Thematische Bibliographien / Childhood behaviors

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Childhood behaviors“

Autor: Grafiati
Veröffentlicht am 11. Januar 2025

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Zeitschriftenartikel zum Thema "Childhood behaviors"

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Shin, Hong Im. „Autobiographical Memory of Childhood and Prosocial Behaviors“. Korean Society for Emotion and Sensibility 24, Nr. 1 (31.03.2021): 73–90. http://dx.doi.org/10.14695/kjsos.2021.24.1.73.

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Lee, Seung Ju, und Sung-Hwa Ji. „A Qualitative Meta-Analysis of Teachers' Perceptions of Early Childhood Problem Behavior and Guidance Difficulties“. Education Research Institute, Chungbuk National University 45, Nr. 1 (30.04.2024): 185–215. http://dx.doi.org/10.55152/kerj.45.1.185.

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This study examined the difficulties in the perception and guidance of problematic behavior experienced by teachers in the field of early childhood teaching, through a qualitative meta-analysis. Apropos this, 10 qualitative studies related to children’s problem behaviors were analyzed. The following results were obtained. First, early childhood teachers faced problem behaviors expressed in various aspects of their daily lives. Second, in guiding problem behaviors, teachers experienced both positive and negative aspects. Third, early childhood teachers experienced dilemmas in the relationship between parents and fellow teachers in the process of guiding problem behaviors. Fourth, efforts to improve the professionalism of early childhood teachers and the necessity of linking experts to teachers are recognized as future tasks to support early childhood problem behavior. Based on these results, implications for guiding problem behavior in the field of early childhood education are discussed.
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Shahmoradi, Hesam, Abbas Masjedi-Arani, Maryam Bakhtiari und Imaneh Abasi. „Investigating the Role of Childhood Trauma, Emotion Dysregulation, and Self-criticism in Predicting Self-harming Behaviors“. Practice in Clinical Psychology 9, Nr. 4 (01.10.2021): 321–28. http://dx.doi.org/10.32598/jpcp.9.4.789.1.

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Objective: Self-harming behavior is a major clinical issue in adolescenc. Childhood trauma, emotion dysregulation, and Self-criticism are the main concerns associated with self-harming behavior. In this study, we investigated the relationship between childhood trauma, emotion dysregulation, and Self-criticism with self-harming behaviors among adolescents in Iran. Methods: A sample of 558 (263 girls and 295 boys) middle school-aged adolescents (aged 13–17) was recruited. Participants had at least one self-harming behavior in their clinical records. Self-harm Inventory (SHI), Childhood Trauma Questionnaire (CTQ), Difficulties in Emotion Regulation Scale (DERS), and Levels of Self-criticism questionnaire (LOSC) were completed online. Results: Findings of step by step regression revealed a significant relationship between childhood trauma, emotion dysregulation, and Self-criticism with self-harming behaviors. More specifically, childhood trauma (β=0.253, t=6.42), emotion dysregulation (β=0.135, t=2.77), and Self-criticism (β=0.345, t=8.67) predicted self-harming behaviors. Conclusion: Our findings provided a therapeutic insight to prevent suicide and other related destructive behaviors among adolescents.
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Daniels, Stephen R. „Sedentary behaviors in childhood“. Journal of Pediatrics 145, Nr. 5 (November 2004): A2. http://dx.doi.org/10.1016/j.jpeds.2004.10.009.

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Kim, Hyoung Joo, und Ju Lie Lee. „Problem behaviors of Early Childhood, health of mother's family of origin, differentiation of self, Marital Conflict structural relationship between“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 12 (30.06.2022): 83–103. http://dx.doi.org/10.22251/jlcci.2022.22.12.83.

