Attachment in Middle Childhood: An Evolutionary-Developmental Perspective.

PubMed

Del Giudice, Marco

2015-01-01

Middle childhood is a key transitional stage in the development of attachment processes and representations. Here I discuss the middle childhood transition from an evolutionary-developmental perspective and show how this approach offers fresh insight into the function and organization of attachment in this life stage. I begin by presenting an integrated biological model of middle childhood and discussing the neurobiological mechanisms that support the middle childhood transition. I examine the potential role of adrenal androgens, focusing on their activational effects in interaction with early exposure to sex hormones. I then discuss three insights arising from the integrated model and apply them to the development of attachment in middle childhood. I consider the changing functions of attachment in light of social competition, the emergence of sex differences in attachment, and the model's implications for the genetics of attachment in middle childhood. © 2015 Wiley Periodicals, Inc.

Early Father Involvement Moderates Biobehavioral Susceptibility to Mental Health Problems in Middle Childhood

ERIC Educational Resources Information Center

Boyce, W. Thomas; Essex, Marilyn J.; Alkon, Abbey; Goldsmith, H. Hill; Kraemer, Helena C.; Kupfer, David J.

2006-01-01

Objective: To study how early father involvement and children's biobehavioral sensitivity to social contexts interactively predict mental health symptoms in middle childhood. Method: Fathers' involvement in infant care and maternal symptoms of depression were prospectively ascertained in a community-based study of child health and development in…

Comparisons between Paternal and Maternal Involvement with Sons: Early to Middle Childhood

ERIC Educational Resources Information Center

Keown, Louise J.; Palmer, Melanie

2014-01-01

This study compared father-son and mother-son involvement in two-parent families from early to middle childhood. Ninety-four families were recruited for a three-year follow-up study that began when the children were four years old. At each time point, in comparison to mothers, fathers were less accessible to their son on weekdays, and spent more…

Functioning of Social Skills from Middle Childhood to Early Adolescence in Hungary

ERIC Educational Resources Information Center

Zsolnai, Anikó; Kasik, László

2014-01-01

The aim of this cross-sectional study was to describe the social skills that crucially affect children's social behaviour in the school. Our objective was to gather information about the functioning of social skills from middle childhood to early adolescence. The sample consisted of 7-, 9-, and 11-year-old Hungarian students (N = 1398). Based on…

Early Childhood Education in Eighteen Countries in the Middle East and North Africa.

ERIC Educational Resources Information Center

Khattab, Mohammad S.

1996-01-01

Examined the status of early childhood education (ECE) in 18 middle eastern and north African countries, incorporating country profiles, ECE institutions, teachers, and children. Identified the critical issues needing priority attention, and a set of indicators that could be used by educational planners and policymakers for monitoring and…

Theory of mind in middle childhood and early adolescence: Different from before?

PubMed

Im-Bolter, Nancie; Agostino, Alba; Owens-Jaffray, Keely

2016-09-01

Studies with preschool children have shown that language and executive function are important for theory of mind, but few studies have examined these associations in older children and in an integrative theory-guided manner. The theory of constructive operators was used as a framework to test a model of relations among mental attentional capacity, attentional inhibition, language, executive processes (shifting and updating), and higher order theory of mind in two groups of school-aged children: one in middle childhood (n=226; mean age=8.08years) and the other in early adolescence (n=216; mean age=12.09years). Results revealed a complex model of interrelations between cognitive resources and language in middle childhood that directly and indirectly predicted theory of mind. The model in early adolescence was less complex, however, and highlighted the importance of semantic language and shifting for theory of mind. Our findings suggest not only that contributors to theory of mind change over time but also that they may depend on the maturity level of the theory of mind system being examined. Copyright © 2015 Elsevier Inc. All rights reserved.

Sibling Influences on Gender Development in Middle Childhood and Early Adolescence: A Longitudinal Study.

ERIC Educational Resources Information Center

McHale, Susan M.; Updegraff, Kimberly A.; Helms- Erikson, Heather; Crouter, Ann C.

2001-01-01

Examined development of gender role qualities from middle childhood to early adolescence to determine whether children's gender role qualities predicted siblings'. Found that firstborn children's qualities in Year 1 predicted second-born children's qualities in Year 3 when Year 1 parent and child qualities were controlled. Parental influence was…

A longitudinal study of emotion regulation and anxiety in middle childhood: Associations with frontal EEG asymmetry in early childhood.

PubMed

Hannesdóttir, Dagmar Kr; Doxie, Jacquelyn; Bell, Martha Ann; Ollendick, Thomas H; Wolfe, Christy D

2010-03-01

We investigated whether brain electrical activity during early childhood was associated with anxiety symptoms and emotion regulation during a stressful situation during middle childhood. Frontal electroencephalogram (EEG) asymmetries were measured during baseline and during a cognitive control task at 4 1/2 years. Anxiety and emotion regulation were assessed during a stressful situation at age 9 (speech task), along with measures of heart rate (HR) and heart rate variability (HRV). Questionnaires were also used to assess anxiety and emotion regulation at age 9. Results from this longitudinal study indicated that children who exhibited right frontal asymmetry in early childhood experienced more physiological arousal (increased HR, decreased HRV) during the speech task at age 9 and less ability to regulate their emotions as reported by their parents. Findings are discussed in light of the associations between temperament and development of anxiety disorders.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Economic Disparities in Middle Childhood Development: Does Income Matter?

ERIC Educational Resources Information Center

Votruba-Drzal, Elizabeth

2006-01-01

A large literature has documented the influence of family economic resources on child development, yet income's effects in middle childhood have been understudied. Using data from the National Longitudinal Survey of Youth (N = 3,551), the author examined the influence of family income in early and middle childhood on academic skills and…

Linking Executive Function and Peer Problems from Early Childhood Through Middle Adolescence.

PubMed

Holmes, Christopher J; Kim-Spoon, Jungmeen; Deater-Deckard, Kirby

2016-01-01

Peer interactions and executive function play central roles in the development of healthy children, as peer problems have been indicative of lower cognitive competencies such as self-regulatory behavior and poor executive function has been indicative of problem behaviors and social dysfunction. However, few studies have focused on the relation between peer interactions and executive function and the underlying mechanisms that may create this link. Using a national sample (n = 1164, 48.6% female) from the Study of Early Child Care and Youth Development (SECCYD), we analyzed executive function and peer problems (including victimization and rejection) across three waves within each domain (executive function or peer problems), beginning in early childhood and ending in middle adolescence. Executive function was measured as a multi-method, multi-informant composite including reports from parents on the Children's Behavior Questionnaire and Child Behavior Checklist and child's performance on behavioral tasks including the Continuous Performance Task, Woodcock-Johnson, Tower of Hanoi, Operation Span Task, Stroop, and Tower of London. Peer problems were measured as a multi-informant composite including self, teacher, and afterschool caregiver reports on multiple peer-relationship scales. Using a cross-lagged design, our Structural Equation Modeling findings suggested that experiencing peer problems contributed to lower executive function later in childhood and better executive function reduced the likelihood of experiencing peer problems later in childhood and middle adolescence, although these relations weakened as a child moves into adolescence. The results highlight that peer relationships are involved in the development of strengths and deficits in executive function and vice versa.

Linking Executive Function and Peer Problems from Early Childhood through Middle Adolescence

PubMed Central

Holmes, Christopher J.; Kim-Spoon, Jungmeen; Deater-Deckard, Kirby

2015-01-01

Peer interactions and executive function play central roles in the development of healthy children, as peer problems have been indicative of lower cognitive competencies such as self-regulatory behavior and poor executive function has been indicative of problem behaviors and social dysfunction. However, few studies have focused on the relation between peer interactions and executive function and the underlying mechanisms that may create this link. Using a national sample (n = 1,164, 48.6% female) from the Study of Early Child Care and Youth Development (SECCYD), we analyzed executive function and peer problems (including victimization and rejection) across three waves within each domain (executive function or peer problems), beginning in early childhood and ending in middle adolescence. Executive function was measured as a multi-method, multi-informant composite including reports from parents on the Children’s Behavior Questionnaire and Child Behavior Checklist and child’s performance on behavioral tasks including the Continuous Performance Task, Woodcock-Johnson, Tower of Hanoi, Operation Span Task, Stroop, and Tower of London. Peer problems were measured as a multi-informant composite including self, teacher, and after school caregiver reports on multiple peer-relationship scales. Using a cross-lagged design, our Structural Equation Modeling findings suggested that experiencing peer problems contributed to lower executive function later in childhood and better executive function reduced the likelihood of experiencing peer problems later in childhood and middle adolescence, although these relations weakened as a child moves into adolescence. The results highlight that peer relationships are involved in the development of strengths and deficits in executive function and vice versa. PMID:26096194

Spotlight on middle childhood: Rejuvenating the 'forgotten years'.

PubMed

Mah, V Kandice; Ford-Jones, E Lee

2012-02-01

Middle childhood, from six to 12 years of age, is often known as the 'forgotten years' of development because most research is focused on early childhood development or adolescent growth. However, middle childhood is rich in potential for cognitive, social, emotional and physical advancements. During this period, the brain is actively undergoing synaptic pruning and, as such, is constantly becoming more refined, a process that is heavily dependent on a child's environment. This discovery opens the door to optimizing the experiences a child needs to provide themselves with a strong foundation for adulthood. The present article reviews the neurological changes that occur in middle childhood, their impact on overall development and how to implement this knowledge to augment a child's capabilities.

Toward an Integrated Gender-Linked Model of Aggression Subtypes in Early and Middle Childhood

ERIC Educational Resources Information Center

Ostrov, Jamie M.; Godleski, Stephanie A.

2010-01-01

An integrative model is proposed for understanding the development of physical and relational aggression in early and middle childhood. The central goal was to posit a new theoretical framework that expands on existing social-cognitive and gender schema models (i.e., Social Information-Processing Model of Children's Adjustment [N. R. Crick & K. A.…

Early Risk Factors of Overweight Developmental Trajectories during Middle Childhood

PubMed Central

Pryor, Laura E.; Brendgen, Mara; Tremblay, Richard E.; Pingault, Jean-Baptiste; Liu, Xuecheng; Dubois, Lise; Touchette, Evelyne; Falissard, Bruno; Boivin, Michel; Côté, Sylvana M.

2015-01-01

Background Research is needed to identify early life risk factors associated with different developmental paths leading to overweight by adolescence. Objectives To model heterogeneity in overweight development during middle childhood and identify factors associated with differing overweight trajectories. Methods Data was drawn from the Quebec Longitudinal Study of Child Development (QLSCD; 1998-2010). Trained research assistants measured height and weight according to a standardized protocol and conducted yearly home interviews with the child’s caregiver (mother in 98% of cases). Information on several putative early life risk factors for the development of overweight were obtained, including factors related to the child’s perinatal, early behavioral family and social environment. Group-based trajectories of the probability of overweight (6-12 years) were identified with a semiparametric method (n=1678). Logistic regression analyses were used to identify early risk factors (5 months- 5 years) associated with each trajectory. Results Three trajectories of overweight were identified: “early-onset overweight” (11.0 %), “late-onset overweight” (16.6%) and “never overweight” (72.5%). Multinomial analyses indicated that children in the early and late-onset group, compared to the never overweight group, had 3 common types of risk factors: parental overweight, preschool overweight history, and large size for gestational age. Maternal overprotection (OR= 1.12, CI: 1.01-1.25), short nighttime sleep duration (OR=1.66, CI: 1.07-2.57), and immigrant status (OR=2.01, CI: 1.05-3.84) were factors specific to the early-onset group. Finally, family food insufficiency (OR=1.81, CI: 1.00-3.28) was weakly associated with membership in the late-onset trajectory group. Conclusions The development of overweight in childhood follows two different trajectories, which have common and distinct risk factors that could be the target of early preventive interventions. PMID

Maternal Employment and Parenting Through Middle Childhood: Contextualizing Factors

PubMed Central

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

2014-01-01

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

Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood

ERIC Educational Resources Information Center

Abbott, Robert D.; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.

2016-01-01

Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies--French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships…

Sibling Pretend Play in Early and Middle Childhood: The Role of Creativity and Maternal Context

ERIC Educational Resources Information Center

Howe, Nina; Bruno, Andrea

2010-01-01

Research Findings: Sibling pretend play, collaboration, and creativity during maternal presence and absence were investigated in 24 dyads in early and middle childhood (younger siblings' M age = 5.3 years; older siblings' M age = 8.2 years). Associations between sibling behavior and maternal interaction (e.g., guidance, positive responses) were…

Early father involvement moderates biobehavioral susceptibility to mental health problems in middle childhood.

PubMed

Boyce, W Thomas; Essex, Marilyn J; Alkon, Abbey; Goldsmith, H Hill; Kraemer, Helena C; Kupfer, David J

2006-12-01

To study how early father involvement and children's biobehavioral sensitivity to social contexts interactively predict mental health symptoms in middle childhood. Fathers' involvement in infant care and maternal symptoms of depression were prospectively ascertained in a community-based study of child health and development in Madison and Milwaukee, WI. In a subsample of 120 children, behavioral, autonomic, and adrenocortical reactivity to standardized challenges were measured as indicators of biobehavioral sensitivity to social context during a 4-hour home assessment in 1998, when the children were 7 years of age. Mental health symptoms were evaluated at age 9 years using parent, child, and teacher reports. Early father involvement and children's biobehavioral sensitivity to context significantly and interactively predicted symptom severity. Among children experiencing low father involvement in infancy, behavioral, autonomic, and adrenocortical reactivity became risk factors for later mental health symptoms. The highest symptom severity scores were found for children with high autonomic reactivity that, as infants, had experienced low father involvement and mothers with symptoms of depression. Among children experiencing minimal paternal caretaking in infancy, heightened biobehavioral sensitivity to social contexts may be an important predisposing factor for the emergence of mental health symptoms in middle childhood. Such predispositions may be exacerbated by the presence of maternal depression.

Early Childhood Predictors of Low-Income Boys’ Pathways to Antisocial Behavior in Childhood, Adolescence, and Early Adulthood

PubMed Central

Shaw, Daniel S.; Gilliam, Mary

2016-01-01

Guided by a bridging model of pathways leading to low-income boys’ early-starting and persistent trajectories of antisocial behavior, the current paper reviews evidence supporting the model from early childhood through early adulthood. Using primarily a cohort of 310 low-income boys of families recruited from WIC centers in a large metropolitan area followed from infancy to early adulthood, and smaller cohorts of boys and girls followed through early childhood, we provide evidence supporting the critical role of parenting, maternal depression, and other proximal family risk factors in early childhood that are prospectively linked to trajectories of parent-reported conduct problems in early and middle childhood, youth-reported antisocial behavior during adolescence and early adulthood, as well as court-reported violent offending in adolescence. The findings are discussed in terms of the need to identify at-risk boys in early childhood and methods and platforms for engaging families in health care settings not previously used to implement preventive mental health services. PMID:28026042

The paediatrician and middle childhood parenting.

PubMed

Wong, Peter D; Wong, Jonathan P; van den Heuvel, Meta; Feller, Andrea E; Silver-Cohen, Justine; Talarico, Susanna; Humphreys, Joanna; Ford-Jones, Lee

2017-03-01

The 'forgotten years' of middle childhood, from age 6 to 12, represent a critical period in child development. Emotional, social and physical development during this time have a lifelong impact on health and adult contributions to society. Mental health conditions have displaced physical illness as the leading childhood disability. Positive parenting can improve child behaviour, prevent early-onset conduct problems and provide a buffer from adverse childhood events resulting in decreased toxic stress and improved health. Medical homes can play a key role in supporting parents with positive parenting skills that are practical, evidence-based and useful in everyday life. Paediatricians need to explore the domains that promote healthy development, including caring environments, fundamental needs and nurturing relationships. Our objective is to promote high-quality positive parenting through middle childhood by identifying opportunities for paediatricians to frame parenting discussions in the context of development, behaviour and safety and to provide access to valuable parenting resources.

EARLY CHILDHOOD PREDICTORS OF LOW-INCOME BOYS' PATHWAYS TO ANTISOCIAL BEHAVIOR IN CHILDHOOD, ADOLESCENCE, AND EARLY ADULTHOOD.

PubMed

Shaw, Daniel S; Gilliam, Mary

2017-01-01

Guided by a bridging model of pathways leading to low-income boys' early starting and persistent trajectories of antisocial behavior, the current article reviews evidence supporting the model from early childhood through early adulthood. Using primarily a cohort of 310 low-income boys of families recruited from Women, Infants, and Children Nutrition Supplement centers in a large metropolitan area followed from infancy to early adulthood and a smaller cohort of boys and girls followed through early childhood, we provide evidence supporting the critical role of parenting, maternal depression, and other proximal family risk factors in early childhood that are prospectively linked to trajectories of parent-reported conduct problems in early and middle childhood, youth-reported antisocial behavior during adolescence and early adulthood, and court-reported violent offending in adolescence. The findings are discussed in terms of the need to identify at-risk boys in early childhood and methods and platforms for engaging families in healthcare settings not previously used to implement preventive mental health services. © 2016 Michigan Association for Infant Mental Health.

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

NASA Astrophysics Data System (ADS)

Lunsford, S. K.

2004-05-01

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

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

PubMed Central

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

2015-01-01

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

Transactional Analysis of the Reciprocal Links between Peer Experiences and Academic Achievement from Middle Childhood to Early Adolescence

ERIC Educational Resources Information Center

Veronneau, Marie-Helene; Vitaro, Frank; Brendgen, Mara; Dishion, Thomas J.; Tremblay, Richard E.

2010-01-01

This study tested a transactional model of reciprocal influences regarding students' peer experiences (peer acceptance, peer rejection, and friends' academic achievement) and students' academic achievement from middle childhood to early adolescence. This longitudinal model was tested on 452 students (198 girls), mostly Caucasian and French…

Adverse childhood experiences and behavioral problems in middle childhood.

PubMed

Hunt, Tenah K A; Slack, Kristen S; Berger, Lawrence M

2017-05-01

Children who have been exposed to maltreatment and other adverse childhood experiences (ACEs) are at increased risk for various negative adult health outcomes, including cancer, liver disease, substance abuse, and depression. However, the proximal associations between ACEs and behavioral outcomes during the middle childhood years have been understudied. In addition, many of the ACE studies contain methodological limitations such as reliance on retrospective reports and limited generalizability to populations of lower socioeconomic advantage. The current study uses data from the Fragile Families and Child Wellbeing Study, a national urban birth cohort, to prospectively assess the adverse experiences and subsequent behavior problems of over 3000 children. Eight ACE categories to which a child was exposed by age 5 were investigated: childhood abuse (emotional and physical), neglect (emotional and physical), and parental domestic violence, anxiety or depression, substance abuse, or incarceration. Results from bivariate analyses indicated that Black children and children with mothers of low education were particularly likely to have been exposed to multiple ACE categories. Regression analyses showed that exposure to ACEs is strongly associated with externalizing and internalizing behaviors and likelihood of ADHD diagnosis in middle childhood. Variation in these associations by racial/ethnic, gender, and maternal education subgroups are examined. This study provides evidence that children as young as 9 begin to show behavioral problems after exposure to early childhood adversities. Copyright © 2016 Elsevier Ltd. All rights reserved.

Adverse Childhood Experiences and Behavioral Problems in Middle Childhood

PubMed Central

Berger, Lawrence M.; Slack, Kristen S.

2016-01-01

Children who have been exposed to maltreatment and other adverse childhood experiences (ACEs) are at increased risk for various negative adult health outcomes, including cancer, liver disease, substance abuse, and depression. However, the proximal associations between ACEs and behavioral outcomes during the middle childhood years have been understudied. In addition, many of the ACE studies contain methodological limitations such as reliance on retrospective reports and limited generalizability to populations of lower socioeconomic advantage. The current study uses data from the Fragile Families and Child Well being Study, a national urban birth cohort, to prospectively assess the adverse experiences and subsequent behavior problems of over 3,000 children. Eight ACE categories to which a child was exposed by age 5 were investigated: childhood abuse (emotional and physical), neglect (emotional and physical), and parental domestic violence, anxiety or depression, substance abuse, or incarceration. Results from bivariate analyses indicated that Black children and children with mothers of low education were particularly likely to have been exposed to multiple ACE categories. Regression analyses showed that exposure to ACEs is strongly associated with externalizing and internalizing behaviors and likelihood of ADHD diagnosis in middle childhood. Variation in these associations by racial/ethnic, gender, and maternal education subgroups are examined. This study provides evidence that children as young as 9 begin to show behavioral problems after exposure to early childhood adversities. PMID:27884508

Differential stability of temperament and personality from toddlerhood to middle childhood

PubMed Central

Neppl, Tricia K.; Donnellan, M. Brent; Scaramella, Laura V.; Widaman, Keith F.; Spilman, Sarah K.; Ontai, Lenna L.; Conger, Rand D.

2010-01-01

This prospective, longitudinal investigation examined differential consistency of three core dimensions of individuality from toddlerhood through middle childhood. Data came from 273 families who participated with their child at least once during three developmental periods: toddlerhood (2 years), early childhood (3 to 5 years), and middle childhood (6 to 10 years). Both mothers and fathers reported on attributes of their child using subscales from the Toddler Behavior Assessment Questionnaire, the Child Behavior Questionnaire, and the Iowa Personality Questionnaire. Reports were used as indicators of the latent “Big Three” dimensions of positive emotionality, negative emotionality, and constraint at each of the three developmental periods. Results pointed to consistency in these broad dimensions of temperament and personality from toddlerhood to middle childhood. PMID:20634996

A Comprehensive Review of the Status of Early Childhood Development in the Middle East and North Africa.

ERIC Educational Resources Information Center

Khattab, Mohammad Salih

This report reviews the status of early childhood education (ECE) programs in UNICEF's Middle East and North Africa region. The report compiles information about ECE programs in 18 countries based on a questionnaire sent to UNICEF country offices and other sources. The introduction sets out the economic and social rationales for investing in early…

Modeling social norms increasingly influences costly sharing in middle childhood.

PubMed

House, Bailey R; Tomasello, Michael

2018-07-01

Prosocial and normative behavior emerges in early childhood, but substantial changes in prosocial behavior in middle childhood may be due to it becoming integrated with children's understanding of what is normative. Here we show that information about what is normative begins influencing children's costly sharing in middle childhood in a sample of 6- to 11-year-old German children. Information about what is normative was most influential when indicating what was "right" (i.e., "The right thing is to choose this"). It was less influential when indicating what was prescribed by a rule (i.e., "There is a rule that says to choose this") or when it indicated what the majority of people do (i.e., "Most people choose this"). These findings support the idea that middle childhood is when social norms begin to shape children's costly sharing and provide insight into the psychological foundations of the relationship between norms and prosocial behavior. Copyright © 2018 Elsevier Inc. All rights reserved.

Sibling conflict in middle childhood predicts children's adjustment in early adolescence.

PubMed

Stocker, Clare M; Burwell, Rebecca A; Briggs, Megan L

2002-03-01

Associations between sibling conflict in middle childhood and psychological adjustment in early adolescence were studied in a sample of 80 boys and 56 girls. Parents and children provided self-report data about family relationships and children's adjustment. Parents' hostility to children was assessed from videotaped interactions. Results showed that sibling conflict at Time 1 predicted increases in children's anxiety, depressed mood, and delinquent behavior 2 years later. Moreover, earlier sibling conflict at Time 1 accounted for unique variance in young adolescents' Time 2 anxiety, depressed mood, and delinquent behavior above and beyond the variance explained by earlier maternal hostility and marital conflict. Children's adjustment at Time 1 did not predict sibling conflict at Time 2. Results highlight the unique significance of the earlier sibling relationship for young adolescents' psychological adjustment.

Early Childhood Depression and Alterations in the Trajectory of Gray Matter Maturation in Middle Childhood and Early Adolescence.

PubMed

Luby, Joan L; Belden, Andy C; Jackson, Joshua J; Lessov-Schlaggar, Christina N; Harms, Michael P; Tillman, Rebecca; Botteron, Kelly; Whalen, Diana; Barch, Deanna M

2016-01-01

The trajectory of cortical gray matter development in childhood has been characterized by early neurogenesis and volume increase, peaking at puberty followed by selective elimination and myelination, resulting in volume loss and thinning. This inverted U-shaped trajectory, as well as cortical thickness, has been associated with cognitive and emotional function. Synaptic pruning-based volume decline has been related to experience-dependent plasticity in animals. To date, there have been no data to inform whether and how childhood depression might be associated with this trajectory. To examine the effects of early childhood depression, from the preschool age to the school age period, on cortical gray matter development measured across 3 waves of neuroimaging from late school age to early adolescence. Data were collected in an academic research setting from September 22, 2003, to December 13, 2014, on 193 children aged 3 to 6 years from the St Louis, Missouri, metropolitan area who were observed for up to 11 years in a longitudinal behavioral and neuroimaging study of childhood depression. Multilevel modeling was applied to explore the association between the number of childhood depression symptoms and prior diagnosis of major depressive disorder and the trajectory of gray matter change across 3 scan waves. Data analysis was conducted from October 29, 2014, to September 28, 2015. Volume, thickness, and surface area of cortical gray matter measured using structural magnetic resonance imaging at 3 scan waves. Of the 193 children, 90 had a diagnosis of major depressive disorder; 116 children had 3 full waves of neuroimaging scans. Findings demonstrated marked alterations in cortical gray matter volume loss (slope estimate, -0.93 cm³; 95% CI, -1.75 to -0.10 cm³ per scan wave) and thinning (slope estimate, -0.0044 mm; 95% CI, -0.0077 to -0.0012 mm per scan wave) associated with experiencing an episode of major depressive disorder before the first magnetic resonance

Chains of risk for alcohol use disorder: Mediators of exposure to neighborhood deprivation in early and middle childhood.

PubMed

Karriker-Jaffe, Katherine J; Lönn, Sara L; Cook, Won K; Kendler, Kenneth S; Sundquist, Kristina

2018-03-01

Our goal was to test a cascade model to identify developmental pathways, or chains of risk, from neighborhood deprivation in childhood to alcohol use disorder (AUD) in young adulthood. Using Swedish general population data, we examined whether exposure to neighborhood deprivation during early and middle childhood was associated with indicators of social functioning in adolescence and emerging adulthood, and whether these were predictive of AUD. Structural equation models showed exposure to neighborhood deprivation was associated with lower school achievement during adolescence, poor social functioning during emerging adulthood, and the development of AUD for both males and females. Understanding longitudinal pathways from early exposure to adverse environments to later AUD can inform prevention and intervention efforts. Copyright © 2018 Elsevier Ltd. All rights reserved.

Longitudinal linkages between sibling relationships and adjustment from middle childhood through adolescence.

PubMed

Kim, Ji-Yeon; McHale, Susan M; Crouter, Ann C; Osgood, D Wayne

2007-07-01

The links between changes in sibling conflict and intimacy and changes in perceived peer social competence and depression symptoms were examined from middle childhood through adolescence. Participants were mothers, fathers and first- and second-born siblings from 197 White, working/middle class, two-parent families. Peer competence peaked in early adolescence and then declined; depression symptoms were high in middle childhood and, for girls, in middle adolescence. Controlling for parent-offspring relationships and sibling and parent adjustment, increases in sibling conflict were linked to increases in depression symptoms, and increases in sibling intimacy were linked to increases in peer competence and, for girls, decreases in depression symptoms. Copyright 2007 APA.

Links between sex-typed time use in middle childhood and gender development in early adolescence.

PubMed

McHale, Susan M; Kim, Ji-Yeon; Whiteman, Shawn; Crouter, Ann C

2004-09-01

The authors studied sex-typing in the kinds (e.g., sports, handicrafts) and social contexts (same- vs. other-sex companions) of children's free time activities, and the links between sex-typed activities and gender development over 2 years. Participants were 200 White, working- and middle-class children (103 girls, 97 boys; mean age = 10.86 years). In annual home interviews, children rated their self-esteem, gender role attitudes and sex-typed personality qualities, academic interests, and school grades. During 7 nightly phone interviews each year, children reported on their activities. Boys were more sex-typed than girls in their peer activities, and children were least sex-typed in their activities with siblings. Sex-typed activities in middle childhood predicted individual differences in gender development in early adolescence. Copyright 2004 American Psychological Association

Some Aspects of Language Development in Middle Childhood.

ERIC Educational Resources Information Center

Hoar, Nancy

The middle childhood years are a period of refinement of the semantics and syntax acquired in the early years, of substantial metalinguistic development, and of subtle changes in actual processing strategies. In a study undertaken to determine how these three factors interact, children aged 6 to 11 were asked to produce and recognize paraphrases.…

Attachment in Middle Childhood: Progress and Prospects.

PubMed

Bosmans, Guy; Kerns, Kathryn A

2015-01-01

Contrary to the substantial amount of research on infant, preschool, adolescent, and adult attachment, middle childhood has long been neglected by the international attachment research community. In the past two decades, however, there has been a steep increase in research focusing on middle childhood attachment. This article provides an overview of past research, with a focus on the characteristics of secure versus insecure attachment at this age period, and an understanding of the different approaches to measure attachment. The article demonstrates the relevance of past middle childhood attachment research for both developmental psychologists and clinicians trying to understand the importance of middle childhood in individuals' development across the life span. © 2015 Wiley Periodicals, Inc.

Early life factors, childhood cognition and postal questionnaire response rate in middle age: the Aberdeen Children of the 1950s study.

PubMed

Nishiwaki, Yuji; Clark, Heather; Morton, Susan M; Leon, David A

2005-05-05

Little is known about the relationship between early life factors and survey response in epidemiological studies of adults. The Children of the 1950s cohort is composed of 12,150 children (boys 51.7%) born in Aberdeen 1950-56 and in primary schools in the city in 1962. Information on birth weight, gestational age, growth, behaviour and socio-economic position at birth and in childhood were obtained from contemporaneous records. Cognitive test scores at ages 7,9 and 11 years were also available from school records. The outcome was response to a postal questionnaire sent (2001-2003) to surviving cohort members in middle age. Of 11,282 potentially mailed subjects, 7,183 (63.7%) returned questionnaires. Response rates were highest among females, and those whose parents were married at birth, were in a non-manual social class at birth or in childhood, had fewer siblings, were taller and heavier in childhood for their age and had lower Rutter B behavioural scores. Childhood cognitive test scores at every age were strongly and positively related to the response rate to a postal questionnaire independently of other early life factors monotonically across the entire range of test scores. Those in the bottom fifth at age 11 had a response rate of 49% while those in the top fifth 75%. The strength and consistency of the association of childhood cognition with questionnaire response rate in middle age is surprisingly large. It suggests that childhood cognition across the entire normal range is a powerful influence on the complex set of later behaviours that comprise questionnaire response. The extent of possible response bias in epidemiological studies of the associations between childhood characteristics (particularly those related to cognition) and later health is probably larger than is generally realised, at least in situations where the survey instrument is a postal questionnaire.

Can reactivity to stress and family environment explain memory and executive function performance in early and middle childhood?

PubMed

Piccolo, Luciane da Rosa; Salles, Jerusa Fumagalli de; Falceto, Olga Garcia; Fernandes, Carmen Luiza; Grassi-Oliveira, Rodrigo

2016-01-01

According to the literature, children's overall reactivity to stress is associated with their socioeconomic status and family environment. In turn, it has been shown that reactivity to stress is associated with cognitive performance. However, few studies have systematically tested these three constructs together. To investigate the relationship between family environment, salivary cortisol measurements and children's memory and executive function performance. Salivary cortisol levels of 70 children aged 9 or 10 years were measured before and after performing tasks designed to assess memory and executive functions. Questionnaires on socioeconomic issues, family environment and maternal psychopathologies were administered to participants' families during the children's early childhood and again when they reached school age. Data were analyzed by calculating correlations between variables and conducting hierarchical regression. High cortisol levels were associated with poorer working memory and worse performance in tasks involving executive functions, and were also associated with high scores for maternal psychopathology (during early childhood and school age) and family dysfunction. Family environment variables and changes in cortisol levels explain around 20% of the variance in performance of cognitive tasks. Family functioning and maternal psychopathology in early and middle childhood and children's stress levels were associated with children's working memory and executive functioning.

