio Emilia-Inspired Programs

ERIC Educational Resources Information Center

Mitchell, Linda M.

2007-01-01

All young children need to interact with their environments to achieve maximum development and learning. Technology has great potential for supporting the learning needs of all young children in early childhood programs supported by the Reggio Emilia philosophy. This article discusses possible uses of technologies that are appropriate for young…

The Effects of Spatial Enclosure on Social Interaction Between Older Adults With Dementia and Young Children.

PubMed

Cerruti, Minyoung S; Shepley, Mardelle M

2016-04-01

To examine the impact of spatial enclosures on social interaction between older adults with early stage dementia and young children. Intergenerational interaction through meaningful activities can promote positive affects and behaviors of children and older adults. The development of social interaction is closely related to the physical environment in association with personal competence of older adults with dementia and young children. However, minimal attention has been given to the role of physical environment in influencing intergenerational interaction. A quasi-experiment examined the functional relationship between the amount of spatial enclosure and the types of social behaviors of older adults with dementia and young children. Semi-structured interviews, aided by a photographic simulation, were developed to explore the participants' perceptions of and experiences with the different degrees of spatial enclosure. Findings showed that the semienclosed spatial plan impacted both prosocial and antisocial behaviors of older adults with dementia in their interactions with young children. This apparent discrepancy was associated with two conflicting perceptions: a sense of openness and the lack of control due to distraction created by the loose visual boundary. There was no correlation between the elder-child neutral behaviors and the degrees of spatial enclosure. This study suggests that spaces with moderate openness without visual and acoustic distraction are the most desirable to promote prosocial behaviors of older adults with dementia and young children. Additionally, elder-child prosocial behaviors were likely facilitated by specific design features such as adequate personal space, the perception of openness, and possible spaces that provide both prospect and refuge in relation to spatial enclosure. © The Author(s) 2016.

Novel end points for clinical trials in young children with cystic fibrosis.

PubMed

Simpson, Shannon J; Mott, Lauren S; Esther, Charles R; Stick, Stephen M; Hall, Graham L

2013-06-01

Cystic fibrosis (CF) lung disease commences early in the disease progression and is the most common cause of mortality. While new CF disease-modifying agents are currently undergoing clinical trial evaluation, the implementation of such trials in young children is limited by the lack of age-appropriate clinical trial end points. Advances in infant and preschool lung function testing, imaging of the chest and the development of biochemical biomarkers have led to increased possibility of quantifying mild lung disease in young children with CF and objectively monitoring disease progression over the course of an intervention. Despite this, further standardization and development of these techniques is required to provide robust objective measures for clinical trials in this age group.

Absolute and proportional measures of potential markers of rehearsal, and their implications for accounts of its development

PubMed Central

Jarrold, Christopher; Danielsson, Henrik; Wang, Xiaoli

2015-01-01

Previous studies of the development of phonological similarity and word length effects in children have shown that these effects are small or absent in young children, particularly when measured using visual presentation of the memoranda. This has often been taken as support for the view that young children do not rehearse. The current paper builds on recent evidence that instead suggests that absent phonological similarity and word length effects in young children reflects the same proportional cost of these effects in children of all ages. Our aims are to explore the conditions under which this proportional scaling account can reproduce existing developmental data, and in turn suggest ways that future studies might measure and model phonological similarity and word length effects in children. To that end, we first fit a single mathematical function through previously reported data that simultaneously captures absent and negative proportional effects of phonological similarity in young children plus constant proportional similarity effects in older children. This developmental function therefore provides the benchmark that we seek to re-produce in a series of subsequent simulations that test the proportional scaling account. These simulations reproduce the developmental function well, provided that they take into account the influence of floor effects and of measurement error. Our simulations suggest that future empirical studies examining these effects in the context of the development of rehearsal need to take into account proportional scaling. They also provide a demonstration of how proportional costs can be explored, and of the possible developmental functions associated with such an analysis. PMID:25852615

Early childhood development: putting knowledge into action.

PubMed

2000-11-01

As part of its continuing mission to serve trustees and staff of health foundations and corporate giving programs, Grantmakers In Health (GIH) convened a select group of grantmakers and national experts who have made a major commitment to improve the health and well being of young children. The roundtable explored the latest research examining early childhood development, as well as public and private programs serving families with young children. The discussion ultimately centered upon the importance of grantmaker involvement to improve early childhood development, including the services delivered to young children and their families, training for professionals, and continued research and evaluation. This report brings together key points from the day's discussion with factual information on demographic, health and human services, and public policy trends drawn from a background paper prepared for the meeting. When available, recent findings, facts, and figures have been incorporated.

Parents Resourcing Children's Early Development and Learning

ERIC Educational Resources Information Center

Nichols, Sue; Nixon, Helen; Pudney, Valerie; Jurvansuu, Sari

2009-01-01

Parents deal with a complex web of choices when seeking and using knowledge and resources related to their young children's literacy development. Information concerning children's learning and development comes in many forms and is produced by an increasingly diverse range of players including governments, non-government organizations and…

Prevalence and risk factors of maladaptive behaviour in young children with Autistic Disorder

PubMed Central

Hartley, S. L.; Sikora, D. M.; McCoy, R.

2010-01-01

Background Children with Autistic Disorder (AD) evidence more co-occurring maladaptive behaviours than their typically developing peers and peers with intellectual disability because of other aetiologies. The present study investigated the prevalence of Clinically Significant maladaptive behaviours during early childhood and identified at-risk subgroups of young children with AD. Method Parents rated their child’s maladaptive behaviours on the Child Behaviour Checklist (CBCL) in 169 children with AD aged 1.5 to 5.8 years. Results One-third of young children with AD had a CBCL Total Problems score in the Clinically Significant range. The highest percentage of Clinically Significant scores were in the Withdrawal, Attention, and Aggression CBCL syndrome scales. There was a high degree of co-morbidity of Clinically Significant maladaptive behaviours. Several subject characteristic risk factors for maladaptive behaviours were identified. Conclusions Findings highlight the need to include behavioural management strategies aimed at increasing social engagement, sustained attention and decreasing aggressive behaviour in comprehensive intervention programmes for young children with AD. PMID:18444989

Preschool children's performance on Profiling Elements of Prosody in Speech-Communication (PEPS-C).

PubMed

Gibbon, Fiona E; Smyth, Heather

2013-07-01

Profiling Elements of Prosody in Speech-Communication (PEPS-C) has not been used widely to assess prosodic abilities of preschool children. This study was therefore aimed at investigating typically developing 4-year-olds' performance on PEPS-C. PEPS-C was presented to 30 typically developing 4-year-olds recruited in southern Ireland. Children were judged to have completed the test if they produced analysable responses to >95% of the items. The children's scores were compared with data from typically developing 5-6-year-olds. The majority (83%) of 4-year-olds were able to complete the test. The children scored at chance or weak ability levels on all subtests. The 4-year-olds had lower scores than 5-6-year-olds in all subtests, apart from one, with the difference reaching statistical significance in 8 out of 12 subtests. The results indicate that PEPS-C could be a valuable tool for assessing prosody in young children with typical development and some groups of young children with communication disorders.

Development of the pediatric quality of life inventory neurofibromatosis type 1 module items for children, adolescents and young adults: qualitative methods.

PubMed

Nutakki, Kavitha; Varni, James W; Steinbrenner, Sheila; Draucker, Claire B; Swigonski, Nancy L

2017-03-01

Health-related quality of life (HRQOL) is arguably one of the most important measures in evaluating effectiveness of clinical treatments. At present, there is no disease-specific outcome measure to assess the HRQOL of children, adolescents and young adults with Neurofibromatosis Type 1 (NF1). This study aimed to develop the items and support the content validity for the Pediatric Quality of Life Inventory™ (PedsQL™) NF1 Module for children, adolescents and young adults. The iterative process included multiphase qualitative methods including a literature review, survey of expert opinions, semi-structured interviews, cognitive interviews and pilot testing. Fifteen domains were derived from the qualitative methods, with content saturation achieved, resulting in 115 items. The domains include skin, pain, pain impact, pain management, cognitive functioning, speech, fine motor, balance, vision, perceived physical appearance, communication, worry, treatment, medicines and gastrointestinal symptoms. This study is limited because all participants are recruited from a single-site. Qualitative methods support the content validity for the PedsQL™ NF1 Module for children, adolescents and young adults. The PedsQL™ NF1 Module is now undergoing national multisite field testing for the psychometric validation of the instrument development.

75 FR 48980 - Statement of Organization, Functions and Delegations of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-12

..., infants, children, adolescents and their families, children with special health needs, and persons with...: (1) Administers a program which supports the development of systems of care and services for children... treatment of children, adolescents, young adults and their families; (15) participates in the development of...

Word Play: Scaffolding Language Development through Child-Directed Play

ERIC Educational Resources Information Center

Wasik, Barbara A.; Jacobi-Vessels, Jill L.