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Objectives The purpose of this study is to reveal the structure and influence between the mother's role in the family-of-origin health, mother's differentiation of self, marital conflict, and problem behavior of early childhood. Methods For this purpose, a questionnaire was distributed to 435 children attending early childhood education institutions located in S and G to measure the variables of childhood child problem behavior, mother's family-of-Origin health, mother's differentiation of self, and marital conflict. In the structural equation model, the independent variable was the mother's family-of-Origin health as the mediating variable, differentiation of self and marital conflict dependent variables were selected as the externalization problem behavior and internalization problem behavior of early children. Results Mothers’ family-of-Origin health had a positive effect on the level of mother’s differentiation of self, and mother’s differentiation of self had a negative effect on children’s externalizing and internalizing problem behaviors. Couple conflict had a positive effect on the externalization and internalization problem behaviors of children in early childhood. Mothers' family-of-Origin health fully mediated the level of mother's differentiation of self in the externalizing and internalizing problem behaviors of children in early childhood. In addition, it was found that marital conflict and mother differentiation of self between the and the externalization and internalization problem behaviors of the infant children had an indirect effect on the externalization and internalization problem behavior of early childhood. Conclusions For this reason, it was verified that differentiation of self in the mother is an important factor in preventing and reducing problem behavior of early childhood, Based on the results of this study, various measures were sought to prevent and reduce problem behavior of early childhood.
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Kim, Hyoung Joo, und Ju Lie Lee. „Problem behaviors of Early Childhood, health of mother's family of origin, differentiation of self, Marital Conflict structural relationship between“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 12 (30.06.2022): 85–105. http://dx.doi.org/10.22251/jlcci.2022.22.12.85.

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Objectives The purpose of this study is to reveal the structure and influence between the mother's role in the family-of-origin health, mother's differentiation of self, marital conflict, and problem behavior of early childhood. Methods For this purpose, a questionnaire was distributed to 435 children attending early childhood education institutions located in S and G to measure the variables of childhood child problem behavior, mother's family-of-Origin health, mother's differentiation of self, and marital conflict. In the structural equation model, the independent variable was the mother's family-of-Origin health as the mediating variable, differentiation of self and marital conflict dependent variables were selected as the externalization problem behavior and internalization problem behavior of early children. Results Mothers’ family-of-Origin health had a positive effect on the level of mother’s differentiation of self, and mother’s differentiation of self had a negative effect on children’s externalizing and internalizing problem behaviors. Couple conflict had a positive effect on the externalization and internalization problem behaviors of children in early childhood. Mothers' family-of-Origin health fully mediated the level of mother's differentiation of self in the externalizing and internalizing problem behaviors of children in early childhood. In addition, it was found that marital conflict and mother differentiation of self between the and the externalization and internalization problem behaviors of the infant children had an indirect effect on the externalization and internalization problem behavior of early childhood. Conclusions For this reason, it was verified that differentiation of self in the mother is an important factor in preventing and reducing problem behavior of early childhood, Based on the results of this study, various measures were sought to prevent and reduce problem behavior of early childhood.
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Anderson, Kermyt G. „Adverse Childhood Environment: Relationship With Sexual Risk Behaviors and Marital Status in a Large American Sample“. Evolutionary Psychology 15, Nr. 2 (01.04.2017): 147470491771011. http://dx.doi.org/10.1177/1474704917710115.

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A substantial theoretical and empirical literature suggests that stressful events in childhood influence the timing and patterning of subsequent sexual and reproductive behaviors. Stressful childhood environments have been predicted to produce a life history strategy in which adults are oriented more toward short-term mating behaviors and less toward behaviors consistent with longevity. This article tests the hypothesis that adverse childhood environment will predict adult outcomes in two areas: risky sexual behavior (engagement in sexual risk behavior or having taken an HIV test) and marital status (currently married vs. never married, divorced, or a member of an unmarried couple). Data come from the Behavioral Risk Factor Surveillance System. The sample contains 17,530 men and 23,978 women aged 18–54 years living in 13 U.S. states plus the District of Columbia. Adverse childhood environment is assessed through 11 retrospective measures of childhood environment, including having grown up with someone who was depressed or mentally ill, who was an alcoholic, who used or abused drugs, or who served time in prison; whether one’s parents divorced in childhood; and two scales measuring childhood exposure to violence and to sexual trauma. The results indicate that adverse childhood environment is associated with increased likelihood of engaging in sexual risk behaviors or taking an HIV test, and increased likelihood of being in an unmarried couple or divorced/separated, for both men and women. The predictions are supported by the data, lending further support to the hypothesis that childhood environments influence adult reproductive strategy.
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Loeber, Rolf, Stephanie M. Green, Benjamin B. Lahey und Magda Stouthamer-Loeber. „Optimal informants on childhood disruptive behaviors“. Development and Psychopathology 1, Nr. 4 (Oktober 1989): 317–37. http://dx.doi.org/10.1017/s095457940000050x.