Relational Aggression in Middle Childhood: Predictors and Adolescent Outcomes

ERIC Educational Resources Information Center

Spieker, Susan J.; Campbell, Susan B.; Vandergrift, Nathan; Pierce, Kim M.; Cauffman, Elizabeth; Susman, Elizabeth J.; Roisman, Glenn I.

2012-01-01

This study examined gender differences in the level and developmental course of relational aggression in middle childhood, as well as early predictors and outcomes of relational aggression, after controlling for concurrent physical aggression. Relational (RAgg) and Physical aggression (PAgg) scores for 558 boys and 545 girls at the ages of eight…

The Long Arm of Childhood in China: Early-Life Conditions and Cognitive Function Among Middle-Aged and Older Adults.

PubMed

Zhang, Zhenmei; Liu, Jinyu; Li, Lydia; Xu, Hongwei

2017-06-01

This study examined the association between childhood conditions and cognitive function among middle-aged and older adults in China. We analyzed data from the 2011 China Health and Retirement Longitudinal Study ( N = 11,868). Cognitive function was measured by word recall, a test of episodic memory. We examined the association between childhood conditions and cognitive function among the middle-aged (45-59 years) and the older (60 years and older) adults separately, using multilevel linear regressions. Indicators of childhood socioeconomic status (SES) and nutrition were significantly associated with memory performance among the middle-aged and the older adults in China. Adulthood SES, education in particular, accounted for some but not all the associations. The protective effect of childhood urban residence was stronger for middle-aged women than for middle-aged men. Childhood conditions are significantly associated with mid- to late-life cognitive function in China. The strengths of the associations may vary by gender and cohort.

Middle Childhood Teacher-Child Relationships: Insights from an Attachment Perspective and Remaining Challenges

ERIC Educational Resources Information Center

Verschueren, Karine

2015-01-01

An increasing body of research points to the significance of teacher-child relationships in shaping children's development. Extending the research literature on early childhood, this review examines the value of an attachment perspective to the study of teacher-child relationships in middle childhood. First, we discuss the conceptualization and…

The Indirect Effects of Maternal Emotion Socialization on Friendship Quality in Middle Childhood

ERIC Educational Resources Information Center

Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

2014-01-01

Emotion development processes have long been linked to social competence in early childhood but rarely have these associations been examined in middle childhood or with relational outcomes. Guided by theories of interpersonal relationships and emotion socialization, the current study was designed to fill these gaps by examining a longitudinal…

Advancing Early Childhood Development: from Science to Scale 1

PubMed Central

Black, Maureen M; Walker, Susan P; Fernald, Lia C H; Andersen, Christopher T; DiGirolamo, Ann M; Lu, Chunling; McCoy, Dana C; Fink, Günther; Shawar, Yusra R; Shiffman, Prof Jeremy; Devercelli, Amanda E; Wodon, Quentin T; Vargas-Barón, Emily; Grantham-McGregor, Sally

2018-01-01

Early childhood development programmes vary in coordination and quality, with inadequate and inequitable access, especially for children younger than 3 years. New estimates, based on proxy measures of stunting and poverty, indicate that 250 million children (43%) younger than 5 years in low-income and middle-income countries are at risk of not reaching their developmental potential. There is therefore an urgent need to increase multisectoral coverage of quality programming that incorporates health, nutrition, security and safety, responsive caregiving, and early learning. Equitable early childhood policies and programmes are crucial for meeting Sustainable Development Goals, and for children to develop the intellectual skills, creativity, and wellbeing required to become healthy and productive adults. In this paper, the first in a three part Series on early childhood development, we examine recent scientific progress and global commitments to early childhood development. Research, programmes, and policies have advanced substantially since 2000, with new neuroscientific evidence linking early adversity and nurturing care with brain development and function throughout the life course. PMID:27717614

Ohio's Middle Childhood Licensure Study

ERIC Educational Resources Information Center

White, Paula M.; Ross, Diane; Miller, Jennifer; Dever, Robin; Jones, Karen A.

2013-01-01

The purpose of this qualitative study was to describe middle level prepared teachers' perceptions of their practices after completing an Ohio Middle Childhood: Grades 4-9 teacher education program. Using the National Middle School Association/National Council of Accreditation of Teacher Education Initial Level Teacher Preparation Standards (2001)…

Developmental and Individual Differences in Girls' Sex-Typed Activities in Middle Childhood and Adolescence

ERIC Educational Resources Information Center

McHale, Susan M.; Shanahan, Lilly; Updegraff, Kimberly A.; Crouter, Ann C.; Booth, Alan

2004-01-01

Girls' time in sex-typed leisure activities was studied across 2 years in middle childhood (n=98, M=8.2 years in Year 1), early adolescence (n=106, M=11.7 years), and middle adolescence (n=86, M=14.9 years). In annual home interviews, White middle-class girls, mothers, and fathers rated their gendered attitudes, interests, and personality…

Sibling influences on gender development in middle childhood and early adolescence: a longitudinal study.

PubMed

McHale, S M; Updegraff, K A; Helms-Erikson, H; Crouter, A C

2001-01-01

The development of gender role qualities (attitudes, personality, leisure activities) from middle childhood to early adolescence was studied to determine whether siblings' gender role qualities predicted those of their sisters and brothers. Participants were 198 firstborn and second-born siblings (Ms = 10 years 9 months and 8 years 3 months, respectively, in Year 1) and their parents. Families were interviewed annually for 3 years. Firstborn siblings' qualities in Year 1 predicted second-born children's qualities in Year 3 when both parent and child qualities in Year 1 were controlled, a pattern consistent with a social learning model of sibling influence. Parental influence was more evident and sibling influence less evident in predicting firstborns' qualities; for firstborns, sibling influences suggested a de-identification process.

Mother-child relationships, family context, and child characteristics as predictors of anxiety symptoms in middle childhood.

PubMed

Kerns, Kathryn A; Siener, Shannon; Brumariu, Laura E

2011-05-01

The goal of the study was to examine several factors that may explain the development of anxiety symptoms in middle childhood. Using data from the NICHD Study of Early Child Care (n = 1,364 families), we examined mother-child relationships, other aspects of family context, and child characteristics as predictors of anxiety in preadolescence. Latent growth curve analyses revealed that children who were more anxious at the beginning of middle childhood had been more behaviorally inhibited as preschoolers, and in middle childhood lived in families who experienced more negative life events and had mothers who were more anxious. Children who became more anxious across middle childhood were less behaviorally inhibited as preschoolers and in middle childhood perceived less security in their attachments to their mothers, experienced more negative life events, and had mothers who were more anxious. The findings illustrate the need to include a broad set of risk factors in etiological models of anxiety. In addition, the evidence for cumulative effects suggests several possible points of intervention with anxious children and their parents.

Inhibitory control and moral emotions: relations to reparation in early and middle childhood.

PubMed

Colasante, Tyler; Zuffianò, Antonio; Bae, Na Young; Malti, Tina

2014-01-01

This study examined links between inhibitory control, moral emotions (sympathy and guilt), and reparative behavior in an ethnically diverse sample of 4- and 8-year-olds (N = 162). Caregivers reported their children's reparative behavior, inhibitory control, and moral emotions through a questionnaire, and children reported their guilt feelings in response to a series of vignettes depicting moral transgressions. A hypothesized meditation model was tested with inhibitory control relating to reparative behavior through sympathy and guilt. In support of this model, results revealed that high levels of inhibitory control were associated with high levels of reparative behavior through high levels of sympathy and guilt. However, the mediation of inhibitory control to reparation through guilt was significant for 4-year-olds only. Results are discussed in relation to the temperamental, regulatory, and affective-moral precursors of reparative behavior in early and middle childhood.

Developmental Trajectories of Anxiety Symptoms Among Boys Across Early and Middle Childhood

PubMed Central

Feng, Xin; Shaw, Daniel S.; Silk, Jennifer S.

2009-01-01

This study examined the developmental trajectory of anxiety symptoms among 290 boys and evaluated the association of trajectory groups with child and family risk factors and children’s internalizing disorders. Anxiety symptoms were measured using maternal reports from the Child Behavior Checklist (T. M. Achenbach, 1991, 1992) for boys between the ages of 2 and 10. A group-based trajectory analysis revealed 4 distinct trajectories in the development of anxiety symptoms: low, low increasing, high declining, and high-increasing trajectories. Child shy temperament tended to differentiate between initial high and low groups, whereas maternal negative control and maternal depression were associated with increasing trajectories and elevated anxiety symptoms in middle childhood. Follow-up analyses to diagnoses of preadolescent depression and/or anxiety disorders revealed different patterns on the basis of trajectory group membership. The results are discussed in terms of the mechanisms of risk factors and implications for early identification and prevention. PMID:18266484

Precursors of Adolescent Substance Use from Early Childhood and Early Adolescence: Testing a Developmental Cascade Model

PubMed Central

Sitnick, Stephanie; Shaw, Daniel S.; Hyde, Luke

2013-01-01

This study examined developmentally-salient risk and protective factors of adolescent substance use assessed during early childhood and early adolescence using a sample of 310 low-income boys. Child problem behavior and proximal family risk and protective factors (i.e., parenting, maternal depression) during early childhood, as well as child and family factors and peer deviant behavior during adolescence were explored as potential precursors to later substance use during adolescence using structural equation modeling. Results revealed that early childhood risk and protective factors (i.e., child externalizing problems, mothers’ depressive symptomatology, and nurturant parenting) were indirectly related to substance use at the age of 17 via risk and protective factors during early and middle adolescence (i.e., parental knowledge and externalizing problems). The implications of these findings for early prevention and intervention are discussed. PMID:24029248

Early Childhood Music Education Research: An Overview

ERIC Educational Resources Information Center

Young, Susan

2016-01-01

This article offers a short commentary on the "state of play" in early childhood music education research to accompany the articles published in this special issue. It provides an international overview of recent research trends in this field, with examples drawn from Europe, the Americas, Asia, the Middle East, East and South Africa and…

Attachment in Middle Childhood: Progress and Prospects

ERIC Educational Resources Information Center

Bosmans, Guy; Kerns, Kathryn A.

2015-01-01

Contrary to the substantial amount of research on infant, preschool, adolescent, and adult attachment, middle childhood has long been neglected by the international attachment research community. In the past two decades, however, there has been a steep increase in research focusing on middle childhood attachment. This article provides an overview…

Play and Social Interaction in Middle Childhood

ERIC Educational Resources Information Center

Bergen, Doris; Fromberg, Doris Pronin

2009-01-01

This article discusses traditional and contemporary definitions of middle childhood play, the value of such play for children's development and learning, the implications of home, school, and societal practices that have resulted in changing the play scenario of middle childhood, and suggestions for assuring that play's value will be maintained…

Maternal work hours in early to middle childhood link to later adolescent diet quality.

PubMed

Li, Jianghong; O'Sullivan, Therese; Johnson, Sarah; Stanley, Fiona; Oddy, Wendy

2012-10-01

Previous studies on maternal work hours and child diet quality have reported conflicting findings possibly due to differences in study design, lack of a comprehensive measure of diet quality and differing ages of the children under investigation. The present study aimed to prospectively examine the impact of parental work hours from age 1 year to age 14 years on adolescent diet quality. Multivariate linear regression models were used to examine independent associations between parents' work hours at each follow-up and across 14 years and adolescent diet quality at age 14 years. A diet quality index was based on the international literature and Australian recommendations, consisting of six food groups and nine nutrients. Perth, Western Australia. Children (n 1629) participating in the Western Australian Pregnancy Cohort (Raine) Study. Compared with children of mothers in full-time employment, children of mothers who were not employed in early childhood up to age 5 years had a higher average diet quality score at age 14 years, independent of maternal and family socio-economic status. Across 14 years the number of years the mother worked full time and increasing average weekly hours were associated with lower diet quality. Father's work hours had little association with adolescent diet quality. Having a mother stay at home in early to middle childhood is associated with better diet quality in adolescence. Support may be beneficial for families where the mother returns to full-time employment before the child reaches 8 years of age.

Attachment and Socioemotional Problems in Middle Childhood

ERIC Educational Resources Information Center

Moss, Ellen; Lecompte, Vanessa

2015-01-01

In this article, we will evaluate the evidence concerning links between attachment and behavior problems in the middle childhood period. We will first provide a general introduction to the question of attachment and maladaptation in the middle childhood period, and then examine the recent empirical evidence with respect to both externalizing and…

Recent Coverage of Early Childhood Education Approaches in Open Access Early Childhood Journals

ERIC Educational Resources Information Center

Keskin, Burhanettin

2016-01-01

A content analysis of the coverage of the major approaches to early childhood education in the early childhood research journals, published between 2010 and 2014, that are early childhood research oriented and have free online access were investigated. Among 21 journals in early childhood education, two journals were selected for the content…

"Boys Will Be Boys": What Do Early Childhood Teachers Have to Do with It?

ERIC Educational Resources Information Center

Bhana, Deevia

2009-01-01

This paper focuses on the ways in which a selected group of early childhood teachers in grades one and two, located in a predominantly white middle-class context in Durban, South Africa ascribe meaning to young boys they teach. The study finds that early childhood teachers are bearers of masculinity and incorporate taken-for-granted assumptions of…

Neural Changes Underlying the Development of Episodic Memory During Middle Childhood

PubMed Central

Ghetti, Simona; Bunge, Silvia A.

2012-01-01

Episodic memory is central to the human experience. In typically developing children, episodic memory improves rapidly during middle childhood. While the developmental cognitive neuroscience of episodic memory remains largely uncharted, recent research has begun to provide important insights. It has long been assumed that hippocampus-dependent binding mechanisms are in place by early childhood, and that improvements in episodic memory observed during middle childhood result from the protracted development of the prefrontal cortex. We revisit the notion that binding mechanisms are age-invariant, and propose that changes in the hippocampus and its projections to cortical regions also contribute to the development of episodic memory. We further review the role of developmental changes in lateral prefrontal and parietal cortices in this development. Finally, we discuss changes in white matter tracts connecting brain regions that are critical for episodic memory. Overall, we argue that changes in episodic memory emerge from the concerted effort of a network of relevant brain structures. PMID:22770728

A Study of the Relationship between Early Childhood Program Attributes and Early Childhood Reading Achievement

ERIC Educational Resources Information Center

Washington, Novella M.

2012-01-01

This quantitative correlational study focuses on the relationship between early childhood program attributes and early childhood reading success. Data will be gathered from early childhood sites with grades prekindergarten through second grade in which early childhood program attributes exist and early childhood reading is measured by the…

Research Ideas for the Classroom: Early Childhood Mathematics.

ERIC Educational Resources Information Center

Jensen, Robert J., Ed.

Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the early…

How do mothers and fathers influence pediatric injury risk in middle childhood?

PubMed

Schwebel, David C; Brezausek, Carl M

2010-09-01

Parental influences are among the strongest behavioral correlates to unintentional injury outcome in early childhood, but are less well understood as children develop. We implemented a prospective research design to study how parenting style, parent-child relationships, and parental mental health influence injury during middle childhood. We also considered the roles of parent and child gender. Parental influences were assessed from a sample of 584 first graders, plus their mothers and fathers. Injuries requiring medical treatment were assessed regularly over the subsequent 5 years. Logistic regression models examined how maternal and paternal parenting factors predicted injury among all children, just boys, and just girls. Fathers who reported more positive relationships with their children had children protected from injury. This was particularly true of father-son relationships. No maternal traits predicted injury. A positive father-child, and especially a positive father-son relationship, may protect children from injury during middle childhood.

Attachment in Middle Childhood: An Evolutionary-Developmental Perspective

ERIC Educational Resources Information Center

Del Giudice, Marco

2015-01-01

Middle childhood is a key transitional stage in the development of attachment processes and representations. Here I discuss the middle childhood transition from an evolutionary-developmental perspective and show how this approach offers fresh insight into the function and organization of attachment in this life stage. I begin by presenting an…

Intimate Partner Violence and Children's Attachment Representations during Middle Childhood.

PubMed

Gustafsson, Hanna C; Brown, Geoffrey L; Mills-Koonce, W Roger; Cox, Martha J

2017-06-01

Despite long-standing hypotheses that intimate partner violence (IPV) may undermine children's ability to form secure attachment representations, few studies have empirically investigated this association. Particularly lacking is research that examines IPV and attachment during middle childhood, a time when the way that children understand, represent, and process the behavior of others becomes particularly important. Using data from a sample of African American children living in rural, low-income communities ( n = 98), the current study sought to address this gap by examining the association between physical IPV occurring early in children's lives and their attachment security during the first grade. Results indicate that, even after controlling for child- and family-level covariates, physical IPV was associated with a greater likelihood of being rated insecurely attached. This effect was above and beyond the influence of maternal parenting behaviors, demonstrating a unique effect of physical IPV on children's attachment representations during middle childhood.

Social Experiences in Infancy and Early Childhood Co-Sleeping

ERIC Educational Resources Information Center

Hayes, Marie J.; Fukumizu, Michio; Troese, Marcia; Sallinen, Bethany A.; Gilles, Allyson A.

2007-01-01

Infancy and early childhood sleep-wake behaviours from current and retrospective parental reports were used to explore the relationship between sleeping arrangements and parent-child nighttime interactions at both time points. Children (N = 45) from educated, middle-class families, mostly breastfed in infancy, composed a convenience sample that…

Transactional relations between caregiving stress, executive functioning, and problem behavior from early childhood to early adolescence

PubMed Central

LaGasse, Linda L.; Conradt, Elisabeth; Karalunas, Sarah L.; Dansereau, Lynne M.; Butner, Jonathan E.; Shankaran, Seetha; Bada, Henrietta; Bauer, Charles R.; Whitaker, Toni M.; Lester, Barry M.

2016-01-01

Developmental psychopathologists face the difficult task of identifying the environmental conditions that may contribute to early childhood behavior problems. Highly stressed caregivers can exacerbate behavior problems, while children with behavior problems may make parenting more difficult and increase caregiver stress. Unknown is: (1) how these transactions originate, (2) whether they persist over time to contribute to the development of problem behavior and (3) what role resilience factors, such as child executive functioning, may play in mitigating the development of problem behavior. In the present study, transactional relations between caregiving stress, executive functioning, and behavior problems were examined in a sample of 1,388 children with prenatal drug exposures at three developmental time points: early childhood (birth-age 5), middle childhood (ages 6 to 9), and early adolescence (ages 10 to 13). Transactional relations differed between caregiving stress and internalizing versus externalizing behavior. Targeting executive functioning in evidence-based interventions for children with prenatal substance exposure who present with internalizing problems and treating caregiving psychopathology, depression, and parenting stress in early childhood may be particularly important for children presenting with internalizing behavior. PMID:27427803

Early childhood experiences, cultural beliefs, and oral health of Mexican American women.

PubMed

Miltiades, Helen B

2013-01-01

This qualitative article examines how financial resources, cultural beliefs, and early childhood experiences affect perceptions of oral health and dental utilization of middle-aged and older Mexican American women. Fourteen in-depth qualitative interviews were conducted. The women's ages range from 49 to 87 years. Most had not visited the dentist in more than 2 years. Most women's early childhood experiences did not include dental visits or dental instruction. Some believed tooth loss was a normal aging process. Misconceptions regarding preventive care, the belief that dental visits were only necessary when experiencing pain, and finances were the primary reasons for not visiting the dentist. The results lend insight into the oral health, self-care practices, and dental utilization of middle-aged and older immigrant Mexican American women.

Early Callous-Unemotional Behavior, Theory-of-mind, and a Fearful/Inhibited Temperament Predict Externalizing Problems in Middle and Late Childhood

PubMed Central

Song, Ju-Hyun; Waller, Rebecca; Hyde, Luke W.; Olson, Sheryl L.

2016-01-01

Childhood externalizing problems are more likely to be severe and persistent when combined with high levels of callous-unemotional (CU) behavior. A handful of recent studies have shown that CU behavior can also be reliably measured in the early preschool years, which may help to identify young children who are less likely to desist from early externalizing behaviors. The current study extends previous literature by examining the role of CU behavior in very early childhood in the prediction of externalizing problems in both middle and late childhood, and tests whether other relevant child characteristics, including Theory-of-Mind (ToM) and fearful/inhibited temperament moderate these pathways. Multi-method data, including parent reports of child CU behavior and fearful/inhibited temperament, observations of ToM, and teacher-reported externalizing problems were drawn from a prospective, longitudinal study of children assessed at ages 3, 6, and 10 (N=241; 48% female). Results demonstrated that high levels of CU behavior predicted externalizing problems at ages 6 and 10 over and above the effect of earlier externalizing problems at age 3, but that these main effects were qualified by two interactions. High CU behavior was related to higher levels of externalizing problems specifically for children with low ToM and a low fearful/inhibited temperament. The results show that a multitude of child characteristics likely interact across development to increase or buffer risk for child externalizing problems. These findings can inform the development of targeted early prevention and intervention for children with high CU behavior. PMID:26582182

Early Callous-Unemotional Behavior, Theory-of-Mind, and a Fearful/Inhibited Temperament Predict Externalizing Problems in Middle and Late Childhood.

PubMed

Song, Ju-Hyun; Waller, Rebecca; Hyde, Luke W; Olson, Sheryl L

2016-08-01

Childhood externalizing problems are more likely to be severe and persistent when combined with high levels of callous-unemotional (CU) behavior. A handful of recent studies have shown that CU behavior can also be reliably measured in the early preschool years, which may help to identify young children who are less likely to desist from early externalizing behaviors. The current study extends previous literature by examining the role of CU behavior in very early childhood in the prediction of externalizing problems in both middle and late childhood, and tests whether other relevant child characteristics, including Theory-of-Mind (ToM) and fearful/inhibited temperament moderate these pathways. Multi-method data, including parent reports of child CU behavior and fearful/inhibited temperament, observations of ToM, and teacher-reported externalizing problems were drawn from a prospective, longitudinal study of children assessed at ages 3, 6, and 10 (N = 241; 48 % female). Results demonstrated that high levels of CU behavior predicted externalizing problems at ages 6 and 10 over and above the effect of earlier externalizing problems at age 3, but that these main effects were qualified by two interactions. High CU behavior was related to higher levels of externalizing problems specifically for children with low ToM and a low fearful/inhibited temperament. The results show that a multitude of child characteristics likely interact across development to increase or buffer risk for child externalizing problems. These findings can inform the development of targeted early prevention and intervention for children with high CU behavior.

Conduct problems and attention deficit behaviour in middle childhood and cannabis use by age 15.

PubMed

Fergusson, D M; Lynskey, M T; Horwood, L J

1993-12-01

The relationship between conduct problems and attention deficit behaviours at ages 6, 8, 10 and 12 years and the early onset of cannabis usage by the age of 15 years was studied in a birth cohort of New Zealand children. The analysis showed that while conduct problems during middle childhood were significantly associated with later cannabis use (p < 0.05) there was no association between early attention deficit behaviours and cannabis use (p > 0.40) when the associations between conduct problems and attention deficit behaviours were taken into account. It was estimated that children who showed tendencies to conduct disorder behaviour in middle childhood were between 2.1 to 2.7 times more likely to engage in early cannabis use than children not prone to conduct problems even when a range of factors including family social background, parental separation and parental conflict were taken into account. It is concluded that early conduct disorder behaviours are a risk factor for later cannabis use when due allowance is made for social and contextual factors associated with both early conduct problems and later cannabis use.

"I Wish My People Can Be Like the Ducks": Children's References to Internal States with Siblings and Friends from Early to Middle Childhood

ERIC Educational Resources Information Center

Leach, Jamie; Howe, Nina; DeHart, Ganie

2017-01-01

The present study investigated children's internal state language during play with their sibling and friend across early and middle childhood. Specifically, the category type of internal state language (e.g., cognitions and goals), referent (e.g., own and other), and associations with children's birth order were examined. A total of 65 (T1: Time…

Sensitive Situations. The DLM Early Childhood Program Professional Library.

ERIC Educational Resources Information Center

Schiller, Pam

Teachers know how to educate young children, but many feel ill-prepared when faced with students' emotional issues in the classroom. This book is intended as a resource for early childhood teachers who find themselves in the middle of such "sensitive situations." The information is presented by using a fictional, but typical, scenario…

Do Children with Better Inhibitory Control Donate More? Differentiating between Early and Middle Childhood and Cool and Hot Inhibitory Control.

PubMed

Hao, Jian

2017-01-01

Inhibitory control may play an important part in prosocial behavior, such as donating behavior. However, it is not clear at what developmental stage inhibitory control becomes associated with donating behavior and which aspects of inhibitory control are related to donating behavior during development in early to middle childhood. The present study aimed to clarify these issues with two experiments. In Experiment 1, 103 3- to 5-year-old preschoolers completed cool (Stroop-like) and hot (delay of gratification) inhibitory control tasks and a donating task. The results indicated that there were no relationships between cool or hot inhibitory control and donating behavior in the whole group and each age group of the preschoolers. In Experiment 2, 140 elementary school children in Grades 2, 4, and 6 completed cool (Stroop-like) and hot (delay of gratification) inhibitory control tasks and a donating task. The results showed that inhibitory control was positively associated with donating behavior in the whole group. Cool and hot inhibitory control respectively predicted donating behavior in the second and sixth graders. Therefore, the present study reveals that donating behavior increasingly relies on specific inhibitory control, i.e., hot inhibitory control as children grow in middle childhood.

Mourning Child Grief Support Group Curriculum: Middle Childhood Edition, Grades 3-6.

ERIC Educational Resources Information Center

Lehmann, Linda; Jimerson, Shane R.; Gaasch, Ann

The Mourning Child Early Childhood grief support curriculum is intended for use with late elementary and middle school-aged children, specifically children in grades three through six, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies,…

Language Skills in Low-SES Rural Appalachian Children: Kindergarten to Middle Childhood

ERIC Educational Resources Information Center

Reynolds, Mary E.; Fish, Margaret

2010-01-01

This study examined the development of language in low-SES rural Appalachian children from kindergarten through middle childhood. Findings showed that the children's language skills improved significantly between kindergarten and middle childhood, with all middle childhood language means within the average range. However, all areas of language…

The Indirect Effects of Maternal Emotion Socialization on Friendship Quality in Middle Childhood

PubMed Central

Blair, Bethany L.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

2014-01-01

Emotion development processes have long been linked to social competence in early childhood but rarely have these associations been examined in middle childhood or with relational outcomes. Guided by theories of interpersonal relationships and emotion socialization, the current study was designed to fill these gaps by examining a longitudinal process model indirectly linking emotion development to friendship quality. Data were drawn from 336 children (179 girls, 65% White), their mothers, and their teachers across 3 time points spanning the ages of 5–10 years. A path analysis model was utilized to examine the way in which maternal emotion socialization indirectly affects children’s friendship quality. Results supported the hypothesized model in which maternal emotion socialization strategies used when children were age 5 were associated with changes in friendship quality from ages 7 to 10 via changes in children’s emotion regulation. Findings highlight the importance of emotional processes for relational outcomes in middle childhood. PMID:23795555

Intersections: Feminisms/Early Childhoods. Rethinking Childhood, Volume 3.

ERIC Educational Resources Information Center

Hauser, Mary E., Ed.; Jipson, Janice A., Ed.

Through personal narrative and scholarly reflection, this book examines the foundations of early childhood education, contemporary curricular and pedagogical practice in early childhood education, and critical issues affecting the multiple worlds of childhood. Essays by individual contributors are linked by contributors' conversations. An…

Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence.

PubMed

Deighton, Jessica; Humphrey, Neil; Belsky, Jay; Boehnke, Jan; Vostanis, Panos; Patalay, Praveetha

2018-03-01

There is a growing appreciation that child functioning in different domains, levels, or systems are interrelated over time. Here, we investigate links between internalizing symptoms, externalizing problems, and academic attainment during middle childhood and early adolescence, drawing on two large data sets (child: mean age 8.7 at enrolment, n = 5,878; adolescent: mean age 11.7, n = 6,388). Using a 2-year cross-lag design, we test three hypotheses - adjustment erosion, academic incompetence, and shared risk - while also examining the moderating influence of gender. Multilevel structural equation models provided consistent evidence of the deleterious effect of externalizing problems on later academic achievement in both cohorts, supporting the adjustment-erosion hypothesis. Evidence supporting the academic-incompetence hypothesis was restricted to the middle childhood cohort, revealing links between early academic failure and later internalizing symptoms. In both cohorts, inclusion of shared-risk variables improved model fit and rendered some previously established cross-lag pathways non-significant. Implications of these findings are discussed, and study strengths and limitations noted. Statement of contribution What is already known on this subject? Longitudinal research and in particular developmental cascades literature make the case for weaker associations between internalizing symptoms and academic performance than between externalizing problems and academic performance. Findings vary in terms of the magnitude and inferred direction of effects. Inconsistencies may be explained by different age ranges, prevalence of small-to-modest sample sizes, and large time lags between measurement points. Gender differences remain underexamined. What does this study add? The present study used cross-lagged models to examine longitudinal associations in age groups (middle child and adolescence) in a large-scale British sample. The large sample size not only allows for

An Investigation of the Security of Caregiver Attachment during Middle Childhood in Children with High-Functioning Autistic Disorder

ERIC Educational Resources Information Center

Chandler, Felicity; Dissanayake, Cheryl

2014-01-01

Previous research has investigated caregiver attachment relationships in children with autism during early childhood, with few differences found from matched control groups. However, little is known of this relationship during middle childhood (ages 8-12 years). In this study, the aim was to establish whether there are differences in the security…

Early-life conditions and older adult health in low- and middle-income countries: a review

PubMed Central

McEniry, M.

2012-01-01

Population aging and subsequent projected large increases in chronic conditions will be important health concerns in low- and middle-income countries. Although evidence is accumulating, little is known regarding the impact of poor early-life conditions on older adult (50 years and older) health in these settings. A systematic review of 1141 empirical studies was conducted to identify population-based and community studies in low- and middle-income countries, which examined associations between early-life conditions and older adult health. The resulting review of 20 studies revealed strong associations between (1) in utero/early infancy exposures (independent of other early life and adult conditions) and adult heart disease and diabetes; (2) poor nutrition during childhood and difficulties in adult cognition and diabetes; (3) specific childhood illnesses such as rheumatic fever and malaria and adult heart disease and mortality; (4) poor childhood health and adult functionality/disability and chronic diseases; (5) poor childhood socioeconomic status (SES) and adult mortality, functionality/disability and cognition; and (6) parental survival during childhood and adult functionality/disability and cognition. In several instances, associations remained strong even after controlling for adult SES and lifestyle. Although exact mechanisms cannot be identified, these studies reinforce to some extent the importance of early-life environment on health at older ages. Given the paucity of cohort data from the developing world to examine hypotheses of early-life conditions and older adult health, population-based studies are relevant in providing a broad perspective on the origins of adult health. PMID:23316272

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

PubMed

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

2017-04-01

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

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

PubMed Central

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

2016-01-01

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

Secure Base Representations in Middle Childhood Across Two Western Cultures: Associations with Parental Attachment Representations and Maternal Reports of Behavior Problems

PubMed Central

Waters, Theodore E. A.; Bosmans, Guy; Vandevivere, Eva; Dujardin, Adinda; Waters, Harriet S.

2015-01-01

Recent work examining the content and organization of attachment representations suggests that one way in which we represent the attachment relationship is in the form of a cognitive script. That said, this work has largely focused on early childhood or adolescence/adulthood, leaving a large gap in our understanding of script-like attachment representations in the middle childhood period. We present two studies and provide three critical pieces of evidence regarding the presence of a script-like representation of the attachment relationship in middle childhood. We present evidence that a middle childhood attachment script assessment tapped a stable underlying script using samples drawn from two western cultures, the United States (Study 1) and Belgium (Study 2). We also found evidence suggestive of the intergenerational transmission of secure base script knowledge (Study 1) and relations between secure base script knowledge and symptoms of psychopathology in middle childhood (Study 2). The results from this investigation represent an important downward extension of the secure base script construct. PMID:26147774

Childhood Disadvantage and Health Problems in Middle and Later Life: Early Imprints on Physical Health?

PubMed Central

Ferraro, Kenneth F.; Schafer, Markus H.; Wilkinson, Lindsay R.