2017-01-01

Play is an important activity in young children's lives. It is how children explore their world and build knowledge. Although free play, which is play that is totally child directed, contributes to children's learning, self-regulation and motivation, adults' participation in children's play is critical in their development, especially their…

Parenting Behavior in Mothers of Preschool Children with ASD: Development of a Self-Report Questionnaire

PubMed Central

Lambrechts, Greet; Maljaars, Jarymke; Boonen, Hannah; van Esch, Lotte; Van Leeuwen, Karla; Noens, Ilse

2015-01-01

Parents of young children with autism spectrum disorder (ASD) encounter many daily challenges and often experience much stress. However, little research exists about parenting behavior among these parents. With this study, we aim to address this gap. We examined the structure and internal consistency of a questionnaire intended to measure parenting behavior among mothers of young children with ASD. Furthermore, we compared parenting behavior among mothers of young children with and without ASD between two and six years old. Factor analyses resulted in a factor solution with seven subscales of parenting behavior. Two additional subscales especially relevant for parenting preschoolers with ASD were also considered. Analyses of covariance, controlling for gender and age, showed significantly higher scores for Discipline and Stimulating the Development in the control group in comparison with the ASD group. These findings suggest that mothers of preschoolers with ASD are still trying to find strategies to guide and stimulate their child's behavior and development effectively. PMID:26605085

Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children.

PubMed

Sim, Zi L; Xu, Fei

2017-04-01

Constructivist views of cognitive development often converge on 2 key points: (a) the child's goal is to build large conceptual structures for understanding the world, and (b) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory building when they are provided with helpful data within training settings, and that they explore their environment in ways that may promote learning, it remains an open question whether young children are able to build larger conceptual structures using self-generated evidence, a form of active learning. In the current study, we examined whether children can learn high-order generalizations (which form the basis for larger conceptual structures) through free play, and whether they can do so as effectively as when provided with relevant data. Results with 2- and 3-year-old children over 4 experiments indicate robust learning through free play, and generalization performance was comparable between free play and didactic conditions. Therefore, young children's self-directed learning supports the development of higher-order generalizations, laying the foundation for building larger conceptual structures and intuitive theories. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Media-Assisted Language Learning for Young Children: Effects of a Word-Learning App on the Vocabulary Acquisition of Two-Year-Olds

ERIC Educational Resources Information Center

Walter-Laager, Catherine; Brandenberg, Kathrin; Tinguely, Luzia; Schwarz, Jürg; Pfiffner, Manfred R.; Moschner, Barbara

2017-01-01

The intervention study investigated the effects of an interactive word-learning app Learning apps are developed to achieve certain aims. In our case, the intention was to enrich the vocabulary acquisition of young children. Many other apps, such as games, are developed mainly for entertainment. The intention of games apps is to hold the attention…

Parenting for Cognitive Development from 1950 to 2000: The Institutionalization of Mass Education and the Social Construction of Parenting in the United States

ERIC Educational Resources Information Center

Schaub, Maryellen

2010-01-01

Over the second half of the twentieth century, changes occurred in parent reports of their engagement in cognitive activities with their young children in the United States. This article argues that the growing trend of "parenting for cognitive development" in young children in the latter half of the twentieth century is associated with the…

Music in the family: music making and music therapy with young children and their families.

PubMed

Wetherick, Donald

2009-01-01

Songs and singing games are a healthy part of young children's social, emotional and cognitive development. Such shared music making can facilitate and strengthen relationships between parents and children. Family health workers can encourage carers' informal uses of music with their children. In cases of developmental delay, disability, severe illness or family stress, music can continue to have a significant role in supporting children and parents. In some cases referral to specialist music therapy services may be appropriate for assessment and/or treatment.

Development of the functional vision questionnaire for children and young people with visual impairment: the FVQ_CYP.

PubMed

Tadić, Valerija; Cooper, Andrew; Cumberland, Phillippa; Lewando-Hundt, Gillian; Rahi, Jugnoo S

2013-12-01

To develop a novel age-appropriate measure of functional vision (FV) for self-reporting by visually impaired (VI) children and young people. Questionnaire development. A representative patient sample of VI children and young people aged 10 to 15 years, visual acuity of the logarithm of the minimum angle of resolution (logMAR) worse than 0.48, and a school-based (nonrandom) expert group sample of VI students aged 12 to 17 years. A total of 32 qualitative semistructured interviews supplemented by narrative feedback from 15 eligible VI children and young people were used to generate draft instrument items. Seventeen VI students were consulted individually on item relevance and comprehensibility, instrument instructions, format, and administration methods. The resulting draft instrument was piloted with 101 VI children and young people comprising a nationally representative sample, drawn from 21 hospitals in the United Kingdom. Initial item reduction was informed by presence of missing data and individual item response pattern. Exploratory factor analysis (FA) and parallel analysis (PA), and Rasch analysis (RA) were applied to test the instrument's psychometric properties. Psychometric indices and validity assessment of the Functional Vision Questionnaire for Children and Young People (FVQ_CYP). A total of 712 qualitative statements became a 56-item draft scale, capturing the level of difficulty in performing vision-dependent activities. After piloting, items were removed iteratively as follows: 11 for high percentage of missing data, 4 for skewness, and 1 for inadequate item infit and outfit values in RA, 3 having shown differential item functioning across age groups and 1 across gender in RA. The remaining 36 items showed item fit values within acceptable limits, good measurement precision and targeting, and ordered response categories. The reduced scale has a clear unidimensional structure, with all items having a high factor loading on the single factor in FA and PA. The summary scores correlated significantly with visual acuity. We have developed a novel, psychometrically robust self-report questionnaire for children and young people-the FVQ_CYP-that captures the functional impact of visual disability from their perspective. The 36-item, 4-point unidimensional scale has potential as a complementary adjunct to objective clinical assessments in routine pediatric ophthalmology practice and in research. Copyright © 2013 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder.

PubMed

Berger, Natalie I; Ingersoll, Brooke

2015-08-01

Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Developing Responsive Preventative Practices: Key Messages from Children's and Families' Experiences of the Children's Fund

ERIC Educational Resources Information Center

Pinnock, Katherine; Evans, Ruth

2008-01-01

As part of the prevention and social inclusion agenda, the Children's Fund, set up in 2000, has developed preventative services for children at risk of social exclusion. Drawing on a large qualitative dataset of interviews conducted in 2004/05 with children, young people and their parents/carers who accessed Children Fund services, this article…

Developing Children's Language Learner Strategies at Primary School

ERIC Educational Resources Information Center

Kirsch, Claudine

2012-01-01

This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show…

Strength Training for Young Athletes.

ERIC Educational Resources Information Center

Kraemer, William J.; Fleck, Steven J.

This guide is designed to serve as a resource for developing strength training programs for children. Chapter 1 uses research findings to explain why strength training is appropriate for children. Chapter 2 explains some of the important physiological concepts involved in children's growth and development as they apply to developing strength…

Precursors to the Development of Anxiety Disorders in Young Children with Autism Spectrum Disorder

DTIC Science & Technology

2016-10-01

conducting an in-depth study of the relationship between SOR, attention, and anxiety symptoms in preschool age children with ASD, using parent report...of study on risk factors for anxiety in young children with ASD. 9/29/2017 0% 0% 0% Specific Aim 2 Evaluate whether anxiety symptoms/disorders...of SOR on 6/29/2017 0% 0% 0% 6 negative outcomes for children with ASD Milestone #14: Publish study on the role of anxiety as a mediator of

The Use of Behavior Modeling Training in a Mobile App Parent Training Program to Improve Functional Communication of Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Law, Gloria C.; Neihart, Maureen; Dutt, Anuradha

2018-01-01

Communication intervention in early life can significantly impact long-term outcomes for young children with autism. Parents can be vital resources in the midst of the current manpower shortage. "Map4speech" is a new mobile application developed for parents of children with autism spectrum disorder. It is specially designed to provide…

[The impact of digital media on relations, play and learning in young children].

PubMed

Panayoty-Vanhoutte, Carole

2015-01-01

Screens are occupying an increasingly bigger place in families, which can have harmful consequences on the development of young children. To ensure their harmonious construction, children must not be deprived of games which involve interaction with the outside world and adults. They need exchanges with their parents and with professionals aware of the role which they have to play in a child's discoveries.

Development and validation of a child health workforce competence framework.

PubMed

Smith, Lynda; Hawkins, Jean; McCrum, Anita

2011-05-01

Providing high quality, effective services is fundamental to the delivery of key health outcomes for children and young people. This requires a competent workforce. This paper reports on the development of a validated competence framework tool for the children and young people's health workforce. The framework brings together policy, strategic agendas and existing workforce competences. The framework will contribute to the improvement of children's physical and mental wellbeing by identifying competences required to provide proactive services that respond to children and young people with acute, continuing and complex needs. It details five core competences for the workforce, the functions that underpin them and levels of competence required to deliver a particular service. The framework will be of value to commissioners to inform contracting, to providers to ensure services are delivered by a workforce with relevant competences to meet identified needs, and to the workforce to assess existing capabilities and identify gaps in competence.

Recognition and management of eating disorders in children and young people.