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AbstractThe question of which informant on childhood behavior disorders is the most useful an'd valid for which disorders influences diagnostic accuracy and research findings. The present study focuses on 177 boys, most of whom had been referred to outpatient services because they were displaying disruptive behavior. The boys, their mothers, and their teachers responded to a psychiatric interview concerning the boys' behavior. Analyses of conditional agreements between informants show that children, as compared with mothers and teachers, were less adequate informants on their own hyperactivity and inattentiveness. The same applied to children's reports of their own oppositional behavior. In contrast, children's reports of their conduct problems tended to complement the reports by adults. Although informants agreed significantly on the presence of many disruptive child behaviors, there were several on which they did not agree, particularly in the realm of hyperactivity/inattentiveness. There were few age differences between older and younger boys in this sample of 7- to 12-year-olds. The implications of the findings for research and clinical practice are discussed.
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Bang, Seon-Kyeong, und Eunhee Lee. „Effects of Negative Parent-Child Relationships in Childhood on Depression and Non-Suicidal Self-Injurious Behaviors in College Students: Mediating Effects of Dysfunctional Parent Modes“. Korean Association For Learner-Centered Curriculum And Instruction 24, Nr. 22 (30.11.2024): 199–214. http://dx.doi.org/10.22251/jlcci.2024.24.22.199.

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Objectives This study examined the relationship between negative parent-child relationships in childhood and depression and non-suicidal self-injurious behaviors in college students and the mediating effect of dysfunctional parent modes on the relationship between these two variables. Methods For this study, we selected 470 college students (377 males and 93 females) with non-suicidal self-injurious behaviors through a panel survey from a survey organization, and used structural equation modeling analysis to test whether negative parent-child relationships in childhood sequentially mediate through dysfunctional parent modes and depression to influence non-suicidal self-injurious behaviors. Results The findings were as follows: First, dysfunctional parent modes fully mediated the relationship between negative parent-child relationships in childhood and depression; second, dysfunctional parent mode fully mediated the relationship between negative parent-child relationships in childhood and non-suicidal self-injurious behaviors; and third, dysfunctional parent mode did not sequentially mediate the relationship between negative parent-child relationships in childhood and non-suicidal self-injurious behaviors. Third, dysfunctional parent mode did not sequentially mediate depression in the relationship between negative parent-child relationships in childhood and non-suicidal self-injurious behavior. Conclusions Based on these findings, the significance of this study and implications for schema therapy to effectively intervene with college students who are depressed or engage in non-suicidal self-injurious behaviors due to negative parent-child relationships in childhood are discussed and suggested for future research.
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Fergusson, David M., L. John Horwood und Michael T. Lynskey. „Maternal Smoking Before and After Pregnancy: Effects on Behavioral Outcomes in Middle Childhood“. Pediatrics 92, Nr. 6 (01.12.1993): 815–22. http://dx.doi.org/10.1542/peds.92.6.815.

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Objective. The aim of this research was to examine the extent to which maternal smoking before and after pregnancy was associated with childhood disruptive behaviors when due allowance was made for potentially confounding factors which may have been associated with both maternal smoking habits and childhood problem behaviors. Methods. During the course of a 15-year longitudinal study of a birth cohort of 1265 New Zealand children, the following measures were obtained: (1) measures of daily cigarette intake during pregnancy and after pregnancy; (2) measures of childhood disruptive behaviors including conduct problems and attention deficit behaviors based on both maternal and teacher report data; and (3) measures of a series of potentially confounding family, social, parental, and related factors. Results. Before adjustment for confounding, maternal smoking both before and after pregnancy was found to be associated with significant increases in rates of childhood problem behaviors: children whose mothers smoked in excess of 20 cigarettes per day had mean problem behavior scores that were between 0.16 and 0.56 standard deviations higher than those of children whose mothers were nonsomkers. The results were then adjusted using regression methods to take account of (1) correlations between pregnancy and postpregnancy smoking and (2) potentially confounding factors. The results of regression adjustment suggested that maternal smoking during pregnancy was associated with small but statistically detectable increases in rates of childhood problem behaviors, with children whose mothers smoked in excess of 20 cigarettes per day having mean scores that were 0.10 to 0.36 standard deviations higher than those of the offspring of nonsmokers, even after adjustment for a series of confounding factors. However, smoking after pregnancy was not significantly associated with increased rates of childhood problem behavior after adjustment for sources of confounding. Conclusion. The results are generally consistent with the hypothesis that smoking during pregnancy may be associated with small but detectable increases in the risks of problem behaviors in childhood. This suggests that possible adverse effects on childhood behavioral adjustment should be added to the growing list of adverse consequences of parental smoking for childhood health and well-being.
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Dissertationen zum Thema "Childhood behaviors"