2016-01-01

Drawing from cumulative inequality theory, we examine the relationship between childhood disadvantage and health problems in adulthood. Using two waves of data from Midlife Development in the United States, we investigate whether childhood disadvantage is associated with adult disadvantage, including fewer social resources, and the effect of lifelong disadvantage on health problems measured at the baseline survey and a 10-year follow-up. Findings reveal that childhood socioeconomic disadvantage and frequent abuse by parents are generally associated with fewer adult social resources and more lifestyle risks. Health problems, in turn, are affected by childhood disadvantage and by lifestyle risks, especially smoking and obesity. Not only was early disadvantage related to health problems at the baseline survey, but childhood socioeconomic disadvantage and frequent abuse also were related to the development of new health problems at the follow-up survey. These findings reveal the imprint of early disadvantage on health decades later and suggest greater attention to resources, even during midlife, can interrupt the chain of risks. PMID:27445413

Childhood Disadvantage and Health Problems in Middle and Later Life: Early Imprints on Physical Health?

PubMed

Ferraro, Kenneth F; Schafer, Markus H; Wilkinson, Lindsay R

2016-02-01

Drawing from cumulative inequality theory, we examine the relationship between childhood disadvantage and health problems in adulthood. Using two waves of data from Midlife Development in the United States, we investigate whether childhood disadvantage is associated with adult disadvantage, including fewer social resources, and the effect of lifelong disadvantage on health problems measured at the baseline survey and a 10-year follow-up. Findings reveal that childhood socioeconomic disadvantage and frequent abuse by parents are generally associated with fewer adult social resources and more lifestyle risks. Health problems, in turn, are affected by childhood disadvantage and by lifestyle risks, especially smoking and obesity. Not only was early disadvantage related to health problems at the baseline survey, but childhood socioeconomic disadvantage and frequent abuse also were related to the development of new health problems at the follow-up survey. These findings reveal the imprint of early disadvantage on health decades later and suggest greater attention to resources, even during midlife, can interrupt the chain of risks.

Economic Costs of Childhood Lead Exposure in Low- and Middle-Income Countries

PubMed Central

Trasande, Leonardo

2013-01-01

Background: Children’s blood lead levels have declined worldwide, especially after the removal of lead in gasoline. However, significant exposure remains, particularly in low- and middle-income countries. To date, there have been no global estimates of the costs related to lead exposure in children in developing countries. Objective: Our main aim was to estimate the economic costs attributable to childhood lead exposure in low- and middle-income countries. Methods: We developed a regression model to estimate mean blood lead levels in our population of interest, represented by each 1-year cohort of children < 5 years of age. We used an environmentally attributable fraction model to estimate lead-attributable economic costs and limited our analysis to the neurodevelopmental impacts of lead, assessed as decrements in IQ points. Our main outcome was lost lifetime economic productivity due to early childhood exposure. Results: We estimated a total cost of $977 billions of international dollars in low- and middle-income countries, with economic losses equal to $134.7 billion in Africa [4.03% of gross domestic product (GDP)], $142.3 billion in Latin America and the Caribbean (2.04% of GDP), and $699.9 billion in Asia (1.88% of GDP). Our sensitivity analysis indicates a total economic loss in the range of $728.6–1162.5 billion. Conclusions: We estimated that, in low- and middle-income countries, the burden associated with childhood lead exposure amounts to 1.20% of world GDP in 2011. For comparison, in the United States and Europe lead-attributable economic costs have been estimated at $50.9 and $55 billion, respectively, suggesting that the largest burden of lead exposure is now borne by low- and middle-income countries. Citation: Attina TM, Trasande L. 2013. Economic costs of childhood lead exposure in low- and middle-income countries. Environ Health Perspect 121:1097–1102; http://dx.doi.org/10.1289/ehp.1206424 PMID:23797342

Early Childhood Education.

ERIC Educational Resources Information Center

Elkind, David

In five sections, this paper explores dimensions of early childhood education: schooling generally construed as nonparental instruction in knowledge, values, and skills. Section 1 looks at some of the factors which have contributed to the rapid growth of early childhood education in modern times. Section 2 briefly highlights the contributions of…

Intimate Partner Violence and Children’s Attachment Representations during Middle Childhood

PubMed Central

Gustafsson, Hanna C.; Brown, Geoffrey L.; Mills-Koonce, W. Roger; Cox, Martha. J.

2016-01-01

Despite long-standing hypotheses that intimate partner violence (IPV) may undermine children’s ability to form secure attachment representations, few studies have empirically investigated this association. Particularly lacking is research that examines IPV and attachment during middle childhood, a time when the way that children understand, represent, and process the behavior of others becomes particularly important. Using data from a sample of African American children living in rural, low-income communities (n = 98), the current study sought to address this gap by examining the association between physical IPV occurring early in children’s lives and their attachment security during the first grade. Results indicate that, even after controlling for child- and family-level covariates, physical IPV was associated with a greater likelihood of being rated insecurely attached. This effect was above and beyond the influence of maternal parenting behaviors, demonstrating a unique effect of physical IPV on children’s attachment representations during middle childhood. PMID:28781383

Social-Emotional Problems in Early Childhood and the Development of Depressive Symptoms in School-Age Children

ERIC Educational Resources Information Center

Meagher, Susan M.; Arnold, David H.; Doctoroff, Greta L.; Dobbs, Jennifer; Fisher, Paige H.

2009-01-01

Research Findings: The present longitudinal study investigated whether a range of social-emotional difficulties in early childhood predict the development of depressive symptoms in middle childhood. Participants were 56 children and their teachers. Teachers' reports of internalizing and externalizing behaviors were obtained during preschool, and…

Reframing Early Childhood Leadership

ERIC Educational Resources Information Center

Stamopoulos, Elizabeth

2012-01-01

Rapid changes in Australian education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian "National Quality Framework" (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the "National Early Years Learning Framework"…

Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

ERIC Educational Resources Information Center

Kissel, Brian; Mraz, Maryann; Algozzine, Bob; Stover, Katie

2011-01-01

In recent years, literacy coaches have emerged as an integral part of a school's literacy team. Although current research on literacy coaching examines the work of coaches at the elementary and middle/secondary school levels, little research exists on the roles and perspectives of early childhood literacy coaches. This study sought to fill that…

Borderline personality features and implicit shame-prone self-concept in middle childhood and early adolescence.

PubMed

Hawes, David J; Helyer, Rebekah; Herlianto, Eugene C; Willing, Jonah

2013-01-01

This study tested if children and adolescents with high levels of borderline personality features (BPF) exhibit the same shame-prone self-concept previously found to characterize adults with borderline personality disorder (Rüsch et al., 2007 ). Self-concept was indexed using the Implicit Association Test, in a community sample of children/adolescents aged 10 to 14 years (48% female; M age = 12.04 years). Common domains of child and adolescent psychopathology and core components of BPF were assessed using self-reports on the Strengths and Difficulties Questionnaire and the Borderline Personality Features Scale for Children. The identity problems component of BPF was found to significantly predict implicit levels of shame-prone self-concept, but only among girls. This effect was independent of the key dimensions of child and adolescent psychopathology that overlap with BPF-including features hyperactivity/inattention, disruptive behavior problems, and anxiety/depression-none of which were associated with shame-prone self-concept at the bivariate level or otherwise. The current findings provide preliminary evidence that self-schemas related to shame are uniquely associated with a core component of BPF in middle childhood and early adolescence and suggest that this correlate may apply uniquely to female individuals. These findings point to the identity problems component of BPF as a priority for future clinical and developmental research into mechanisms associated with BPF across childhood and adolescence.

Early Childhood Systems: Transforming Early Learning

ERIC Educational Resources Information Center

Kagan, Sharon Lynn, Ed.; Kauertz, Kristie, Ed.

2012-01-01

In this seminal volume, leading authorities strategize about how to create early childhood systems that transcend politics and economics to serve the needs of all young children. The authors offer different interpretations of the nature of early childhood systems, discuss the elements necessary to support their development, and examine how…

Early rapid weight gain and subsequent overweight and obesity in middle childhood in Peru.

PubMed

Penny, Mary E; Jimenez, M Michelle; Marin, R Margot

2016-01-01

Rapid postnatal weight gain is associated with risk of overweight and obesity, but it's unclear whether this holds in populations exposed to concurrent obesogenic risk factors and for children who have been extensively breastfed. This study investigates whether an increase in weight for age from birth to 1 year (infancy) and from 1 to 5 years (early childhood) predicts overweight and obesity, and waist circumference at 8 years, using data from a longitudinal cohort study in Peru. Generalized estimating equations (GEE) models were constructed for overweight and obesity, obesity alone and waist circumference at 8 years versus rapid weight gain in infancy, and early childhood including adjusted models to account for confounders. Rapid weight gain in both periods was associated with double the risk of overweight and obesity, obesity alone at 8 years and increased waist circumference even after controlling for maternal BMI and education level, sex of child, height-for-age at 8 years, consumption of "fast food" and number of days of active exercise. The association was significant, with some differences, for children in both rural and urban environments. Rapid weight gain in infancy and in early childhood in Peru is associated with overweight and obesity at age 8 years even when considering other determinants of childhood obesity.

Mother-Child Attachment and Cognitive Performance in Middle Childhood: An Examination of Mediating Mechanisms

ERIC Educational Resources Information Center

West, Katara K.; Mathews, Brittany L.; Kerns, Kathryn A.

2013-01-01

Although mother-child attachment has been shown to predict cognitive performance, there has been a lack of attention to the mediating mechanisms that explain these associations. In the present study, we investigated relations of early mother-child attachment and cognitive performance in middle childhood (the latter in terms of both academic…

Economic costs of childhood lead exposure in low- and middle-income countries.

PubMed

Attina, Teresa M; Trasande, Leonardo

2013-09-01

Children's blood lead levels have declined worldwide, especially after the removal of lead in gasoline. However, significant exposure remains, particularly in low- and middle-income countries. To date, there have been no global estimates of the costs related to lead exposure in children in developing countries. Our main aim was to estimate the economic costs attributable to childhood lead exposure in low- and middle-income countries. We developed a regression model to estimate mean blood lead levels in our population of interest, represented by each 1-year cohort of children < 5 years of age. We used an environmentally attributable fraction model to estimate lead-attributable economic costs and limited our analysis to the neurodevelopmental impacts of lead, assessed as decrements in IQ points. Our main outcome was lost lifetime economic productivity due to early childhood exposure. We estimated a total cost of $977 billions of international dollars in low- and middle-income countries, with economic losses equal to $134.7 billion in Africa [4.03% of gross domestic product (GDP)], $142.3 billion in Latin America and the Caribbean (2.04% of GDP), and $699.9 billion in Asia (1.88% of GDP). Our sensitivity analysis indicates a total economic loss in the range of $728.6-1162.5 billion. We estimated that, in low- and middle-income countries, the burden associated with childhood lead exposure amounts to 1.20% of world GDP in 2011. For comparison, in the United States and Europe lead-attributable economic costs have been estimated at $50.9 and $55 billion, respectively, suggesting that the largest burden of lead exposure is now borne by low- and middle-income countries.

The Reach up Early Childhood Parenting Program: Origins, Content, and Implementation

ERIC Educational Resources Information Center

Walker, Susan P.; Chang, Susan M.; Smith, Joanne A.; Baker-Henningham, Helen

2018-01-01

Nurturing care in early childhood requires responsive interactions and opportunities to learn; however, there are few large-scale programs in low- and middle-income countries that support parents' ability to provide responsive care and activities that help children learn. The Reach Up training program was developed to increase capacity of…

Secure base representations in middle childhood across two Western cultures: Associations with parental attachment representations and maternal reports of behavior problems.

PubMed

Waters, Theodore E A; Bosmans, Guy; Vandevivere, Eva; Dujardin, Adinda; Waters, Harriet S

2015-08-01

Recent work examining the content and organization of attachment representations suggests that 1 way in which we represent the attachment relationship is in the form of a cognitive script. This work has largely focused on early childhood or adolescence/adulthood, leaving a large gap in our understanding of script-like attachment representations in the middle childhood period. We present 2 studies and provide 3 critical pieces of evidence regarding the presence of a script-like representation of the attachment relationship in middle childhood. We present evidence that a middle childhood attachment script assessment tapped a stable underlying script using samples drawn from 2 western cultures, the United States (Study 1) and Belgium (Study 2). We also found evidence suggestive of the intergenerational transmission of secure base script knowledge (Study 1) and relations between secure base script knowledge and symptoms of psychopathology in middle childhood (Study 2). The results from this investigation represent an important downward extension of the secure base script construct. (c) 2015 APA, all rights reserved).

Coherence, competence, and confusion in narratives of middle childhood.

PubMed

Weinstein, Lissa; Shustorovich, Ellen

2011-01-01

Middle childhood is a pivotal time in character development during which enduring internal structures are formed. Fiction can offer insights into the cognitive and affective shifts of this developmental phase and how they are transformed in adulthood. While the success of beloved books for latency age children lies in the solutions they offer to the conflict between the pull toward independence and the pull back to the safety of childhood, the enduring stories for adults about children in their middle years can be seen as works of mourning for the relationship with the parents and the childhood self, but more importantly as attempts to transform their experience of middle childhood through the retrospective creation of a coherence that was initially absent. Thematic and structural elements distinguish two groups of stories for adults: the first appears to solve the conflicts of this period by importing adult knowledge and perspective into the narrative of childhood; the second describes the unconscious disorganizing aspects of this period, thereby offering readers a chance to reorganize their own memories, to make a coherent whole out of the fragmented, the confusing, and the unresolved.

Child Maltreatment and Children's Developmental Trajectories in Early- to Middle-Childhood

PubMed Central

Font, Sarah A.; Berger, Lawrence M.

2014-01-01

Associations between experiencing child maltreatment and adverse developmental outcomes are widely studied, yet conclusions regarding the extent to which effects are bidirectional, and whether they are likely causal, remain elusive. This study uses the Fragile Families and Child Well-Being study, a birth cohort of 4,898 children followed from birth through age 9. Hierarchical linear modeling and structural equation modeling are employed to estimate associations of maltreatment with cognitive and social-emotional well-being. Results suggest that effects of early childhood maltreatment emerge immediately, though developmental outcomes are also affected by newly occurring maltreatment over time. Additionally, findings indicate that children's early developmental scores predict their subsequent probability of experiencing maltreatment, though to a lesser extent than early maltreatment predicts subsequent developmental outcomes. PMID:25521556

Contemporary Perspectives on Early Childhood Curriculum. Contemporary Perspectives in Early Childhood Education.

ERIC Educational Resources Information Center

Saracho, Olivia N. Ed.; Spodek, Bernard, Ed.

Noting that the curriculum in early childhood education is dramatically different from that at other levels of education, this volume seeks to clarify some of the issues related to early childhood curriculum development and its bases in both personal knowledge and knowledge from the different disciplines to achieve a "balanced curriculum."…

Indicators of Access to Early Childhood Services in the Mississippi Delta. Rural Early Childhood Report No. 5

ERIC Educational Resources Information Center

Shores, Elizabeth F.; Barbaro, Erin; Barbaro, Michael C.; Flenner, Michelle; Bell, Lynn

2007-01-01

The Early Childhood Atlas facilitates spatial analysis in early childhood services research for the promotion of greater quality and accessibility of early care and education. The Atlas team collects and geocodes federal, state and nongovernmental datasets about early childhood services, integrating selected data elements into its online mapmaking…

Sibling Experiences in Middle Childhood Predict Sibling Differences in College Graduation.

PubMed

Sun, Xiaoran; McHale, Susan M; Updegraff, Kimberly A

2018-04-17

To illuminate how within-family differences in achievement may emerge, this study examined sibling experiences in middle childhood as predictors of sibling differences in college graduation. First- and second-borns from 152 families reported on their experiences with siblings and parents at ages 11.80 (SD = 0.56) and 9.22 (SD = 0.90), respectively, and on their educational attainment at about age 26. Significant childhood predictors of sibling differences in college graduation status included low sibling warmth, fathers' differential time spent with siblings, and perceived unfair differential treatment by parents. Findings suggest long-term implications of early sibling dynamics for educational attainment and provided novel insights into families' role in achievement. © 2018 Society for Research in Child Development.

Eco-Early Childhood Education: A New Paradigm of Early Childhood Education in South Korea

ERIC Educational Resources Information Center

Kim, Eunju; Lim, Jaetack

2007-01-01

In the early 1990s, university faculty members, early childhood educators, and preschool teachers in South Korea created a new paradigm for education. Eco-early childhood education uses an ecological point of view to reform existing child-centered education. This perspective proposes moving from child- to life-centered, individual- to…

Parenting practices in middle childhood mediate the relation between growing up with a parent having bipolar disorder and offspring psychopathology from childhood into early adulthood.

PubMed

Iacono, Vanessa; Beaulieu, Leah; Hodgins, Sheilagh; Ellenbogen, Mark A

2018-05-01

The offspring of parents with bipolar disorder (OBD) are at high risk for developing mental disorders. In addition to genetic factors, environmental risk is purported to be associated with these negative outcomes. However, few studies have examined this relation. Using concurrent and longitudinal data, we examined if support, structure, and control provided by parents in middle childhood mediated the relation between having a parent with or without bipolar disorder, and offspring mental health. The sample included 145 offspring (77 OBD, 68 controls) aged 4 to 14 years and their parents. Parent and teacher ratings of child behavior were collected, and diagnostic assessments were conducted in offspring 12 years later (n = 101). Bootstrapping analyses showed that low levels of structure mediated the relation between having a parent with bipolar disorder and elevated internalizing and externalizing difficulties during middle childhood. For the longitudinal outcomes, parental control emerged as the strongest mediator of the relation between parents' bipolar disorder and offspring psychopathology. Suboptimal childrearing may have different immediate and enduring consequences on mental health outcomes in the OBD. Parental structure has robust effects on emotional and behavioral problems in middle childhood, while levels of control promote psychological adjustment in the OBD as they mature.

Training of Personnel for Programmes in Early Childhood Care and Education in India.

ERIC Educational Resources Information Center

Muralidharan, Rajalakshmi

1992-01-01

Describes the early childhood components of India's National Policy on Education (1986), focusing particularly on the training of grassroots level personnel or Anganwadi workers, preschool teachers, creche workers, middle-level personnel, and project officers. Reviews training innovations, including mobile creches, home-based programs,…

Early Life Conditions, Adverse Life Events, and Chewing Ability at Middle and Later Adulthood

PubMed Central

Watt, Richard G.; Tsakos, Georgios

2014-01-01

Objectives. We sought to determine the extent to which early life conditions and adverse life events impact chewing ability in middle and later adulthood. Methods. Secondary analyses were conducted based on data from waves 2 and 3 of the Survey of Health, Ageing, and Retirement in Europe (SHARE), collected in the years 2006 to 2009 and encompassing information on current chewing ability and the life history of persons aged 50 years or older from 13 European countries. Logistic regression models were estimated with sequential inclusion of explanatory variables representing living conditions in childhood and adverse life events. Results. After controlling for current determinants of chewing ability at age 50 years or older, certain childhood and later life course socioeconomic, behavioral, and cognitive factors became evident as correlates of chewing ability at age 50 years or older. Specifically, childhood financial hardship was identified as an early life predictor of chewing ability at age 50 years or older (odds ratio = 1.58; 95% confidence interval = 1.22, 2.06). Conclusions. Findings suggest a potential enduring impact of early life conditions and adverse life events on oral health in middle and later adulthood and are relevant for public health decision-makers who design strategies for optimal oral health. PMID:24625140

Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood: Field Validation

ERIC Educational Resources Information Center

Cochran, Deborah C.; Gallagher, Peggy A.; Stayton, Vicki D.; Dinnebeil, Laurie A.; Lifter, Karin; Chandler, Lynette K.; Christensen, Kimberly A.

2012-01-01

Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children (CEC) Division for Early Childhood (DEC) early childhood special education (ECSE)/early intervention (EI) personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher…

Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems

PubMed Central

Laird, Robert D.; Jordan, Kristi Y.; Dodge, Kenneth A.; Pettit, Gregory S.; Bates, John E.

2009-01-01

A longitudinal, prospective design was used to examine the roles of peer rejection in middle childhood and antisocial peer involvement in early adolescence in the development of adolescent externalizing behavior problems. Both early starter and late starter pathways were considered. Classroom sociometric interviews from ages 6 through 9 years, adolescent reports of peers' behavior at age 13 years, and parent, teacher, and adolescent self-reports of externalizing behavior problems from age 5 through 14 years were available for 400 adolescents. Results indicate that experiencing peer rejection in elementary school and greater involvement with antisocial peers in early adolescence are correlated but that these peer relationship experiences may represent two different pathways to adolescent externalizing behavior problems. Peer rejection experiences, but not involvement with antisocial peers, predict later externalizing behavior problems when controlling for stability in externalizing behavior. Externalizing problems were most common when rejection was experienced repeatedly. Early externalizing problems did not appear to moderate the relation between peer rejection and later problem behavior. Discussion highlights multiple pathways connecting externalizing behavior problems from early childhood through adolescence with peer relationship experiences in middle childhood and early adolescence. PMID:11393650

Attachment Figures in Middle Childhood

ERIC Educational Resources Information Center

Seibert, Ashley C.; Kerns, Kathryn A.

2009-01-01

Previous research has focused on who the primary attachment figures are for children in middle childhood, but there has been relatively little research on other important people who may fulfill attachment needs. The goal of the study was to identify who children use as non-parental attachment figures and to examine whether children's use varies…

The stability of weight status through the early to middle childhood years in Australia: a longitudinal study.

PubMed

Wheaton, Nikita; Millar, Lynne; Allender, Steven; Nichols, Melanie

2015-04-28

To investigate the sociodemographic and behavioural factors associated with incidence, persistence or remission of obesity in a longitudinal sample of Australian children aged 4-10 years. Nationally representative Longitudinal Study of Australian Children (LSAC). The sample for this analysis included all children in the Kinder cohort (aged 4-5 years at wave 1) who participated in all four waves of LSAC (wave 1, 2004, aged 4-5 years; wave 2, 2006, aged 6-7 years; wave 3, 2008, aged 8-9 years and wave 4, 2010, aged 10-11 years). Of the 4983 children who participated in the baseline (wave 1) survey, 4169 (83.7%) children completed all four waves of data collection. Movement of children between weight status categories over time and individual-level predictors of weight status change (sociodemographic characteristics, selected dietary and activity behaviours). The study found tracking of weight status across this period of childhood. There was an inverse association observed between socioeconomic position and persistence of overweight/obesity. Sugar-sweetened beverages and fruit and vegetable intake and screen time appeared to be important predictors of stronger tracking. Overweight and obesity established early in childhood tracks strongly to the middle childhood years in Australia, particularly among children of lower socioeconomic position and children participating in some unhealthy behaviour patterns. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The reciprocal relationship between executive function and theory of mind in middle childhood: a 1-year longitudinal perspective.

PubMed

Austin, Gina; Groppe, Karoline; Elsner, Birgit

2014-01-01

There is robust evidence showing a link between executive function (EF) and theory of mind (ToM) in 3- to 5-year-olds. However, it is unclear whether this relationship extends to middle childhood. In addition, there has been much discussion about the nature of this relationship. Whereas some authors claim that ToM is needed for EF, others argue that ToM requires EF. To date, however, studies examining the longitudinal relationship between distinct subcomponents of EF [i.e., attention shifting, working memory (WM) updating, inhibition] and ToM in middle childhood are rare. The present study examined (1) the relationship between three EF subcomponents (attention shifting, WM updating, inhibition) and ToM in middle childhood, and (2) the longitudinal reciprocal relationships between the EF subcomponents and ToM across a 1-year period. EF and ToM measures were assessed experimentally in a sample of 1,657 children (aged 6-11 years) at time point one (t1) and 1 year later at time point two (t2). Results showed that the concurrent relationships between all three EF subcomponents and ToM pertained in middle childhood at t1 and t2, respectively, even when age, gender, and fluid intelligence were partialled out. Moreover, cross-lagged structural equation modeling (again, controlling for age, gender, and fluid intelligence, as well as for the earlier levels of the target variables), revealed partial support for the view that early ToM predicts later EF, but stronger evidence for the assumption that early EF predicts later ToM. The latter was found for attention shifting and WM updating, but not for inhibition. This reveals the importance of studying the exact interplay of ToM and EF across childhood development, especially with regard to different EF subcomponents. Most likely, understanding others' mental states at different levels of perspective-taking requires specific EF subcomponents, suggesting developmental change in the relations between EF and ToM across childhood.

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

PubMed

Font, Sarah A; Berger, Lawrence M

2015-01-01

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

Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know about the Experiences of Pre-Service Teachers of Color

ERIC Educational Resources Information Center

Cheruvu, Ranita; Souto-Manning, Mariana; Lencl, Tara; Chin-Calubaquib, Marisa

2015-01-01

Historically, in the United States, early childhood teacher education has been a discursive space dominated by White, English-monolingual, middle class perspectives. By and large, this space has remained unexamined even as the field acknowledges the need for more early childhood teachers of color. This study seeks to gain insights into the…

Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care

ERIC Educational Resources Information Center

Edwards, Susan; Blaise, Mindy; Hammer, Marie

2009-01-01

Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that…

Leadership in Early Childhood Special Education

ERIC Educational Resources Information Center

Arora, Samita Berry

2013-01-01

With the demands of high quality early childhood special education programs within public school settings, there is a need to place emphasis on research and training regarding early childhood leaders and managers in this complex and diverse field. The focus of this research is to examine what early childhood special education (ECSE) leadership…

Social inequalities in childhood are predictors of unemployment in early adulthood.

PubMed

Lander, Flemming; Rasmussen, Kurt; Mortensen, Jens Tølbøll

2012-03-01

The aim of the present study was to establish if social inequalities in early childhood, particularly living in a socially and economically deprived neighbourhood, are predictive of later unemployment. A cohort was established in 1987. It consists of 8-9 year-old children living in a socially deprived suburb who were followed in national registers for all categories of welfare benefits. The follow-up covered the period when participants were 21-27 years of age. A control group with the same age and gender distribution who were living in a neighbouring, relatively privileged middle class district were also followed for the purpose of comparison. The annual unemployment rate during the seven years of follow-up was significantly higher in the deprived neighbourhood group than in the middle class neighbourhood group, whereas long-term unemployment lasting more than two years did not differ significantly between the groups. Childhood background including a mother receiving social benefit was an independent factor associated with increased risk of later unemployment, whereas gender and single parenthood were not. The present findings suggest that socioeconomic disadvantage during childhood substantially increases the risk of unemployment in early adulthood, even during a follow-up period in the first decade of the 21st century when employment opportunities in Denmark were excellent. not relevant. not relevant.

Middle Childhood Attachment Strategies: validation of an observational measure.

PubMed

Brumariu, Laura E; Giuseppone, Kathryn R; Kerns, Kathryn A; Van de Walle, Magali; Bureau, Jean-François; Bosmans, Guy; Lyons-Ruth, Karlen

2018-02-05

The purpose of this study was to assess behavioral manifestations of attachment in middle childhood, and to evaluate their relations with key theoretical correlates. The sample consisted of 87 children (aged 10-12 years) and their mothers. Dyads participated in an 8-min videotaped discussion of a conflict in their relationships, later scored with the Middle Childhood Attachment Strategies Coding System (MCAS) for key features of all child attachment patterns described in previous literature (secure, ambivalent, avoidant, disorganized-disoriented, caregiving/role-confused, hostile/punitive). To assess validity, relations among MCAS dimensions and other measures of attachment, parenting, and psychological adjustment were evaluated. Results provide preliminary evidence for the psychometric properties of the MCAS in that its behaviorally assessed patterns were associated with theoretically relevant constructs, including maternal warmth/acceptance and psychological control, and children's social competence, depression, and behavioral problems. The MCAS opens new grounds for expanding our understanding of attachment and its outcomes in middle childhood.

Early Childhood Workforce Index, 2016

ERIC Educational Resources Information Center

Whitebook, Marcy; McLean, Caitlin; Austin, Lea J. E.

2016-01-01

The State of the Early Childhood Workforce (SECW) Initiative is a groundbreaking multi-year project to shine a steady spotlight on the nation's early childhood workforce. The SECW Initiative is designed to challenge entrenched ideas and policies that maintain an inequitable and inadequate status quo for early educators and for the children and…

Early Childhood Care and Education in Kenya

ERIC Educational Resources Information Center

Mbugua, Tata J.

2004-01-01

Recent years have seen a global endeavor to prioritize early childhood care and education as a foundation for later learning and development, as evidenced by the Global Guidelines for Early Childhood Education and Care in the 21st Century (Association for Childhood Education International/World Organization for Early Childhood, 1999). Such efforts…

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

ERIC Educational Resources Information Center

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

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

Behavioral and Emotional Symptoms of Post-Institutionalized Children in Middle Childhood

PubMed Central

Wiik, Kristen L.; Loman, Michelle M.; Van Ryzin, Mark J.; Armstrong, Jeffrey M.; Essex, Marilyn J.; Pollak, Seth D.; Gunnar, Megan R.

2010-01-01

Background Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood and early adolescence, but problems may not differ from other adopted children. This study clarifies the understanding of behavioral and emotional symptoms of post-institutionalized (PI) children during middle childhood. Methods Eight to eleven-year-old PI children (n=68) and two comparison groups, children internationally adopted from foster care (n=74) and non-adopted children (n=76), and their parents completed the MacArthur Health and Behavior Questionnaire related to ADHD, externalizing, and internalizing symptoms. Group means for symptom level and number of children with symptoms above clinical cutoffs were compared. Results PI children displayed an increased level of ADHD symptoms per parent report. PI child and parent report indicated a higher number of PI children above clinical ADHD cutoff. Both groups of internationally adopted (IA) children had higher levels of externalizing symptoms relative to non-adopted children, with parent report indicating higher numbers of IA children above the externalizing clinical threshold. Informants differed in their report of internalizing symptoms. Parents indicated both IA groups displayed increased internalizing symptom levels and greater numbers above clinical threshold; however, children reported this to be true only for the PI group. Conclusions PI children differ from non-adopted peers across symptom domains in middle childhood. Whether these concerns were more broadly associated with international adoption rather than institutional care depended on symptom domain and informant. An understanding of this variability may be beneficial for treatment and intervention. PMID:20649913

Colorado Early Childhood Study.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver. Planning and Evaluation Unit.

The Colorado State Board of Education allocated Title IV-V funds in 1975 for a study of the status of early childhood education in Colorado. The purposes of the study were to: (1) gather data relevant to early childhood education on the status of all children from birth through age 5; (2) identify needs of children of this age within the state;…

Highlighting the evidence gap: how cost-effective are interventions to improve early childhood nutrition and development?

PubMed Central

Batura, Neha; Hill, Zelee; Haghparast-Bidgoli, Hassan; Lingam, Raghu; Colbourn, Timothy; Kim, Sungwook; Sikander, Siham; Pulkki-Brannstrom, Anni-Maria; Rahman, Atif; Kirkwood, Betty; Skordis-Worrall, Jolene

2015-01-01

There is growing evidence of the effectiveness of early childhood interventions to improve the growth and development of children. Although, historically, nutrition and stimulation interventions may have been delivered separately, they are increasingly being tested as a package of early childhood interventions that synergistically improve outcomes over the life course. However, implementation at scale is seldom possible without first considering the relative cost and cost-effectiveness of these interventions. An evidence gap in this area may deter large-scale implementation, particularly in low- and middle-income countries. We conduct a literature review to establish what is known about the cost-effectiveness of early childhood nutrition and development interventions. A set of predefined search terms and exclusion criteria standardized the search across five databases. The search identified 15 relevant articles. Of these, nine were from studies set in high-income countries and six in low- and middle-income countries. The articles either calculated the cost-effectiveness of nutrition-specific interventions (n = 8) aimed at improving child growth, or parenting interventions (stimulation) to improve early childhood development (n = 7). No articles estimated the cost-effectiveness of combined interventions. Comparing results within nutrition or stimulation interventions, or between nutrition and stimulation interventions was largely prevented by the variety of outcome measures used in these analyses. This article highlights the need for further evidence relevant to low- and middle-income countries. To facilitate comparison of cost-effectiveness between studies, and between contexts where appropriate, a move towards a common outcome measure such as the cost per disability-adjusted life years averted is advocated. Finally, given the increasing number of combined nutrition and stimulation interventions being tested, there is a significant need for evidence of cost

Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators

ERIC Educational Resources Information Center

Wood, Eileen; Specht, Jacqueline; Willoughby, Teena; Mueller, Julie

2008-01-01

The purpose of this study was to assess the educators' perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The…

Remission and incidence of obstructive sleep apnea from middle childhood to late adolescence.