PubMed

Oakley, Thomas James; Dey, Indranil; Discombe, Sandra; Fitzpatrick, Lynn; Paul, Siba Prosad

2017-10-25

Eating disorders form a group of mental health conditions characterised by abnormal eating habits and are associated with high mortality rates. This article provides nurses working in various settings with evidence-based strategies to identify, manage and refer children and young people with eating disorders. It explores what eating disorders are, and their association with physical and psychiatric co-morbidities. Eating disorders have a significant effect on children and young people's health and development, and nurses have a vital role in managing them. This article presents a case study that illustrates some of the challenges nurses may experience when managing children and young people with eating disorders. ©2012 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Blue Eyes, Brown Eyes, Cornrows, and Curls: Building on Books to Explore Physical Diversity with Preschool Children

ERIC Educational Resources Information Center

Kemple, Kristen M.; Lopez, Maria

2009-01-01

Children notice physical characteristics of others and develop attitudes toward human diversity at a very young age. High-quality children's literature is a helpful springboard to encourage their awareness of differences and to develop their appreciation of uniqueness. Children's books can be an important avenue for shaping how children perceive…

Effects of Context and Facial Expression on Imitation Tasks in Preschool Children with Autism

ERIC Educational Resources Information Center

Markodimitraki, Maria; Kypriotaki, Maria; Ampartzaki, Maria; Manolitsis, George

2013-01-01

The present study explored the effect of the context in which an imitation act occurs (elicited/spontaneous) and the experimenter's facial expression (neutral or smiling) during the imitation task with young children with autism and typically developing children. The participants were 10 typically developing children and 10 children with autism…

Minimal intervention dentistry: part 3. Paediatric dental care--prevention and management protocols using caries risk assessment for infants and young children.

PubMed

Ramos-Gomez, F J; Crystal, Y O; Domejean, S; Featherstone, J D B

2012-11-01

Recent increases in caries prevalence in young children throughout the world highlight the need for a simple but effective infant oral care programme. This programme needs to include a medical disease prevention management model with an early establishment of a dental home and a treatment approach based on individual patient risk. This article presents an updated approach with practical forms and tools based on the principles of caries management by risk assessment, CAMBRA. This method will aid the general practitioner to develop and maintain a comprehensive protocol adequate for infant and young children oral care visits. Perinatal oral health is vitally important in preventing early childhood caries (ECC) in young children. Providing dental treatment to expectant mothers and their young children in a 'dual parallel track' is an effective innovative strategy and an efficient practice builder. It promotes prevention rather than intervention, and this may be the best way to achieve long-lasting oral health for young patients. General dental practice can adopt easy protocols that will promote early preventive visits and anticipatory guidance/counselling rather than waiting for the need for restorative treatment.

Young carers as social actors: coping strategies of children caring for ailing or ageing guardians in Western Kenya.

PubMed

Skovdal, Morten; Ogutu, Vincent O; Aoro, Cellestine; Campbell, Catherine

2009-08-01

There is a vast body of research on the impact of HIV/AIDS on children, but little which acknowledges the role of children in providing care and support for ailing parents or ageing guardians. There has been a tendency to downplay the active role and agency of young carers, with young carers often represented as victims of damaging circumstances that compromise their psychosocial well-being. To counter-balance this tendency, and to develop the critical trend that views children as social actors, we explore how young carers cope with challenging circumstances, often with skill and ingenuity, drawing on data collected in Western Kenya in 2007. Forty-eight young carers (aged 11-17) used photography and drawing to provide accounts of their coping strategies. They described 240 of the resulting photographs and drawings in writing. In addition, 34 individual interviews and 2 group discussions were conducted with children to explore the findings further and 10 individual interviews with local adults were conducted to elucidate the dynamics between adults and children. Our data revealed that young carers cope by mobilising social support, engaging in income generating activities and constructing positive social identities around their caring roles. We conclude that children's ability to cope is determined by the extent to which they are able to participate in their community and negotiate support from it.

Comparisons of Social Competence in Young Children With and Without Hearing Loss: A Dynamic Systems Framework

PubMed Central

Hoffman, Michael F.; Quittner, Alexandra L.; Cejas, Ivette

2015-01-01

This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5–5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that, due to deficits in oral language, children who were deaf would display lower levels of social competence than their hearing peers. Furthermore, language age would predict social competence scores. Social competence was measured with a general and deaf-specific measure. Results showed that children with hearing loss performed significantly worse than hearing peers on the general measure but better than the norms on the deaf-specific measure. Controlling for maternal education and income, regression analyses indicated that hearing status and language age predicted social competence in both groups. Among children with hearing loss, correlations were also found between age at diagnosis, age at amplification, and two of the general social competence measures. Results supported our hypothesis that deficits in language would have cascading negative effects on the development of social competence in young deaf children. Development of early intervention programs that target both language and social skills are needed for this population. PMID:25583707

Soft Stethoscope for Detecting Asthma Wheeze in Young Children

PubMed Central

Yu, Chun; Tsai, Tzu-Hsiu; Huang, Shi-Ing; Lin, Chii-Wann

2013-01-01

Asthma is a chronic disease that is commonly suffered by children. Asthmatic children have a lower quality of life than other children. Physicians and pediatricians recommend that parents record the frequency of attacks and their symptoms to help manage their children's asthma. However, the lack of a convenient device for monitoring the asthmatic condition leads to the difficulties in managing it, especially when it is suffered by young children. This work develops a wheeze detection system for use at home. A small and soft stethoscope was used to collect the respiratory sound. The wheeze detection algorithm was the Adaptive Respiratory Spectrum Correlation Coefficient (RSACC) algorithm, which has the advantages of high sensitivity/specificity and a low computational requirement. Fifty-nine sound files from eight young children (one to seven years old) were collected in the emergency room and analyzed. The results revealed that the system provided 88% sensitivity and 94% specificity in wheeze detection. In conclusion, this small soft stethoscope can be easily used on young children. A noisy environment does not affect the effectiveness of the system in detecting wheeze. Hence, the system can be used at home by parents who wish to evaluate and manage the asthmatic condition of their children. PMID:23744030

Soft stethoscope for detecting asthma wheeze in young children.

PubMed

Yu, Chun; Tsai, Tzu-Hsiu; Huang, Shi-Ing; Lin, Chii-Wann

2013-06-06

Asthma is a chronic disease that is commonly suffered by children. Asthmatic children have a lower quality of life than other children. Physicians and pediatricians recommend that parents record the frequency of attacks and their symptoms to help manage their children's asthma. However, the lack of a convenient device for monitoring the asthmatic condition leads to the difficulties in managing it, especially when it is suffered by young children. This work develops a wheeze detection system for use at home. A small and soft stethoscope was used to collect the respiratory sound. The wheeze detection algorithm was the Adaptive Respiratory Spectrum Correlation Coefficient (RSACC) algorithm, which has the advantages of high sensitivity/specificity and a low computational requirement. Fifty-nine sound files from eight young children (one to seven years old) were collected in the emergency room and analyzed. The results revealed that the system provided 88% sensitivity and 94% specificity in wheeze detection. In conclusion, this small soft stethoscope can be easily used on young children. A noisy environment does not affect the effectiveness of the system in detecting wheeze. Hence, the system can be used at home by parents who wish to evaluate and manage the asthmatic condition of their children.

Exploring views on satisfaction with life in young children with chronic illness: an innovative approach to the collection of self-report data from children under 11.

PubMed

Christie, Deborah; Romano, Gabriella; Barnes, Jacqueline; Madge, Nicola; Nicholas, David B; Koot, Hans M; Armstrong, Daniel F; Shevlin, Mark; Kantaris, Xenya; Khatun, Hasina; Sutcliffe, Alastair G

2012-01-01

The objective of this study was to explore young children's views on the impact of chronic illness on their life in order to inform future development of a patient-based self-report health outcome measure. We describe an approach to facilitating self-report views from young children with chronic illness. A board game was designed in order to obtain qualitative data from 39 children with a range of chronic illness conditions and 38 healthy controls ranging in age from 3 to 11 years. The format was effective in engaging young children in a self-report process of determining satisfaction with life and identified nine domains. The board game enabled children aged 5-11 years with chronic illness to describe the effects of living with illness on home, family, friends, school and life in general. It generated direct, non-interpreted material from children who, because of their age, may have been considered unable or limited their ability to discuss and describe how they feel. Obtaining this information for children aged 4 and under continues to be a challenge.

Social Development of the Young Child: Two Theories, Two Stories.

ERIC Educational Resources Information Center

Moore, Shirley G.

This presentation describes young children's social development, beginning with infancy and spanning the early childhood years. Topics include: (1) attachment when the infant is very young; (2) a social-learning theory view of the early months of life; (3) the onset of prosocial behavior and responsibility; and (4) competence in the early…

Language Insights for Caregivers with Young Children

ERIC Educational Resources Information Center

Honig, Alice Sterling

2017-01-01

How to help babies and young children right from birth to become competent in talking as well as emergent literacy is illustrated by research findings as well as with specific clinical stories. Both kinds of knowledge can serve to galvanize parents and teachers to increase awareness of infant and preschool language development and the crucial role…

Perspectives on Measurement: A Collection of Readings for Educators of Young Handicapped Children. 1979 Series, No. 1.