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Waddell, Nicole Danielle. „Childhood Factors Affecting Aggressive Behaviors“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1409.

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In the past there have been numerous studies regarding how childhood factors can affect adult behavior and attitudes. In the present study 124 East Tennessee State University students were given surveys. The surveys included items measuring demographics, parenting styles, and aggression. This study examined the impact of parenting styles on aggressive tendencies and perceptions the subjects have as young adults as well as the effects of socioeconomic status on parenting styles and aggression. The findings suggest that mid-level income families demonstrated more affection and less aggression to the subjects surveyed.
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Freshwater, Amy. „Early childhood teachers : characteristics, attitudes and behaviors /“. free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.

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Banks, Laura. „Social skills and ADHD behaviors in middle childhood“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ37825.pdf.

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WIERMAA, JACQUELYN DAWN. „HEALTH BEHAVIORS IN ADULT SURVIVORS OF CHILDHOOD CANCER“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021032822.

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Wonderlich, Sara J. „Predictors of bullying behaviors : a follow-up study on early childhood play behaviors of preschoolers /“. Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1453232081&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Radtke, Sarah Ryan. „The Interaction between Child Behavioral Inhibition and Parenting Behaviors across Development: Effects on Adolescent Psychopathology“. Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98732.

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Psychopathology is highly prevalent during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to identify etiological factors which contribute to the development of psychopathology in youth have considered the Goodness of Fit between children's temperaments and the behaviors exhibited by their parents (Chess and Thomas, 1999; Zuckerman, 1999). Many studies have demonstrated that the interaction of children's behavioral inhibition and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from these studies is severely limited by methodological weaknesses. In the current study, data were analyzed from 253 youth (46% male) who completed assessments at 2-years (N=167), 3-years (N=144), 4-years (N=134), 6-years (N=110), and 9-years of age (N=192), and during adolescence (N=78; mean age=14.08 years). Measures of child behavioral inhibition, maternal warmth and control, and child psychopathology were gathered at each time point. Cross-sectional and longitudinal analyses were conducted to explore the moderating effect of maternal warmth and control on the relationship between child shyness and child/adolescent internalizing and externalizing symptoms. With a few exceptions, child shyness significantly predicted child internalizing symptoms at each time point, while maternal warmth and control, and their interaction with child shyness, did not predict child internalizing or externalizing outcomes. Longitudinally, the slope of shyness across childhood significantly predicted adolescent internalizing symptoms. The moderating effect of maternal parenting on this relationship could not be explored due to sample size and missing data restrictions. Hierarchical regression analyses indicated that the interaction between child shyness (at each time point) and maternal warmth and control did not predict adolescent psychopathology. Cross-lagged structural equation models analyzed the longitudinal, bidirectional relationships between child shyness and maternal warmth and control. However, youth shyness and maternal warmth/control were not correlated at any time point, youth shyness did not predict future displays of maternal warmth/control, and maternal warmth/control did not impact future levels of youth shyness. Compared to previous studies, the current study's design and methodology had many strengths. However, the findings were largely inconsistent with hypotheses and previous work. Possible explanations for these findings, study limitations, and directions for future research are summarized.
Doctor of Philosophy
The presence of psychological disorders is common during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to determine what is causing these disorders to develop in youth have considered how children's temperaments and the behaviors exhibited by their parents may or may not fit well together. Past research has demonstrated that the interaction of children's fearfulness or shyness and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from this past research is limited by weaknesses within studies and inconsistencies between them. The current study attempted to address some of these weaknesses and inconsistencies by exploring the relationships among child shyness, maternal displays of warmth and control, and psychological symptoms. A total of 253 children had already participated in one or more assessment sessions when they were 2, 3, 4, 6, and 9-years-old, and, for the current study, 78 of those children completed an assessment as adolescents (average age = 14-years-old). Similar to previous research, at most of the ages, child shyness predicted the likelihood that the children would experience internalizing symptoms (i.e., symptoms of anxiety and mood disorders). Additionally, the way children's shyness scores changed over time also predicted which adolescents would experience internalizing symptoms. However, contrary to previous research, maternal warmth and control did not predict child psychological symptoms. Furthermore, the results did not indicate that certain parenting behaviors were better or worse for children with differing levels of shyness. This study also explored whether child shyness and maternal parenting behaviors were related to one another over time. Results indicated that shyness levels predicted future levels of shyness, and maternal warmth/control predicted future levels of warmth/control. However, again contrary to the findings of previous studies, child shyness and maternal parenting did not predict one another. Because the study findings were largely inconsistent with what was expected, possible explanations for these findings, study limitations, and directions for future research are discussed.
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Ludrosky, Jennifer M. „CHILDHOOD OBESITY: MULTIFACTORAL DETERMINANTS OF CHILD WEIGHT AND EATING BEHAVIORS“. Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1121523156.