PubMed

Spilsbury, James C; Storfer-Isser, Amy; Rosen, Carol L; Redline, Susan

2015-01-01

To study the incidence, remission, and prediction of obstructive sleep apnea (OSA) from middle childhood to late adolescence. Longitudinal analysis. The Cleveland Children's Sleep and Health Study, an ethnically mixed, urban, community-based cohort, followed 8 y. There were 490 participants with overnight polysomnography data available at ages 8-11 and 16-19 y. Baseline participant characteristics and health history were ascertained from parent report and US census data. OSA was defined as an obstructive apnea- hypopnea index ≥ 5 or an obstructive apnea index ≥ 1. OSA prevalence was approximately 4% at each examination, but OSA largely did not persist from middle childhood to late adolescence. Habitual snoring and obesity predicted OSA in cross-sectional analyses at each time point. Residence in a disadvantaged neighborhood, African-American race, and premature birth also predicted OSA in middle childhood, whereas male sex, high body mass index, and history of tonsillectomy or adenoidectomy were risk factors among adolescents. Obesity, but not habitual snoring, in middle childhood predicted adolescent OSA. Because OSA in middle childhood usually remitted by adolescence and most adolescent cases were incident cases, criteria other than concern alone over OSA persistence or incidence should be used when making treatment decisions for pediatric OSA. Moreover, OSA's distinct risk factors at each time point underscore the need for alternative risk-factor assessments across pediatric ages. The greater importance of middle childhood obesity compared to snoring in predicting adolescent OSA provides support for screening, preventing, and treating obesity in childhood. © 2014 Associated Professional Sleep Societies, LLC.

Infusing Early Childhood Mental Health into Early Intervention Services

ERIC Educational Resources Information Center

Grabert, John C.

2009-01-01

This article describes the process of enhancing early childhood mental health awareness and skills in non-mental health staff. The author describes a pilot training model, conducted the U.S. Army's Early Intervention Services, that involved: (a) increasing early childhood mental health knowledge through reflective readings, (b) enhancing…

Early Childhood Diplomacy: Policy Planning for Early Childhood Development

ERIC Educational Resources Information Center

Vargas-Barón, Emily; Diehl, Kristel

2018-01-01

Children who are well nurtured, appropriately cared for, and provided with positive learning opportunities in their early years have a better chance of becoming healthy and productive citizens of nations and of the world. This article reviews the art and science of policy planning for early childhood development (ECD) from a diplomacy perspective.…

Childhood Immunization: A Key Component of Early Childhood Development

ERIC Educational Resources Information Center

Messonnier, Nancy

2017-01-01

Physical health is a key component of early childhood development and school readiness. By keeping children healthy and decreasing the chances of disease outbreaks, immunizations help early childhood programs create a safe environment for children. While overall vaccination rates are high nationally for most vaccines routinely recommended for…

Developmental Pathways from Childhood Aggression-Disruptiveness, Chronic Peer Rejection and Deviant Friendships to Early-Adolescent Rule Breaking

PubMed Central

Ettekal, Idean; Ladd, Gary W.

2015-01-01

Childhood aggression-disruptiveness, chronic peer rejection, and deviant friendships were examined as predictors of early-adolescent rule breaking behaviors. Using a sample of 383 children (193 girls and 190 boys) who were followed from ages 6 to 14, peer rejection trajectories were identified and incorporated into a series of alternative models to assess how chronic peer rejection and deviant friendships mediate the association between stable childhood aggression-disruptiveness and early-adolescent rule breaking. There were multiple mediated pathways to rule breaking that included both behavioral and relational risk factors and findings were consistent for boys and girls. Results have implications for better understanding the influence of multiple social processes in the continuity of antisocial behaviors from middle childhood to early adolescence. PMID:25403544

Early Childhood Intervention and Early Childhood Special Education in Turkey within the Scope of the Developmental System Approach

ERIC Educational Resources Information Center

Diken, Ibrahim H.; Bayhan, Pinar; Turan, Figen; Sipal, R. Firat; Sucuoglu, Bulbin; Ceber-Bakkaloglu, Hatice; Gunel, Mintaze Kerem; Kara, Ozgun Kaya

2012-01-01

The purpose of this article was to provide an overview of early childhood intervention and early childhood special education (ECI/ECSE) services and practices in Turkey by using the Developmental System Approach (M. J. Guralnick, 2001). After pointing out the history of early childhood and ECI/ECSE services and current legislations with regard to…

Ayudando a los padres a comunicarse mejor con las escuelas (Helping Parents Communicate Better with Schools). Early Childhood Digest.

ERIC Educational Resources Information Center

Kreider, Holly; Mayer, Ellen; Vaughan, Peggy

Based on information from the School Transition Study, sponsored by the MacArthur Network on Successful Pathways through Middle Childhood, this Spanish-language Early Childhood Digest focuses on enhancing communication between parents and the school. The digest discusses the importance of parents' level of comfort at school and in talking to…

Early Childhood Education in Taiwan.

ERIC Educational Resources Information Center

Barclay, Lisa K.

1989-01-01

Describes early childhood education in Taiwan, focusing on living patterns and child care arrangements, the position of the individual within the family and community, and the application of cultural norms to early childhood education. Compares the behavior of Chinese preschool children to that of American preschool children. (RJC)

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

PubMed

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

2017-04-01

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

Early Childhood Education: A Workbook for Administrators.

ERIC Educational Resources Information Center

Hewes, Dorothy; Hartman, Barbara

Business management theory and principles as applied to the administration of early childhood programs are presented in this workbook. Following a brief survey of the historical background of early childhood education and current early childhood programs, information and guidance to help plan, operate, and evaluate program facilities are provided.…

Dispersing Waves: Innovation in Early Childhood Education

ERIC Educational Resources Information Center

Meade, Anne, Ed.

2010-01-01

Early childhood education Centres of Innovation (COI) were established in 2002 as part of the 10-year plan for early childhood education, "Pathways to the Future/Nga Huarahi Arataki." In COI projects, innovative early childhood teaching teams reflect on and investigate their practices through action research, and share their findings…

Taiwanese Early Childhood Educators' Professional Development

ERIC Educational Resources Information Center

Hsu, Ching-Yun

2008-01-01

This study was designed based on a qualitative paradigm to explore the professional development of Taiwanese early childhood educators. The method of phenomenology was employed. The main research question addressed was "How do early childhood educators construe their professional development experience?" Seven Taiwanese early childhood…

Wyoming Early Childhood Readiness Standards.

ERIC Educational Resources Information Center

Wyoming State Dept. of Education, Cheyenne.

Because children entering kindergarten come with a variety of preschool and home experiences, and accordingly, with varying levels of school readiness, the Wyoming Early Childhood Readiness Standards have been developed to provide a more consistent definition of school readiness. The goal for the Standards is to provide early childhood educators…

Early Childhood Inclusion in Spain

ERIC Educational Resources Information Center

Giné, Climent; Balcells-Balcells, Anna; Cañadas, Margarita; Paniagua, Gema

2016-01-01

This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating…

Teachers in Early Childhood Policy

ERIC Educational Resources Information Center

Kilderry, Anna

2014-01-01

This paper examines teacher accountability and authority in early childhood policy. It reports on data from a study that investigated the influences affecting early childhood teacher decision-making at the preschool level in Victoria, Australia. Using a question raised by Ball "Where are the teachers in all this [policy]?" provided a…

Preventive Effects of Treatment of Disruptive Behavior Disorder in Middle Childhood on Substance Use and Delinquent Behavior

ERIC Educational Resources Information Center

Zonnevylle-Bender, Marjo J. S.; Matthys, Walter; van de Wiel, Nicolle M. H.; Lochman, John E.

2007-01-01

Objective: Disruptive behavior disorder (DBD) is a well-known risk factor for substance abuse and delinquent behavior in adolescence. Therefore, the long-term preventive effects of treatment of DBD in middle childhood on beginning substance use and delinquency in early adolescence were investigated. Method: Children with DBD (8-13 years old) had…

Early Childhood Services in New Zealand.

ERIC Educational Resources Information Center

Oborn, Glennie

2002-01-01

Describes the types and characteristics of New Zealand early childhood education services. Specific areas addressed include: (1) Te Whaariki, the New Zealand early childhood curriculum; (2) great outdoors as a feature of early education; (3) education and care centers; (4) kindergartens and playcenters; and (5) Te Kohanga Reo, Maori language and…

Actionable Intelligence about Early Childhood Risks in Philadelphia

ERIC Educational Resources Information Center

LeBoeuf, Whitney A.; Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Brumley, Benjamin

2016-01-01

"Early childhood risks" are markers of early childhood experiences that extensive research has shown to be detrimental to later academic and behavioral outcomes. In Philadelphia, evidence indicates that seven early childhood risks tracked by public agencies have negative effects on early school outcomes. These risks include low…

Early Childhood Review: Papers from GAEC, 1996-1997.

ERIC Educational Resources Information Center

Cartwright, Penny, Ed.; Kelly, Clare, Ed.; McLean, Kathy, Ed.; Mellor, Nikki, Ed.; Pidgeon, Sue, Ed.; Stevens, Judith, Ed.; Stables, Kay, Ed.

1996-01-01

This periodical, from Goldsmiths Association for Early Childhood (GAEC), addresses a variety of issues related to early childhood education in Great Britain. Articles included in the Spring 1996 issue are: (1) "Traditional Story Telling in the Early Years" (Fiona Collins); (2) "International Focus--Early Childhood Education…

Early Childhood Risk Factors for Mealtime TV Exposure and Engagement in Low-Income Families.

PubMed

Domoff, Sarah E; Lumeng, Julie C; Kaciroti, Niko; Miller, Alison L

To identify whether child and mother characteristics in early childhood predict TV exposure and engagement during mealtime in middle childhood. A total of 220 low-income mother-child dyads participated. Children were 4.26 years old (SD = 0.51) at baseline and 5.94 years (SD = 0.68) at 2-year follow-up. Mothers completed baseline measures of child negative emotionality and parenting practices. Family mealtimes were video recorded and coded for background TV exposure and child TV engagement. Multinomial logistic regression tested whether child emotionality and parenting practices during early childhood predicted risk of child TV exposure or engagement during mealtime, relative to no TV use, 2 years later. Children with greater negative emotionality in early childhood were more likely to engage with TV during mealtime than to have no TV. Similarly, early parenting disciplinary practices characterized by over-reactivity and laxness increased the risk for child TV engagement versus no TV during mealtime approximately 2 years later. We identified 2 factors that associated with an increased risk for TV viewing during meals. Helping parents manage child negative emotionality using positive parenting strategies might reduce later child TV engagement and improve the quality of family mealtimes. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Early Childhood Risk Factors for Mealtime TV Exposure and Engagement in Low-Income Families

PubMed Central

Domoff, Sarah E.; Lumeng, Julie C.; Kaciroti, Niko; Miller, Alison L.

2016-01-01

OBJECTIVE To identify whether child and mother characteristics in early childhood predict TV exposure and engagement during mealtime in middle childhood. METHODS A total of 220 low-income mother-child dyads participated. Children were 4.26 years old (SD = 0.51) at baseline and 5.94 years (SD = 0.68) at two-year follow-up. Mothers completed baseline measures of child negative emotionality and parenting practices. Family mealtimes were video-recorded and coded for background TV exposure and child TV engagement. Multinomial logistic regression tested whether child emotionality and parenting practices during early childhood predicted risk of child TV exposure or engagement during mealtime, relative to no TV use, two years later. RESULTS Children with greater negative emotionality in early childhood were more likely to engage with TV during mealtime than to have no TV. Similarly, early parenting disciplinary practices characterized by over-reactivity and laxness increased the risk for child TV engagement versus no TV during mealtime approximately two years later. CONCLUSIONS We identified two factors that associated with an increased risk for TV viewing during meals. Helping parents manage child negative emotionality using positive parenting strategies may reduce later child TV engagement and improve the quality of family mealtimes. PMID:27979749

Early Childhood Educator and Administrator Surveys on the Use of Assessments and Standards in Early Childhood Settings. REL 2014-019

ERIC Educational Resources Information Center

Irwin, Clare W.; O'Dwyer, Laura; Cook, Kyle DeMeo

2014-01-01

The Early Childhood Educator Survey and the Early Childhood Administrator Survey allow users to collect consistent data on the use of child assessments and learning standards in early childhood learning settings. Each survey includes modules on educator/administrator background information, assessment use, and learning standards implementation.…

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

PubMed

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

2013-06-01

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

Assessing Thai Early Childhood Teachers' Knowledge of Inclusive Education

ERIC Educational Resources Information Center

Agbenyega, Joseph S.; Klibthong, Sunanta

2014-01-01

An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights…

Evaluating and Supporting Early Childhood Teachers

ERIC Educational Resources Information Center

Passe, Angèle Sancho

2015-01-01

There's a lot of conversation in the early childhood community on evaluating teachers to improve their performance. Raising the quality of early care and education is a priority for policymakers and practitioners on local, state, and federal levels. As a result, much attention is being focused on early childhood educators to ensure that they do a…

Highlighting the evidence gap: how cost-effective are interventions to improve early childhood nutrition and development?

PubMed

Batura, Neha; Hill, Zelee; Haghparast-Bidgoli, Hassan; Lingam, Raghu; Colbourn, Timothy; Kim, Sungwook; Sikander, Siham; Pulkki-Brannstrom, Anni-Maria; Rahman, Atif; Kirkwood, Betty; Skordis-Worrall, Jolene

2015-07-01

There is growing evidence of the effectiveness of early childhood interventions to improve the growth and development of children. Although, historically, nutrition and stimulation interventions may have been delivered separately, they are increasingly being tested as a package of early childhood interventions that synergistically improve outcomes over the life course. However, implementation at scale is seldom possible without first considering the relative cost and cost-effectiveness of these interventions. An evidence gap in this area may deter large-scale implementation, particularly in low- and middle-income countries. We conduct a literature review to establish what is known about the cost-effectiveness of early childhood nutrition and development interventions. A set of predefined search terms and exclusion criteria standardized the search across five databases. The search identified 15 relevant articles. Of these, nine were from studies set in high-income countries and six in low- and middle-income countries. The articles either calculated the cost-effectiveness of nutrition-specific interventions (n = 8) aimed at improving child growth, or parenting interventions (stimulation) to improve early childhood development (n = 7). No articles estimated the cost-effectiveness of combined interventions. Comparing results within nutrition or stimulation interventions, or between nutrition and stimulation interventions was largely prevented by the variety of outcome measures used in these analyses. This article highlights the need for further evidence relevant to low- and middle-income countries. To facilitate comparison of cost-effectiveness between studies, and between contexts where appropriate, a move towards a common outcome measure such as the cost per disability-adjusted life years averted is advocated. Finally, given the increasing number of combined nutrition and stimulation interventions being tested, there is a significant need for evidence of cost

The Transition from Middle Childhood to Early Adolescence: Sex Differences in the Social Networks and Perceived Self-Competence.

ERIC Educational Resources Information Center

Feiring, Candice; Lewis, Michael

1991-01-01

Examines the development of social networks from middle childhood to adolescence based on a longitudinal sample of 100 children. Age changes, sex differences, and the relation between network characteristics and self-perceived competence are considered. Adolescent girls' social networks are larger than boys' and are also more related to specific…

Investigating Early Childhood Teachers' Views on Science Teaching Practices: The Integration of Science with Visual Art in Early Childhood Settings

ERIC Educational Resources Information Center

Öztürk Yilmaztekin, Elif; Erden, Feyza Tantekin

2017-01-01

This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the…

Early Childhood Poverty and Adult Body Mass Index

PubMed Central

Duncan, Greg J.; Kalil, Ariel

2009-01-01

Objectives. We estimated associations between poverty in early, middle, and later childhood and adult body mass index to further elucidate the effects of socioeconomic status on health. Methods. We conducted secondary analyses of data from men and women (N = 885) born between 1968 and 1975 who were tracked between their prenatal and birth years and adulthood in the nationally representative Panel Study of Income Dynamics. We used multivariate regression techniques and spline models to estimate the relationship between income in different stages of childhood and adult body mass index, overweight, and obesity. We controlled for other family characteristics, including income in other periods of childhood. Results. Mean annual family income in the prenatal and birth years for children whose annual family incomes averaged less than $25 000 was significantly associated with increased adult body mass index, but mean annual family income between 1 and 5 years of age and between 6 and 15 years of age was not. Conclusions. Our results indicated that economic conditions in the earliest period of life (during the prenatal and birth years) may play an important role in eventual anthropometric measures. PMID:19106427

Patterns of Aggressive Behavior and Peer Victimization from Childhood to Early Adolescence: A Latent Class Analysis

ERIC Educational Resources Information Center

Williford, Anne Powell; Brisson, Daniel; Bender, Kimberly A.; Jenson, Jeffrey M.; Forrest-Bank, Shandra

2011-01-01

The developmental period characterized by the transition from childhood and elementary school to early adolescence and middle school has been associated with increases in aggressive behavior and peer victimization. Few longitudinal studies, however, have examined the stability of aggression and victimization during this critical transition. This…

Predicting Individual Differences in Low-Income Children's Executive Control from Early to Middle Childhood

ERIC Educational Resources Information Center

Raver, C. Cybele; McCoy, Dana Charles; Lowenstein, Amy E.; Pess, Rachel

2013-01-01

The present longitudinal study tested the roles of early childhood executive control (EC) as well as exposure to poverty-related adversity at family and school levels as key predictors of low-income children's EC in elementary school ("n" = 391). Findings suggest that children's EC difficulties in preschool and lower family income from…

Breaking Bread: Spirituality, Food and Early Childhood Education

ERIC Educational Resources Information Center

Bone, Jane

2005-01-01

The spiritual aspect of early childhood education is supported by the early childhood curriculum in Aotearoa New Zealand, "Te Whariki". Research in three different early childhood settings presents new perspectives on the everyday experiences of children in terms of spirituality. Each setting formed a case study that included the voices…

Externalizing Problems in Fifth Grade: Relations with Productive Activity, Maternal Sensitivity, and Harsh Parenting from Infancy through Middle Childhood

ERIC Educational Resources Information Center

Bradley, Robert H.; Corwyn, Robert F.

2007-01-01

This study used data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development to examine relations between parenting, self-control, and externalizing behavior from infancy through 5th grade. Results indicate that self-control measured during middle childhood mediates relations between…

Early Childhood Training Workbook [and Videos].

ERIC Educational Resources Information Center

Magna Systems, Inc., Barrington, IL.

This early childhood training workbook and three accompanying video series provide instruction for early childhood caregivers and teachers in the areas of guidance and discipline, math, and diversity. The video series "Guidance and Discipline" demonstrates the ways in which teachers help children become self disciplined. The three videos…

Publication Opportunities for Early Childhood Academics.

ERIC Educational Resources Information Center

Sumsion, Jennifer

Recognizing the increasing pressure for publication for early childhood academics and the lack of current information about journals' publication practices, this study surveyed editors of Australian and international journals. The journals were selected through a survey of 43 academic staff of an institute of early childhood education and through…

Building Community Systems for Young Children: Early Childhood Education. Building State Early Childhood Comprehensive Systems Series, Number 11

ERIC Educational Resources Information Center

Bassok, Daphna; Stipek, Deborah; Inkelas, Moira; Kuo, Alice

2005-01-01

This report examines the importance and funding sources of early child care and education (ECE), and the ways in which the State Early Childhood Comprehensive Systems (SECCS) Initiative improves early childhood outcomes. Section I presents what is known about the importance of ECE, quality and access. Section II describes the current funding…

In-Service and Pre-Service Early Childhood Teachers' Views and Intentions about ICT Use in Early Childhood Settings: A Comparative Study

ERIC Educational Resources Information Center

Gialamas, Vasilis; Nikolopoulou, Kleopatra

2010-01-01

This paper regards a comparative study which investigates in-service and pre-service Greek early childhood teachers' views and intentions about integrating and using computers in early childhood settings. Views and intentions were investigated via a questionnaire administered to 240 in-service and 428 pre-service early childhood teachers.…

Prosocial Development in Middle Childhood: A Longitudinal Study.

ERIC Educational Resources Information Center

Eisenberg, Nancy; And Others

1987-01-01

Examines change in prosocial moral judgment over a seven-year period; determines whether there are gender differences in the development of prosocial moral judgment; and examines the interrelations of moral judgment, affect (sympathy), and behavior in middle childhood. (Author/RWB)

Workforce Issues in Early Childhood Education and Care.

ERIC Educational Resources Information Center

Moss, Peter

This paper addresses, in two parts, some issues in the staffing of early childhood services. Taking an international perspective, the first part of the paper discusses: (1) the structure of the early childhood workforce; (2) the social construction of the early childhood worker; (3) gender; (4) staff to child ratios; (5) processes of transition in…

Computer Training for Early Childhood Educators.

ERIC Educational Resources Information Center

Specht, Jacqueline; Wood, Eileen; Willoughby, Teena

Recent research in early childhood education (ECE) centers suggests that some teacher characteristics are not at a level that would support computer learning opportunities for children. This study identified areas of support required by teachers to provide a smooth introduction of the computer into the early childhood education classroom.…

Pedagogy for Early Childhood Gifted Education

ERIC Educational Resources Information Center

Kaplan, Sandra; Hertzog, Nancy B.

2016-01-01

Federal attention is focused currently on investing and improving the quality of early childhood education, so that children's potential and talent development can be used as a natural resource for the future of our country. This article engages readers in transitioning their thinking about early childhood gifted education from a traditional…

Early Childhood.

ERIC Educational Resources Information Center

Peters, Donald L.; Willis, Sherry L.

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

Frequency of Six Early Childhood Education Approaches: A 10-Year Content Analysis of Early Childhood Education Journal

ERIC Educational Resources Information Center

Walsh, Bridget A.; Petty, Karen

2007-01-01

The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from "Early Childhood Education Journal" was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio…

Early Childhood Inclusion in the United Kingdom

ERIC Educational Resources Information Center

Blackburn, Carolyn

2016-01-01

A policy-to-practice paper is presented of early childhood inclusion in England. The article aims to report the benefits of early intervention services and early childhood inclusion for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about…

Commentary--Culture and Attachment during Middle Childhood

ERIC Educational Resources Information Center

Chen, Bin-Bin

2015-01-01

Culture has an important impact on attachment. This commentary highlights three aspects about culture and attachment in middle childhood: (1) the need to have a more sophisticated consideration of the implication of cultural values, (2) the need to incorporate the role of societal or political ecological contexts, and (3) the need to solve the…

Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education

ERIC Educational Resources Information Center

Lifter, Karin; Foster-Sanda, Suzanne; Arzamarski, Caley; Briesch, Jacquelyn; McClure, Ellen

2011-01-01

Play is a natural activity of early childhood, which has great relevance to the fields of early intervention, early childhood special education, and early childhood education. Within these fields, ongoing tensions persist in how play is described and used. These tensions compromise activities of assessment, intervention, and curriculum development…

Early Childhood Education: Society and Culture

ERIC Educational Resources Information Center

Anning, Angela, Ed.; Cullen, Joy, Ed.; Fleer, Marilyn, Ed.

2004-01-01

This book aims to provide research-based evidence that links theory and research to practice in early childhood settings. Different ways of constructing learning in contrasting settings are explored through the analysis of research in early childhood contexts in the United Kingdom, Australia and New Zealand. The cross-national focus extends the…

Quality Measurement in Early Childhood Settings

ERIC Educational Resources Information Center

Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.; Tout, Kathryn, Ed.; Halle, Tamara, Ed.

2011-01-01

What constitutes quality in early childhood settings, and how can it best be measured with today's widely used tools and promising new approaches? Find authoritative answers in this book, a must-have for high-level administrators and policymakers as more and more states adopt early childhood Quality Rating and Improvement Systems. The most…

Generating Visionary Policy for Early Childhood Education and Care: Politicians' and Early Childhood Sector Advocate/Activists' Perspectives

ERIC Educational Resources Information Center

Bown, Kathryn; Sumsion, Jennifer

2016-01-01

This article contributes to the global conversation about generating a "vision" in early childhood education and care policy by reporting on an investigation of influences on politicians' policy decisions in early childhood education and care in Australia. This article is inspired by the provocations of social and political theorists who…

Links Between Contexts and Middle to Late Childhood Social-Emotional Development.

PubMed

Duong, Jeffrey; Bradshaw, Catherine P

2017-12-01

Guided by the social-emotional learning (SEL) framework, we studied developmental trajectory patterns of five key competency outcomes spanning middle through late childhood: altruism, empathy, self-efficacy, aggression, and hyperactivity. We then assessed their links to middle childhood home, parental, and community contexts. Data from the Institute of Education Sciences' Social and Character Development Program, which comprised nearly 2,400 elementary school students who were followed from Grades 3 through 5, were analyzed using growth mixture modeling. Three trajectory groups emerged for each outcome, which were linked to childhood contexts. Positive parenting was associated with a lower likelihood of following a negative empathy trajectory among children. Neighborhood intergenerational closure promoted a stable self-efficacy trajectory. Residing in a high-risk community was linked to increasing normative beliefs about aggression. These findings suggest an important role of contexts in influencing childhood social-emotional development in the later elementary school years. © Society for Community Research and Action 2017.

Guiding Principles for the New Early Childhood Professional: Building on Strength and Competence. Early Childhood Education Series

ERIC Educational Resources Information Center

Washington, Valora; Gadson, Brenda

2017-01-01

With growing evidence about the critical period of birth to age 5 for child development and learning, the imperative to professionalize the early childhood education workforce has never been greater. In this follow-up to "The New Early Childhood Professional: A Step-By-Step Guide to Overcoming Goliath", the authors share lessons learned…

Friend Influence on Achievement during Middle Childhood

ERIC Educational Resources Information Center

DeLay, Dawn

2013-01-01

This study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland.…

Men in Early Childhood: What Do Women Think about It?

ERIC Educational Resources Information Center

Clyde, Margaret

This study sought to determine Australian attitudes toward men working in the early childhood profession. Subjects were 100 first-year and 100 third-year female early childhood undergraduates and 22 practicing early childhood teachers and caregivers. Survey respondents were asked to describe how three imaginary early childhood teachers named Mary,…

Attachment in Middle Childhood: Associations with Information Processing

ERIC Educational Resources Information Center

Zimmermann, Peter; Iwanski, Alexandra

2015-01-01

Attachment theory suggests that internal working models of self and significant others influence adjustment during development by controlling information processing and self-regulation. We provide a conceptual overview on possible mechanisms linking attachment and information processing and review the current literature in middle childhood.…

Ethical Behavior in Early Childhood Education.

ERIC Educational Resources Information Center

Katz, Lilian G.; Ward, Evangeline H.

This booklet contains two essays on ethics for early childhood educators. The first essay discusses the meaning of a code of ethics, the importance of a code of ethics for working with preschool children, ethical conflicts in day care and preschool work, and steps which may be taken to help early childhood workers resolve these conflicts. Ethical…

Critical Issues in Early Childhood Education

ERIC Educational Resources Information Center

Yelland, Nicola, Ed.

2005-01-01

This book examines critical issues in early childhood education across a broad range of contexts. The issues explored are not only critical in terms of being fundamental to early childhood education but they are also critical in that they present ideas and utilize frameworks which are not traditional to the field. The topics under review include…

Investigating Pre-Service Early Childhood Teachers' Views and Intentions about Integrating and Using Computers in Early Childhood Settings: Compilation of an Instrument

ERIC Educational Resources Information Center

Nikolopoulou, Kleopatra; Gialamas, Vasilis

2009-01-01

This paper discusses the compilation of an instrument in order to investigate pre-service early childhood teachers' views and intentions about integrating and using computers in early childhood settings. For the purpose of this study a questionnaire was compiled and administered to 258 pre-service early childhood teachers (PECTs), in Greece. A…

Global Trends in Early Childhood Education: 2009

ERIC Educational Resources Information Center

Neugebauer, Roger; Goodeve, Emily

2009-01-01

As early childhood professionals from 78 countries prepare to travel to Belfast for the 2009 World Forum on Early Care and Education, these authors surveyed a sampling of those who will be attending on the current trends in early childhood education in their country. Delegates from over 40 countries responded, and in reviewing the reports from…

Rethinking Early Childhood Education

ERIC Educational Resources Information Center

Pelo, Ann, Ed.

2008-01-01

"Rethinking Early Childhood Education" is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.…

Aboriginal Early Childhood Education in Canada: Issues of Context

ERIC Educational Resources Information Center

Preston, Jane P.; Cottrell, Michael; Pelletier, Terrance R.; Pearce, Joseph V.

2012-01-01

Herein we provide a literature synthesis pertaining to the state of Aboriginal early childhood education in Canada. We identify key features of quality Aboriginal early childhood programs. The background and significance of early childhood education for Aboriginal peoples is explicated. Cultural compatibility theory is employed as the…

Documenting with Early Childhood Education Teachers: Pedagogical Documentation as a Tool for Developing Early Childhood Pedagogy and Practises

ERIC Educational Resources Information Center

Rintakorpi, Kati

2016-01-01

The Finnish social pedagogical curriculum for early childhood education directs early childhood teachers to use documentation to assess and develop pedagogy and practise. This empirical study examines the challenges and benefits a group of Finnish preschool teachers experienced when they learned to document their work. Although the idea of…

Developmental Pathways to Preference and Popularity in Middle Childhood.

PubMed

van den Berg, Yvonne H M; Deutz, Marike H F; Smeekens, Sanny; Cillessen, Antonius H N

2017-09-01

This study examined the associations between children's early life experiences with parents, ego resiliency and ego undercontrol, and peer group social status in a longitudinal, multimethod study from infancy to middle childhood. Participants were 129 children (52% boys) who were followed from 15 months of age to 9 years and their primary caregivers from the Nijmegen Longitudinal Study on Infant and Child Development. The measurements included observations of parent-child interaction, teacher ratings of ego resiliency and ego undercontrol, and peer-reported social status. Quality of parental interactive behavior was associated with ego resiliency and ego undercontrol. Ego resiliency and ego undercontrol were uniquely related to preference and popularity. The findings provide insight into the developmental pathways leading to the two distinct types of social status. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Using Impact Bonds to Achieve Early Childhood Development Outcomes in Low- and Middle-Income Countries

ERIC Educational Resources Information Center

Gustafsson-Wright, Emily; Gardiner, Sophie

2016-01-01

The Sustainable Development Goals (SDGs, or Global Goals) and their associated targets set out by the United Nations in 2015 explicitly seek to address some of the largest challenges facing children around the world. Early Childhood Development (ECD) interventions have been found to improve adult health and education levels, reduce crime, and…

Early Childhood Education: Training for the Future.

ERIC Educational Resources Information Center

Honig, Alice S.

1996-01-01

Discusses the future training of early childhood educators, focusing on techniques for teachers to build prosocial skills, develop aesthetic appreciation, inculcate acceptance and inclusion, and develop a curiosity for learning among children. Also discusses the political status of early childhood education. (MDM)

Early Childhood Teachers' Sustainment in the Classroom

ERIC Educational Resources Information Center

Kilgallon, Pam; Maloney, Carmel; Lock, Graeme

2008-01-01

This paper describes an investigation of Australian early childhood teachers' sustainment in their profession, focussing on those factors which enhance professional commitment, job satisfaction and occupational motivation. Utilizing qualitative methodology this study also identified key factors early childhood teachers consider crucial to…

Longitudinal Reciprocity between Theory of Mind and Aggression in Middle Childhood

ERIC Educational Resources Information Center

Holl, Anna Katharina; Kirsch, Fabian; Rohlf, Helena; Krahé, Barbara; Elsner, Birgit

2018-01-01

Theory of mind is one of the most important cognitive factors in social information-processing, and deficits in theory of mind have been linked to aggressive behavior in childhood. The present longitudinal study investigated reciprocal links between theory of mind and two forms of aggression--physical and relational--in middle childhood with three…

A longitudinal examination of event-related potentials sensitive to monetary reward and loss feedback from late childhood to middle adolescence.