ERIC Educational Resources Information Center

Black, Talbot, Ed.

Eleven author contributed papers presented at a 1978 conference on measuring the growth and development of young handicapped children are presented. N. Anastasiow presents a rationale for measurement in his paper "A Philosophical Perspective: Why Measure Child Progress?'" Seven papers address instrument selection: "Screening, Diagnosis, and…

Literacy and Young Children: Research-Based Practices. Solving Problems in the Teaching of Literacy.

ERIC Educational Resources Information Center

Barone, Diane M., Ed.; Morrow, Lesley Mandel, Ed.

This book presents current, research-based best practices for supporting young children's development as readers and writers. From leading figures in early literacy, the book's essays demonstrate that scientifically grounded instruction need not be dull, drill-oriented, or "one-size-fits-all"--rather, it describes language-rich approaches to…

Helping Young Children to Delay Gratification

ERIC Educational Resources Information Center

Lee, Pai-Lin; Lan, William; Wang, Chiao-Li; Chiu, Hsiu-Yueh

2008-01-01

The ability to delay gratification (DG) in young children is vital to their later development. Such ability should be taught as early as possible. One hundred kindergartners (Mean age = 6.11), randomly assigned to three groups; (a) labeling: received the treatment of being labeled as "patient" kids; (b) story-telling: were read a story about the…

Joy in Learning: Making It Happen in Early Childhood Classes. NEA Early Childhood Education Series.

ERIC Educational Resources Information Center

Burton, Leon H.

A premise of this book for teachers of young children is that all learning should be challenging, interesting, and enjoyable. Chapters include: (1) A Philosophy for Early Education (concerning the nature of young children, learning contexts, societal expectations); (2) Child Development (concerning independence, self-esteem, cooperative…

Manual on Feeding Infants and Young Children. Second Edition.

ERIC Educational Resources Information Center

Cameron, Margaret; Hofvander, Yngve

This manual provides information on preventive treatment and improving the health and food of infants, young children, and their mothers in developing nations. The nutrition needs of women during and following pregnancy are outlined, as well as the benefits and problems of breast feeding and weaning techniques. A discussion is presented on the…

Social Development and Feeding Milestones of Young Down Syndrome Children.

ERIC Educational Resources Information Center

And Others; Cullen, Susan M.

1981-01-01

The data revealed that young Down syndrome children attained significantly higher scores on the Vineland Social Maturity Scale and achieved most feeding milestones much earlier if they had no or only mild congenital heart disease, if their parents followed through appropriately with furnished guidance, and if they had "good" muscle tone. (Author)

Social Competence and Young Children with Special Needs: Debunking "Mythconceptions"

ERIC Educational Resources Information Center

Joseph, Jaclyn D.; Rausch, Alissa; Strain, Phillip S.

2018-01-01

In the authors' experience, most early childhood and early childhood special educators are quick to endorse the importance of young children's social interactions with each other, particularly in inclusive settings. In this context, it is both ironic and deeply troubling that while giving lip service to peer social skill development, the data…

In the Kitchen with Your Young Child.

ERIC Educational Resources Information Center

Giddings, Louise R.

Under the guidance of alert adults, young children can develop new understandings, learn valuable skills, and acquire positive attitudes toward life and learning by taking part in activities in the kitchen. This book provides ideas that parents and parent surrogates can use to provide experiences in the kitchen that will contribute to children's…

Math, Science, and Technology in the Early Grades

ERIC Educational Resources Information Center

Clements, Douglas H.; Sarama, Julie

2016-01-01

Do young children naturally develop the foundations of science, technology, engineering, and math (STEM)? And if so, should we build on these foundations by using STEM curricula in preschools? In this article, Douglas Clements and Julie Sarama argue that the answer to both these questions is yes. First, the authors show that young children possess…

Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

ERIC Educational Resources Information Center

Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

2010-01-01

Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

Intervention with Mothers and Young Children: A Study of Intrafamily Effects.

ERIC Educational Resources Information Center

Gilmer, Barbara R.; And Others

1970-01-01

This study compares three methods of intervention conducted over 2 1/2 years to promote cognitive development and competency of disadvantaged young children. Subjects were about 80 black mother-child-younger sibling triads, divided into three groups (and matched with comparison groups): (1) Maximum Impact, a training program for the target child…

Phonological Awareness Skills in Young Boys with Duchenne Muscular Dystrophy

ERIC Educational Resources Information Center

Waring, Phoebe; Woodyatt, Gail

2011-01-01

Substantial research has detailed the reading deficits experienced by children with Duchenne muscular dystrophy (DMD). Although phonological awareness (PA) is vital in reading development, little is known about PA in the DMD population. This pilot study describes the PA abilities of a group of five young children with DMD, comparing the results…

Learning about Life and Death in Early Childhood

ERIC Educational Resources Information Center

Slaughter, Virginia; Lyons, Michelle

2003-01-01

Inagaki and Hatano (2002) have argued that young children initially understand biological phenomena in terms of vitalism, a mode of construal in which "life" or "life-force" is the central causal-explanatory concept. This study investigated the development of vitalistic reasoning in young children's concepts of life, the human body and death.…

Developing Computer Programming Concepts and Skills via Technology-Enriched Language-Art Projects: A Case Study

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

Teaching computer programming to young children has been considered difficult because of its abstract and complex nature. The objectives of this study are (1) to investigate whether an innovative educational technology tool called Scratch could enable young children to learn abstract knowledge of computer programming while creating multimedia…

Sharing the Power of Play with Parents. Policies & Practices

ERIC Educational Resources Information Center

Wilford, Sara

2005-01-01

Play is a powerful avenue for a young child's learning. Child-development and brain-research experts agree that children are active meaning-makers from birth. Babies arrive in this world with the capacity to respond, imitate, initiate, explore, and eventually engage in symbolic processes. Play is young children's natural learning mechanism. Play…

Screening Young Children for Autism Spectrum Disorders in Primary Practice

ERIC Educational Resources Information Center

Barton, Marianne L.; Dumont-Mathieu, Thyde; Fein, Deborah

2012-01-01

The increasing prevalence of autism spectrum disorders as well as emerging evidence of the efficacy of early intervention has focused attention on the need for early identification of young children suspected of having an ASSD. Several studies have suggested that while parents report concerns early in development, it may be months before children…

Improving Emergent Literacy Skills: Web Destinations for Young Children

ERIC Educational Resources Information Center

Thurlow, Richard

2009-01-01

Teaching pre-literacy skills to young children is an important educational goal that potentially can be assisted through the use of computer technologies. Preschool teachers and parents also want to help foster independent work on technological skills. Educational Web sites are being developed that might be useful in meeting both goals; however,…

Being Hipped to Their Hop: Tapping into Young Minds through Hip Hop Play

ERIC Educational Resources Information Center

Broughton, Anthony

2017-01-01

Adults gain a wealth of knowledge from listening to the voices of children through intentional observations and interactions [Owocki, G., and Y. M. Goodman. 2002. "Kidwatching: Documenting Children's Literacy Development." Portsmouth: Heinemann]. Hip Hop play may provide optimal opportunities for teachers to tap into the young minds of…

Children's Voices and Positive Affective Outcomes Regarding Play-Based Language Learning

ERIC Educational Resources Information Center

Cheep-Aranai, Rin; Wasanasomsithi, Punchalee

2016-01-01

Learner-centeredness is a consistent theme in the field of education. Yet, the perspectives of young learners are still barely considered. Lightbown and Spada (2013) have pointed out that even though young children have not developed cognitive maturity and the metalinguistic awareness of adolescents or adults, they learn a language without any…

Nurturing Care for Young Children under Conditions of Fragility and Conflict

ERIC Educational Resources Information Center

Richter, Linda M.; Lye, Stephen J.; Proulx, Kerrie

2018-01-01

Forced displacement worldwide is at its highest in decades and millions of young children are living in conflict zones, in transitional or enduring refugee contexts, and in demographically diverse marginalized and informal settlements. There is a huge unmet need for delivering early childhood development interventions to ensure the safety and…

Taking Science Home: Connecting Schools and Families through Science Activity Packs for Young Children

ERIC Educational Resources Information Center

Reinhart, Meredith; Bloomquist, Debra; Strickler-Eppard, Lacey; Czerniak, Charlene M.; Gilbert, Amanda; Kaderavek, Joan; Molitor, Scott C.

2016-01-01

A Framework for K-12 Science Education indicates that introducing young children to scientific and engineering practices, core disciplinary ideas, and crosscutting concepts during the early years is essential for the development of conceptual understanding in science. Unfortunately, science is infrequently included in preschool and primary…

Integrative Consensus: A Systematic Approach to Integrating Comprehensive Assessment Data for Young Children with Behavior Problems

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Hill, Carri; Danis, Barbara; Leventhal, Bennett L.; Wakschlag, Lauren S.