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Thesis (Ph.D.)--Miami University, Dept. of Psychology, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], v, 98 p. : ill. Includes bibliographical references (p. 57-64).
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Haberstick, Brett C. „Genes, development, and externalizing behaviors during middle childhood and adolescence“. Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3165808.

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Michaels, Patricia C. „The Impact of Adverse Childhood Experiences on Adult Monetary Behaviors“. Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1531941674153599.

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Dye, Jacqueline R. „Adult Intellectual Developmental Disorder: Adverse Childhood Experiences and Problem Behaviors“. Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597925889922411.

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Bücher zum Thema "Childhood behaviors"

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Media, Inc Edvantage. Challenging behaviors in young children: Strategies & solutions. [Fair Haven, NJ ]: Edvantage Media, 2004.

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Bayat, Mojdeh. Addressing Challenging Behaviors and Mental Health Issues in Early Childhood. Updated Second Edition. | New York : Routledge, 2020. | Previous edition published in 2015.: Routledge, 2019. http://dx.doi.org/10.4324/9780429201806.

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Denno, Dawn. Addressing challenging behaviors in early childhood settings: A teacher's guide. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.

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Denno, Dawn. Addressing challenging behaviors in early childhood settings: A teacher's guide. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.

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H, Bell Susan, Hrsg. Challenging behaviors in early childhood settings: Creating a place for all children. Baltimore, Md: P.H. Brookes Pub., 2004.

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Huber, Dan. Facing the challenge: Working with children who use challenging behaviors. Philadelphia, PA: Devereux Foundation, 2007.

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Cody, Sara Helen. Perceptions of childhood pneumonia in Pakistan: Health-seeking behaviors of mothers of hospitalized children. [New Haven, Conn: s.n.], 1993.

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Davis, Kim. When actions speak louder than words: Understanding the challenging behaviors of young children and students with disabilities. Bloomington, Ind: Solution Tree Press, 2010.

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D, Dixon Susan, Hrsg. When actions speak louder than words: Understanding the challenging behaviors of young children and students with disabilities. Bloomington, Ind: Solution Tree Press, 2010.

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Wicks-Nelson, Rita. Behavior disorders of childhood. 4. Aufl. Upper Saddle River, NJ: Prentice Hall, 2000.

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Buchteile zum Thema "Childhood behaviors"

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Peak, Lauren, Caitlyn M. Weaver und Zachary C. LaBrot. „Childhood: Problematic Behaviors“. In Encyclopedia of Domestic Violence, 1–5. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-85493-5_240-1.

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Bayat, Mojdeh. „Addressing Maladaptive Behaviors via Positive Behavioral Guidance“. In Addressing Challenging Behaviors and Mental Health Issues in Early Childhood, 137–59. Updated Second Edition. | New York : Routledge, 2020. | Previous edition published in 2015.: Routledge, 2019. http://dx.doi.org/10.4324/9780429201806-7.