PubMed

Kujawa, Autumn; Carroll, Ashley; Mumper, Emma; Mukherjee, Dahlia; Kessel, Ellen M; Olino, Thomas; Hajcak, Greg; Klein, Daniel N

2017-11-04

Brain regions involved in reward processing undergo developmental changes from childhood to adolescence, and alterations in reward-related brain function are thought to contribute to the development of psychopathology. Event-related potentials (ERPs), such as the reward positivity (RewP) component, are valid measures of reward responsiveness that are easily assessed across development and provide insight into temporal dynamics of reward processing. Little work has systematically examined developmental changes in ERPs sensitive to reward. In this longitudinal study of 75 youth assessed 3 times across 6years, we used principal components analyses (PCA) to differentiate ERPs sensitive to monetary reward and loss feedback in late childhood, early adolescence, and middle adolescence. We then tested reliability of, and developmental changes in, ERPs. A greater number of ERP components differentiated reward and loss feedback in late childhood compared to adolescence, but components in childhood accounted for only a small proportion of variance. A component consistent with RewP was the only one to consistently emerge at each of the 3 assessments. RewP demonstrated acceptable reliability, particularly from early to middle adolescence, though reliability estimates varied depending on scoring approach and developmental period. The magnitude of the RewP component did not significantly change across time. Results provide insight into developmental changes in the structure of ERPs sensitive to reward, and indicate that RewP is a consistently observed and relatively stable measure of reward responsiveness, particularly across adolescence. Copyright © 2017. Published by Elsevier B.V.

Changing Faces: The Early Childhood Profession in Australia.

ERIC Educational Resources Information Center

Lambert, Beverley, Ed.

This collection of 14 essays addresses the changes and challenges that the early childhood education profession in Australia has faced in recent years, and covers a wide range of important issues of particular relevance to the preparation of early childhood professionals. The essays are: (1) "The Changing Ecology of Australian Childhood"…

Learning Partnerships in Rural Early Childhood Settings.

ERIC Educational Resources Information Center

Coombe, Kennece; Lubawy, Joy

A study examined six aspects of learning communities in early childhood settings in rural New South Wales (Australia). These aspects are reflection, individual development, diversity, conversation, caring, and shared responsibility. Surveys of 15 directors of early childhood programs indicated that the reflective component of the learning…

Time with Peers from Middle Childhood to Late Adolescence: Developmental Course and Adjustment Correlates

PubMed Central

Lam, Chun Bun; McHale, Susan M.; Crouter, Ann C.

2014-01-01

This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On 7 occasions over 8 years, the two eldest siblings from 201 European American, working- and middle-class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls’ time with mixed/opposite-sex peers increased beginning in middle childhood, but boys’ time increased beginning in early adolescence. For both girls and boys, time with same-sex peers peaked in mid-adolescence. At the within-person level, unsupervised time with mixed/opposite-sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed/opposite-sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development. PMID:24673293

Early Childhood Caries

PubMed Central

Kawashita, Yumiko; Kitamura, Masayasu; Saito, Toshiyuki

2011-01-01

Dental caries is one of the most common childhood diseases, and people continue to be susceptible to it throughout their lives. Although dental caries can be arrested and potentially even reversed in its early stages, it is often not self-limiting and progresses without proper care until the tooth is destroyed. Early childhood caries (ECC) is often complicated by inappropriate feeding practices and heavy infection with mutans streptococci. Such children should be targeted with a professional preventive program that includes oral hygiene instructions for mothers or caregivers, along with fluoride and diet counseling. However, these strategies alone are not sufficient to prevent dental caries in high-risk children; prevention of ECC also requires addressing the socioeconomic factors that face many families in which ECC is endemic. The aim of this paper is to systematically review information about ECC and to describe why many children are suffering from dental caries. PMID:22007218

Community-based interventions to optimize early childhood development in low resource settings.

PubMed

Maulik, P K; Darmstadt, G L

2009-08-01

Interventions targeting the early childhood period (0 to 3 years) help to improve neuro-cognitive functioning throughout life. Some of the more low cost, low resource-intensive community practices for this age-group are play, reading, music and tactile stimulation. This research was conducted to summarize the evidence regarding the effectiveness of such strategies on child development, with particular focus on techniques that may be transferable to developing countries and to children at risk of developing secondary impairments. PubMed, PsycInfo, Embase, ERIC, CINAHL and Cochrane were searched for studies involving the above strategies for early intervention. Reference lists of these studies were scanned and other studies were incorporated based on snow-balling. Overall, 76 articles corresponding to 53 studies, 24 of which were randomized controlled trials, were identified. Sixteen of those studies were from low- and middle-income countries. Play and reading were the two commonest interventions and showed positive impact on intellectual development of the child. Music was evaluated primarily in intensive care settings. Kangaroo Mother Care, and to a lesser extent massage, also showed beneficial effects. Improvement in parent-child interaction was common to all the interventions. Play and reading were effective interventions for early childhood interventions in low- and middle-income countries. More research is needed to judge the effectiveness of music. Kangaroo Mother Care is effective for low birth weight babies in resource poor settings, but further research is needed in community settings. Massage is useful, but needs more rigorous research prior to being advocated for community-level interventions.

Building Competency for Providers in the Early Childhood Mental Health Field: An Early Childhood Mental Health Endorsement®

ERIC Educational Resources Information Center

Paradis, Nichole; Eidson, Faith; Weatherston, Deborah J.

2017-01-01

Early Childhood Mental Health Endorsement® (ECMH-E®) offers a credential for those whose work with or on behalf of children 3-6 years old and their families is informed by infant and early childhood mental health principles. Those who have earned ECMH-E demonstrate completion of specialized education, work, in-service training, and reflective…

Early Life Growth Predictors of Childhood Adiposity Trajectories and Future Risk for Obesity: Birth to Twenty Cohort.

PubMed

Munthali, Richard J; Kagura, Juliana; Lombard, Zané; Norris, Shane A

2017-10-01

There is growing evidence of variations in adiposity trajectories among individuals, but the influence of early life growth patterns on these trajectories is underresearched in low- and middle-income countries. Therefore, our aim was to examine the association between early life conditional weight gain and childhood adiposity trajectories. We previously identified distinct adiposity trajectories (four for girls and three for boys) in black South African children (boys = 877; girls = 947). The association between the trajectories and early life growth patterns, and future obesity risk was assessed by multivariate linear and multinomial logistic and logistic regressions. Conditional weight gain independent of height was computed for infancy (0-2 years) and early childhood (2-4 years). Conditional weight gain before 5 years of age was significantly associated with early onset of obesity or overweight (excess weight) BMI trajectories in both boys and girls. In girls, greater conditional weight gain in infancy was associated with increased relative risk of being in the early-onset obese to morbid obese trajectory, with relative risk ratios of 2.03 (95% confidence interval: 1.17-3.52) compared to belonging to a BMI trajectory in the normal range. Boys and girls in the early-onset obesity or overweight BMI trajectories were more likely to be overweight or obese in early adulthood. Excessive weight gain in infancy and early childhood, independent of linear growth, predicts childhood and adolescent BMI trajectories toward obesity. These results underscore the importance of early life factors in the development of obesity and other NCDs in later life.

Moving beyond Colorblindness in Early Childhood Classrooms

ERIC Educational Resources Information Center

Boutte, Gloria Swindler; Lopez-Robertson, Julia; Powers-Costello, Elizabeth

2011-01-01

Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools…

Commentary--Culture and Attachment During Middle Childhood.

PubMed

Chen, Bin-Bin

2015-01-01

Culture has an important impact on attachment. This commentary highlights three aspects about culture and attachment in middle childhood: (1) the need to have a more sophisticated consideration of the implication of cultural values, (2) the need to incorporate the role of societal or political ecological contexts, and (3) the need to solve the cross-cultural issues in measures. © 2015 Wiley Periodicals, Inc.

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

PubMed

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

2017-05-01

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

An Introduction to Early Childhood Studies

ERIC Educational Resources Information Center

Maynard, Trlsha, Ed.; Thomas, Nigel, Ed.

2004-01-01

The primary purpose of this book is to provide a core introductory text for the many undergraduate students who are now studying early childhood. Four key themes are emphasised throughout this book: The first is the social construction of childhood. This is the idea that childhood is not a naturally given phenomenon, but the result of social…

Interdisciplinary Early Childhood Handicapped Personnel Training Project.

ERIC Educational Resources Information Center

Swartz, Stanley L.

The report describes the Western Illinois University 0-6 Interdisciplinary Early Childhood Handicapped Personnel Training Project (WIU 0-6 Project)--a model project designed to demonstrate innovative methods to fill personnel needs for early childhood handicapped programs. The project is a 2 semester program to train professional educators in the…

Interleukin-6 and Depressive Mood Symptoms: Mediators of the Association Between Childhood Abuse and Cognitive Performance in Middle-Aged Adults.

PubMed

Davis, Mary C; Lemery-Chalfant, Kathryn; Yeung, Ellen WanHeung; Luecken, Linda J; Zautra, Alex J; Irwin, Michael R

2018-03-19

Childhood abuse is a risk factor for the development of cognitive deficits in adulthood, a relation that is likely mediated by stress-sensitive psychological and physiological indicators. To evaluate whether the link between exposure to childhood abuse and cognitive function in middle adulthood is mediated by interleukin-6 (IL-6), metabolic risk, and depressive mood symptoms. Participants were 770 adults aged 40-65 recruited from the community, who completed the following: (i) a questionnaire assessing exposure to abuse prior to age 18, (ii) a phone interview assessing current depressive mood symptoms, and (iii) a home visit that included blood sampling for evaluation of IL-6 and assessment of metabolic risk indices. A follow-up telephone assessment evaluating cognitive function was completed by 555 of the participants. Structural equation modeling was used to test study hypotheses. Childhood abuse predicted higher levels of IL-6, depressive mood symptoms, and metabolic risk scores (p < .05). The relation between childhood abuse and poorer cognitive performance was mediated by IL-6 (p = .046) and depressive mood symptoms (p = .023), but not metabolic risk. IL-6 and depressive mood symptoms significantly mediated the relation between childhood abuse and adult cognitive function. Exposure to early abuse conveys enduring physiological and psychological effects, which may contribute to cognitive deficits that are evident by middle adulthood. Increased vulnerability for cognitive decline among adults with a history of early trauma and the mediating roles of IL-6 and depressive mood symptoms point to the potential value of interventions that address inflammation or depression, singly or together, to prevent cognitive decline in this at-risk population.

Early Childhood Development.

ERIC Educational Resources Information Center

Koh, Edgar, Ed.

1989-01-01

Focused on early childhood development, this "UNICEF Intercom" asserts that developmental programs should aim to give children a fair chance at growth beyond survival. First presented are moral, scientific, social equity, economic, population, and programatic arguments for looking beyond the fundamental objective of saving young lives.…

Readers as Place-Makers: The Experience of Place in the Literacy Life-Worlds of Middle Childhood

ERIC Educational Resources Information Center

Fischer, Sarah

2017-01-01

This study explored five adults' experiences of place within their middle childhood literacy life-worlds. Middle childhood, the stage of development in which children often acquire reading independence, is also characterized by significant increases in children's geographic accessibility and independence. The findings propose that in the literacy…

Changes in Loneliness during Middle Childhood Predict Risk for Adolescent Suicidality Indirectly through Mental Health Problems

ERIC Educational Resources Information Center

Jones, Angela C.; Schinka, Katherine C.; van Dulmen, Manfred H. M.; Bossarte, Robert M.; Swahn, Monica H.

2011-01-01

We investigated whether changes in loneliness during middle childhood as well as from middle childhood into adolescence were associated with adolescent self-harm behaviors and suicidal thoughts using a community sample of 889 participants. Multivariate logistic regressions indicate that the relationship between changes in loneliness and…

Repositioning Early Childhood Leadership as Action and Activism

ERIC Educational Resources Information Center

Woodrow, Christine; Busch, Gillian

2008-01-01

Robust leadership is increasingly recognised as a critical element of healthy professions, yet some research suggests that early childhood practitioners do not readily identify with the concept of leadership. This article explores some dimensions of leadership in early childhood and how it is understood and practised in Australian early childhood…

Early Childhood Education: History, Theory, and Practice

ERIC Educational Resources Information Center

Morgan, Harry

2006-01-01

In this book, the author covers the history, theory, and practices that influence early childhood education along with an emphasis on infant and toddler care and education. He also presents a comparison of the conflict between education planners who support early childhood studies and state school systems whose cost-saving measures are dismantling…

Nutrition Education Needs of Early Childhood Teachers.

ERIC Educational Resources Information Center

Forsythe, Hazel; Wesley, Myrna

This study sought to determine the needs of early childhood teachers in Kentucky for education to help them manage children's nutrition in early childhood programs. The study also sought to determine whether formal classes, self-study via computer, or site-based inservice workshops is the most desirable format for teacher nutrition education. A…

Critical Issues in Early Childhood Professional Development

ERIC Educational Resources Information Center

Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.

2005-01-01

Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly is meant by "professional development"? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the…

Early Childhood Education: A Workbook for Administrators.

ERIC Educational Resources Information Center

Hewes, Dorothy; Hartman, Barbara

This text-workbook is designed to present management theories and principles as they apply to the administration of early childhood programs, and serve as a resource and discussion guide applicable to a wide range of child care situations. Following a brief historical consideration of early childhood education in the United States, information to…

Snoring during early childhood and academic performance at ages thirteen to fourteen years.

PubMed

Gozal, D; Pope, D W

2001-06-01

Obstructive sleep apnea syndrome in young children is associated with an adverse effect on learning. However, the long-term impact of sleep-disordered breathing (SDB) during early childhood on learning remains unknown. Questionnaires were mailed to seventh and eighth graders attending public schools whose class ranking was either in the top 25% (high performance [HP]) or bottom 25% of their class (low performance [LP]), and who were matched for age, gender, race, school, and street of residence. Snoring frequency and loudness at 2 to 6 years of age, tonsillectomy and adenoidectomy (T&A) for snoring or recurrent infection, school grades, and parental smoking and snoring were assessed. The questionnaire response rate was 82.8%. Because of ongoing ring, 13 responders were excluded, such that 1588 questionnaires could be analyzed (797 in LP and 791 in HP group). Frequent and loud snoring during early childhood was reported in 103 LP children (12.9%) compared with 40 HP children (5.1%; odds ratio: 2.79; confidence interval: 1.88-4.15). Furthermore, 24 LP and 7 HP children underwent T&A for snoring (odds ratio: 3.40; confidence interval: 1.47-7.84), while 21 LP and 19 HP children required surgery for recurrent tonsillitis. Children with lower academic performance in middle school are more likely to have snored during early childhood and to require T&A for snoring compared with better performing schoolmates. These findings support the concept that SDB-associated neurocognitive morbidity may be only partially reversible or that a "learning debt" may develop with SDB during early childhood and hamper subsequent school performance.

Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years.

PubMed

Salla, Julie; Michel, Grégory; Pingault, Jean Baptiste; Lacourse, Eric; Paquin, Stéphane; Galéra, Cédric; Falissard, Bruno; Boivin, Michel; Tremblay, Richard E; Côté, Sylvana M

2016-11-01

Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.

Early Childhood Special Music Education

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2011-01-01

The process of early intervention is a critical component of Early Childhood Special Music Education. Early intervention is the process of providing services, education, and support to young children who have disabilities or to children who are at-risk of developing needs that may affect their physical, cognitive, or emotional development. The…

Early Childhood Practice and Refrains of Complexity

ERIC Educational Resources Information Center

Cumming, Tamara; Sumsion, Jennifer; Wong, Sandie

2015-01-01

Early childhood practice has often been described as complex in both policy documents and research literature; however, less attention has been given to exploring the nature and consequences of complexity in early childhood practice. At a time of intense policy attention in many national contexts, there is the potential for closing down, as well…

Democratic Group Process in Early Childhood Curriculum.

ERIC Educational Resources Information Center

Wolf, Lois C.

This paper examines ways in which early childhood education can provide the vital foundation for lifelong attitudes and values toward the democratic process. One goal of early childhood education is to empower the social bonding which brings collaborative relationships to their full potential and gives the child a sense of connectedness to others.…

Striving for Quality in Early Childhood Inclusion

ERIC Educational Resources Information Center

Brancato, Kimberly

2013-01-01

An essential component of best practice in the field of early childhood special education is the inclusion of children with disabilities in typical early childhood settings. As the practice of inclusion has increased in recent years it has become imperative to ensure that children with disabilities attend quality programs. The main purpose of this…

Payment in Heaven: Can Early Childhood Education Policies Help Women Too?

ERIC Educational Resources Information Center

Newberry, Jan; Marpinjun, Sri

2018-01-01

Based on research and activism on early childhood education and care in the area of Yogyakarta, Indonesia, we argue that the Indonesian government's focus on early childhood has come at a cost to local women. Community-based early childhood programs are delivered by women whose work is unpaid or underpaid. Although early childhood education in the…

Early childhood diarrhoeal diseases and cognition: are we missing the rest of the iceberg?

PubMed

MacIntyre, Jessica; McTaggart, Jennifer; Guerrant, Richard L; Goldfarb, David M

2014-11-01

Risk factors which interfere with cognitive function are especially important during the first 2 years of life - a period referred to as early child development and a time during which rapid growth and essential development occur. Malnutrition, a condition whose effect on cognitive function is well known, has been shown to be part of a vicious cycle with diarrhoeal diseases, and the two pathologies together continue to be the leading cause of illness and death in young children in developing countries. This paper reviews the burden of early childhood diarrhoeal diseases globally and the emerging evidence of their relationship with global disparities in neurocognitive development. The strength of evidence which indicates that the severe childhood diarrhoeal burden may be implicated in cognitive impairment of children from low- and middle-income counties is discussed. Findings suggest that greater investment in multi-site, longitudinal enteric infection studies that assess long-term repercussions are warranted. Furthermore, economic analyses using the concept of human capital should play a key role in advancing our understanding of the breadth and complexities of the health, social and economic ramifications of early childhood diarrhoeal diseases and enteric infections. This broadened awareness can serve to help advocate for more effective interventions, particularly in developing economies.

Quality and equity in early childhood care in Peru

NASA Astrophysics Data System (ADS)

Izu, Regina Moromizato

2007-01-01

The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The study concludes with a reference to the importance of monitoring quality and equity in early childhood care.

Past and Future Episodic Thinking in Middle Childhood

ERIC Educational Resources Information Center

Wang, Qi; Capous, Diana; Koh, Jessie Bee Kim; Hou, Yubo

2014-01-01

The abilities of past and future episodic thinking develop hand in hand across the preschool years and are intimately connected in adults. Little is known, however, about the development of episodic thinking in middle childhood and how it is influenced by sociocultural factors. In the present study, one hundred sixty-seven 7- to 10-year-old…

Early Attachment Relationships and the Early Childhood Curriculum

ERIC Educational Resources Information Center

Cortazar, Alejandra; Herreros, Francisca

2010-01-01

This article explores the relationship between attachment theory and the early childhood curriculum. During the first years of life children develop early attachment relationships with their primary caregivers. These attachment relationships, either secure or insecure, will shape children's socio-emotional development. In the USA, the predominant…

Leadership Competencies in U.S. Early Intervention/Early Childhood Special Education Service Systems: A National Survey

ERIC Educational Resources Information Center

Bruns, Deborah A.; LaRocco, Diana J.; Sharp, Olga L.; Sopko, Kim Moherek

2017-01-01

In 2015, the Division for Early Childhood of the Council for Exceptional Children released a position statement on leadership in early intervention and early childhood special education (EI/ECSE). Division for Early Childhood emphasized the importance of developing and supporting high-quality leadership within and across all levels of EI/ECSE…

Gender and Boys' Singing in Early Childhood

ERIC Educational Resources Information Center

Hall, Clare

2005-01-01

This article derives from a research project investigating the singing behaviour of a group of Australian boys in their first year of school. The project showed that the genesis of the "missing male" trend in singing at school may be occurring in early childhood. The impact of hegemonic masculinity in early childhood is explored here by…

Parenting and the development of effortful control from early childhood to early adolescence: A transactional developmental model.

PubMed

Tiberio, Stacey S; Capaldi, Deborah M; Kerr, David C R; Bertrand, Maria; Pears, Katherine C; Owen, Lee

2016-08-01

Poor effortful control is a key temperamental factor underlying behavioral problems. The bidirectional association of child effortful control with both positive parenting and negative discipline was examined from ages approximately 3 to 13-14 years, involving five time points, and using data from parents and children in the Oregon Youth Study-Three Generational Study (N = 318 children from 150 families). Based on a dynamic developmental systems approach, it was hypothesized that there would be concurrent associations between parenting and child effortful control and bidirectional effects across time from each aspect of parenting to effortful control and from effortful control to each aspect of parenting. It was also hypothesized that associations would be more robust in early childhood, from ages 3 to 7 years, and would diminish as indicated by significantly weaker effects at the older ages, 11-12 to 13-14 years. Longitudinal feedback or mediated effects were also tested. The findings supported (a) stability in each construct over multiple developmental periods; (b) concurrent associations, which were significantly weaker at the older ages; (c) bidirectional effects, consistent with the interpretation that at younger ages children's effortful control influenced parenting, whereas at older child ages, parenting influenced effortful control; and (d) a transactional effect, such that maternal parenting in late childhood was a mechanism explaining children's development of effortful control from middle childhood to early adolescence.

Connecting Emergent Curriculum and Standards in the Early Childhood Classroom: Strengthening Content and Teaching Practice. Early Childhood Education Series

ERIC Educational Resources Information Center

Schwartz, Sydney L.; Copeland, Sherry M.

2010-01-01

The most pressing challenge in early childhood education today is to find a way to meet the standards within a developmentally appropriate approach. In this book, two active early childhood educators provide teachers with resources to bring content alive and document it in every-day, action-based pre-K and Kindergarten classrooms. The book…

Polygenic Risk, Appetite Traits, and Weight Gain in Middle Childhood

PubMed Central

Steinsbekk, Silje; Belsky, Daniel; Guzey, Ismail Cuneyt; Wardle, Jane; Wichstrøm, Lars

2018-01-01

IMPORTANCE Genome-wide association studies have identified genetic risks for obesity. These genetic risks influence development of obesity partly by accelerating weight gain in childhood. Research is needed to identify mechanisms to inform intervention. Cross-sectional studies suggest appetite traits as a candidate mechanism. Longitudinal studies are needed to test whether appetite traits mediate genetic influences on children’s weight gain. OBJECTIVE To test whether genetic risk for obesity predicts accelerated weight gain in middle childhood (ages 4–8 years) and whether genetic association with accelerated weight gain is mediated by appetite traits. DESIGN, SETTING, AND PARTICIPANTS Longitudinal study of a representative birth cohort at the Trondheim Early Secure Study, Trondheim, Norway, enrolled at age 4 years during 2007 to 2008, with follow-ups at ages 6 and 8 years. Participants were sampled from all children born in 2003 or 2004 who attended regular community health checkups for 4-year-olds (97.2%attendance; 82.0%consent rate, n = 2475). Nine hundred ninety-five children participated at age 4 years, 795 at age 6 years, and 699 at age 8 years. Analyses included 652 children with genotype, adiposity, and appetite data. MAIN OUTCOMES AND MEASURES Outcomes were body mass index and body-fat phenotypes measured from anthropometry (ages 4, 6, and 8 years) and bioelectrical impedance (ages 6 and 8 years). Genetic risk for obesity was measured using a genetic risk score composed of 32 single-nucleotide polymorphisms previously discovered in genome-wide association studies of adult body mass index. Appetite traits were measured at age 6 years with the Children’s Eating Behavior Questionnaire. RESULTS Of the 652 genotyped child participants, 323 (49.5%) were female, 58 (8.9%) were overweight, and 1 (0.2%) was obese. Children at higher genetic risk for obesity had higher baseline body mass index and fat mass compared with lower genetic risk peers, and they gained

Learning History in Early Childhood: Teaching Methods and Children's Understanding

ERIC Educational Resources Information Center

Skjaeveland, Yngve

2017-01-01

This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach…

Early Childhood Indicators.

ERIC Educational Resources Information Center

Bartlett, Kathy; Zimanyi, Louise

2001-01-01

Recognizing the need to identify the level, nature, and impact of Early Childhood Care and Development (ECCD) programs on children and their families, this theme issue of "Coordinators' Notebook" seeks to complement and further the international efforts at collecting information on ECCD for use at national and international levels.…

Clinically remitted childhood asthma is associated with airflow obstruction in middle-aged adults.

PubMed

Omori, Keitaro; Iwamoto, Hiroshi; Yamane, Takashi; Nakashima, Taku; Haruta, Yoshinori; Hattori, Noboru; Yokoyama, Akihito; Kohno, Nobuoki

2017-01-01

While adult asthma has been shown to be a risk factor for COPD, the effect of remitted childhood asthma on adult lung function has not been clarified. The aim of this study was to examine whether remitted childhood asthma is a risk factor for airflow obstruction in a middle-aged general population. A total of 9896 participants (range: 35-60 years) from five healthcare centres were included in the study. The participants were classified into four categories based on the presence or absence of physician-diagnosed childhood/adulthood asthma and asthma symptoms as follows: healthy controls (n = 9154), remitted childhood asthma (n = 287), adulthood-onset asthma (n = 354) and childhood-adulthood asthma (n = 101). The prevalence of respiratory symptoms was similar in both the participants with remitted childhood asthma and healthy controls. The prevalence of airflow obstruction (forced expiratory volume in 1 s (FEV 1 )/forced vital capacity (FVC) < 0.7) was significantly higher in the participants with remitted childhood asthma, those with adult-onset asthma and those with childhood-adulthood asthma (5.2%, 14.4% and 16.8%, respectively) compared with healthy controls (2.2%). Multivariate logistic regression showed that remitted childhood asthma was independently associated with airflow obstruction. Among the participants with remitted childhood asthma, ever-smokers had significantly lower FEV 1 /FVC than never-smokers. Clinically remitted childhood asthma is associated with airflow obstruction in middle-aged adults. Smoking and remitted childhood asthma may be additive factors for the development of airflow obstruction. © 2016 Asian Pacific Society of Respirology.

"Doing" Social Justice in Early Childhood: The Potential of Leadership

ERIC Educational Resources Information Center

Hard, Louise; Press, Frances; Gibson, Megan

2013-01-01

Early childhood education has long been connected with objectives related to social justice. Australian early childhood education and care (ECEC) has its roots in philanthropic and educational reform movements prevalent at the turn of the twentieth century. More recently, with the introduction of the National Early Childhood Reform Agenda, early…

Early Childhood Special Education. Yearbook in Early Childhood Education. Volume 5.

ERIC Educational Resources Information Center

Safford, Philip L., Ed.; And Others

This collection of papers recognizes ways in which the context of educational policy and its implications for practice have, in combination with other influences, defined early childhood special education and influenced its development. An introduction by Philip L. Safford is presented. Subsequent papers have the following titles and authors:…

Explorations in Early Childhood Education: The Mount Druitt Early Childhood Project.

ERIC Educational Resources Information Center

Braithwaite, John; And Others

This book concerns the Mt. Druitt Early Childhood Project, which was developed to provide quality educational programs for disadvantaged children living in the western suburbs of Sydney, Australia. In order to set the subsequent discussion in broader perspective, chapter 1 addresses several key issues influencing project development. Chapter 2…

Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6.

ERIC Educational Resources Information Center

Garcia, Eugene E., Ed.; And Others

Geared toward early childhood educators, reading and writing teachers, bilingual and English as a Second Language teachers, and to courses in these fields, this yearbook examines the issues of linguistic and cultural diversity in early childhood programs. Following an introduction (Eugene Garcia and Barry McLaughlin) on the cultural context…

Are Early Childhood Disparities Narrowing? The Changing Nature of Early Childhood and Its Link to Narrowing School-Entry Achievement Gaps

ERIC Educational Resources Information Center

Bassok, Daphna; Finch, Jenna; Lee, RaeHyuck; Reardon, Sean F.; Waldfogel, Jane

2016-01-01

To date, no studies have documented how much early childhood experiences have changed over time. In the current study, researchers use two large, nationally representative datasets of kindergarten entrants to document the following: (1) How have children's early childhood experiences changed between 1998 and 2010?; (2) To what extent have…

Maintaining Traditions: A Qualitative Study of Early Childhood Caries Risk and Protective Factors in an Indigenous Community

PubMed Central

Levin, Ana; Sokal-Gutierrez, Karen; Hargrave, Anita; Funsch, Elizabeth; Hoeft, Kristin S.

2017-01-01

In lower middle-income economies (LMIE), the nutrition transition from traditional diets to sugary foods and beverages has contributed to widespread early childhood dental caries. This qualitative study explores perceived risk and protective factors, and overall experiences of early childhood nutrition and oral health in indigenous Ecuadorian families participating in a community-based oral health and nutrition intervention. Dental exams of 698 children age 6 months through 6 years determined each child’s caries burden. A convenience sample of 18 “outlier” families was identified: low-caries children with ≤2 carious teeth vs. high-caries children with ≥10 carious teeth. Semi-structured in-depth interviews with parents/caregivers explored the child’s diet, dental habits, and family factors related to nutrition and oral health. Interviews were transcribed and thematically analyzed using grounded theory. In the high-caries families, proximity to highway and stores, consumption of processed-food, and low parental monitoring of child behavior were identified as risk factors for ECC (early childhood caries). In the low-caries families, protective factors included harvesting and consuming food from the family farm, remote geography, and greater parental monitoring of child behavior. The study results suggest that maintaining traditional family farms and authoritative parenting to avoid processed foods/drinks and ensure tooth brushing could improve early childhood nutrition and oral health. PMID:28800116

Maintaining Traditions: A Qualitative Study of Early Childhood Caries Risk and Protective Factors in an Indigenous Community.

PubMed

Levin, Ana; Sokal-Gutierrez, Karen; Hargrave, Anita; Funsch, Elizabeth; Hoeft, Kristin S

2017-08-11

In lower middle-income economies (LMIE), the nutrition transition from traditional diets to sugary foods and beverages has contributed to widespread early childhood dental caries. This qualitative study explores perceived risk and protective factors, and overall experiences of early childhood nutrition and oral health in indigenous Ecuadorian families participating in a community-based oral health and nutrition intervention. Dental exams of 698 children age 6 months through 6 years determined each child's caries burden. A convenience sample of 18 "outlier" families was identified: low-caries children with ≤2 carious teeth vs. high-caries children with ≥10 carious teeth. Semi-structured in-depth interviews with parents/caregivers explored the child's diet, dental habits, and family factors related to nutrition and oral health. Interviews were transcribed and thematically analyzed using grounded theory. In the high-caries families, proximity to highway and stores, consumption of processed-food, and low parental monitoring of child behavior were identified as risk factors for ECC (early childhood caries). In the low-caries families, protective factors included harvesting and consuming food from the family farm, remote geography, and greater parental monitoring of child behavior. The study results suggest that maintaining traditional family farms and authoritative parenting to avoid processed foods/drinks and ensure tooth brushing could improve early childhood nutrition and oral health.

Multicultural Teaching Competence of Korean Early Childhood Educators

ERIC Educational Resources Information Center

Park, Sungok R.