2014-01-01

Comprehensive assessments that include parents and teachers are essential when assessing young children vulnerable to emotional and behavioral problems given the multiple systems and contexts that influence and support optimal development (U. Bronfenbrenner & P. A. Morris, 2006; M. J. Guralnick, 2011). However, more data complicate clinical…

Verbal Communication in Museum Programs for Young Children: Perspectives from Greece and the U.K.

ERIC Educational Resources Information Center

Synodi, Evanthia

2014-01-01

This comparative study explores the verbal communication between museum educators and young children, based on principles of developmental psychology. In early developmental stages, when student learning is greatly dependent on verbal communications from the teacher, observation skills may be developed through purposeful instruction. Through the…

Drawing as Social Play: Shared Meaning-Making in Young Children's Collective Drawing Activities

ERIC Educational Resources Information Center

Kukkonen, Tiina; Chang-Kredl, Sandra

2018-01-01

The ability to construct shared meaning with peers is important for young children's social and linguistic development. Previous studies have mainly focused on shared meaning-making within cooperative pretend play with little mention of other childhood activities that might promote intersubjectivity. This study investigated the group play that…

Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom

ERIC Educational Resources Information Center

Lane, Justin D.; Shepley, Collin; Lieberman-Betz, Rebecca

2016-01-01

Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language…

Age-Related Progressions in Story Structure in Young Children's Narratives

ERIC Educational Resources Information Center

Khan, Kiren S.; Gugiu, Mihaiela R.; Justice, Laura M.; Bowles, Ryan P.; Skibbe, Lori E.; Piasta, Shayne B.

2016-01-01

Purpose: Prior theoretical and empirical work has referenced several broad stages of narrative development, particularly in terms of young children's understanding of story structure. However, there is considerable variation in how story structure has been defined and assessed across these studies. The aims of the present study were threefold: (a)…

Reviewing the Literature on "At-Risk" and Resilient Children and Young People

ERIC Educational Resources Information Center

Hanewald, Ria

2011-01-01

This review paper provides pre-service and in-service teachers, principals and other educational professionals with the information needed to understand the concept of resilience to affect positive development in children and young people in their care. It reviews and critiques the most influential literature on resiliency over the last four…

SPIRE Project: Parental Involvement in Young Children's ESL Reading Development

ERIC Educational Resources Information Center

Harji, Madhubala Bava; Balakrishnan, Kavitha; Letchumanan, Krishnanveni

2016-01-01

Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system. However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools…

Application-Driven Educational Game to Assist Young Children in Learning English Vocabulary

ERIC Educational Resources Information Center

Chen, Zhi-Hong; Lee, Shu-Yu

2018-01-01

This paper describes the development of an educational game, named My-Pet-Shop, to enhance young children's learning of English vocabulary. The educational game is underpinned by an application-driven model, which consists of three components: application scenario, subject learning, and learning regulation. An empirical study is further conducted…

Assessment and Accountability for Programs Serving Young Children with Disabilities

ERIC Educational Resources Information Center

Hebbeler, Kathleen; Barton, Lauren R.; Mallik, Sangeeta

2008-01-01

States currently are in the process of developing child and family outcome measurement systems for young children with disabilities to meet federal data reporting requirements for the Part C (Infants and Toddlers with Disabilities) and Part B Preschool Grants program supported through the Individuals with Disabilities Education Act. This article…

Key Workers and Schools: Meeting the Needs of Children and Young People with Disabilities

ERIC Educational Resources Information Center

Webb, Rosemary; Greco, Veronica; Sloper, Patricia; Beecham, Jennifer

2008-01-01

Across the world countries are advocating the education of children and young people with disabilities in mainstream schools. There is also increasing interest in developing effective coordination of the specialist services pupils with disabilities receive from different agencies. This is accompanied by growing recognition that such care…

Best Practices for Young Children's Music Education: Guidance from Brain Research

ERIC Educational Resources Information Center

Flohr, John W.

2010-01-01

This article reviews best practices for young children's music experiences in light of developments in brain research. The first section reviews research music and brain topics including neuromyths, effect of music on structural brain changes and general intelligence, plasticity, critical and optimal periods, and at-risk student populations. The…

Hyperresponsive Sensory Patterns in Young Children with Autism, Developmental Delay, and Typical Development

ERIC Educational Resources Information Center

Baranek, Grace T.; Boyd, Brian A.; Poe, Michele D.; David, Fabian J.; Watson, Linda R.

2007-01-01

The nature of hyperresponsiveness to sensory stimuli in children with autism, using a new observational measure, the SPA, was examined. Three groups of young participants were assessed (autism, developmental delay, typical). Across all groups, MA was a predictor of hyperresponsiveness, such that aversion to multisensory toys decreased as MA…

The perception of natural vs. built environments by young children

Treesearch

Briavel Holcomb

1977-01-01

This paper questions the assumption that young children need exposure to natural environments for healthy psychological development. Preliminary investigation of the environmental perceptions of 4-year-olds suggests that the distinction between natural and man-made milieux is insignificant to preschoolers, and that they find both kinds of environments similarly...

The Care and Education of Young Children: Expanding Contexts, Sharpening Focus.

ERIC Educational Resources Information Center

Rust, Frances O'Connell, Ed.; Willliams, Leslie R., Ed.

This collection of essays by child advocates explores three interconnected facets of the child care and education field: the broad sociocultural contexts influencing the development of young children and their families, the evolution of specific settings or programs where care and education occur, and the emerging consciousness of early childhood…

Economic Disadvantage and Young Children's Emotional and Behavioral Problems: Mechanisms of Risk

ERIC Educational Resources Information Center

Rijlaarsdam, Jolien; Stevens, Gonneke W. J. M.; van der Ende, Jan; Hofman, Albert; Jaddoe, Vincent W. V.; Mackenbach, Johan P.; Verhulst, Frank C.; Tiemeier, Henning

2013-01-01

This study aimed to establish potential mechanisms through which economic disadvantage contributes to the development of young children's internalizing and externalizing problems. Prospective data from fetal life to age 3 years were collected in a total of 2,169 families participating in the Generation R Study. The observed physical home…

Young Children with Disabilities in Israel: System of Early Intervention Service Delivery

ERIC Educational Resources Information Center

Shulman, Cory; Meadan, Hedda; Sandhaus, Yoram

2012-01-01

This article aims to analyze early intervention programs in Israel according to the Developmental Systems Model (Guralnick, 2001), in an attempt to identify strengths and areas for further development for service delivery for young children with disabilities in Israel. Early intervention in Israel is part of a comprehensive healthcare model…

Coping with Accident Reactions (CARE) early intervention programme for preventing traumatic stress reactions in young injured children: study protocol for two randomised controlled trials.

PubMed

De Young, Alexandra C; Haag, Ann-Christin; Kenardy, Justin A; Kimble, Roy M; Landolt, Markus A

2016-07-28

Accidental injury represents the most common type of traumatic event experienced by children under the age of 6 years. Around 10-30 % of young injured children will go on to develop post-traumatic stress disorder (PTSD) and other co-morbid conditions. Parents of injured children are also at risk of PTSD, and this is associated with short- and long-term consequences for their children's physical and psychological recovery. Despite the significance of this problem, to date, the mental health needs of injured young children have been neglected. One reason for this is due to the uncertainty and considerable debate around how to best provide early psychological intervention to traumatised children and adults. To address these gaps, researchers and psychologists in Australia and Switzerland have developed the Coping with Accident Reactions (CARE) programme, which is a two-session early intervention designed to prevent persistent PTSD reactions in young injured children screened as 'at risk'. Two separate international studies are being conducted to evaluate the effectiveness and feasibility of this programme. The study design for the two proposed studies will employ a randomised controlled trial design and children (aged 1-6 years) who are screened as at risk for PTSD 1 week after an unintentional injury, and their parents will be randomised to either (1) CARE intervention or (2) treatment as usual. Assessment will be completed at baseline (2 weeks) and 3 and 6 months post-injury. This international collaboration provides an excellent opportunity to test the benefit of screening and providing early intervention to young children in two different countries and settings. It is expected that outcomes from this research will lead to significant original contributions to the scientific evidence base and clinical treatment and recovery of very young injured children. The Australian study was registered with the Australian New Zealand Clinical Trials Registry ( ACTRN12614000325606 ) on 26 March 2014. The Swiss study was registered with ClinicalTrials.gov ( NCT02088814 ) on 12 March 2014.

Young children's responses to September 11th: The New York City experience.

PubMed

Klein, Tovah P; Devoe, Ellen R; Miranda-Julian, Claudia; Linas, Keri

2009-01-01

Although the knowledge base regarding very young children's responses to trauma has been expanding, descriptions of their responses to terrorism remain sparse. Yet, their vulnerability makes this an important group to study. Recent events in the United States (9/11, Hurricane Katrina) make this question highly relevant. This study aims to provide extensive descriptions of how children 5 years or younger on September 11th who were living in close proximity to Ground Zero responded that day and in the following months. Sixty-seven New York City parents (with 104 children) participated in focus groups between November 2001 and May 2002. Focus groups also provided a foundation for an in-depth study examining young children's adaptation following 9/11 and changes in parenting behaviors after the disaster. Findings on children's behavioral and emotional reactions on 9/11 and in the 8 months after as well as their need to return to normalcy are reported. Consistent with current understanding of trauma symptoms in young children, parents reported behaviors including chronic sleep disruptions, fearful reactions, development of new fears, and increased clinginess and separation anxiety following the disaster. On the actual day, children's responses were described as ranging from calm and cooperative to difficult and panicky. Implications for working with parents and young children affected by terrorism or community-level trauma and directions for future research are discussed. Copyright © 2009 Michigan Association for Infant Mental Health.

