Academic literature on the topic 'Amount of time; child care; cognitive and social'

Child sexual abuse (CSA) can cause negative outcomes on cognitive, emotional, physical, and social development of the victims. A significant amount of symptoms related to CSA can be minimized or even treated with professional interventions. Thereby, it is important to examine factors related to treatment response. This article aimed to identify the relationships between CSA characteristics (abuse form, age, relationship with the offender, context, and frequency), waiting time for psychotherapy, and treatment response. Zero-order correlation analysis and network analysis were performed. The analyses called the attention to two important aspects: victims' perception of guilt and waiting time for treatment. In conclusion, these results show that it is crucial to prioritize the development of guilt-related interventions on the treatment of CSA victims. Additionally, it also demonstrates that the immediate psychological care after the disclosure of the abuse can contribute for impact minimization of this experience on children and adolescents.

Children nowadays are reported to have low psychological well-being when exposed to too much screen time. Children usually imitate their parents' or adults' behaviour towards screen time or gadgets usage. Parents who spend too much screen time result in excessive screen time in their children, which leads to various problems in their social and cognitive development. This study aims to determine how parenting styles affect children's screen time and psychological well-being. In this context, screen-time is the amount of time spent on gadgets with the screen to watch videos, movies, or play games. To test the hypothesis that the amount of screen time does affect children's psychological well-being, an online survey was distributed and circulated among parents or primary caregivers staying in Kuala Lumpur and taking care of a child aged 3-6 years old. A series of questionnaires, including ones on demographic data, parenting style and domains, and strengths and challenges, are included in the survey. The analysis was conducted using Pearson correlation and multiple regression analysis in SPSS. There was a significant correlation between the amount of screen time and psychological well-being. The relationship between parenting style and the amount of screen time was not significant. Next, the interaction between the amount of screen time and parenting style was found to be not significant. Hence, the study concludes that parenting style does not affect the relationship between children's screen time and psychological well-being.

The article discusses the importance of understanding how the built environment of schools relates to the socialization process of students. School can be affective systems that promote social, emotional and academic skills of children and can foster motivation. The school has become a primary agency of socialization. It is the first large-scale organization of which the child becomes a member and which reflects what is going on in the wider society. The modern school is facing a challenge of creating the educational environment in a modern form which develops both academic and necessary learning skills, allowing looking for what is needed in future work cases. These skills include the ability to recognize and manage emotions, develop feelings of respect and care for others, build positive relationships, make responsible decisions and cope with various challenges. The school’s potential for socialization lies in the amount of times students spend in school and in activities related to the school. During this time the students acquires a lot from teachers and fellow students. To enhance achievement and socialization among students cooperative learning can be used as an effective teaching strategy. It is a social construction where knowledge is negotiated and acquired through social interaction rather than being transmitted by the teacher. Cooperative learning is suitable to promote a social construction of knowledge, mutual learning, personal and social development. It requires students to work in small groups in order to make possible face-to-face interactions between members. Effectiveness of cooperative learning is that every member of the group is involved in the learning process obtaining the experience of interaction. It represents situations in which teachers structure group work with the aim to maximize both social and cognitive outcomes. Consequently, cooperative learning methods can notably improve the process of socialization of students in school.

This study attempted to identify, in a mixed group of chronic patients, a specific measure of cognitive processing that may be of use in predicting dependence on psychiatric care. The measures investigated are derived from reaction-time tasks. Difficulties of response processing seem to account for the largest amount of variance in current service use. When compared with other variables shown to have some predictive power (e.g. social behaviour, symptoms and chronicity), the reaction time measures fare well. Functions derived from discriminant analyses using all the variables correctly classified 90% of those requiring day care and 95% of those requiring night care. Stepwise methods produced lower classification rates but always included reaction-time measures in the predictor set. Patients with continuing cognitive difficulties are likely to remain in more supportive psychiatric settings despite rigorous rehabilitation procedures.