2016-01-01

Discourse among early childhood education researchers increasingly emphasizes the need for teachers to better understand and support diversity in their classrooms. As part of a larger mixed-method study, this qualitative research illuminates Korean early childhood educators' multicultural teaching competence. While Korean classrooms are in…

Longitudinal Linkages between Sibling Relationships and Adjustment from Middle Childhood through Adolescence

ERIC Educational Resources Information Center

Kim, Ji-Yeon; McHale, Susan M.; Crouter, Ann C.; Osgood, D. Wayne

2007-01-01

The links between changes in sibling conflict and intimacy and changes in perceived peer social competence and depression symptoms were examined from middle childhood through adolescence. Participants were mothers, fathers and first- and second-born siblings from 197 White, working/middle class, two-parent families. Peer competence peaked in …

Early Childhood Teachers' Integration of ICTs: Intrinsic and Extrinsic Barriers

ERIC Educational Resources Information Center

Fox, Jillian; Diezmann, Carmel; Lamb, Janeen

2016-01-01

The aim of this paper is to report on barriers to ICT integration in teaching practices from the perspective of early childhood teachers. Six early childhood teachers from a combined private school in Queensland participated in this study. Individual interviews explored the ICT tools used in early childhood programs and the barriers to integration…

Early Childhood Trauma

ERIC Educational Resources Information Center

National Child Traumatic Stress Network, 2010

2010-01-01

Early childhood trauma generally refers to the traumatic experiences that occur to children aged 0-6. Because infants' and young children's reactions may be different from older children's, and because they may not be able to verbalize their reactions to threatening or dangerous events, many people assume that young age protects children from the…

Impact of Culture Context on Perceptions of Arab and Jewish Early Childhood Education Students Regarding Early Childhood Education and Care

ERIC Educational Resources Information Center

Zimet, Gila Russo; Gilat, Itzhak

2017-01-01

The study examined intuitive perceptions of early childhood education students regarding education and care of children from birth to age 3 in Jewish and Arab societies. Research included 182 education students majoring in early childhood at three Israeli colleges. Data were collected via a questionnaire covering five topics: What is the most…

Starting Strong II: Early Childhood Education and Care

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2006

2006-01-01

This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women's labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the…

Integrating Vygotsky's theory of relational ontology into early childhood science education

NASA Astrophysics Data System (ADS)

Kirch, Susan A.

2014-03-01

In Science Education during Early Childhood: A Cultural- Historical Perspective, Wolff-Michael Roth, Maria Inês Mafra Goulart and Katerina Plakitsi explore the practical application of Vygotsky's relational ontological theory of human development to early childhood science teaching and teacher development. In this review, I interrogate how Roth et al. conceptualize "emergent curriculum" within the Eurocentric cultural-historical traditions of early childhood education that evolved primarily from the works of Vygotsky and Piaget and compare it to the conceptualizations from other prominent early childhood researchers and curriculum developers. I examine the implications of the authors' interpretation of emergence for early childhood science education and teacher preparation.

An Epistemological and Ethical Categorization of Perspectives on Early Childhood Curriculum.

ERIC Educational Resources Information Center

Yang, Ok Seung

2001-01-01

Reviews the literature on contemporary early childhood education, categorizing perspectives on early childhood curriculum according to their core epistemological and ethical views about the mission of institutions of early childhood education. Identifies four perspectives guiding the curricula: idealism, empiricism, developmentalism, and…

Historical and Contemporary Evaluations of Early Childhood Programmes

ERIC Educational Resources Information Center

Saracho, Olivia N.

2015-01-01

Researchers continue to be interested in the evaluation of early childhood education programmes, their interventions, and the implementation of different types of evaluation. Their interest continues to increase and attract other researchers. In understanding the nature and appropriate use of evaluation in early childhood education and the basis…

Activities for Career Development in Early Childhood Curriculum.

ERIC Educational Resources Information Center

Yawkey, Thomas Daniels; Aronin, Eugene L.

The book presents career education activities and approaches for use by teachers, administrators, counselors, and students involved in early childhood education (ages three through eight). Part One stresses the importance of and rationale for career development in the early childhood curriculum. Research support for the approach to career…

Dominant Discourses of Teachers in Early Childhood Education

ERIC Educational Resources Information Center

Ebrahim, H. B.

2010-01-01

This article examines the dominant discourses teachers in early childhood education (ECE) used to produce understandings of children and educational practice for them. Seven teachers from two early childhood centres in urban KwaZulu-Natal participated in this qualitative study. Data were produced through semi-structured interviews and…

Patterns of Attachment and Emotional Competence in Middle Childhood

ERIC Educational Resources Information Center

Colle, Livia; Del Giudice, Marco

2011-01-01

The study investigated the relationship between patterns of attachment and emotional competence at the beginning of middle childhood in a sample of 122 seven-year-olds. A new battery of tasks was developed in order to assess two facets of emotional competence (emotion recognition and knowledge of regulation strategies). Attachment was related to…

Social Goals, Social Behavior, and Social Status in Middle Childhood

ERIC Educational Resources Information Center

Rodkin, Philip C.; Ryan, Allison M.; Jamison, Rhonda; Wilson, Travis

2013-01-01

This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and…

The development of sex typing in middle childhood.

PubMed

Serbin, L A; Powlishta, K K; Gulko, J

1993-01-01

The present study examined the development of sex typing during middle childhood, using a sample of 558 children aged 5-12 years. The purpose of the study was to provide information about the developmental course and stability of various aspects of sex typing during this period and to examine the relative contributions of cognitive and environmental factors to sex-role development. Multiple measures of sex typing were obtained, including indices of personal preference, knowledge of stereotypes, and flexibility in the domains of activities, occupations, and traits. We also collected information about the child's cognitive maturity, exposure to sex-typed models at home, and socioeconomic status. Results supported the need for an integrative theory of sex-role development, incorporating factors emphasized by cognitive-developmental, schematic-processing, and social learning theories. Knowledge of stereotypes, flexibility, and sex-typed personal preferences all increased with age during middle childhood. There were also individual differences in sex typing that were stable over a 1-year period. Distinct "cognitive" and "affective" aspects of sex typing were identified using a principal components analysis. Cognitive elements (flexibility and knowledge of stereotypes) were largely a function of the child's cognitive maturity level, although social-environmental factors such as father's presence in the home also had some effect. Affective elements (sex-typed preferences for activities, occupations, and peers), on the other hand, were related more consistently to sex typing of the home environment. Children whose mothers frequently modeled "reversed" sex-role behaviors (i.e., traditionally "masculine" household and child-care tasks) were less sex typed in their own preferences. However, cognitive factors were also important, in that children who believed gender stereotypes to be flexible were less sex typed in their choices of activities, occupations, and peers. In sum

Negotiating "Otherness": A Male Early Childhood Educator's Gender Positioning.

ERIC Educational Resources Information Center

Sumsion, Jennifer

2000-01-01

Describes the gender positioning strategies adopted by a male Australian preschool teacher-director as he faces attitudes that early childhood education is "women's work." Discusses implications of a greater male presence in early childhood education. (JPB)

Building on People's Strengths: Early Childhood in Africa.

ERIC Educational Resources Information Center

Cohen, Ruth; And Others

This report describes early childhood development (ECD) in Africa and the Bernard van Leer Foundation's strategies for early childhood programs in African nations. Chapter 1 examines the context in which Africa's children are growing up, focusing on the hardships that many children face, as well as the efforts made by families, communities, and…

The Early Childhood Professional Mentoring Group: A Forum for Parallel Learning

ERIC Educational Resources Information Center

Puig, Victoria I.; Recchia, Susan L.

2008-01-01

Novice professionals entering the fields of early childhood education and early childhood special education face many challenges and often feel disconnected from the support system that nurtured them during their teacher education programs (Brindle, Fleege, & Graves, 2000). The Early Childhood Professional Mentoring Group (ECPMG) was established…

Test Review: C. K. Conners. Conners Early Childhood Manual

ERIC Educational Resources Information Center

Wiley, Colby P.; Wedeking, Travis; Galindo, Addy M.

2013-01-01

This article reviews the Conners Early Childhood (Conners EC; Conners, 2009), a behavior and development rating scale intended to assess children in early childhood, specifically defined as ages 2 to 6 years. Using multiple informants across multiple settings, the Conners EC is administered for the purpose of early identification of disorders or…

[Relationships between various forms of childhood abuse and suicidal behaviors among middle school students].

PubMed

Wan, Yuhui; Liu, Wan; Sun, Ying; Hao, Jiahu; Tao, Fangbiao

2016-04-01

To study the relationship between various forms of childhood abuse and suicidal behaviors among middle school students. A total of 14 221 cases were retained from an epidemiological study, involving students from junior and senior middle schools in Guangzhou, Xinxiang, Shenyang and Chongqing. Information related to the demographic characteristics, types, number, timing and perpetrators of exposure to childhood abuse and suicidal behaviors was obtained. Logistic regression was used to analyze the relationships of each form of childhood abuse and suicidal behaviors. Number of cases (rates) of childhood abuse, physical abuse, emotional abuse, sexual abuse, suicidal ideation, suicidal planning and suicidal attempts among middle school students appeared as 7 246 (51.0%), 5 824 (41.0%), 5 409 (38.0%), 1 039 (7.3%), 2 042 (14.4%), 1 174 (8.3%) and 548 (3.9%), respectively. Boys reported more physical abuse than girls, while girls reported more emotional abuse and suicide ideation than boys (P<0.01). However, no gender differences were found in cases as sexual abuse, suicide planning or attempted suicide (P>0.01). After controlling for confounding variables, experiences on childhood abuse were significantly associated with suicidal ideation (OR=2.03, 95% CI: 1.72-2.40) and suicidal planning (OR=1.93, 95%CI: 1.57-2.37) among boys but significantly associated with suicidal ideation (OR= 2.45, 95% CI: 2.12-2.82), suicidal planning (OR=2.46, 95% CI: 2.02-3.00) and attempted suicide (OR=2.12, 95% CI: 1.61-2.78) among girls. RESULTS from multivariable logistic regression analysis showed that each type of childhood abuse, occurring at any time within the first 16 years of life, especially with continuous exposure, was significantly associated with suicidal behaviors. A significant graded-relationship was found between number of abusive childhood experiences and suicidal behaviors. Students that had been maltreated by parents or others were at high risk of engaging in suicidal

A Brief Measure of Language Skills at 3 Years of Age and Special Education Use in Middle Childhood.

PubMed

McIntyre, Laura Lee; Pelham, William E; Kim, Matthew H; Dishion, Thomas J; Shaw, Daniel S; Wilson, Melvin N

2017-02-01

To test whether a language screener administered during early childhood predicts special education referrals and placement in middle childhood. A series of logistic regressions was conducted in a longitudinal study of 731 children. Predictor variables included scores on the early language screener (Fluharty Preschool Speech and Language Screening Test-Second Edition [Fluharty-2]) at ages 3 and 4 years, a standardized measure of academic achievement at age 5 years, and parent report of special education services at ages 7.5, 8.5, and 9.5 years. Results showed that higher scores on the Fluharty-2 predicted a reduced likelihood of having an individualized education program (OR 0.48), being referred for special education (OR 0.55), and being held back a grade (OR 0.37). These findings did not vary by sex, race, or ethnicity, and remained significant after controlling for male sex, behavior problems, parental education, and family income. The Fluharty-2 remained predictive of special education outcomes even after controlling for children's academic skills at age 5 years. Results suggest that structured, brief assessments of language in early childhood are robust predictors of children's future engagement in special education services and low academic achievement. Primary care physicians may use a multipronged developmental surveillance and monitoring protocol designed to identify children who may need comprehensive evaluation and intervention. Early intervention may reduce the need for costly special education services in the future and reduce comorbid conditions. Copyright © 2016 Elsevier Inc. All rights reserved.

Nurturing care: promoting early childhood development.

PubMed

Britto, Pia R; Lye, Stephen J; Proulx, Kerrie; Yousafzai, Aisha K; Matthews, Stephen G; Vaivada, Tyler; Perez-Escamilla, Rafael; Rao, Nirmala; Ip, Patrick; Fernald, Lia C H; MacMillan, Harriet; Hanson, Mark; Wachs, Theodore D; Yao, Haogen; Yoshikawa, Hirokazu; Cerezo, Adrian; Leckman, James F; Bhutta, Zulfiqar A

2017-01-07

The UN Sustainable Development Goals provide a historic opportunity to implement interventions, at scale, to promote early childhood development. Although the evidence base for the importance of early childhood development has grown, the research is distributed across sectors, populations, and settings, with diversity noted in both scope and focus. We provide a comprehensive updated analysis of early childhood development interventions across the five sectors of health, nutrition, education, child protection, and social protection. Our review concludes that to make interventions successful, smart, and sustainable, they need to be implemented as multi-sectoral intervention packages anchored in nurturing care. The recommendations emphasise that intervention packages should be applied at developmentally appropriate times during the life course, target multiple risks, and build on existing delivery platforms for feasibility of scale-up. While interventions will continue to improve with the growth of developmental science, the evidence now strongly suggests that parents, caregivers, and families need to be supported in providing nurturing care and protection in order for young children to achieve their developmental potential. Copyright © 2017 Elsevier Ltd. All rights reserved.

Racial and Ethnic Disparities in Early Childhood Obesity.

PubMed

Isong, Inyang A; Rao, Sowmya R; Bind, Marie-Abèle; Avendaño, Mauricio; Kawachi, Ichiro; Richmond, Tracy K

2018-01-01

The prevalence of childhood obesity is significantly higher among racial and/or ethnic minority children in the United States. It is unclear to what extent well-established obesity risk factors in infancy and preschool explain these disparities. Our objective was to decompose racial and/or ethnic disparities in children's weight status according to contributing socioeconomic and behavioral risk factors. We used nationally representative data from ∼10 700 children in the Early Childhood Longitudinal Study Birth Cohort who were followed from age 9 months through kindergarten entry. We assessed the contribution of socioeconomic factors and maternal, infancy, and early childhood obesity risk factors to racial and/or ethnic disparities in children's BMI z scores by using Blinder-Oaxaca decomposition analyses. The prevalence of risk factors varied significantly by race and/or ethnicity. African American children had the highest prevalence of risk factors, whereas Asian children had the lowest prevalence. The major contributor to the BMI z score gap was the rate of infant weight gain during the first 9 months of life, which was a strong predictor of BMI z score at kindergarten entry. The rate of infant weight gain accounted for between 14.9% and 70.5% of explained disparities between white children and their racial and/or ethnic minority peers. Gaps in socioeconomic status were another important contributor that explained disparities, especially those between white and Hispanic children. Early childhood risk factors, such as fruit and vegetable consumption and television viewing, played less important roles in explaining racial and/or ethnic differences in children's BMI z scores. Differences in rapid infant weight gain contribute substantially to racial and/or ethnic disparities in obesity during early childhood. Interventions implemented early in life to target this risk factor could help curb widening racial and/or ethnic disparities in early childhood obesity

Fostering Connections to Nature -- Strategies for Community College Early Childhood Teachers

ERIC Educational Resources Information Center

Murphy, Debra

2017-01-01

How can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature…

Getting Men Involved: Strategies for Early Childhood Programs.

ERIC Educational Resources Information Center

Levine, James A.; And Others

Designed as a guide for early childhood professionals, this book outlines specific success strategies for getting men--fathers or any significant male in a child's life--involved in early childhood education and child care, moving away from the traditional view of these fields as women's domains. The first section of the guide focuses on…

Arizona Early Childhood Education Standards.

ERIC Educational Resources Information Center

Arizona State Dept. of Education, Phoenix.

In an effort to provide a sound basis for educational accountability for preschool programs, the Arizona Early Childhood Education (ECE) Standards were developed as a framework for literacy-based programs for 3- and 4-year-olds and to provide parents with a basic understanding of indicators of early learning. These standards, to be adopted by…

Early Childhood Teacher Research: From Questions to Results

ERIC Educational Resources Information Center

Castle, Kathryn

2011-01-01

What is early childhood teacher research and why is it important? How does a teacher researcher formulate a research question and a plan for doing research? How do teachers apply research results to effect change? "Early Childhood Teacher Research" is an exciting new resource that will address the sorts of questions and concerns that pre- and…

Promoting Health in Early Childhood

ERIC Educational Resources Information Center

Rossin-Slater, Maya

2015-01-01

Children who are healthy early in life--from conception to age five--not only grow up to be healthier adults, they are also better educated, earn more, and contribute more to the economy. The United States lags behind other advanced countries in early childhood health, threatening both the health of future generations and the nation's long-term…

Invest in Early Childhood Education

ERIC Educational Resources Information Center

Kagan, Sharon Lynn; Reid, Jeanne L.

2009-01-01

The history of American early education is one of changing roles and goals. As federal engagement in early childhood has shifted in response to social, political, and economic needs, few policy efforts have focused on long-term planning or coordination. The authors identify the appropriate roles of federal, state, and local governments and make 13…

Commentary--Attachment in Middle Childhood: Looking Back, Forward, and Within

ERIC Educational Resources Information Center

Steele, Howard

2015-01-01

This commentary discusses the articles that comprise this special issue on attachment in middle childhood. Central to this discussion is the distinction between verbal, strategic, and conscious responses to questionnaires as compared to verbal and nonverbal, automatic and largely unconscious responses to interviews. Both methods have been…

A Fourth Dimension: Tapping the Artist within the Early Childhood Educator

ERIC Educational Resources Information Center

Dehouske, Ellen J.

2006-01-01

This article examines the concept of an early childhood teacher learning, in stages, a new method for integrating the arts into the early childhood curriculum. An early childhood graduate course, Aesthetics as Learning, is the learning ground. In this course, the graduate students discover the "Adult Within," the "Child Within," the "Teacher…

Early childhood poverty, immune-mediated disease processes, and adult productivity.

PubMed

Ziol-Guest, Kathleen M; Duncan, Greg J; Kalil, Ariel; Boyce, W Thomas

2012-10-16

This study seeks to understand whether poverty very early in life is associated with early-onset adult conditions related to immune-mediated chronic diseases. It also tests the role that these immune-mediated chronic diseases may play in accounting for the associations between early poverty and adult productivity. Data (n = 1,070) come from the US Panel Study of Income Dynamics and include economic conditions in utero and throughout childhood and adolescence coupled with adult (age 30-41 y) self-reports of health and economic productivity. Results show that low income, particularly in very early childhood (between the prenatal and second year of life), is associated with increases in early-adult hypertension, arthritis, and limitations on activities of daily living. Moreover, these relationships and particularly arthritis partially account for the associations between early childhood poverty and adult productivity as measured by adult work hours and earnings. The results suggest that the associations between early childhood poverty and these adult disease states may be immune-mediated.

Personality in the Age of Industry: Structure, Heritability, and Correlates of Personality in Middle Childhood from the Perspective of Parents, Teachers, and Children.

PubMed

Clark, D Angus; Durbin, C Emily; Hicks, Brian M; Iacono, William G; McGue, Matt

2017-04-01

Middle childhood is a crucial juncture in the lifespan where children work towards achieving a sense of competence foundational for future development. However, middle childhood has historically been underrepresented in the personality literature. The current study provides a comprehensive examination of personality in middle childhood using a large (N = 2510), longitudinal sample of 10- to 12-year-old twins. The structure, heritability, and correlates of personality in this period were investigated using personality ratings of parents, teachers, and children. Results showed that personality in middle childhood has a coherent structure, is heritable, and is relevant for developmentally salient outcomes such as externalizing behavior, substance use, and academic engagement. Results emphasize the importance of investigating personality in middle childhood across multiple informants.

Personality in the Age of Industry: Structure, Heritability, and Correlates of Personality in Middle Childhood from the Perspective of Parents, Teachers, and Children

PubMed Central

Clark, D. Angus; Durbin, C. Emily; Hicks, Brian M.; Iacono, William G.; McGue, Matt

2016-01-01

Middle childhood is a crucial juncture in the lifespan where children work towards achieving a sense of competence foundational for future development. However, middle childhood has historically been underrepresented in the personality literature. The current study provides a comprehensive examination of personality in middle childhood using a large (N = 2510), longitudinal sample of 10- to 12-year-old twins. The structure, heritability, and correlates of personality in this period were investigated using personality ratings of parents, teachers, and children. Results showed that personality in middle childhood has a coherent structure, is heritable, and is relevant for developmentally salient outcomes such as externalizing behavior, substance use, and academic engagement. Results emphasize the importance of investigating personality in middle childhood across multiple informants. PMID:28408770

It's Not Rocket Science: The Perspectives of Indigenous Early Childhood Workers on Supporting the Engagement of Indigenous Families in Early Childhood Settings

ERIC Educational Resources Information Center

Grace, Rebekah; Trudgett, Michelle

2012-01-01

This paper presents the findings from semi-structured interviews with six Indigenous Australian early childhood workers who were asked about how Indigenous families might be better supported to engage with early childhood education and care services. The workers identified three key barriers to family participation: transport difficulties, family…

Middle-Class Childhood: Building a Competitive Advantage or Early Burn-Out.

ERIC Educational Resources Information Center

Berlage, Gai Ingham

Since the 1950s, parenting and childhood in America have changed dramatically. Childhood as a period in which to grow at one's own pace in a protected environment largely removed from adult supervision has given way to a new era in which the parent acts as supervisor and director of the child's development. Such involvement, especially by middle…

Imaginary Worlds in Middle Childhood: A Qualitative Study of Two Pairs of Coordinated Paracosms

ERIC Educational Resources Information Center

Taylor, Marjorie; Mottweiler, Candice M.; Naylor, Emilee R.; Levernier, Jacob G.

2015-01-01

Imagining alternatives to actual experiences is an important part of everyday life that can take many forms. One manifestation in middle childhood is the creation of elaborate imaginary worlds, called "paracosms." Retrospective reports of adults indicate that having a childhood paracosm is more commonly reported in individuals…

Preventive effects of treatment of disruptive behavior disorder in middle childhood on substance use and delinquent behavior.

PubMed

Zonnevylle-Bender, Marjo J S; Matthys, Walter; van de Wiel, Nicolle M H; Lochman, John E

2007-01-01

Disruptive behavior disorder (DBD) is a well-known risk factor for substance abuse and delinquent behavior in adolescence. Therefore, the long-term preventive effects of treatment of DBD in middle childhood on beginning substance use and delinquency in early adolescence were investigated. Children with DBD (8-13 years old) had been randomly assigned to manualized behavior therapy (Utrecht Coping Power Program; UCPP) or to care as usual (CU) in the Netherlands. Five years (2003-2005) after the start of treatment (1996-1999), substance use and delinquency were monitored in 61 of the initial 77 adolescents and compared with a matched healthy control group by means of self-report questionnaires. One-factor analyses of variance and Pearson's chi2 analyses were performed. Differences in substance use were revealed in favor of the UCPP, with more adolescents in the CU group smoking cigarettes in the last month (UCPP 17%, CU 42%; chi2 = 4.7; p < .03) and more adolescents in the CU group having ever used marijuana (UCPP 13%, CU 35%; chi2 = 4.0; p < .045). Moreover, in this respect, the UCPP fit in the range of the matched healthy control group. Both treatment groups were comparable to the matched healthy control group in delinquent behavior. Manualized behavior therapy for DBD in middle childhood seems to be more powerful than CU in reducing substance use in early adolescence. Both treatment conditions show a beneficial long-term preventive effect on delinquency.

African ancestry, early life exposures, and respiratory morbidity in early childhood.

PubMed

Kumar, R; Tsai, H-J; Hong, X; Gignoux, C; Pearson, C; Ortiz, K; Fu, M; Pongracic, J A; Burchard, E G; Bauchner, H; Wang, X

2012-02-01

Racial disparities persist in early childhood wheezing and cannot be completely explained by known risk factors. To evaluate the associations of genetic ancestry and self-identified race with early childhood recurrent wheezing, accounting for socio-economic status (SES) and early life exposures. We studied 1034 children in an urban, multi-racial, prospective birth cohort. Multivariate logistic regression was used to evaluate the association of genetic ancestry as opposed to self-identified race with recurrent wheezing (>3 episodes). Sequential models accounted for demographic, socio-economic factors and early life risk factors. Genetic ancestry, estimated using 150 ancestry informative markers, was expressed in deciles. Approximately 6.1% of subjects (mean age 3.1 years) experienced recurrent wheezing. After accounting for SES and demographic factors, African ancestry (OR: 1.16, 95% CI: 1.02-1.31) was significantly associated with recurrent wheezing. By self-reported race, hispanic subjects had a borderline decrease in risk of wheeze compared with African Americans (OR: 0.44, 95% CI: 0.19-1.00), whereas white subjects (OR: 0.46, 95% CI: 0.14-1.57) did not have. After further adjustment for known confounders and early life exposures, both African (OR: 1.19, 95% CI: 1.05-1.34) and European ancestry (OR: 0.84, 95% CI: 0.74-0.94) retained a significant association with recurrent wheezing, as compared with self-identified race (OR(whites) : 0.31, 95% CI: 0.09-1.14; OR(hispanic) : 0.47, 95% CI: 0.20-1.08). There were no significant interactions between ancestry and early life factors on recurrent wheezing. In contrast to self-identified race, African ancestry remained a significant, independent predictor of early childhood wheezing after accounting for early life and other known risk factors associated with lung function changes and asthma. Genetic ancestry may be a powerful way to evaluate wheezing disparities and a proxy for differentially distributed genetic and

African ancestry, early life exposures, and respiratory morbidity in early childhood

PubMed Central

Kumar, R.; Tsai, H.-J.; Hong, X.; Gignoux, C.; Pearson, C.; Ortiz, K.; Fu, M.; Pongracic, J. A.; Burchard, E. G.; Bauchner, H.; Wang, X.

2012-01-01

Summary Background Racial disparities persist in early childhood wheezing and cannot be completely explained by known risk factors. Objective To evaluate the associations of genetic ancestry and self-identified race with early childhood recurrent wheezing, accounting for socio-economic status (SES) and early life exposures. Methods We studied 1034 children in an urban, multi-racial, prospective birth cohort. Multivariate logistic regression was used to evaluate the association of genetic ancestry as opposed to self-identified race with recurrent wheezing (>3 episodes). Sequential models accounted for demographic, socio-economic factors and early life risk factors. Genetic ancestry, estimated using 150 ancestry informative markers, was expressed in deciles. Results Approximately 6.1% of subjects (mean age 3.1 years) experienced recurrent wheezing. After accounting for SES and demographic factors, African ancestry (OR: 1.16, 95% CI: 1.02–1.31) was significantly associated with recurrent wheezing. By self-reported race, hispanic subjects had a borderline decrease in risk of wheeze compared with African Americans (OR: 0.44, 95% CI: 0.19–1.00), whereas white subjects (OR: 0.46, 95% CI: 0.14–1.57) did not have. After further adjustment for known confounders and early life exposures, both African (OR: 1.19, 95% CI: 1.05–1.34) and European ancestry (OR: 0.84, 95% CI: 0.74–0.94) retained a significant association with recurrent wheezing, as compared with self-identified race (ORwhites: 0.31, 95% CI: 0.09–1.14; ORhispanic: 0.47, 95% CI: 0.20–1.08). There were no significant interactions between ancestry and early life factors on recurrent wheezing. Conclusions and Clinical Relevance In contrast to self-identified race, African ancestry remained a significant, independent predictor of early childhood wheezing after accounting for early life and other known risk factors associated with lung function changes and asthma. Genetic ancestry may be a powerful way to

Parents, Participation, Partnership: Problematising New Zealand Early Childhood Education

ERIC Educational Resources Information Center

Chan, Angel; Ritchie, Jenny

2016-01-01

This article interrogates notions of teacher "partnership with parents" within early childhood care and education settings in the context of Aotearoa (New Zealand). "Te Whariki," the New Zealand early childhood curriculum, clearly positions children's learning and development as being fostered when their families' cultures and…

An Evaluation of Partnerships for Early Childhood Mental Health

ERIC Educational Resources Information Center

Shamblin, Sherry R.

2013-01-01

Early Childhood Mental Health Consultation (ECMHC) has been linked to increased teacher competence and efficacy, as well as increased social skills and decreased challenging behaviors for participating children (Green, 2009). Partnerships for Early Childhood Mental Health ("Partnerships") is an ECMHC program in Southeastern Ohio. This…

Exploring School Stress in Middle Childhood: Interpretations, Experiences, and Coping

ERIC Educational Resources Information Center

Sotardi, Valerie A.

2017-01-01

With increased academic and social challenges at school, middle childhood can be a particularly stressful time. The present study explored how a sample of children from a supportive learning environment interpreted, experienced and reported coping with everyday stress at school. Using a phenomenological approach, third graders attending an…

Parents as Discerning Consumers at Three Types of Early Childhood Centres.

ERIC Educational Resources Information Center

Farquhar, Sarah-Eve

Parents' views on the goals of early childhood programs and on characteristics of a high quality center were examined in a study that also investigated parents' understandings of quality in three different types of early childhood services. The study was part of a major project on the quality of early childhood centers, which was funded by the New…

The Role of Motive Objects in Early Childhood Teacher Development Concerning Children's Digital Play and Play-Based Learning in Early Childhood Curricula

ERIC Educational Resources Information Center

Nuttall, Joce; Edwards, Susan; Mantilla, Ana; Grieshaber, Sue; Wood, Elizabeth

2015-01-01

Digital technologies are increasingly accepted as a viable aspect of early childhood curriculum. However, teacher uptake of digital technologies in early childhood education and their use with young children in play-based approaches to learning have not been strong. Traditional approaches to the problem of teacher uptake of digital technologies in…

Early Childhood Pedagog"ies": Spaces for Young Children to Flourish

ERIC Educational Resources Information Center

Murray, Jane

2015-01-01

This paper introduces the Special Issue of "Early Child Development and Care" focused on "Early Childhood Pedagogy." It opens by considering past and present discourses concerning early childhood pedagogy, and focus is given to established philosophical underpinnings in the field and their translation to contemporary guidance,…

Evidence-Based Practices: Providing Guidance for Early Childhood Practitioners

ERIC Educational Resources Information Center

Farley, Kristin S.; Brock, Matthew E.; Winterbottom, Christian

2018-01-01

Early childhood education represents a pivotal opportunity to improve the developmental trajectories of young children, and evidence-based practices (EBPs) are scientifically proven to improve these outcomes. Furthermore, federal law mandates that early childhood practitioners implement EBPs. However, because EBP has not been clearly defined in…

Writing Research Articles for Publication in Early Childhood Education

ERIC Educational Resources Information Center

Saracho, Olivia N.

2013-01-01

Published research results in early childhood education contribute to the field's knowledge, theory, and practice. They also guide future early childhood education research studies. The publication of research articles is an essential requirement for academics. For some researchers, however, writing may be a difficult activity, particularly the…

Indices of Neonatal Prematurity as Discriminators of Development in Middle Childhood

ERIC Educational Resources Information Center

Taub, Harvey B.; And Others

1977-01-01

The comparative value of various parameters of neonatal prematurity for differentiating intellective, scholastic, and social functioning in middle childhood was assessed for a sample of 38 prematurely born and 26 maturely born subjects aged 7 to 9.5 years. (Author/JMB)

New Hampshire Early Childhood Professional Development System: Guide to Early Childhood Careers.

ERIC Educational Resources Information Center

McDonnell, Tessa, Ed.

The community of child care providers in New Hampshire has adopted the Early Childhood Professional Development System as an initial step toward assuring quality care and education for children. This guide describes the components of that system and is presented in eight sections. Section 1 of the guide introduces the system based on a set of two…

Adaptive Insecure Attachment and Resource Control Strategies during Middle Childhood

ERIC Educational Resources Information Center

Chen, Bin-Bin; Chang, Lei

2012-01-01

By integrating the life history theory of attachment with resource control theory, the current study examines the hypothesis that insecure attachment styles reorganized in middle childhood are alternative adaptive strategies used to prepare for upcoming competition with the peer group. A sample of 654 children in the second through seventh grades…

Mental Health Consultation in Early Childhood Classrooms

ERIC Educational Resources Information Center

Bernzweig, Jane; Ramler, Malia; Alkon, Abbey

2009-01-01

Early childhood mental health consultation is a relationship-based intervention that promotes children's social and emotional development. Benefits include improved childhood behaviors, improved staff self-efficacy, and lowered parental stress. Child care center directors are more likely to be satisfied with consultation when they are involved in…

Childhood measles contributes to post-bronchodilator airflow obstruction in middle-aged adults: A cohort study.