Pain assessment in children: theoretical and empirical validity.

PubMed

Villarruel, A M; Denyes, M J

1991-12-01

Valid assessment of pain in children is foundational for both the nursing practice and research domains, yet few validated methods of pain measurement are currently available for young children. This article describes an innovative research approach used in the development of photographic instruments to measure pain intensity in young African-American and Hispanic children. The instruments were designed to enable children to participate actively in their own care and to do so in ways that are congruent with their developmental and cultural heritage. Conceptualization of the instruments, methodological development, and validation processes grounded in Orem's Self-Care Deficit Theory of Nursing are described. The authors discuss the ways in which the gaps between nursing theory, research, and practice are narrowed when development of instruments to measure clinical nursing phenomena are grounded in nursing theory, validated through research and utilized in practice settings.

Compensatory Hyperconnectivity in Developing Brains of Young Children With Type 1 Diabetes.

PubMed

Saggar, Manish; Tsalikian, Eva; Mauras, Nelly; Mazaika, Paul; White, Neil H; Weinzimer, Stuart; Buckingham, Bruce; Hershey, Tamara; Reiss, Allan L

2017-03-01

Sustained dysregulation of blood glucose (hyper- or hypoglycemia) associated with type 1 diabetes (T1D) has been linked to cognitive deficits and altered brain anatomy and connectivity. However, a significant gap remains with respect to how T1D affects spontaneous at-rest connectivity in young developing brains. Here, using a large multisite study, resting-state functional MRI data were examined in young children with T1D ( n = 57; mean age = 7.88 years; 27 females) as compared with age-matched control subjects without diabetes ( n = 26; mean age = 7.43 years; 14 females). Using both model-driven seed-based analysis and model-free independent component analysis and controlling for age, data acquisition site, and sex, converging results were obtained, suggesting increased connectivity in young children with T1D as compared with control subjects without diabetes. Further, increased connectivity in children with T1D was observed to be positively associated with cognitive functioning. The observed positive association of connectivity with cognitive functioning in T1D, without overall group differences in cognitive function, suggests a putative compensatory role of hyperintrinsic connectivity in the brain in children with this condition. Altogether, our study attempts to fill a critical gap in knowledge regarding how dysglycemia in T1D might affect the brain's intrinsic connectivity at very young ages. © 2017 by the American Diabetes Association.

The Analysing Children's Creative Thinking Framework: Development of an Observation-Led Approach to Identifying and Analysing Young Children's Creative Thinking

ERIC Educational Resources Information Center

Robson, Sue

2014-01-01

Increased international recognition of the value of supporting creative thinking suggests the value of development of approaches to its identification in children. Development of an observation-led framework, the Analysing Children's Creative Thinking (ACCT) framework, is described, and a case made for the validity of inferring creative thinking…

Constructivist Early Education for Moral Development.

ERIC Educational Resources Information Center

DeVries, Rheta; Hildebrandt, Carolyn; Zan, Betty

2000-01-01

Examines role that constructivist teachers play in fostering moral development in young children. Traces development of perspective taking, autonomy, and self- regulation, and examines effects of different teaching and parenting practices on children's character development. Provides suggestions for teachers to promote optimal moral development by…

Effect of the Adapted NASA Mission X International Child Fitness Program on Young Children and their Parents in South Korea

NASA Technical Reports Server (NTRS)

Min, Jungwon; Kim, Gilsook; Lim, Hyunjung; Carvajal, Nubia A.; Lloyd, Charles W.; Wang, Youfa; Reeves, Katherine

2015-01-01

Obesity has become a global epidemic. Childhood obesity is global public health concern including in South Korea where 16.2% of boys and 9.9% of girls are overweight or obese in 2011. Effective and sustainable intervention programs are needed for prevention of childhood obesity. Obesity prevention programs for young children may have a greater intervention effect than in older children. The NASA Mission X: Train Like an Astronaut (MX) program was developed to promote children's exercise and healthy eating by tapping into their excitement for training like an astronaut. This study aimed to examine the feasibility and effectiveness of the adapted NASA MX intervention in promoting PA in young children and in improving parents' related perspectives.

Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect.

PubMed

Burdette, Hillary L; Whitaker, Robert C

2005-01-01

We have observed that the nature and amount of free play in young children has changed. Our purpose in this article is to demonstrate why play, and particularly active, unstructured, outdoor play, needs to be restored in children's lives. We propose that efforts to increase physical activity in young children might be more successful if physical activity is promoted using different language-encouraging play-and if a different set of outcomes are emphasized-aspects of child well-being other than physical health. Because most physical activity in preschoolers is equivalent to gross motor play, we suggest that the term "play" be used to encourage movement in preschoolers. The benefits of play on children's social, emotional, and cognitive development are explored.

Parent Perception of Two Eye-Gaze Control Technology Systems in Young Children with Cerebral Palsy: Pilot Study.

PubMed

Karlsson, Petra; Wallen, Margaret

2017-01-01

Eye-gaze control technology enables people with significant physical disability to access computers for communication, play, learning and environmental control. This pilot study used a multiple case study design with repeated baseline assessment and parents' evaluations to compare two eye-gaze control technology systems to identify any differences in factors such as ease of use and impact of the systems for their young children. Five children, aged 3 to 5 years, with dyskinetic cerebral palsy, and their families participated. Overall, families were satisfied with both the Tobii PCEye Go and myGaze® eye tracker, found them easy to position and use, and children learned to operate them quickly. This technology provides young children with important opportunities for learning, play, leisure, and developing communication.

Emotions Count: Scaffolding Children's Representations of Themselves and Their Feelings To Develop Emotional Intelligence.

ERIC Educational Resources Information Center

Shuster, Claudia

Noting that linguistic intelligence is often the primary focus of teaching young children, this paper examines the relationship between children's learning and their social-emotional development. The paper first describes the preschools of Reggio Emilia and the theory of multiple intelligences. The paper then synthesizes research on children's…

Using Guided Participation to Support Young Children's Social Development

ERIC Educational Resources Information Center

Petty, Karen

2009-01-01

Families and teachers spend countless hours supporting preschoolers and primary age children in the development of mental tools like focus, memory, and other problem-solving skills that help children think better, pay attention, and remember what they have experienced. Children use these tools to succeed in reading, writing, math, science, and…

Off to Adventure: 24 Guided Activities for K-3 Children.

ERIC Educational Resources Information Center

Knothe, Carol; Lang, Karen; Lange, Pauline; Most, JoAnn; Palmer, Terry; Sorte, Joanne

This book contains 24 guided environmental education activities for K-3 children that offer young children opportunities to explore and learn about their world in a positive environment. The activities encourage the children to gain confidence and develop a positive self-image; develop important life skills; learn about science, literature, and…

The development of a multimedia online language assessment tool for young children with autism.

PubMed

Lin, Chu-Sui; Chang, Shu-Hui; Liou, Wen-Ying; Tsai, Yu-Show

2013-10-01

This study aimed to provide early childhood special education professionals with a standardized and comprehensive language assessment tool for the early identification of language learning characteristics (e.g., hyperlexia) of young children with autism. In this study, we used computer technology to develop a multi-media online language assessment tool that presents auditory or visual stimuli. This online comprehensive language assessment consists of six subtests: decoding, homographs, auditory vocabulary comprehension, visual vocabulary comprehension, auditory sentence comprehension, and visual sentence comprehension. Three hundred typically developing children and 35 children with autism from Tao-Yuan County in Taiwan aged 4-6 participated in this study. The Cronbach α values of the six subtests ranged from .64 to .97. The variance explained by the six subtests ranged from 14% to 56%, the current validity of each subtest with the Peabody Picture Vocabulary Test-Revised ranged from .21 to .45, and the predictive validity of each subtest with WISC-III ranged from .47 to .75. This assessment tool was also found to be able to accurately differentiate children with autism up to 92%. These results indicate that this assessment tool has both adequate reliability and validity. Additionally, 35 children with autism have completed the entire assessment in this study without exhibiting any extremely troubling behaviors. However, future research is needed to increase the sample size of both typically developing children and young children with autism and to overcome the technical challenges associated with internet issues. Copyright © 2013 Elsevier Ltd. All rights reserved.

Prenatal Micronutrient Supplementation Is Not Associated with Intellectual Development of Young School-Aged Children.