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Baudino, Lori, und Rachael Singer. „Everyday Life With Kids – Siblings, Identities, and Behaviors“. In Moving Moments in Childhood, 78–98. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003363491-5.

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Bayat, Mojdeh. „Traumatic Stress in Childhood“. In Addressing Challenging Behaviors and Mental Health Issues in Early Childhood, 45–69. Updated Second Edition. | New York : Routledge, 2020. | Previous edition published in 2015.: Routledge, 2019. http://dx.doi.org/10.4324/9780429201806-3.

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Hill, Martha S., Wei-Jun J. Yeung und Greg J. Duncan. „Childhood family structure and young adult behaviors“. In Population Economics, 173–201. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-55573-2_10.

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Galván, Adriana. „Neural Systems Underlying Reward and Approach Behaviors in Childhood and Adolescence“. In The Neurobiology of Childhood, 167–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-662-45758-0_240.

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Kurtin, Kate S., und Mary Ellen McCormick. „Risky Behaviors Around Sex, Drugs, and Alcohol“. In Navigating Media's Influence Through Childhood and Adolescence, 184–98. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003223412-13.

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Johnson, Suzanne Bennett. „Adherence Behaviors and Health Status in Childhood Diabetes“. In Contributions to Psychology and Medicine, 30–57. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3290-2_3.

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Tyc, Vida L., und James L. Klosky. „Lifestyle Factors and Health Risk Behaviors“. In Handbook of Long Term Care of The Childhood Cancer Survivor, 325–46. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7584-3_21.

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Foy, David W., James Furrow und Shauna McManus. „Exposure to Violence, Post-Traumatic Symptomatology, and Criminal Behaviors“. In Post-Traumatic Syndromes in Childhood and Adolescence, 199–210. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9780470669280.ch10.

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Konferenzberichte zum Thema "Childhood behaviors"

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Orekhova, Liliia, Anna Mikhailova, Yulia Diagileva und Vladimir Pavlenko. „PSYCHOPHYSIOLOGICAL PECULIARITIES OF PROSOCIAL AND MORAL BEHAVIORS IN EARLY CHILDHOOD“. In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1186.sudak.ns2020-16/354-355.

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Pan, Qingquan, Zongkui Zhou, Fan Ping und Lei Han. „Moral Disengagement in Middle Childhood: Influences on Prosocial and Aggressive Behaviors“. In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.760.

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Abe, Yoshia, Yoshiyuki Ohmura, Shogo Yonekura, Hoshinori Kanazawa und Yasuo Kuniyoshi. „Simulating Early Childhood Drawing Behaviors under Physical Constraints Using Reinforcement Learning“. In 2023 IEEE International Conference on Development and Learning (ICDL). IEEE, 2023. http://dx.doi.org/10.1109/icdl55364.2023.10364388.

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Georgoulas, Nikolaos. „Behavioral disorders in children“. In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. „Behavioral disorders in children“. In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Alves, Mariana Pace, Arlydia Silva, Danielle Anchieta und Jainne Martins Ferreira. „Health education: An action for the learning and development of healthy skills and behaviors“. In IV Seven International Congress of Health. Seven Congress, 2024. http://dx.doi.org/10.56238/homeivsevenhealth-056.

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In the first years of a child's life, the brain develops more rapidly. The different environmental conditions where children are born, grow, learn and live, through the modulation of gene expression, influence the developing brain. During childhood, the development of several skills takes place, and the foundations for the child's physical and mental health are constituted, which will influence the capacity for resilience against adverse circumstances, lifelong learning and behavior in adolescence, adulthood and aging. Emotions are important for survival, and survival is related to establishing social interactions and adapting to a certain environment. Acknowledging emotions and validating them is an important path to emotional regulation. Emotions are strong determinants in decision-making. It is up to parents and educators to help children in their emotional development. It is necessary to understand that the strengthening of the functional neural networks that act as a framework for cognitive and executivefunctions occurs through the experiences that take place throughout life. Thus, executive functions and self-regulation, being fundamental elements for the individual's life performance, develop. Only in adulthood will the networks involved in executive functions be fully activated and connected. Executive functions can be trained, and the lack of learning these functions during childhood and adolescence generates adults with impaired abilities to maintain a job, for example, with difficulties in relationships and social interaction.A retrospective look indicates that actions that support the development of these functions should begin in childhood. The school, as an affective and safe space for child development
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Rueangkhachit, Saowanee. „THE RESULTS OF USING STORYTELLING WITH POSITIVE REINFORCEMENT FOR DEVELOP RESPONSIBLE BEHAVIOR OF STUDENTS IN KINDERGARTEN 1/1 WATWETAWANTHAMMAWAT SCHOOL“. In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/t873ipo.