PubMed

Perret, Jennifer L; Matheson, Melanie C; Gurrin, Lyle C; Johns, David P; Burgess, John A; Thompson, Bruce R; Lowe, Adrian J; Markos, James; Morrison, Stephen S; McDonald, Christine F; Wood-Baker, Richard; Svanes, Cecilie; Thomas, Paul S; Hopper, John L; Giles, Graham G; Abramson, Michael J; Walters, E Haydn; Dharmage, Shyamali C

2018-03-20

Chronic obstructive pulmonary disease (COPD) has potential origins in childhood but an association between childhood measles and post-bronchodilator (BD) airflow obstruction (AO) has not yet been shown. We investigated whether childhood measles contributed to post-BD AO through interactions with asthma and/or smoking in a non-immunized middle-aged population. The population-based Tasmanian Longitudinal Health Study (TAHS) cohort born in 1961 (n = 8583) underwent spirometry in 1968 before immunization was introduced. A history of childhood measles infection was obtained from school medical records. During the fifth decade follow-up (n = 5729 responses), a subgroup underwent further lung function measurements (n = 1389). Relevant main associations and interactions by asthma and/or smoking on post-BD forced expiratory volume in 1 s/forced vital capacity (FEV 1 /FVC; continuous variable) and AO (FEV 1 /FVC < lower limit of normal) were estimated by multiple regression. Sixty-nine percent (n = 950) had a history of childhood measles. Childhood measles augmented the combined adverse effect of current clinical asthma and smoking at least 10 pack-years on post-BD FEV 1 /FVC ratio in middle age (z-score: -0.70 (95% CI: -1.1 to -0.3) vs -1.36 (-1.6 to -1.1), three-way interaction: P = 0.009), especially for those with childhood-onset asthma. For never- and ever-smokers of <10 pack-years who had current asthma symptoms, compared with those without childhood measles, paradoxically, the odds for post-BD AO was not significant in the presence of childhood measles (OR: 12.0 (95% CI: 3.4-42) vs 2.17 (0.9-5.3)). Childhood measles infection appears to compound the associations between smoking, current asthma and post-BD AO. Differences between asthma subgroups provide further insight into the complex aetiology of obstructive lung diseases for middle-aged adults. © 2018 Asian Pacific Society of Respirology.

The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks

ERIC Educational Resources Information Center

Strohmer, Janina; Mischo, Christoph

2015-01-01

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

Delegation: Win-Win Strategies for Managing Early Childhood Settings.

ERIC Educational Resources Information Center

Hayden, Jacqueline

1999-01-01

This issue of the Australian Early Childhood Association Research in Practice Series provides staff management strategies for directors and others involved with the management of early childhood settings and suggests ways to effectively delegate authority and tasks in order to reduce administrative pressures and workload. The booklet presents…

Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

ERIC Educational Resources Information Center

Björklund, Camilla; Barendregt, Wolmet

2016-01-01

Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

First Steps: Stories on Inclusion in Early Childhood Education.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This publication presents papers from 13 nations that describe the integration of children with disabilities into early childhood education programs. The compilation of case studies will serve as a reference document for the International Consultation on Early Childhood Education and Special Educational Needs, organized by UNESCO in collaboration…

Quality and Equity in Early Childhood Care in Peru

ERIC Educational Resources Information Center

Izu, Regina Moromizato

2006-01-01

The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The…

Learning with Technology for Pre-Service Early Childhood Teachers

ERIC Educational Resources Information Center

Campbell, Anne; Scotellaro, Grazia

2009-01-01

This paper describes an innovative pilot project at the University of Canberra aimed at providing pre-service early childhood teachers with the skills, confidence and ideological change required to include technology-enhanced learning as part of the early childhood curriculum. The impact of the project was evaluated through participant…

Today and Yesterday in Early Childhood Education in Korea.

ERIC Educational Resources Information Center

Lee, Guang-Lea

Early childhood education has always been considered important in Korea, with the education of the child valued highly, regardless of the parent's educational background or socioeconomic status. The main social facility for early childhood education outside home in Korea is called "Yoo Chee Won," which means kindergarten. This paper…

Childhood adversity, early-onset depressive/anxiety disorders, and adult-onset asthma.

PubMed

Scott, Kate M; Von Korff, Michael; Alonso, Jordi; Angermeyer, Matthias C; Benjet, Corina; Bruffaerts, Ronny; de Girolamo, Giovanni; Haro, Josep Maria; Kessler, Ronald C; Kovess, Viviane; Ono, Yutaka; Ormel, Johan; Posada-Villa, José

2008-11-01

To investigate a) whether childhood adversity predicts adult-onset asthma; b) whether early-onset depressive/anxiety disorders predict adult-onset asthma; and c) whether childhood adversity and early-onset depressive/anxiety disorders predict adult-onset asthma independently of each other. Previous research has suggested, but not established, that childhood adversity may predict adult-onset asthma and, moreover, that the association between mental disorders and asthma may be a function of shared risk factors, such as childhood adversity. Ten cross-sectional population surveys of household-residing adults (>18 years, n = 18,303) assessed mental disorders with the Composite International Diagnostic Interview (CIDI 3.0) as part of the World Mental Health surveys. Assessment of a range of childhood family adversities was included. Asthma was ascertained by self-report of lifetime diagnosis and age of diagnosis. Survival analyses calculated hazard ratios (HRs) for risk of adult-onset (>age 20 years) asthma as a function of number and type of childhood adversities and early-onset (Childhood adversities predicted adult-onset asthma with risk increasing with the number of adversities experienced (HRs = 1.49-1.71). Early-onset depressive and anxiety disorders also predicted adult-onset asthma (HRs = 1.67-2.11). Childhood adversities and early-onset depressive and anxiety disorders both predicted adult-onset asthma after mutual adjustment (HRs = 1.43-1.91). Childhood adversities and early-onset depressive/anxiety disorders independently predict adult-onset asthma, suggesting that the mental disorder-asthma relationship is not a function of a shared background of childhood adversity.

Conceptions of and Early Childhood Educators' Experiences in Early Childhood Professional Development Programs: A Qualitative Metasynthesis

ERIC Educational Resources Information Center

Brown, Christopher P.; Englehardt, Joanna

2016-01-01

Policy makers and early childhood stakeholders across the United States continue to seek policy solutions that improve early educators' instruction of young children. A primary vehicle for attaining this goal is professional development. This has led to an influx of empirical studies that seek to develop a set of best practices for professional…

WHO Global Consultation on Public Health Intervention against Early Childhood Caries.

PubMed

Phantumvanit, Prathip; Makino, Yuka; Ogawa, Hiroshi; Rugg-Gunn, Andrew; Moynihan, Paula; Petersen, Poul Erik; Evans, Wendell; Feldens, Carlos Alberto; Lo, Edward; Khoshnevisan, Mohammad H; Baez, Ramon; Varenne, Benoit; Vichayanrat, Tippanart; Songpaisan, Yupin; Woodward, Margaret; Nakornchai, Siriruk; Ungchusak, Chantana

2018-06-01

Early Childhood Caries (ECC) is prevalent around the world, but in particular the disease is growing rapidly in low- and middle-income countries in parallel with changing diet and lifestyles. In many countries, ECC is often left untreated, a condition which leads to pain and adversely affects general health, growth and development, and quality of life of children, their families and their communities. Importantly, ECC is also a global public health burden, medically, socially and economically. In many countries, a substantial number of children require general anaesthesia for the treatment of caries in their primary teeth (usually extractions), and this has considerable cost and social implications. A WHO Global Consultation with oral health experts on "Public Health Intervention against Early Childhood Caries" was held on 26-28 January 2016 in Bangkok (Thailand) to identify public health solutions and to highlight their applicability to low- and middle-income countries. After a 3-day consultation, participants agreed on specific recommendations for further action. National health authorities should develop strategies and implement interventions aimed at preventing and controlling ECC. These should align with existing international initiatives such as the Sixtieth World Health Assembly Resolution WHA 60.17 Oral health: action plan for promotion and integrated disease prevention, WHO Guideline on Sugars and WHO breastfeeding recommendation. ECC prevention and control interventions should be integrated into existing primary healthcare systems. WHO public health principles must be considered when tackling the effect of social determinants in ECC. Initiatives aimed at modifying behaviour should focus on families and communities. The involvement of communities in health promotion, and population-directed and individual fluoride administration for the prevention and control of ECC is essential. Surveillance and research, including cost-effectiveness studies, should be

Crying in Middle Childhood: A Report on Gender Differences.

PubMed

Jellesma, Francine C; Vingerhoets, Ad J J M

2012-10-01

The aims of this study were (1) to confirm gender differences in crying in middle childhood and (2) to identify factors that may explain why girls cry more than boys in a Dutch sample (North Holland and Utrecht). We examined 186 children's (age: 9-13 years) self-reports on crying, catharsis, seeking support for feelings, and internalizing feelings. Girls reported a greater crying frequency and crying proneness, and more emotional and physical catharsis after crying. In addition, they more frequently sought support for feelings and more often experienced sadness and somatic complaints than boys. Seeking help for negative feelings and the experience of sadness and somatic complaints were positively associated with crying frequency and crying proneness. Emotional catharsis was positively linked to crying proneness. Support was found for the potential mediating role of sadness and somatic complaints with respect to the gender difference in crying frequency and for the potential mediating role of emotional catharsis and somatic complaints for crying proneness. This study demonstrates that gender differences in crying frequency already exist in middle childhood and the findings suggest a linkage between these gender differences in crying and psychosocial factors.

Transitions for Young Children: Creating Connections across Early Childhood Systems

ERIC Educational Resources Information Center

Kagan, Sharon Lynn, Ed.; Tarrant, Kate, Ed.

2010-01-01

Smooth early childhood transitions are key to ensuring positive outcomes for young children the world over--but in today's fragmented early education systems, it's difficult to ensure continuity among programs and services. Early childhood professionals will help change that with this book, the first to propose a comprehensive, practical framework…

Academy Update (Early Childhood Professionals Collaborating for Quality), 1986-1992.

ERIC Educational Resources Information Center

Academy Update, 1992

1992-01-01

This document consists of the first 15 consecutive issues of a newsletter published by the National Academy of Early Childhood Programs (The Academy), a division of the National Association for the Education of Young Children (NAEYC). The newsletter focuses on providing information and feedback on early childhood programs for early childhood…

Early Childhood Military Education?

ERIC Educational Resources Information Center

Pelo, Ann

2011-01-01

Does the country's national security rely on top-quality early childhood education? Yes, say the military leaders of Mission: Readiness, an organization led by retired military commanders that promotes investment in education, child health, and parenting support. Actually, the generals are right, but for all the wrong reasons. The generals' aim is…

Implementation of Early Childhood Development Education Service Standard Guidelines on Physical Facilities in Public and Private Early Childhood Education Centres Kakamega County, Kenya

ERIC Educational Resources Information Center

Sitati, Emmily M.; Ndirangu, Mwangi; Kennedy, Bota; Rapongo, George S.

2016-01-01

In 2006, the Kenyan Ministry of Education (MoE) developed an early childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical…

Culturally Responsive Literacy Practices in an Early Childhood Community

ERIC Educational Resources Information Center

Bennett, Susan V.; Gunn, AnnMarie Alberton; Gayle-Evans, Guda; Barrera, Estanislado S.; Leung, Cynthia B.

2018-01-01

Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators)…

A Politics of Imperceptibilities, Possibilities and Early Childhood Practice

ERIC Educational Resources Information Center

Cumming, Tamara; Sumsion, Jennifer

2014-01-01

A growing body of research suggests that a range of "hidden" or "less tangible" aspects of early childhood practice play an important part in early childhood practice. The purpose of this article is to contribute to this existing research literature by identifying some of the complex ways that less tangible aspects…

Early Childhood Folio 3: A Collection of Recent Research.

ERIC Educational Resources Information Center

Wright, Judith, Ed.; Podmore, Valerie, Ed.

This booklet is a collection of articles addressing current issues in early childhood education. The first article, "Would You Like to Pack Away Now?: Improving the Quality of Talk in Early Childhood Programs," (Laurie Makin) addresses how teachers talk to children. The second article, "Persistence When It's Difficult: A Disposition…

Child Abuse and Its Implications for Early Childhood Educators.

ERIC Educational Resources Information Center

Gootman, Marilyn E.

1996-01-01

This article discusses how schools can facilitate the normal development of young abused/neglected children; examines how research can provide schools with the sensitivity and tools for accomplishing this task; and addresses the early childhood curriculum, the treatment of dysfunctional behavior, and the role of the early childhood teacher. (CR)

Sex-Biased Ratio of Avoidant/Ambivalent Attachment in Middle Childhood

ERIC Educational Resources Information Center

Del Giudice, Marco

2008-01-01

In this study, new evidence is presented of marked sex differences in the distribution of insecure attachment patterns in middle childhood. Attachment was assessed with the Manchester Child Attachment Story Task (MCAST) in a sample of 122 Italian 7-year-olds. The four-way distribution of attachment patterns was significantly unbalanced, with…

Stability and Change in Mother-Child Planning over Middle Childhood

ERIC Educational Resources Information Center

Gauvain, Mary; Perez, Susan M.; Reisz, Z.

2018-01-01

This longitudinal research examines maternal and child behaviors during joint planning over a 3-year period of middle childhood. 118 mother-child dyads were observed once a year beginning when the children were 8 years of age. Coding focused on mother and child planning behaviors, maternal instructional support, and child task engagement.…

Beyond Sally's missing marble: further development in children's understanding of mind and emotion in middle childhood.

PubMed

Lagattuta, Kristin Hansen; Kramer, Hannah J; Kennedy, Katie; Hjortsvang, Karen; Goldfarb, Deborah; Tashjian, Sarah

2015-01-01

Research on the development of theory of mind (ToM), the understanding of people in relation to mental states and emotions, has been a vibrant area of cognitive development research. Because the dominant focus has been addressing when children acquire a ToM, researchers have concentrated their efforts on studying the emergence of psychological understanding during infancy and early childhood. Here, the benchmark test has been the false-belief task, the awareness that the mind can misrepresent reality. While understanding false belief is a critical milestone achieved by the age of 4 or 5, children make further advances in their knowledge about mental states and emotions during middle childhood and beyond. Thus, a comprehensive understanding of children's sociocognitive abilities in older age groups is necessary to understand more fully the course of ToM development. The aim of this review is to outline continued development in ToM during middle childhood. In particular, we focus on children's understanding of interpretation-that different minds can construct different interpretations of the same reality. Additionally, we consider children's growing understanding of how mental states (thoughts, emotions, decisions) derive from personal experiences, cohere across time, and interconnect (e.g., thoughts shape emotions). We close with a discussion of the surprising paucity of studies investigating individual differences in ToM beyond age 6. Our hope is that this chapter will invigorate empirical interest in moving the pendulum toward the opposite research direction-toward exploring strengths, limitations, variability, and persistent errors in developing theories of mind across the life span. © 2015 Elsevier Inc. All rights reserved.

The hierarchical structure of childhood personality in five countries: continuity from early childhood to early adolescence.

PubMed

Tackett, Jennifer L; Slobodskaya, Helena R; Mar, Raymond A; Deal, James; Halverson, Charles F; Baker, Spencer R; Pavlopoulos, Vassilis; Besevegis, Elias

2012-08-01

Childhood personality is a rapidly growing area of investigation within individual differences research. One understudied topic is the universality of the hierarchical structure of childhood personality. In the present investigation, parents rated the personality characteristics of 3,751 children from 5 countries and 4 age groups. The hierarchical structure of childhood personality was examined for 1-, 2-, 3-, 4-, and 5-factor models across country (Canada, China, Greece, Russia, and the United States) and age group (3-5, 6-8, 9-11, and 12-14 years of age). Many similarities were noted across both country and age. The Five-Factor Model was salient beginning in early childhood (ages 3-5). Deviations across groups and from adult findings are noted, including the prominent role of antagonism in childhood personality and the high covariation between Conscientiousness and intellect. Future directions, including the need for more explicit attempts to merge temperament and personality models, are discussed. © 2011 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

Early Childhood Stress and Child Age Predict Longitudinal Increases in Obesogenic Eating Among Low-Income Children.

PubMed

Miller, Alison L; Gearhardt, Ashley N; Retzloff, Lauren; Sturza, Julie; Kaciroti, Niko; Lumeng, Julie C

2018-01-31

To identify whether psychosocial stress exposure during early childhood predicts subsequent increased eating in the absence of hunger (EAH), emotional overeating, food responsiveness, and enjoyment of food. This was an observational longitudinal study. Among 207 low-income children (54.6% non-Hispanic white, 46.9% girls), early childhood stress exposure was measured by parent report and a stress exposure index calculated, with higher scores indicating more stress exposure. Eating behaviors were measured in early (mean, 4.3; standard deviation, 0.5 years) and middle (mean, 7.9; standard deviation, 0.7 years) childhood. Observed EAH was assessed by measuring kilocalories of palatable food the child consumed after a meal. Parents reported on child eating behaviors on the Child Eating Behavior Questionnaire. Child weight and height were measured and body mass index z score (BMIz) calculated. Multivariable linear regression, adjusting for child sex, race/ethnicity, and BMIz, was used to examine the association of stress exposure with rate of change per year in each child eating behavior. Early childhood stress exposure predicted yearly increases in EAH (β = 0.14; 95% confidence interval, 0.002, 0.27) and Emotional Overeating (β = 0.14; 95% confidence interval, 0.008, 0.27). Stress exposure was not associated with Food Responsiveness (trend for decreased Enjoyment of Food; β = -0.13; 95% confidence interval, 0.002, -0.26). All child obesogenic eating behaviors increased with age (P < .05). Early stress exposure predicted increases in child eating behaviors known to associate with overweight/obesity. Psychosocial stress may confer overweight/obesity risk through eating behavior pathways. Targeting eating behaviors may be an important prevention strategy for children exposed to stress. Copyright © 2018 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Improving the Quality of Early Childhood Education in Chile: Tensions between Public Policy and Teacher Discourses over the Schoolarisation of Early Childhood Education

ERIC Educational Resources Information Center

Pardo, Marcela; Woodrow, Christine

2014-01-01

This article problematises emerging tensions in Chile, in relation to the discourses of early childhood teachers and public policies aimed at improving the quality of early childhood education. The aim of the analysis is to contribute to developing more nuanced understandings of these tensions, through the analytical lenses provided by the…

Making the Case for Early Childhood Investments: Three Arguments

ERIC Educational Resources Information Center

Neugebauer, Roger

2011-01-01

Tamar Manuelyan Atinc, vice president of The World Bank, introduces a World Bank report, "Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation". This report, which is a must for inclusion in every advocate's make the case for investing in early childhood services. It defines three arguments…

Designs for Living and Learning: Transforming Early Childhood Environments.

ERIC Educational Resources Information Center

Curtis, Deb; Carter, Margie

While the early childhood field has formed standards to help in recognizing quality programs for children, practitioners seldom use values to guide in selection of materials or to help plan early childhood environments. This book draws on a variety of educational approaches, including Waldorf, Montessori, and Reggio Emilia, to outline hundreds of…

Stress in Early Childhood: Helping Children and Their Carers

ERIC Educational Resources Information Center

Thomas, Patrice

2006-01-01

This book offers practical and effective strategies for stress management for both early childhood staff and the children in their care. Here, the author uncovers valuable insights into the causes of stress and outlines a range of activities to counteract it. Early childhood practitioners know that theirs is both a stressful and rewarding…

Praxis in Early Childhood Research with Infants and Educators

ERIC Educational Resources Information Center

Salamon, Andi

2017-01-01

As emerging literature reflects, "praxis" is an important and useful concept for thinking about the many aspects of early childhood education (ECE) and early childhood research. In this article, I seek to contribute to discussions about praxis in ECE as a valuable concept for meeting the ethical challenges that arise in participatory…

Writing and Publishing Qualitative Studies in Early Childhood Education

ERIC Educational Resources Information Center

Saracho, Olivia N.

2017-01-01

When a study is published in a respected professional journal, it not only verifies that the research has been completed but also that it has been subjected to anonymous peer review. Published results from studies in early childhood education contribute to the field's knowledge and provide direction to guide future early childhood education…

Assessment Practices and Training Needs of Early Childhood Professionals

ERIC Educational Resources Information Center

Banerjee, Rashida; Luckner, John L.

2013-01-01

Assessment plays a critical role in the planning and delivery of quality services for young children and their families. The purpose of this study was to identify the current assessment practices and training needs of early childhood professionals. A large sample of early childhood professionals responded to a comprehensive survey. The most…

Teacher Preparation for Early Childhood: Special Education in Taiwan

ERIC Educational Resources Information Center

Ho, Hua-Kuo

2014-01-01

The purpose of this paper is intended to present the current model of teacher preparation for early childhood special education in Taiwan. Documentary analysis was conducted in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood special education in Taiwan could be summarized…

Shared-Reading Volume in Early Childhood Special Education Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Justice, Laura M.

2015-01-01

This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…

Issues and Realities in Early Childhood Education.

ERIC Educational Resources Information Center

Spodek, Bernard

This paper investigates three issues vital to early childhood education: (1) sources of curriculum, (2) sources of financial support, and (3) the relationship between racism and compensatory education. "Natural" childhood and child development theories are discussed, and their use as a source of curriculum for young children is questioned, as is…

Overweight during childhood and internalizing symptoms in early adolescence: The mediating role of peer victimization and the desire to be thinner.

PubMed

Pryor, Laura; Brendgen, Mara; Boivin, Michel; Dubois, Lise; Japel, Christa; Falissard, Bruno; Tremblay, Richard E; Côté, Sylvana M

2016-09-15

Overweight is associated with depression and anxiety among adults. It is unclear whether this association begins in childhood. Overweight among children is associated with a higher risk of peer victimization, and may mediate an association between overweight and internalizing symptoms. No study has tested this hypothesis in a longitudinal population-based sample using developmental trajectories of overweight in middle childhood. Data was drawn from the population-based Quebec Longitudinal Study of Child Development. A three-group trajectory model of overweight development (6-12 years) was previously identified using a semi-parametric group-based approach (n=1678): "early-onset" (11.0%), "late-onset" (16.6%) and "never overweight" (72.5%). Mediation models tested the link between overweight status and child-reported depression and anxiety at 13 years via peer victimization and body dissatisfaction. Children on an early-onset overweight trajectory were at increased risk for both depression (B=.318, 95% CI=.141;.496) and anxiety (B=.262, 95% CI=.09;.44) at 13 years. These direct associations were mediated by peer victimization and subsequent desire to be thinner. Children on a late-onset childhood overweight trajectory were at increased risk for both depression (B=.332, 95% CI=.187;.477) and anxiety (B=.215; 95% CI=.072;.358) at 13 years, mediated by the desire to be thinner. We were unable to control for previous levels of body dissatisfaction. Our measure of peer victimization was not specific to weight-based teasing. Overweight during middle childhood increases risk of early adolescence internalizing symptoms. Peer victimization and body dissatisfaction are partly responsible for this link. Copyright © 2016 Elsevier B.V. All rights reserved.

Developing and Validating a Survey of Korean Early Childhood English Teachers' Knowledge

ERIC Educational Resources Information Center

Kim, Jung In

2015-01-01

The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current…

Partial and Incomplete Voices: The Political and Three Early Childhood Teachers' Learning

ERIC Educational Resources Information Center

Henderson, Linda

2014-01-01

The early childhood-school relationship is reported as having points of separation and difference. In particular, early childhood teachers located in a school setting report experiencing a push-down effect. This paper reports on a participatory action research project involving three early childhood teachers working within an independent school.…

Multiple Perspectives on Play in Early Childhood Education. SUNY Series, Early Childhood Education.

ERIC Educational Resources Information Center

Saracho, Olivia N., Ed.; Spodek, Bernard, Ed.

This book provides research in the area of educational play for early childhood teachers and teacher educators. Following an introduction by the editors, the chapters of the book are: (1) "A Historical Overview of Theories of Play" (Olivia Saracho and Bernard Spodek); (2) "Playing with a Theory of Mind" (Angeline Lillard); (3)…

Attachment to Mother and Father at Transition to Middle Childhood.

PubMed

Di Folco, Simona; Messina, Serena; Zavattini, Giulio Cesare; Psouni, Elia

2017-01-01

The present study investigated concordance between representations of attachment to mother and attachment to father, and convergence between two narrative-based methods addressing these representations in middle childhood: the Manchester Child Attachment Story Task (MCAST) and the Secure Base Script Test (SBST). One hundred and twenty 6-year-old children were assessed by separate administrations of the MCAST for mother and father, respectively, and results showed concordance of representations of attachment to mother and attachment to father at age 6.5 years. 75 children were additionally tested about 12 months later, with the SBST, which assesses scripted knowledge of secure base (and safe haven), not differentiating between mother and father attachment relationships. Concerning attachment to father, dichotomous classifications (MCAST) and a continuous dimension capturing scripted secure base knowledge (MCAST) converged with secure base scriptedness (SBST), yet we could not show the same pattern of convergence concerning attachment to mother. Results suggest some convergence between the two narrative methods of assessment of secure base script but also highlight complications when using the MCAST for measuring attachment to father in middle childhood.

Differentiating early-onset persistent versus childhood-limited conduct problem youth.

PubMed

Barker, Edward D; Maughan, Barbara

2009-08-01

Among young children who demonstrate high levels of conduct problems, less than 50% will continue to exhibit these problems into adolescence. Such developmental heterogeneity presents a serious challenge for intervention and diagnostic screening in early childhood. The purpose of the present study was to inform diagnostic screening and preventive intervention efforts by identifying youths whose conduct problems persist. The authors examined 1) the extent to which early-onset persistent versus childhood-limited trajectories can be identified from repeated assessments of childhood and early-adolescent conduct problems and 2) how prenatal and early postnatal risks differentiate these two groups. To identify heterogeneity in early-onset conduct problems, the authors used data from a large longitudinal population-based cohort of children followed from the prenatal period to age 13. Predictive risk factors examined were prenatal and postnatal measures of maternal distress (anxiety, depression), emotional and practical support, and family and child characteristics (from birth to 4 years of age). Findings revealed a distinction between early-onset persistent versus childhood-limited conduct problems in youths. Robust predictors of the early-onset persistent trajectory were maternal anxiety during pregnancy (32 weeks gestation), partner cruelty to the mother (from age 0 to 4 years), harsh parenting, and higher levels of child undercontrolled temperament. Sex differences in these risks were not identified. Interventions aiming to reduce childhood conduct problems should address prenatal risks in mothers and early postnatal risks in both mothers and their young children.

2005 Workforce Study: Ohio Early Childhood Centers. General Analysis

ERIC Educational Resources Information Center

Stoneburner, Chris

2006-01-01

The purpose of this study was to understand the characteristics of the current workforce in early childhood. This report highlights key characteristics of the 2005 early childhood center workforce in Ohio. Survey packets were sent to 3.600 randomly selected centers in April 2005, representing centers licensed by the Ohio Department of Job and…

Early Childhood Education: History, Theory, and Practice. Second Edition

ERIC Educational Resources Information Center

Morgan, Harry

2010-01-01

Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. From birth to age eight, when children become integrated into society through their education at school and at home, "Early Childhood Education" examines the education of this age…

Perspectives on Early Childhood Education in Egypt and Kuwait.

ERIC Educational Resources Information Center

El-Beblawi, Viola F.

Early childhood education is rooted in the Arab culture. Of particular importance for the implementation of early childhood education is the academic psycho-educational movement in the Arab world (initiated by Tsmail El Kabani and Dr. Abel Aziz El Koussy), which began in the 1920s. This movement, combined with rapid social change (including the…

Researching Early Childhood Policy and Practice. A Critical Ecology

ERIC Educational Resources Information Center

Urban, Mathias

2012-01-01

This article examines the renewed interest in early childhood education and care in European politics, and the implications for research in changing policy contexts. Based on the policy analysis, it argues for a radical reconceptualisation of how, with and for whom, and to what end we design, conduct and interpret research in early childhood in…

Taiwanese Model of Teacher Preparation for Early Childhood Education

ERIC Educational Resources Information Center

Ho, Hua-Kuo

2012-01-01

The purpose of this paper is intended to present the current model of teacher preparation for early childhood education in Taiwan. Documentary analysis was employed in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood education in Taiwan could be summarized as: (1) The…

Early Childhood Mental Health Consultation: Common Questions and Answers

ERIC Educational Resources Information Center

Hughes, Mary-alayne; Spence, Christine M.; Ostrosky, Michaelene M.

2015-01-01

As the field of early childhood mental health continues to expand and evolve, the evidence base is growing, and early childhood mental health consultation is viewed as a promising practice. However, there continues to be a need for further research, with particular attention given to the utility and effectiveness of this approach with infants and…

A Global Perspective on Early Childhood Care and Education: A Proposed Model. Action Research in Family and Early Childhood. UNESCO Education Sector Monograph.

ERIC Educational Resources Information Center

Lillemyr, Ole Fredrik; Fagerli, Oddvar; Sobstad, Frode

This monograph describes an alternative model for early childhood care and education involving a complex and integrated system that allows for more collaboration among early childhood care and education activities. The model, with its emphasis on values in all educational practices, is intended to promote a more global and total approach to…

Polygenic Risk, Appetite Traits, and Weight Gain in Middle Childhood: A Longitudinal Study.

PubMed

Steinsbekk, Silje; Belsky, Daniel; Guzey, Ismail Cuneyt; Wardle, Jane; Wichstrøm, Lars

2016-02-01

Genome-wide association studies have identified genetic risks for obesity. These genetic risks influence development of obesity partly by accelerating weight gain in childhood. Research is needed to identify mechanisms to inform intervention. Cross-sectional studies suggest appetite traits as a candidate mechanism. Longitudinal studies are needed to test whether appetite traits mediate genetic influences on children's weight gain. To test whether genetic risk for obesity predicts accelerated weight gain in middle childhood (ages 4-8 years) and whether genetic association with accelerated weight gain is mediated by appetite traits. Longitudinal study of a representative birth cohort at the Trondheim Early Secure Study, Trondheim, Norway, enrolled at age 4 years during 2007 to 2008, with follow-ups at ages 6 and 8 years. Participants were sampled from all children born in 2003 or 2004 who attended regular community health checkups for 4-year-olds (97.2% attendance; 82.0% consent rate, n = 2475). Nine hundred ninety-five children participated at age 4 years, 795 at age 6 years, and 699 at age 8 years. Analyses included 652 children with genotype, adiposity, and appetite data. Outcomes were body mass index and body-fat phenotypes measured from anthropometry (ages 4, 6, and 8 years) and bioelectrical impedance (ages 6 and 8 years). Genetic risk for obesity was measured using a genetic risk score composed of 32 single-nucleotide polymorphisms previously discovered in genome-wide association studies of adult body mass index. Appetite traits were measured at age 6 years with the Children's Eating Behavior Questionnaire. Of the 652 genotyped child participants, 323 (49.5%) were female, 58 (8.9%) were overweight, and 1 (0.2%) was obese. Children at higher genetic risk for obesity had higher baseline body mass index and fat mass compared with lower genetic risk peers, and they gained weight and fat mass more rapidly during follow-up. Each SD increase in genetic risk score was

"Because if You Don't Put the Top On, It Will Spill": A Longitudinal Study of Sibling Teaching in Early Childhood

ERIC Educational Resources Information Center

Howe, Nina; Della Porta, Sandra; Recchia, Holly; Ross, Hildy

2016-01-01

Naturalistic dyadic sequences of teaching and learning involving older and younger siblings were investigated in 39 middle-class dyads over a 2-year period in early childhood. Siblings were observed during ongoing interactions in the home setting for 6 90-min sessions at both Time 1 (older sibling "M" age = 4.4 years; younger sibling…

What's Happening with Computer Technology in Early Childhood Education Settings?

ERIC Educational Resources Information Center

Wood, Eileen; Willoughby, Teena; Specht, Jacqueline

1998-01-01

This in-depth survey of 75 early-childhood-education directors examined the current status of computer use in early childhood education (ECE). Results suggest that training may be necessary to facilitate the introduction of computers in ECE environments. (Author/LRW)

Adverse experiences in infancy and toddlerhood: Relations to adaptive behavior and academic status in middle childhood.

PubMed

McKelvey, Lorraine M; Edge, Nicola Conners; Mesman, Glenn R; Whiteside-Mansell, Leanne; Bradley, Robert H

2018-06-13

Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children's behavioral and academic outcomes early in development. Copyright © 2018 Elsevier Ltd. All rights reserved.

Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

ERIC Educational Resources Information Center

Hammond, Lorraine

2015-01-01

Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…

Greek In-Service and Preservice Teachers' Views about Bullying in Early Childhood Settings

ERIC Educational Resources Information Center

Psalti, Anastasia

2017-01-01

Despite the plethora of studies regarding bullying worldwide, there are limited studies at the early childhood level. This article presents the results of a pilot study aiming at exploring preservice and in-service early childhood teachers' views on bullying in Greek early childhood settings. A total of 192 early childhood teachers completed a…

Links between Middle-Childhood Trajectories of Family Dysfunction and Indirect Aggression

ERIC Educational Resources Information Center

Pagani, Linda S.; Japel, Christa; Vaillancourt, Tracy; Tremblay, Richard E.