PubMed

Li, Chao; Zeng, Lingxia; Wang, Duolao; Yang, Wenfang; Dang, Shaonong; Zhou, Jing; Yan, Hong

2015-08-01

Micronutrient supplementation is often prescribed during pregnancy. The effects of prenatal iron and multimicronutrient supplementation on intellectual development in young school-aged children are less than clear. The aim of this study was to examine the long-term effects of prenatal iron plus folic acid or multiple micronutrient (including iron and folic acid) supplementation vs. folic acid supplementation on the intellectual development of young school-aged children in rural China. Young school-aged children (aged 7-10 y, n = 1744) of women who had participated in a trial of prenatal supplementation with various combinations of micronutrients and remained residents in 2 rural counties in China were followed. We measured their intellectual development by Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV). The WISC-IV generated the Full-Scale Intelligence Quotient (FSIQ), Verbal Comprehension Index (VCI), Working Memory Index (WMI), Perceptual Reasoning Index (PRI), and Processing Speed Index (PSI). Multilevel analyses were used to assess the effect of prenatal micronutrient supplementation on the intellectual development of children. The mean differences in FSIQ, VCI, WMI, PRI, and PSI, respectively, were not significant between prenatal folic acid supplementation and either iron plus folic acid [-0.34 (P = 0.65), -0.06 (P = 0.95), -0.22 (P = 0.76), -0.01 (P = 0.99), and -1.26 (P = 0.11)] or multimicronutrient [-0.39 (P = 0.60), -0.64 (P = 0.48), 0.11 (P = 0.87), -0.43 (P = 0.59), and -0.34; (P = 0.65)] supplementation after adjusting for confounders. There is no evidence to suggest a different effect on intellectual development between prenatal iron plus folic acid, multimicronutrient supplementation, and prenatal folic acid supplementation in children aged 7-10 y. This trial was registered at www.isrctn.com as ISRCTN08850194. © 2015 American Society for Nutrition.

The Influence of Maternal Language Responsiveness on the Expressive Speech Production of Children with Autism Spectrum Disorders: A Microanalysis of Mother-Child Play Interactions

ERIC Educational Resources Information Center

Walton, Katherine M.; Ingersoll, Brooke R.

2015-01-01

Adult responsiveness is related to language development both in young typically developing children and in children with autism spectrum disorders, such that parents who use more responsive language with their children have children who develop better language skills over time. This study used a micro-analytic technique to examine how two facets…

Planes, trains, automobiles--and tea sets: extremely intense interests in very young children.

PubMed

DeLoache, Judy S; Simcock, Gabrielle; Macari, Suzanne

2007-11-01

Some normally developing young children show an intense, passionate interest in a particular category of objects or activities. The present article documents the existence of extremely intense interests that emerge very early in life and establishes some of the basic parameters of the phenomenon. Surveys and interviews with 177 parents revealed that nearly one third of young children have extremely intense interests. The nature of these intense interests is described, with particular focus on their emergence, commonalities in the content of the interests, and the reactions of other people to them. One of the most striking findings is a large gender difference: Extremely intense interests are much more common for young boys than for girls. (c) 2007 APA.

Parenting Skills through Children's Literature.

ERIC Educational Resources Information Center

Aaronson, Judith; And Others

This report describes a project that developed and implemented a curriculum to teach young parents parenting skills through themes presented in children's literature. Parenting/child development issues were researched, comparable children's literature was located, and short brochures were written to accompany each lesson. The program was delivered…

"Bien Educado": Measuring the Social Behaviors of Mexican American Children

ERIC Educational Resources Information Center

Bridges, Margaret; Cohen, Shana R.; McGuire, Leah Walker; Yamada, Hiro; Fuller, Bruce; Mireles, Laurie; Scott, Lyn

2012-01-01

Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers. Commonly used measures focus on children's problem behaviors, developed from psychopathology traditions, and rarely situate normative and positive…

One Head Start Classroom's Experience: Computers and Young Children's Development.

ERIC Educational Resources Information Center

Fischer, Melissa Anne; Gillespie, Catherine Wilson

2003-01-01

Contends that early childhood educators need to understand how exposure to computers and constructive computer programs affects the development of children. Specifically examines: (1) research on children's technology experiences; (2) determining best practices; and (3) addressing educators' concerns about computers replacing other developmentally…

Can You Hear What I Think? Theory of Mind in Young Children With Moderate Hearing Loss.

PubMed

Netten, Anouk P; Rieffe, Carolien; Soede, Wim; Dirks, Evelien; Korver, Anna M H; Konings, Saskia; Briaire, Jeroen J; Oudesluys-Murphy, Anne Marie; Dekker, Friedo W; Frijns, Johan H M

The first aim of this study was to examine various aspects of Theory of Mind (ToM) development in young children with moderate hearing loss (MHL) compared with hearing peers. The second aim was to examine the relation between language abilities and ToM in both groups. The third aim was to compare the sequence of ToM development between children with MHL and hearing peers. Forty-four children between 3 and 5 years old with MHL (35 to 70 dB HL) who preferred to use spoken language were identified from a nationwide study on hearing loss in young children. These children were compared with 101 hearing peers. Children were observed during several tasks to measure intention understanding, the acknowledgement of the other's desires, and belief understanding. Parents completed two scales of the child development inventory to assess expressive language and language comprehension in all participants. Objective language test scores were available from the medical files of children with MHL. Children with MHL showed comparable levels of intention understanding but lower levels of both desire and belief understanding than hearing peers. Parents reported lower language abilities in children with MHL compared with hearing peers. Yet, the language levels of children with MHL were within the average range compared with test normative samples. A stronger relation between language and ToM was found in the hearing children than in children with MHL. The expected developmental sequence of ToM skills was divergent in approximately one-fourth of children with MHL, when compared with hearing children. Children with MHL have more difficulty in their ToM reasoning than hearing peers, despite the fact that their language abilities lie within the average range compared with test normative samples.

Young children's experiences of participating in group treatment for children exposed to intimate partner violence: A qualitative study.

PubMed

Pernebo, Karin; Almqvist, Kjerstin

2016-01-01

The risk of exposure to intimate partner violence (IPV) between caregivers is increased during early childhood. The adverse effects on the health and development of the youngest children may be severe. Effective and promising interventions for children who have experienced IPV have been developed and evaluated. However, there is a lack in knowledge about how the children themselves experience the interventions. The aim of this study was to contribute to the evaluation of group treatment designed to improve the psychological health of young children in the aftermath of family violence by elucidating the children's experiences of participating. Nine children, aged 4 to 6 years, were interviewed after participating in group programmes specifically designed for children who have been exposed to intimate partner violence. A semi-structured interview guide with open-ended questions was used. The interviews were transcribed and analysed using interpretative phenomenological analysis, to ensure a focus on the children's own views and experiences. Five master themes embracing the children's experiences were identified: joy - positive emotional experience of participation; security - feeling safe; relatedness - relationships within the group; to talk - externalised focus on the violence; and competence - new knowledge and skills. Theoretical and clinical implications and the benefit of including very young children's views and experiences in research are discussed. © The Author(s) 2014.

Making Dollars Follow Sense: Financing Early Childhood Mental Health Services To Promote Healthy Social and Emotional Development in Young Children. Promoting the Emotional Well-Being of Children and Families Policy Paper.

ERIC Educational Resources Information Center

Johnson, Kay; Knitzer, Jane; Kaufmann, Roxane

Drawing on lessons from six case studies, this policy paper highlights the most innovative approaches states and communities are currently using to finance preventive and early intervention services as well as more traditional treatment services for young children's mental health. The case studies are based on interviews with policy and program…

The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children

ERIC Educational Resources Information Center

Isbell, Rebecca; Sobol, Joseph; Lindauer, Liane; Lowrance, April

2004-01-01

The purpose of this study was to determine how storytelling and story reading influence the language development and story comprehension of young children from 3 to 5 years of age. During the study, two groups of children heard the same 24 stories. Group A heard the stories told and Group B heard the stories read from a book. The language pre- and…

Young Children's Knowledge of Role-Related Speech Differences: A Mommy Is Not a Daddy Is Not a Baby. Papers and Reports on Child Language Development, No. 13.

ERIC Educational Resources Information Center

Andersen, Elaine S.

A study was undertaken to determine whether young children are aware of sociolinguistic and social interactional differences in language use and of the appropriateness of varied linguistic forms in particular situations, roles and relationship. The speech of 24 children ranging in age from 3 years, 9 months to 7 years, 1 month was recorded in…

Feasibility of the Participation and Activity Inventory for Children and Youth (PAI-CY) and Young Adults (PAI-YA) with a visual impairment: a pilot study.