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This thesis investigates the effectiveness of employing storytelling techniques combined with positive reinforcement strategies to cultivate responsible behavior among kindergarten 1/1 students at Watwetawanthammawat School. The study delves into the pivotal role of early childhood education in shaping positive behaviors and attitudes in young learners. Grounded in the theories of social learning and behavioral psychology, the research aims to explore how storytelling, as a pedagogical tool, can influence children's moral and ethical development. The research methodology employed a quasi-experimental design, dividing the participants into two groups: the experimental group, where storytelling sessions with positive reinforcement were implemented, and the control group, following traditional teaching methods. The study meticulously analyzed behavioral patterns, classroom interactions, and academic performance over an academic year. Additionally, qualitative data was collected through interviews and observations to gain deeper insights into the students' responses and experiences. The findings reveal a significant positive impact on the experimental group, indicating that incorporating storytelling with positive reinforcement techniques fosters responsible behavior among Kindergarten 1/1 students. The children in the experimental group exhibited improved social skills, empathy, and cooperation, leading to a more conducive and harmonious classroom environment. Moreover, their academic performance displayed notable enhancements, showcasing the holistic benefits of integrating storytelling and positive reinforcement methods in early childhood education. This research contributes valuable insights to the field of education, emphasizing the potential of innovative teaching strategies in nurturing responsible behavior among young learners. The study advocates for the adoption of storytelling with positive reinforcement techniques in early childhood education curricula, promoting a positive and inclusive learning environment that shapes the moral fabric of future generations.
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Leonor, Ana, und Madeira Rodrigues. „Drawing as a Periphery in Architectural Learning“. In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.35.

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The conquest of a dominant place over the members of the same race, with the result of using the power such a place allows and having the acceptance of the other members for being the leaders is a characteristic of the adult relationship between almost all animal species. The former time of childhood was dedicated to the imitation of the adults and to the experimenting of behaviors, or, in other words, learning and playing. Humberto Maturama believes that humans are, in behavioral tenns, an exception, as the time of childhood is extended throughout most adult life, which defines us humans as a neotenic race, and with the use of other behaviors, we have transformed what is the usual master/slave relation of adult members from other races. Like this, the family in the way we live it, becomes a human-invented structure that implies relationships between its members which are bounded by mutual trust and love. Mutatis mutandis we spend our life repeating relationships that use the same pattern. In this way, love would be the main engine of evolution and also our greatest invention.
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Gu, Gune, und Sung Hee Lee. „Childhood Abuse Experience, Appraisal of Partner Control, Perception of Stalking, and Courtship Stalking Behaviors among College Students“. In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.31.

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Dorogoi, Olivia. „Psihologia banilor: între comportament și personalitate“. In Simpozion Ştiinţific al Tinerilor Cercetători, Ediţia a 21-a. Academy of Economic Studies of Moldova, 2024. http://dx.doi.org/10.53486/sstc.v2.45.

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The psychology of money is a current and at the same time extremely important topic in the analysis of how people’s attitudes towards money influence their personality traits. It also reveals the idea that a healthy economic behavior is learned and developed from childhood. For each person, money evokes different thoughts and emotions. For this very reason, understanding the psychology of money will help us be aware of those thoughts, emotions and behaviors. This study summarizes the latest research results and conclusions of different professionals in the field of economic psychology. The research was carried out by means of a questionnaire encompassing 15 questions. Our analysis is based on the students' answers to these questions.
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Berichte der Organisationen zum Thema "Childhood behaviors"

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Conti, Gabriella, James Heckman und Rodrigo Pinto. The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviors. Cambridge, MA: National Bureau of Economic Research, August 2015. http://dx.doi.org/10.3386/w21454.