Background: The insufficient amount of time allocated by working parents is one of the causes of reduced interaction between parents and children. Consequently, the solution of entrusting children to daycare centres remains a choice. The development of children aged 3–72 months is extremely significant because the brain volume develops to reach 95% of the adult brain volume. This makes the stimulation provided by caregivers extremely important. This study aimed to identify differences in the development of children entrusted to daycare centres compared to the home care. Methods: The study was performed in Surabaya, Indonesia. The total sample was divided into 2 groups of children aged 3–72 months, one group was cared for at home, and the other in the daycare setting. The subjects were assessed using Indonesia’s Prescreening Developmental Questionnaire (PDQ) to determine their development. The assessment was conducted twice, with the second evaluation taking place 6 months after the first analysis. Results: We analysed data from 193 children. The children cared for at home differed significantly (53.3%) from the children entrusted to daycare centres (38.8%) in the first assessment, while in the second assessment 44.4% of the former group experienced a disruption of their personal-social skills, compared 38.8% in the latter. Gross motor and speech-language skills changed significantly improved in 6 months’ evaluations. Conclusion: There were no differences between the development of children being cared for at home and those that were entrusted to daycare centres over 6 months of continuous evaluation.

During infancy, humans typically spend most of their time asleep. It is intuitively plausible that this state is important for development and well-being. But there has been a surprising dearth of knowledge regarding the causal role of sleep for specific cognitive processes during this period. Recent experimental evidence has revealed a causal role of sleep for early memory processes. By supporting the consolidation and further processing of recently acquired memories, sleep shapes emerging knowledge networks. In addition, infants’ sleep patterns likely shape their learning environment by influencing caregiver sleep and behavior. Based on recent research, recommendations for policy and practice include (a) allowing individualized sleep schedules in child care settings, (b) providing easily accessible information on sleep and sleep promotion to caregivers, (c) integrating findings from sleep research in the training of early childhood educators, and (d) providing flexible parental leave arrangements that promote sufficient sleep in infants and caregivers.

AbstractExisting longitudinal research on the interplay between externalizing problems, internalizing problems, and academic and social competence has documented “cascading” effects from early aggressive/disruptive behavior through impairments in competence, leading to symptoms of depression and anxiety. The primary aim of the current study was to replicate such work using the NICHD Study of Early Child Care and Youth Development while also extending the developmental window of investigation of cascades back into early childhood. Participating families (N= 1,160) completed questionnaire measures of externalizing, internalizing, and social competence (maternal report), as well as individual assessment of academic achievement, spanning five time points from age 54 months through age 15 years. A series of nested structural equation models tested predicted links across various domains of competence and psychopathology. Results were consistent with prior research, demonstrating cross-domain effects from early externalizing problems through effects on both academic and social competence into later internalizing problems. Effects held across gender and were largely unaffected by inclusion of socioeconomic status, early caregiving, and early cognitive ability as covariates in the model.

Objective: Community day-care centers (or crèches) are gaining popularity; access to these centers can reduce cognitive gaps. This paper describes the sustained impact of enrollment in day-cares on cognitive gains. Methods: As part of a larger study, a census of all children was conducted in 2012–2013 to identify children between 9 and 17 months of age in rural Bangladesh. A sub-sample of children (n = ~1000) were assigned to receive either a day-care or playpen. Children from two sub-districts were randomly selected and assessed at 9–17 months of age for cognitive and behavioral domains using the Ages and Stages Questionnaire-III. The same children were then followed-up with after one year to see if the scores obtained by the children in the day-care intervention were different from those enrolled in the playpen intervention using a difference-in-difference estimator. Results: Children enrolled in the day-care intervention performed better (in communication, gross-motor, personal-social, and problem-solving domains) than children enrolled in the playpens when followed up with after a one-year period. Total scores were 0.31 (95% CI 0.141–0.472) higher (p value < 0.001) among children in the day-cares. Family care indicators as well as the child’s and mother’s weight were significantly associated with sustained and increased cognitive gains. Conclusion and relevance: The cognitive and psychosocial improvements seen with short-term exposure to structured ECD programs (day-care) were observed to be sustained over time with continued exposure. Home stimulation and parental involvement add to the long-term benefits of ECD.

As the use of electronic media device is becoming widespread in preschool children, there is an obvious need to explore this new social situation of development and to analyse the effects of digital environment on children’s personality and emotional development.The paper presents data from 65 studies conducted from 2010 to 2020 which were aimed at exploring the effects of screen time and electronic content on child development at preschool age.The results suggest that viewing of inappropriate content is associated with higher aggression levels and lower levels of social skills and prosocial behavior, whereas viewing of appropriate content is associated with higher prosocial behavior and social skills level.The amount of viewing (screen time) is related to higher levels of aggressive behavior and lower levels of prosocial behavior, social skills and cognitive aspects of personality and emotional development.