2010-01-01

Using data from three waves of a large Canadian data set, this research examined the relationship between middle-childhood trajectories of family dysfunction and indirect aggression. The authors applied family systems, developmental psychopathology, and life-course conceptualizations to meet this objective. The data analytic strategy used separate…

Stable Genetic Influence on Anxiety-Related Behaviours across Middle Childhood

ERIC Educational Resources Information Center

Trzaskowski, Maciej; Zavos, Helena M. S.; Haworth, Claire M. A.; Plomin, Robert; Eley, Thalia C.

2012-01-01

We examined the aetiology of anxiety symptoms in an unselected population at ages 7 and 9, a period during which anxiety disorders first begin to develop (mean age at onset is 11 years). Specifically, the aim of the study was to investigate genetic and environmental continuity and change in components of anxiety in middle childhood. Parents of…

Promoting School and Life Success through Early Childhood Family Literacy

ERIC Educational Resources Information Center

Swick, Kevin J.

2009-01-01

Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.

"I Have a Hippopotamus!": Preparing Effective Early Childhood Environmental Educators

ERIC Educational Resources Information Center

Torquati, Julia; Leeper-Miller, Jennifer; Hamel, Erin; Hong, Soo-Young; Sarver, Susan; Rupiper, Michelle

2017-01-01

This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for…

Classroom Effects of an Early Childhood Educator Professional Development Partnership

ERIC Educational Resources Information Center

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

2011-01-01

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

Transactional effects among maternal depression, neighborhood deprivation, and child conduct problems from early childhood through adolescence: A tale of two low-income samples.

PubMed

Shaw, Daniel S; Sitnick, Stephanie L; Reuben, Julia; Dishion, Thomas J; Wilson, Melvin N

2016-08-01

The current study sought to advance our understanding of transactional processes among maternal depression, neighborhood deprivation, and child conduct problems (CP) using two samples of low-income families assessed repeatedly from early childhood to early adolescence. After accounting for initial levels of negative parenting, independent and reciprocal effects between maternal depressive symptoms and child CP were evident across both samples, beginning in early childhood and continuing through middle childhood and adolescence. In addition, neighborhood effects were consistently found in both samples after children reached age 5, with earlier neighborhood effects on child CP and maternal depression found in the one exclusively urban sample of families with male children. The results confirm prior research on the independent contribution of maternal depression and child CP to the maintenance of both problem behaviors. The findings also have implications for designing preventative and clinical interventions to address child CP for families living in high-risk neighborhoods.

Emotional Self-Regulation, Peer Rejection, and Antisocial Behavior: Developmental Associations from Early Childhood to Early Adolescence

ERIC Educational Resources Information Center

Trentacosta, Christopher J.; Shaw, Daniel S.

2009-01-01

This study examined relations among emotional self-regulation, peer rejection, and antisocial behavior in a sample of 122 boys from low-income families who participated in a summer camp and were followed longitudinally from early childhood to early adolescence. Emotional self-regulation strategies were coded in early childhood from a waiting task,…

Ecological influences of early childhood obesity: a multilevel analysis.

PubMed

Boonpleng, Wannaporn; Park, Chang Gi; Gallo, Agatha M; Corte, Colleen; McCreary, Linda; Bergren, Martha Dewey

2013-07-01

This study aims to determine the contributing factors for early childhood overweight/obesity within the contexts of the child's home, school, and community, and to determine how much each of the ecological contexts contributes to childhood overweight/obesity. The framework was developed from Bronfenbrenner's ecological systems theory. Data for 2,100 children from the Early Childhood Longitudinal Study, Birth Cohort, were used in a series of multilevel modeling analyses. There was significant variation in childhood overweight/obesity by school and community. The majority of variation in childhood overweight/obesity was explained by the child and family factors in addition to school and community factors. Explained variance of childhood overweight/obesity at the school level was 27% and at the community level, 2%. The variance composition at children's family level alone was 71%. Therefore, overweight/obesity prevention efforts should focus primarily on child, family, and school factors and then community factors, to be more effective.

Does early childhood callous-unemotional behavior uniquely predict behavior problems or callous-unemotional behavior in late childhood?

PubMed Central

Waller, Rebecca; Dishion, Thomas J.; Shaw, Daniel S.; Gardner, Frances; Wilson, Melvin N.; Hyde, Luke W.

2016-01-01

Callous unemotional (CU) behavior has been linked to behavior problems in children and adolescents. However, few studies have examined whether CU behavior in early childhood predicts behavior problems or CU behavior in late childhood. This study examined whether indicators of CU behavior at ages 2–4 predicted aggression, rule-breaking, and CU behavior across informants at age 9.5. To test the unique predictive and convergent validity of CU behavior in early childhood, we accounted for stability in behavior problems and method effects to rule out the possibility that rater biases inflated the magnitude of any associations found. Cross-informant data were collected from a multi-ethnic, high-risk sample (N = 731; female = 49%) at ages 2–4 and again at age 9.5. From age 3, CU behavior uniquely predicted aggression and rule-breaking across informants. There were also unique associations between CU behavior assessed at ages 3 and 4 and CU behavior assessed at age 9.5. Findings demonstrate that early-childhood indicators of CU behavior account for unique variance in later childhood behavior problems and CU behavior, taking into account stability in behavior problems over time and method effects. Convergence with a traditional measure of CU behavior in late childhood provides support for the construct validity of a brief early childhood measure of CU behavior. PMID:27598253

Who Has Rights to What? Inclusion in Australian Early Childhood Programs

ERIC Educational Resources Information Center

Petriwskyj, Anne

2010-01-01

In early childhood settings prior to school and in the early years of primary school, debate continues over the meaning of inclusion and its scope in terms of the groups under consideration. The genealogies of early childhood education and care, early primary school, special education and cultural education were examined to identify recurring and…

Renovating Early Childhood Education Pedagogy: A Case Study in Vietnam

ERIC Educational Resources Information Center

Thao, Dang Phuong; Boyd, Wendy Anne

2014-01-01

Since 2003, the Vietnamese government has prioritised curriculum reform efforts and commitment to improving the quality of the national curriculum. The Vietnamese early childhood education renovation has encountered considerable changes and challenges, particularly in the area of pedagogical approaches. Many early childhood teachers continue to…

Managing Asthma in the Early Childhood Setting

ERIC Educational Resources Information Center

Graville, Iris

2011-01-01

Asthma, one of the most common chronic disorders in childhood, affects more than seven million children in the United States, and is the third leading cause of hospitalization for children. Statistics like these make planning and preparing for asthma in the early childhood setting a high priority. With the high rates of asthma in the U.S. today,…

Parental reminder, recall and educational interventions to improve early childhood immunisation uptake: A systematic review and meta-analysis.

PubMed

Harvey, Hannah; Reissland, Nadja; Mason, James

2015-06-09

Vaccination is one of the most effective ways of reducing childhood mortality. Despite global uptake of childhood vaccinations increasing, rates remain sub-optimal, meaning that vaccine-preventable diseases still pose a public health risk. A range of interventions to promote vaccine uptake have been developed, although this range has not specifically been reviewed in early childhood. We conducted a systematic review and meta-analysis of parental interventions to improve early childhood (0-5 years) vaccine uptake. Twenty-eight controlled studies contributed to six separate meta-analyses evaluating aspects of parental reminders and education. All interventions were to some extent effective, although findings were generally heterogeneous and random effects models were estimated. Receiving both postal and telephone reminders was the most effective reminder-based intervention (RD=0.1132; 95% CI=0.033-0.193). Sub-group analyses suggested that educational interventions were more effective in low- and middle-income countries (RD=0.13; 95% CI=0.05-0.22) and when conducted through discussion (RD=0.12; 95% CI=0.02-0.21). Current evidence most supports the use of postal reminders as part of the standard management of childhood immunisations. Parents at high risk of non-compliance may benefit from recall strategies and/or discussion-based forums, however further research is needed to assess the appropriateness of these strategies. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Physical Education in Early Childhood

ERIC Educational Resources Information Center

Stork, Steve; Sanders, Stephen W.

2008-01-01

This article examines the incidence and quality of physical activity instruction during early childhood. Although the positive effect of physical activity on the cognitive, social, and physical development of young children is generally acknowledged, there is little emphasis nationally on ensuring appropriate physical educational experiences…

Early Childhood Inclusion in Israel

ERIC Educational Resources Information Center

Al-Yagon, Michal; Aram, Dorit; Margalit, Malka

2016-01-01

This article describes conceptual aspects, current policies and practices, and research representing the Israeli perspective regarding early childhood inclusion (ECI) at preschool ages (3-6 years). We review legislative, historical, attitudinal, philosophical, practical, empirical, and cultural issues regarding ECI in Israel. Finally, we focus on…

Current Issues in Early Childhood Education.

ERIC Educational Resources Information Center

Katz, Lilian G.

If present trends in family life and education continue into the next decade, most children under five will spend substantial proportions of their early years in various types of early childhood programs, most five- to six-year-olds will attend all-day kindergarten, and during their elementary school years they will spend much of their time before…

Keeping It All inside: Shyness, Internalizing Coping Strategies and Socio-Emotional Adjustment in Middle Childhood

ERIC Educational Resources Information Center

Findlay, Leanne C.; Coplan, Robert J.; Bowker, Anne

2009-01-01

Despite growing research results indicating that shyness is a risk factor for psychosocial maladjustment in childhood, less is known about the conceptual mechanisms that may underlie these associations. The purpose of the current study was to explore links between self-reported shyness, coping strategies and social functioning in middle childhood.…

Assessment and Decision-Making in Early Childhood Education and Intervention

ERIC Educational Resources Information Center

Strand, Paul S.; Cerna, Sandra; Skucy, Jim

2007-01-01

Assessment within the fields of early childhood education and early childhood intervention is guided by the "deductive-psychometric model", which is a framework for legitimizing constructs that arise from theories. An alternative approach, termed the "inductive-experimental model", places significantly more restrictions on what constitutes a…

Language and Literacy in Early Childhood Education. Yearbook in Early Childhood Education, Volume 4.

ERIC Educational Resources Information Center

Spodek, Bernard, Ed.; Saracho, Olivia N., Ed.

As classrooms have become more culturally and linguistically diversified, the theories and methods of teaching reading to young children have changed. Early childhood educators must explore new methods of instruction in order to involve and expand the language abilities of young children and must provide engaging activities that will create more…

Abusive early child rearing and early childhood aggression.

PubMed

Herrenkohl, R C; Russo, M J

2001-02-01

Childhood aggression is significant for children, their families, and the society because aggressive children often become violent adolescents. This article examines the relationship between maltreatment and early childhood aggression. Data are from a longitudinal study of maltreated and nonmaltreated children assessed as preschoolers and again at school age. The dependent variable is the child's teacher's rating of aggression at school age. The independent variables are from preschool and school age observations of the mother-child interaction and the mother's report of physical discipline practices. Using structural equation modeling, harshness of interaction at preschool age but not school age and severity of physical discipline at school age but not preschool age, relate to aggression at school age. Results suggest a difference in the developmental stage at which different features of harsh child rearing exert their influence. Strategies for intervening to prevent the development of childhood aggression are suggested.

Teacher Understandings of and Commitment to Gender Equity in the Early Childhood Setting

ERIC Educational Resources Information Center

Lee-Thomas, Kerrin; Sumsion, Jennifer; Roberts, Susan

2005-01-01

Despite considerable examination of gender and gender equity within early childhood education, gender inequity remains problematic in many early childhood settings. Using qualitative methods, the study reported in this article investigated four early childhood teachers' understandings about gender and their commitment to promoting gender equity.…

Early menarche and childhood adversities in a nationally representative sample.

PubMed

Henrichs, Kimberly L; McCauley, Heather L; Miller, Elizabeth; Styne, Dennis M; Saito, Naomi; Breslau, Joshua

2014-01-01

Epidemiological evidence suggests that early menarche, defined as onset of menses at age 11 or earlier, has increased in prevalence in recent birth cohorts and is associated with multiple poor medical and mental health outcomes in adulthood. There is evidence that childhood adversities occurring prior to menarche contribute to early menarche. Data collected in face-to-face interviews with a nationally representative sample of women age 18 and over (N = 3288), as part of the National Comorbidity Survey-Replication, were analyzed. Associations between pre-menarchal childhood adversities and menarche at age 11 or earlier were estimated in discrete time survival models with statistical adjustment for age at interview, ethnicity, and body mass index. Adversities investigated included physical abuse, sexual abuse, neglect, biological father absence from the home, other parent loss, parent mental illness, parent substance abuse, parent criminality, inter-parental violence, serious physical illness in childhood, and family economic adversity. Mean age at menarche varied across decadal birth cohorts (χ(2)₍₄₎ = 21.41, p < .001) ranging from a high of 12.9 years in the oldest cohort (age 59 or older at the time of interview) to a low of 12.4 in the second youngest cohort (age 28-37). Childhood adversities were also more common in younger than older cohorts. Of the 11 childhood adversities, 5 were associated with menarche at age 11 or earlier, with OR of 1.3 or greater. Each of these five adversities is associated with a 26% increase in the odds of early menarche (OR = 1.26, 95% CI 1.14-1.39). The relationship between childhood sexual abuse and early menarche was sustained after adjustment for co-occurring adversities. (OR = 1.77, 95% CI 1.21-2.6). Evidence from this study is consistent with hypothesized physiological effects of early childhood family environment on endocrine development. Childhood sexual abuse is the adversity most strongly

Development of Constructivist Theory of Mind from Middle Childhood to Early Adulthood and Its Relation to Social Cognition and Behavior

PubMed Central

Weimer, Amy A.; Parault Dowds, Susan J.; Fabricius, William V.; Schwanenflugel, Paula J.; Suh, Go Woon

2016-01-01

Two studies examined the development of constructivist theory of mind (ToM) during late childhood and early adolescence. In Study 1 a new measure was developed to assess participants’ understanding of the interpretive and constructive processes embedded in memory, comprehension, attention, comparison, planning, and inference. Using this measure, Study 2 tested a mediational model in which prosocial reasoning about conflict mediated the relation between constructivist ToM and behavior problems in high school. Results showed that the onset of constructivist ToM occurs between late childhood and early adolescence, and that adolescents who have more advanced constructivist ToM have more prosocial reasoning about conflict, which in turn mediated the relation with fewer serious behavior problems in high school, after controlling for academic performance and sex. In both studies, females showed more advanced constructivist ToM than males in high school. PMID:27821294

Aesthetic Discourses in Early Childhood Settings: Dewey, Steiner, and Vygotsky

ERIC Educational Resources Information Center

Lim, Booyeun

2004-01-01

Early childhood, when young children are already capable of undergoing aesthetic experience, must be the starting point for aesthetic education. Despite increasing attention to the significant values of the arts in early childhood classrooms, no theoretical framework to support aesthetic education has been established. This article introduces the…

Literacy in Early Childhood and Primary Education: Issues, Challenges, Solutions

ERIC Educational Resources Information Center

McLachlan, Claire; Nicholson, Tom; Fielding-Barnsley, Ruth; Mercer, Louise; Ohi, Sarah

2012-01-01

Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips…

Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

ERIC Educational Resources Information Center

Han, Heejeong Sophia; Brown, E. Todd

2013-01-01

This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

Recent Trends and Innovations in the Early Childhood Education Curriculum.

ERIC Educational Resources Information Center

Saracho, Olivia N.; Spodek, Bernard

2003-01-01

Examines recent trends in early childhood education practice: the education of all children in inclusive classes, the management of vertical and horizontal transitions, the emergence of early childhood education and care programs, the development of school-family-community partnerships, the emphasis on language learning and emergent literacy, the…

Second-Language Learning in Early Childhood: Some Thoughts for Practitioners.

ERIC Educational Resources Information Center

McLaughlin, Barry

There is much that can be done in early childhood education programs to foster second language learning in young children. The research literature on early childhood bilingualism clearly indicates that children can learn two languages simultaneously without apparent effort, without cognitive strain or interference in learning either language…

Promoting Health in Early Childhood Environments: A Health-Promotion Approach

ERIC Educational Resources Information Center

Minniss, Fiona Rowe; Wardrope, Cheryl; Johnston, Donni; Kendall, Elizabeth

2013-01-01

This paper investigates the mechanisms by which a health-promotion intervention might influence the health-promoting behaviours of staff members working in early childhood centres. The intervention was an ecological health-promotion initiative that was implemented within four early childhood centres in South-East Queensland, Australia. In-depth,…

School-to-Work and Inclusion in General Education Teacher Preparation Programs: Instructional Modules for Middle Childhood Subject Area Methods Courses.

ERIC Educational Resources Information Center

Hamill, Lee B.; Geer, Cindy H.

Six instructional modules for middle childhood subject area methods courses are designed to target students in preservice middle childhood general education programs. The modules have been developed for each of the content area methods courses to ensure all preservice teachers have ample exposure to the school-to-work (STW) philosophy and…

Interactive effects of early and recent exposure to stressful contexts on cortisol reactivity in middle childhood.

PubMed

Jaffee, Sara R; McFarquhar, Tara; Stevens, Suzanne; Ouellet-Morin, Isabelle; Melhuish, Edward; Belsky, Jay

2015-02-01

Given mixed findings as to whether stressful experiences and relationships are associated with increases or decreases in children's cortisol reactivity, we tested whether a child's developmental history of risk exposure explained variation in cortisol reactivity to an experimentally induced task. We also tested whether the relationship between cortisol reactivity and children's internalizing and externalizing problems varied as a function of their developmental history of stressful experiences and relationships. Participants included 400 children (M = 9.99 years, SD = 0.74 years) from the Children's Experiences and Development Study. Early risk exposure was measured by children's experiences of harsh, nonresponsive parenting at 3 years. Recent risk exposure was measured by children's exposure to traumatic events in the past year. Children's cortisol reactivity was measured in response to a social provocation task and parents and teachers described children's internalizing and externalizing problems. The effect of recent exposure to traumatic events was partially dependent upon a child's early experiences of harsh, nonresponsive parenting: the more traumatic events children had recently experienced, the greater their cortisol reactivity if they had experienced lower (but not higher) levels of harsh, nonresponsive parenting at age 3. The lowest levels of cortisol reactivity were observed among children who had experienced the most traumatic events in the past year and higher (vs. lower) levels of harsh, nonresponsive parenting in early childhood. Among youth who experienced harsh, nonresponsive parent-child relationships in early childhood and later traumatic events, lower levels of cortisol reactivity were associated with higher levels of internalizing and externalizing problems. Hypothalamic-pituitary-adrenal (HPA) axis reactivity to psychological stressors and the relationship between HPA axis reactivity and children's internalizing and externalizing

Remembering Childhood: Do Our Memories and Experiences Influence Our Understanding of Early Childhood and Our Practice with Young Children?

ERIC Educational Resources Information Center

Horsley, Karen; Penn, Helen

2014-01-01

Students on the Early Childhood Studies degree programme at the University of East London were asked to reflect on their childhood memories and how these have shaped their understandings of early childhood and practices with young children. Students' rich and varied accounts reflect the diversity of largely non-traditional students from countries…

Towards a Framework for the Validation of Early Childhood Assessment Systems

ERIC Educational Resources Information Center

Goldstein, Jessica; Flake, Jessica Kay

2016-01-01

American early childhood education is in the midst of drastic change. In recent years, states have begun the process of overhauling early childhood education systems in response to federal grant competitions, bringing an increased focus on assessment and accountability for early learning programs. The assessment of young children is fraught with…

How Do We Educate Teachers for Early Childhood Education: Early Childhood Educators in Japan.

ERIC Educational Resources Information Center

Ishigaki, Emiko

This paper discusses the organization of early childhood education and preschool education in Japan and describes how teachers are trained for positions in these schools. It is noted that the organization of such education in Japan has undergone considerable change since the first kindergarten was established in 1877. At that time the curriculum…

Diversity and Difference in Early Childhood Education: Issues for Theory and Practice

ERIC Educational Resources Information Center

Robinson, Kerry; Diaz, Criss Jones

2005-01-01

Early childhood professionals are often required to work with children and families from a range of diverse backgrounds. This book goes beyond simplistic definitions of diversity, encouraging a much broader understanding and helping early childhood educators develop a critical disposition towards assumptions about children and childhood in…

Atherosclerotic Cardiovascular Disease Beginning in Childhood

PubMed Central

2010-01-01

Although the clinical manifestations of cardiovascular disease (CVD), such as myocardial infarction, stroke, and peripheral vascular disease, appear from middle age, the process of atherosclerosis can begin early in childhood. The early stage and progression of atherosclerosis in youth are influenced by risk factors that include obesity, hypertension, dyslipidemia, and smoking, and by the presence of specific diseases, such as diabetes mellitus and Kawasaki disease (KD). The existing evidence indicates that primary prevention of atherosclerotic disease should begin in childhood. Identification of children at risk for atherosclerosis may allow early intervention to decrease the atherosclerotic process, thereby preventing or delaying CVD. This review will describe the origin and progression of atherosclerosis in childhood, and the identification and management of known risk factors for atherosclerotic CVD in children and young adults. PMID:20111646

Teaching Practices that Promote Motor Skills in Early Childhood Settings

ERIC Educational Resources Information Center

Robinson, Leah E.; Webster, E. Kipling; Logan, S. Wood; Lucas, W. Amarie; Barber, Laura T.

2012-01-01

Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate…

Australian Early Childhood Educators: From Government Policy to University Practice

ERIC Educational Resources Information Center

Davies, Sharon; Trinidad, Sue

2013-01-01

This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological…

Family Strategies to Support and Develop Resilience in Early Childhood

ERIC Educational Resources Information Center

Taket, A. R.; Nolan, A.; Stagnitti, K.

2014-01-01

Early childhood is an important time for the development of resilience. A recently completed study has followed three cohorts of resilient children and young people living in disadvantaged areas in Victoria, Australia, through different transitions in their educational careers. This paper focuses on the early childhood cohort, where we have…

Early Childhood Sexuality Education: Future Educators' Attitudes and Considerations

ERIC Educational Resources Information Center

Brouskeli, Vasiliki; Sapountzis, Antonis

2017-01-01

Sexuality education is one of the most disputable health education programs as far as its inclusion in Early Childhood Education is concerned. This study was conducted in order to investigate early childhood future educators' attitudes and considerations about introducing sexuality education to their future pupils. We used a qualitative research…

Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

ERIC Educational Resources Information Center

Wagner, Brigid Daly; French, Lucia

2010-01-01

This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

Investigating Reported Data Practices in Early Childhood: An Exploratory Study

ERIC Educational Resources Information Center

Brawley, Susan; Stormont, Melissa A.

2014-01-01

The importance of collecting and using data for educational decision making is clear. However, little information has been gathered about the systematic collection and use of data in early childhood. The purpose of this study was to explore teacher perceptions of data collection practices in early childhood. Participants included 137 early…

Cross-National Perspective on Early Childhood Education: Engaging in Inquiry.

ERIC Educational Resources Information Center

Takanishi, Ruby

Some potential areas of inquiry into the field of cross-national study of early childhood education are described in relation to the history and aims of the World Organization for Early Childhood Education (OMEP). Currently the largest international organization concerned with preschool education, OMEP is presented with specific recommendations:…

The Role of Staff in Quality Improvement in Early Childhood

ERIC Educational Resources Information Center

Sims, Margaret; Waniganayake, Manjula

2015-01-01

There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service…

Before Five: Early Childhood Care and Education in New Zealand.

ERIC Educational Resources Information Center

New Zealand Dept. of Education, Wellington.

This publication outlines the Government of New Zealand's new plans and policies for the administration of early childhood care and education. Specific features are discussed in detail in sections concerning: (1) early childhood care and education at the local level, specifically management structures and responsibilities, the use of Crown land,…

Developing Identities in the Workplace: Students' Experiences of Distance Early Childhood Teacher Education

ERIC Educational Resources Information Center

Tate, Alice

2016-01-01

In Aotearoa New Zealand, many early childhood teachers gain their teaching qualification via distance study while working in an early childhood centre. Early childhood teachers work in a team environment, and it is important to understand more about how distance students negotiate changes in their workplace practice as their professional knowledge…

Early Childhoods in a Changing World

ERIC Educational Resources Information Center

Clark, Margaret M., Ed.; Tucker, Stanley, Ed.

2010-01-01

This book challenges taken for granted views of early childhood across the globe. It deepens and broadens our understanding of what it means to be a child today and of the challenges children face in different parts of the world. It will be essential reading for all who work with young children or are students of early years education and…

Influence of maternal adiposity, preterm birth and birth weight centiles on early childhood obesity in an Indigenous Australian pregnancy-through-to-early-childhood cohort study.

PubMed

Pringle, K G; Lee, Y Q; Weatherall, L; Keogh, L; Diehm, C; Roberts, C T; Eades, S; Brown, A; Smith, R; Lumbers, E R; Brown, L J; Collins, C E; Rae, K M

2018-05-16

Childhood obesity rates are higher among Indigenous compared with non-Indigenous Australian children. It has been hypothesized that early-life influences beginning with the intrauterine environment predict the development of obesity in the offspring. The aim of this paper was to assess, in 227 mother-child dyads from the Gomeroi gaaynggal cohort, associations between prematurity, Gestation Related-Optimal Weight (GROW) centiles, maternal adiposity (percentage body fat, visceral fat area), maternal non-fasting plasma glucose levels (measured at mean gestational age of 23.1 weeks) and offspring BMI and adiposity (abdominal circumference, subscapular skinfold thickness) in early childhood (mean age 23.4 months). Maternal non-fasting plasma glucose concentrations were positively associated with infant birth weight (P=0.005) and GROW customized birth weight centiles (P=0.008). There was a significant association between maternal percentage body fat (P=0.02) and visceral fat area (P=0.00) with infant body weight in early childhood. Body mass index (BMI) in early childhood was significantly higher in offspring born preterm compared with those born at term (P=0.03). GROW customized birth weight centiles was significantly associated with body weight (P=0.01), BMI (P=0.007) and abdominal circumference (P=0.039) at early childhood. Our findings suggest that being born preterm, large for gestational age or exposed to an obesogenic intrauterine environment and higher maternal non-fasting plasma glucose concentrations are associated with increased obesity risk in early childhood. Future strategies should aim to reduce the prevalence of overweight/obesity in women of child-bearing age and emphasize the importance of optimal glycemia during pregnancy, particularly in Indigenous women.

Early Childhood Pre-Service Students' Transitioning into Discourses of Professional Practice

ERIC Educational Resources Information Center

Quinones, Gloria; Ridgway, Avis

2015-01-01

The focus of this study is to investigate early childhood students' discourses of play-based curriculum. In this paper we focus on how students made implicit and explicit links to the Victorian Early Years Learning and Development Framework (VEYLDF). Twenty-six early childhood students had volunteered their de-identified play and pedagogy…

Attachment in middle childhood: predictors, correlates, and implications for adaptation.

PubMed

Boldt, Lea J; Kochanska, Grazyna; Grekin, Rebecca; Brock, Rebecca L

2016-01-01

Middle childhood is a relative lacuna in behavioral attachment research. We examined antecedents, correlates, and implications of parent-child attachment at age 10 in a longitudinal study of community families from a Midwestern US state (N = 102, mothers, fathers, and children). Dimensions of security, avoidance, ambivalence, and disorganization of children's attachment to each parent were observed in lengthy naturalistic interactions and assessed using Iowa Attachment Behavioral Coding (IABC). IABC scores were meaningfully associated with history of parental responsiveness (7-80 months) and with earlier and concurrent attachment security, assessed with other established instruments (parent- and observer-rated Attachment Q-Set at 25 months, children's reports at age 8 and 10). Structural equation modeling analyses revealed that the overall history of responsive care was meaningfully associated with Security, Avoidance, and Disorganization at age 10, in both mother-child and father-child relationships, and that most recent care uniquely predicted Security. IABC scores were also meaningfully related to a broad range of measures of child adaptation at ages 10-12. Cumulative history of children's security from infancy to middle childhood, integrating measures across relationships and methodologies, also predicted child adaptation at ages 10-12.

IDEA and Early Childhood Inclusion.

ERIC Educational Resources Information Center

Smith, Barbara J.; Rapport, Mary Jane K.

This paper discusses 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that promote the inclusion of children with disabilities in general early childhood education settings. The evolution of inclusion policy is explored and changes in disability terminology are described. Amended provisions are then explained and include:…

Films in Early Childhood Education.

ERIC Educational Resources Information Center

Cooke, Gary, Comp.

This annotated bibliography provides descriptions of films concerning child development and various approaches to early childhood education. Some are for classroom use, and others are intended as guides and resource materials for teachers. Attachments give addresses and phone numbers of film distributors and addresses, managers and phone number of…

The Early Childhood Coaching Handbook

ERIC Educational Resources Information Center

Rush, Dathan D.; Shelden, M'Lisa L.

2011-01-01

Evidence-based and highly effective, "coaching" helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting--home, school, or community.…

Rural Disparities in Baseline Data of the Early Childhood Longitudinal Study: A Chartbook

ERIC Educational Resources Information Center

Grace, Cathy; Shores, Elizabeth F.; Zaslow, Martha; Brown, Brett; Aufseeser, Dena; Bell, Lynn

2006-01-01

This report shows the rural disparities in the baseline data of the Birth and Kindergarten Cohorts of the national Early Childhood Longitudinal Study (ECLS). The National Center for Rural Early Childhood Learning Initiatives, known as Rural Early Childhood, commissioned Child Trends to perform the analysis of key indicators of child well-being and…

Analyzing the Impact of Gender on Depictions of Touch in Early Childhood Textbooks

ERIC Educational Resources Information Center

Gilbert, Andrew; Williams, Shane

2008-01-01

Early childhood contexts often enact "common-sense identities" that create and sustain the notion that teachers of young children are expressly female and heterosexual. It has also been argued that touch is a key difference between men and women in early childhood classrooms. This exploratory study examined 10 early childhood textbooks to…

Creative Construction of Mathematics and Science Concepts in Early Childhood.

ERIC Educational Resources Information Center

Gallenstein, Nancy L.

Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making,…

Early Childhood Socialization: Societal Context and Childrearing Values in Hungary

ERIC Educational Resources Information Center

Brayfield, April; Korintus, Marta

2011-01-01

This article examines the socio-cultural context of early childhood socialization in Hungary. Using a macroscopic lens, we describe the national demographic situation and the social organization of early childhood education and care. Our analysis then shifts to a microscopic focus on parental values and beliefs about the substance of what young…

Expanding Early Childhood Care and Education: How Much Does It Cost? A Proposal for a Methodology to Estimate the Costs of Early Childhood Care and Education at Macro-Level, Applied to Arab States. Working Papers in Early Childhood Development, No. 46

ERIC Educational Resources Information Center

van Ravens, Jan; Aggio, Carlos

2008-01-01

While the critical importance of early childhood care and education (ECCE) is undisputed, few developing countries are presently pursuing strong national policies to expand it. Thus, Goal One of the Education for All (EFA) agenda--"Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and…

Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior.

PubMed

Weimer, Amy A; Parault Dowds, Susan J; Fabricius, William V; Schwanenflugel, Paula J; Suh, Go Woon

2017-02-01

Two studies examined the development of constructivist theory of mind (ToM) during late childhood and early adolescence. In Study 1, a new measure was developed to assess participants' understanding of the interpretive and constructive processes embedded in memory, comprehension, attention, comparison, planning, and inference. Using this measure, Study 2 tested a mediational model in which prosocial reasoning about conflict mediated the relation between constructivist ToM and behavior problems in high school. Results showed that the onset of constructivist ToM occurs between late childhood and early adolescence and that adolescents who have more advanced constructivist ToM have more prosocial reasoning about conflict, which in turn mediated the relation with fewer serious behavior problems in high school, after controlling for academic performance and sex. In both studies, girls showed more advanced constructivist ToM than boys in high school. Copyright © 2016 Elsevier Inc. All rights reserved.

Early Nutrition and Physical Activity Interventions in Childhood Cancer Survivors