PubMed

Elsman, Ellen Bernadette Maria; van Nispen, Ruth Marie Antoinette; van Rens, Gerardus Hermanus Maria Bartholomeus

2017-05-11

Having a visual impairment affects quality of life, daily functioning and participation. To assess rehabilitation needs of visually impaired children and young adults, the Participation and Activity Inventory for Children and Youth (PAI-CY) and Young Adults (PAI-YA) were developed. The PAI-CY comprises four questionnaires for different age categories: 0-2 years, 3-6 years, 7-12 years and 13-17 years. This pilot study assesses the feasibility and acceptability of the PAI-CY and PAI-YA, and the relevance of the content of the questionnaires. In addition to the regular admission procedure, the PAI-CY and PAI-YA were completed by 30 participants (six per questionnaire). For the PAI-CY, parents completed the questionnaire online prior to admission. From age 7 years onwards, children completed the questionnaire face-to-face with a rehabilitation professional during the admission procedure. Young adults completed the PAI-YA online. Subsequently, participants and professionals administered an evaluation form. Overall, 85% of the parents rated all aspects of the PAI-CY neutral to positive, whereas 100% of all children and young adults were neutral to positive on all aspects, except for the duration to complete. The main criticism of professionals was that they were unable to identify actual rehabilitation needs using the questionnaires. Minor adjustments were recommended for the content of questions. Parents, children and young adults were mostly satisfied with the questionnaires, however, professionals suggested some changes. The adaptations made should improve satisfaction with content, clarification of questions, and satisfaction with the questionnaires in compiling a rehabilitation plan. Although face and content validity has been optimized, a larger field study is taking place to further develop and evaluate the questionnaires.

Reflections on some early events related to behavior analysis of child development

PubMed Central

Bijou, Sidney W.

1996-01-01

A series of events related to the early application of behavioral principles to child behavior and development is described. The events began in the 1930s at Columbia University with a solicited letter from John B. Watson suggesting a master's degree thesis problem, and continued through the 1950s and 1960s at the University of Washington. Specifically, these happenings resulted in (a) research demonstrating that Skinner's laboratory method for studying nonhuman organisms could be profitably applied to the laboratory study of young normal children; (b) a demonstration that by successive approximations, a normal child can be operantly conditioned to respond to an arbitrary situation; (c) research showing that the effects of simple schedules of reinforcement obtained with nonhuman organisms could be duplicated in young normal and retarded children; (d) the demonstration that Skinner's operant laboratory method could be adapted to study young children in field situations; (e) research showing that operant principles can be successfully applied to the treatment of a young autistic boy with a serious visual handicap; (f) laboratory studies showing that mothers can be trained to treat their own young children who have behavior problems; (g) an in-home study demonstrating that a mother can treat her own child who has behavior problems; (h) a demonstration that operant principles can be applied effectively to teaching reading, writing, and arithmetic to children with retardation; and (i) publication of a book, Child Development: A Systematic and Empirical Theory, in collaboration with Donald M. Baer, by Prentice Hall in their Century Psychological Series. PMID:22478239

Tablet-Based eBooks for Young Children: What Does the Research Say?

PubMed

Reich, Stephanie M; Yau, Joanna C; Warschauer, Mark

2016-09-01

Young children's use of electronic books (eBooks) is increasing as handheld touch screen devices, such as tablets, become increasingly available. Although older children's reading on tablets has been more broadly investigated, less is known about the impacts of digital reading for infant, toddlers, and preschoolers. This review compares the educational affordances of reading on tablets versus print books for young children's learning. A qualitative synthesis of research on tablet-based eReading and young children's learning from screens was conducted. When eBooks are designed well, preschool-aged children learn equally well and sometimes more than from print books. However, enhanced eBooks with sounds, animations, and games can distract children and reduce learning. When book-sharing with an adult, conversations during eBook reading are often about the platform while print book conversations are more often about the book content. For young children (0-2 yr), there is a paucity of research, but broader studies on learning from screens suggest limited educational benefits of tablet use for this age group. The authors recommend that (1) the selection of eBooks (especially enhanced eBooks) be thoughtful as games or animations that are not related to the story content can be distracting for young children, (2) adults share in the reading experience as discussions of the story, text, and characters have been found to enhance comprehension, language development, and print awareness, and (3) tablet eBook use be restricted for infants and toddlers, as they benefit more from face-to-face interaction with caregivers than from interactive screens alone.

TIPS (Toward Improved Parenting Skills) for Deaf Parents with Hearing Children.

ERIC Educational Resources Information Center

Western Pennsylvania School for the Deaf, Pittsburgh.

This packet contains seven brochures developed during a project on literacy education and parenting skills for deaf parents of young hearing children (DP/HC). The topics of the brochures are as follows: behavior management, self-esteem, speech development in children, language development, nutrition, safety, and deaf parents in a hearing child's…

Growing Children: The Physical Side of Development. Research in Review.

ERIC Educational Resources Information Center

Marcon, Rebecca A.

2003-01-01

Examines young children's physical development and how growth is linked to cognitive and social development. Discusses problems in American children's diets and the use of height-for-age and weight-for-height as indicators of physical maturity. Considers complexities of the physical-cognitive relationship and identifies possible ways that social…

A Case Study of Technical Assistance to Demonstration Programs for Young Handicapped Children. Part II.

ERIC Educational Resources Information Center

Behr, Shirley K.; And Others

A project to provide technical assistance to staffs of two demonstration programs for preschool handicapped children and their families is described. The focus was technical assistance developed and exercised by the Technical Assistance Development System (TADS), which assisted in the development of the Handicapped Children's Early Education…

The Development of Children's Ethnic Identity in Immigrant Chinese Families in Canada: The Role of Parenting Practices and Children's Perceptions of Parental Family Obligation Expectations

ERIC Educational Resources Information Center

Su, Tina F.; Costigan, Catherine L.

2009-01-01

Parents' role in children's ethnic identity development was examined among 95 immigrant Chinese families with young adolescents living in Canada. Children reported their feelings of ethnic identity and perceptions of parental family obligation expectations. Parents reported their family obligation expectations; parents and children reported on…

Infants and young children modeling method for numerical dosimetry studies: application to plane wave exposure

NASA Astrophysics Data System (ADS)

Dahdouh, S.; Varsier, N.; Nunez Ochoa, M. A.; Wiart, J.; Peyman, A.; Bloch, I.

2016-02-01

Numerical dosimetry studies require the development of accurate numerical 3D models of the human body. This paper proposes a novel method for building 3D heterogeneous young children models combining results obtained from a semi-automatic multi-organ segmentation algorithm and an anatomy deformation method. The data consist of 3D magnetic resonance images, which are first segmented to obtain a set of initial tissues. A deformation procedure guided by the segmentation results is then developed in order to obtain five young children models ranging from the age of 5 to 37 months. By constraining the deformation of an older child model toward a younger one using segmentation results, we assure the anatomical realism of the models. Using the proposed framework, five models, containing thirteen tissues, are built. Three of these models are used in a prospective dosimetry study to analyze young child exposure to radiofrequency electromagnetic fields. The results lean to show the existence of a relationship between age and whole body exposure. The results also highlight the necessity to specifically study and develop measurements of child tissues dielectric properties.

Young Children's Developing Understanding of Geometric Shapes.

ERIC Educational Resources Information Center

Hannibal, Mary Anne

1999-01-01

Presents research findings and suggestions on how children learn to categorize shapes. Discusses specific ways to present developmentally appropriate activities designed to enhance children's understanding of basic shapes. Contains 12 references. (ASK)

A survey of caregivers of Nigerian children less than 6 years of age to determine the experience and perception of acceptability of oral solid dosage forms.

PubMed

Orubu, Samuel; Okwelogu, Chinyere; Opanuga, Olabisi; Tuleu, Catherine

2018-02-05

The World Health Organization (WHO) recommends flexible solid oral dosage forms such as dispersible tablet as the preferred formulation for (young) children, especially in developing/low- and middle-income countries, LMIC. The aim of this study was to assess experience, perceptions of acceptability, and formulation preferences, among 10 oral dosage forms for young children in a sample of end-users in Nigeria as an exemplar LMIC. Using a semi-structured and validated questionnaire, 148 caregivers were surveyed. Acceptability was assessed by level of liking using a 3-point Likert scale and ease of administration. Preference was assessed from participants' dosage form of choice. Oral dosage forms assessed were those mentioned in the British National Formulary for children, 2013. The formulation perceived as the most acceptable was the chewable/suckable tablet. However, preference was for liquids. Specifically with the dispersible tablet, whilst 89% (n=111) of caregivers of young children found it easy-to-administer, only 50% of children liked it. There is a gap between the proposal of dispersible tablet as the preferred dosage form for young children and caregivers' perceptions of acceptability and preference. Educational strategies to increase acceptability of dispersible tablets as the preferred formulation for young children would be required. Copyright © 2017 Elsevier B.V. All rights reserved.

Designing Multimedia Games for Young Children's Taxonomic Concept Development

ERIC Educational Resources Information Center

Sung, Yao-Ting; Chang, Kuo-En; Lee, Meng-Da

2008-01-01

This study aimed to design and evaluate multimedia games which were based on the theories of children's development of taxonomic concepts. Factors that might affect children's classification skills, such as use of single physical characteristics of objects, competition between thematic and taxonomic relationships, difficulty in forming…

Helping Young Children Learn to Cope with Traffic.

ERIC Educational Resources Information Center

Ross, Sylvia P.

This document describes a series of five booklets that have been developed to help parents and teachers teach children about the traffic system in an effort to avoid accidents. Booklet number one, which is included as part of this document, is a guide for parents describing the young child's pedestrian problem. Suggestions are offered on how to…