Abstract This study investigated the relationship between coresidence and the well-being of adult child caregivers and examined the domain-specific caregiver burden as the cognitive appraisal pathway in such a relationship in the context of urban China. Data on adult child caregivers (N = 334) came from a regionally representative study using the Family Caregivers for the Frail and Very Elderly survey in 2010, in Shanghai, China. Multistage random sampling was used to collect data. The 24-item Chinese version of the Caregiver Burden Inventory was used to assess five domains of caregiver burden: time dependence, developmental, physical, social, and emotional. Well-being outcomes included depressive symptoms and self-rated health. Path analyses were used to estimate direct and indirect effects on caregiver well-being outcomes. Social burden was found to mediate the relationship between coresidence and caregiver well-being outcomes. Through the intermediary pathway of domain-specific cognitive appraisal, particularly caregiver social burden, coresidence with the care recipient exerts negative influences on caregiver well-being. Healthcare professionals, such as social workers providing support and services to caregivers, should understand the importance of assessing domain-specific burden and incorporate tailored intervention strategies to prevent or reduce social burden, especially among coresident adult child caregivers.

This thesis has four main goals: (1) to examine the association between different measures of time in childcare on children’s cognitive and social development; (2) to investigate the influence of child-care-related variables (i.e., structural and process features of quality child care, caregivers’ mental health status and job satisfaction) on child developmental outcomes; (3) to determine whether child care predicts developmental outcomes after controlling for the effects of family-background variables (e.g., family social environment, parental discipline practices and parental mental health status); and (4) to examine the moderating effect of family and other predictor variables on the relationship between the amount of time spent in child care and its effect on children’s cognitive and social development. To achieve these goals, data were collected from 147 children between 3-4 years of age in Study I and 89 children aged 4-5 years in follow-up studies. These children were attending nationally accredited child care centres in South Australia, but in areas that differed socio-economically. The first finding was that different measures of time in childcare were not equally related to child developmental outcomes. The number of day(s) in a week, amount of hour(s) in a day and in a week spent in childcare was negatively related to children’s social behaviour, whereas the number of months children had spent in childcare was positively related to social development scores. A second finding was that the structural feature of childcare (group size) was significantly related to child developmental outcomes. A smaller group size (10-20 children) was found to have a greater significant positive effect than bigger group size (21-30 children) on child psychosocial behaviour. Another quality feature, a harsh style of caregiver interaction was associated with high scores in child conduct problems measure. A third finding was that higher levels of family conflict were associated with higher scores on the SDQ and ASBI subscales while higher levels of expressiveness in the family were associated with higher scores on the ASBI subscales. Further, higher scores on a measure of dysfunctional parental discipline practices were associated with lower scores in social competence measures in children. Fourth, the nature of caregiver interactions with children (in particular, a harsher style of interaction) was found to moderate the effect of time spent in child care and its consequent impact on children’s developmental outcomes. Specifically, it was found that: (1) children who spent long hours in daily care had higher caregiver assessed scores on the SDQ if the caregiver practised a harsher style of interaction; and (2) children who attended childcare many hours per week were rated by their caregivers as having lower prosocial scores if the child attended a centre where caregivers interacted more harshly with children, Other results obtained from the analysis of interaction effects showed that family-related variables (i.e., family conflict, expressiveness, dysfunctional parenting discipline and lax parenting style) moderated the effect of time spent in child care on children’s developmental outcomes. In particular, it was found that: (1) children who attended many days per week and who came from family environments characterised by higher levels of conflict were given lower ratings for prosocial behaviour; (2) children who spent more hours of child care in a week were rated low in peer problems measure when the family reported high social expressiveness; (3) children who spent more hours in a week in childcare were given higher ratings for prosocial behaviours if the children had been exposed to more dysfunctional parenting discipline practises at home (i.e., total score and lax parenting style). These results are discussed in relation to studies in other countries on the effects that child care attendance has on child developmental outcomes. Consistent with findings in Sweden, the United Kingdom and the United States of America: (1) attending child care more hours in a week seem to have a negative effect on a child’s social developmental outcomes even after child care and family characteristics are taken into account; (2) family characteristics remain a significant predictor of child development even when children spend most of their day time in child care; and (3) structural and process features of child care had significant predictive effects on children’s development. In contrast to the findings from studies in these countries, this research showed that: (1) high numbers of months in child care positively affects child social development; (2) family variables (i.e., family conflict and dysfunctional parental discipline strategies) have both direct and indirect influences on child developmental outcomes; and (3) the effects of the amount of time in childcare vary as a function of caregiver interaction as well as family background variables. Further research is needed to understand all the mechanisms responsible for these convergent and divergent outcomes.
Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2010