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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García und Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, Mai 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.
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Brien, Avery Brien, Christine Ma Ma, Lauryn Berner Berner und Marvin So So. Homelessness & Adverse Childhood Experiences: The Health and Behavioral Health Consequences of Childhood Trauma. Nashville, TN: National Health Care for the Homeless Council, Februar 2019. http://dx.doi.org/10.15868/socialsector.36555.

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Koroloff, Nancy. Behavioral characteristics associated with accidental poisoning in childhood. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1672.

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Massey, Meredith. Results of Cognitive Testing of Questions on Adverse Childhood Experiences for the Youth Risk Behavior Surveillance System (ACES). Hyattsville, MD: National Center for Health Statistics (U.S.), September 2022. http://dx.doi.org/10.15620/cdc/150784.

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Crawford, Claire. Children's educational outcomes: the role of attitudes and behaviours, from early childhood to late adolescence. The IFS, März 2010. http://dx.doi.org/10.1920/ps.ifs.2024.1053.

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Brown, Jacob, Enrico Cantoni, Sahil Chinoy, Martin Koenen und Vincent Pons. The Effect of Childhood Environment on Political Behavior: Evidence from Young U.S. Movers, 1992–2021. Cambridge, MA: National Bureau of Economic Research, Oktober 2023. http://dx.doi.org/10.3386/w31759.

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Ulep, Valerie Gilbert, Lyle Daryll Casas und Suzy Taparan. Starting Strong: Why Early Childhood Care and Development Matters in the Philippines. Philippine Institute for Development Studies, Mai 2023. http://dx.doi.org/10.62986/pn2023.13.

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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note investigates the connection between health and nutrition, early childhood education, and the underlying factors that hinder progress in early childhood care and development. It reveals low enrollment in prekindergarten schooling and an uneven distribution of early childhood schools across the country. To enhance access to early education, the authors urge the government to (1) sustain investments in capital and human resources, (2) explore innovative approaches to delivering early education, and (3) address demand-side challenges related to parental behavior in early education. The findings also highlight the persistent issues of stunting and wasting among Filipino children under the age of five, which adversely impact their cognitive, physical, and social development. Consequently, the authors recommend implementing comprehensive, convergent, and continuous health and nutrition services.
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Vakis, Renos, Karen Macours und Norbert Schady. Cash Transfers, Behavioral Changes, and Cognitive Development in Early Childhood: Evidence from a Randomized Experiment. Inter-American Development Bank, Februar 2012. http://dx.doi.org/10.18235/0011361.

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Cash transfer programs have become extremely popular in the developing world. There is a large literature on the effects of these programs on schooling, health and nutrition, but relatively little is known about possible impacts on child development. This paper analyzes the impact of a cash transfer program on cognitive development in early childhood in rural Nicaragua. Identification is based on random assignment. We show that children in households assigned to receive benefits had significantly higher levels of development nine months after the program began. There is no fadeout of program effects two years after the program had ended and transfers were discontinued. We show that the changes in child development we observe are unlikely to be a result of the cash component of the program alone.
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Gao, Hui, Chen Gong, Shi-chun Shen, Jia-ying Zhao, Dou-dou Xu, Fang-biao Tao, Yang Wang und Xiao-chen Fan. A systematic review on the associations between prenatal phthalate exposure and childhood glycolipid metabolism and blood pressure: evidence from epidemiological studies. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Juni 2022. http://dx.doi.org/10.37766/inplasy2022.6.0111.

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Review question / Objective: The present systematic review was performed to obtain a summary of epidemiological evidence on the relationships of in utero exposure to phthalates with childhood glycolipid metabolism and blood pressure. Condition being studied: Childhood cardiovascular risk factors including blood pressure, lipid profile (e.g., triglycerides, total cholesterol, HDL−C, LDL−C) and glucose metabolism (e.g., insulin, insulin resistance, insulin sensitivity, glucose) were the interested outcomes. Eligibility criteria: In brief, epidemiological studies including cohort study, case-control study and cross-sectional survey were screened. Studies regarding relationships between human exposure to organophosphate esters and neurotoxicity were possible eligible for the present systematic review. The adverse neurodevelopmental outcomes included development of cognition, behavior, motor, brain change, emotion, etc. Studies that did not meet the above criteria were not included in this systematic review.
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