Bulimia nervosa (BN) is an eating disorder that consists of recurrent binging episodes and inappropriate compensatory behaviors. Binge eating is defined as eating a large amount of food within a discrete time period accompanied by a sense of lack of control over eating during the episode. Examples of inappropriate compensatory behaviors include self-induced vomiting, fasting, excessive exercise, and laxative or diuretic misuse. Additionally, patients with BN experience body image disturbance, where their self-evaluation is unduly affected by weight and body shape concerns. Bulimia nervosa typically begins in late adolescence or young adulthood. Patients either are typically of normal weight or are overweight. Physical examination and laboratory findings are typically normal; however, medical complications can include electrolyte disturbances, cardiac arrhythmia, and dental caries. Fluoxetine and other selective serotonin reuptake inhibitors (SSRIs) are commonly used to treat BN. A nutritional consultation is another important component of care. Finally, cognitive behavioral therapy (CBT) and family therapy are the psychotherapies of choice.

Development is a dynamic process starting from prenatal period and lasting for life. In order to understand development, some basic concepts such as development, growth, progress, change, maturation, learning, readiness, period, critical period, time, and historical time should be mentioned. To understand development, it is necessary to know the principle of development. Development is affected by biological and many environmental factors. It is accepted that development is a product of heredity and environment. The periods of development, which take part in the life of the individual and defined with certain characteristics, are classified as prenatal, infancy, early childhood, middle childhood, adolescence, adulthood, and old age. Development is examined by branching such as physical, motor, cognitive, language, social and emotional, personality, moral, perceptual development, and sexual development. Families and educators play an important role in supporting the development of children. Ethics is a very sensitive issue in child development.

Bowlby’s theory of attachment has been hugely influential, yet his proposal and its subsequent support derives heavily from research involving rhesus macaques, the most extensively studied nonhuman primate in attachment research. Does his theory apply to other primates? A substantial amount of data concerning primate (including human) child care now challenges Bowlby’s original proposal, particularly as it relates to the notion of the mother being the sole continuous care-and-contact provider: caring can be shared by various individuals, the father can serve as the primary attachment figure, and infants can form multiple attachments. This chapter focuses on the phylogenetic history of attachment among primates, identifies features of attachment that are shared or which differ between humans and nonhuman primates, and considers the possible cognitive, social, and ecological factors associated with these similarities and/or differences in attachment among primates. Current evidence suggests that the human attachment system appears to be uniquely characterized by (a) social interactions based on combined visual, tactile, and auditory modalities, (b) the use of positive cognitive empathy, and (c) certain contextual elements typically contained in human social environments.

In this chapter, pediatric diseases are defined as “illnesses that affect a person for an extended period of time, often for life, and that require medical care attention above and beyond the normal requirements for a child or adolescent” (American Academy of Pediatrics 1993). The prevalence of such chronic illnesses has steadily increased over the past 20–30 years (Downs et al. 2001; Vincer et al. 2006; Marelli et al. 2007), with estimated rates ranging from below 1% to 44% depending on the definition, method, and sample included in the different studies (van der Lee et al. 2007). Several theoretical frameworks and models have been presented to explain how diagnosis-specific effects and generic factors across disorders affect cognition and behavior. The transactional stress and coping model (TSC) is one of the most cited theories on psychological adaption in children with a chronic illness, encompassing both specific and generic effects (Thompson and Gustafson 1996). Dennis (2000) has presented a similar model of factors affecting cognitive outcome in chronically ill children. The models describe how disease-related variables interact with child characteristics, developmental level, family resources, and peer relationships, and provide a useful framework to the present chapter. Several epidemiological and clinical studies have documented that children with pediatric diseases have an increased risk of emotional and behavioral problems (Lavigne and Faier-Routman 1992; Glazebrook et al. 2003; Hysing et al. 2007). Symptoms of internalizing and externalizing disorders are frequently found across the diseases but illness-specific manifestations also exist. Externalizing symptoms of hyperactivity and social problems are most often shown by children with neurological disorders (Rodenburg et al. 2005), while the rate of emotional problems has been reported to be especially high in children with asthma (Vila et al. 2003). Peer interaction and social functions are often affected in children with pediatric disorders. Investigations of the impact of social functioning is a growing research field in pediatric psychology, as part of a general trend in developmental psychology that focuses on close peer relationship as a moderator of nonoptimal functioning (Bukowski and Adams 2005; Burt et al. 2008).

You have already seen in earlier chapters that decision making is the cognitive process of reaching a decision—of considering a number of options from which only one can be chosen. Student nurses need to develop knowledge not only of generic nursing skills, but those related specifically to their chosen field of practice (NMC 2010). So how much knowledge do you need to be a nurse and how do you know when you have acquired it? It is often said that ‘a little knowledge is a dangerous thing’—a saying attributed to Alexander Pope (1688–1744). In nursing terms, this could mean that this small amount of knowledge can potentially mislead you into thinking that you are more competent than you actually are. How much knowledge is required to ensure competency as a qualified nurse is not easily determined, however, because we all learn in different ways and over time. Lifelong learning is advocated for all nurses and, indeed, is a requirement of continued registration (NMC 2011); as a qualified nurse, you will be making decisions on a daily basis for the rest of your working life, which will require you to be aware of best evidence for practice and patient care. The nature of these decisions forms an important part of this chapter and there will be a number of case studies related to all fields of practice for you to consider. It is important that you do not consider and answer only those related to your own field of practice, because you might encounter a situation in which you might have to care for a child or young person on an adult ward in hospital, or during a home visit in the community: for example, a grandparent might suddenly complain of feeling unwell and collapse whilst visiting his or her grandchild on a children’s ward. The Nursing and Midwifery Council (NMC) reminds us that nurses’ decision making must also be shared with service users, carers, and families—that is, that we must work with people to ensure the best and most appropriate decision for their needs at that time (NMC 2010).

Postnatal depression (PND) is the most common psychological disorder to affect women in the postpartum period, with an estimated prevalence of 13% in high-income countries (Gavin et al. 2005; O’Hara and Swain 1996). In low and middle income countries, the available evidence suggests that rates of PND may be substantially higher, with prevalence estimates ranging from 15 to 57% (Wachs et al. 2009). In terms of clinical presentation, depression occurring in the postnatal period appears to be indistinguishable from depression occurring at other times (Cooper et al., 2007), with persistent low mood and/or a profound loss of interest and enjoyment being defining characteristics. Other symptoms are mood-related disturbances in sleep, altered appetite, concentration impairment, retardation, agitation, feelings of guilt and hopelessness, and suicidal thoughts or impulses. The duration of episodes varies, but the majority of postpartum depressive episodes resolve spontaneously within 6 months to a year (Cooper and Murray 1995; Cox et al. 1993). Although PND may not be unique in terms of the symptom profile, the fact that this disorder occurs in the postpartum period is a particular concern. Specifically, PND affects the mother–infant dyad at a time when the infant is particularly reliant on his or her caregiver to meet their physical, social, and cognitive needs. The postpartum period is also a time when the family unit as a whole is likely to experience additional stress, and is therefore particularly vulnerable. Given these considerations, and the relatively high prevalence of PND, the potential for adverse impact is significant. One area of research focus, reviewed here, has examined the possibility the disturbances in the mother–child relationship occurring in the context of maternal PND result in fundamental alterations in key psychobiological systems in the infant, with persistent consequences. Notably, as PND typically resolves within the first year postpartum, and therefore is particularly relevant to early development, observations deriving from the study of PND in this area offer potentially broad insights into the relevance of early environmental factors to child neurobiological functioning. Given that depressive disorder is characterized by profound impairments in mood, energy levels, motivation, and feelings of self-worth, and has established detrimental effects on interpersonal functioning, it is perhaps unsurprising that mothers with PND have been found to show disturbances in the quality of care that they provide for their infant (for a review, see Murray et al. 2010a).

Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.