Relevant bibliographies by topics / Early childhood development, mothers’ empowerment

Academic literature on the topic 'Early childhood development, mothers’ empowerment'

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Published: 9 March 2023
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Journal articles on the topic "Early childhood development, mothers’ empowerment"

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Bliznashka, Lilia, Joshua Jeong, and Lindsay M. Jaacks. "Maternal and paternal employment in agriculture and early childhood development: A cross-sectional analysis of Demographic and Health Survey data." PLOS Global Public Health 3, no. 1 (January 6, 2023): e0001116. http://dx.doi.org/10.1371/journal.pgph.0001116.

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Considerable literature from low- and lower-middle-income countries (LLMICs) links maternal employment to child nutritional status. However, less is known about the role of parental employment and occupation type in shaping child development outcomes. Additionally, little empirical work has examined the mechanisms through which parental occupation influences child outcomes. Our objective was to investigate the associations between maternal and paternal employment (comparing agricultural and non-agricultural employment) and child development and to examine childcare practices and women’s empowerment as potential mechanisms. We pooled nine Demographic and Health Surveys (Benin, Burundi, Cambodia, Congo, Haiti, Rwanda, Senegal, Togo, and Uganda) with data on 8,516 children aged 36–59 months. We used generalised linear models to estimate associations between parental employment and child development, child stimulation (number of activities provided by the mother, father, and other household members), child supervision (not left alone or with older child for >1 hour), early childhood care and education programme (ECCE) attendance, and women’s empowerment. In our sample, all fathers and 85% of mothers were employed. In 40% of families, both parents were employed in agriculture. After adjusting for child, parental and household confounders, we found that parental agricultural employment, relative to non-agricultural employment, was associated with poorer child development (relative risk (RR) 0.86 (95% CI 0.80, 0.92), more child stimulation provided by other household members (mean difference (MD) 0.26 (95% CI 0.09, 0.42)), less adequate child supervision (RR, 0.83 (95% 0.78, 0.80)), less ECCE attendance (RR 0.46 (95% CI 0.39, 0.54)), and lower women’s empowerment (MD -1.01 (95% CI -1.18, -0.84)). Parental agricultural employment may be an important risk factor for early childhood development. More research using more comprehensive exposure and outcome measures is needed to unpack these complex relationships and to inform interventions and policies to support working parents in the agricultural sector with young children.
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Bliznashka, Lilia, Ifeyinwa E. Udo, Christopher R. Sudfeld, Wafaie W. Fawzi, and Aisha K. Yousafzai. "Associations between women’s empowerment and child development, growth, and nurturing care practices in sub-Saharan Africa: A cross-sectional analysis of demographic and health survey data." PLOS Medicine 18, no. 9 (September 16, 2021): e1003781. http://dx.doi.org/10.1371/journal.pmed.1003781.

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Background Approximately 40% of children 3 to 4 years of age in low- and middle-income countries have suboptimal development and growth. Women’s empowerment may help provide inputs of nurturing care for early development and growth by building caregiver capacity and family support. We examined the associations between women’s empowerment and child development, growth, early learning, and nutrition in sub-Saharan Africa (SSA). Methods and findings We pooled data on married women (15 to 49 years) and their children (36 to 59 months) from Demographic and Health Surveys that collected data on child development (2011 to 2018) in 9 SSA countries (N = 21,434): Benin, Burundi, Cameroon, Chad, Congo, Rwanda, Senegal, Togo, and Uganda. We constructed a women’s empowerment score using factor analysis and assigned women to country-specific quintile categories. The child outcomes included cognitive, socioemotional, literacy–numeracy, and physical development (Early Childhood Development Index), linear growth (height-for-age Z-score (HAZ) and stunting (HAZ <−2). Early learning outcomes were number of parental stimulation activities (range 0 to 6) and learning resources (range 0 to 4). The nutrition outcome was child dietary diversity score (DDS, range 0 to 7). We assessed the relationship between women’s empowerment and child development, growth, early learning, and nutrition using multivariate generalized linear models. On average, households in our sample were large (8.5 ± 5.7 members) and primarily living in rural areas (71%). Women were 31 ± 6.6 years on average, 54% had no education, and 31% had completed primary education. Children were 47 ± 7 months old and 49% were female. About 23% of children had suboptimal cognitive development, 31% had suboptimal socioemotional development, and 90% had suboptimal literacy–numeracy development. Only 9% of children had suboptimal physical development, but 35% were stunted. Approximately 14% of mothers and 3% of fathers provided ≥4 stimulation activities. Relative to the lowest quintile category, children of women in the highest empowerment quintile category were less likely to have suboptimal cognitive development (relative risk (RR) 0.89; 95% confidence interval (CI) 0.80, 0.99), had higher HAZ (mean difference (MD) 0.09; 95% CI 0.02, 0.16), lower risk of stunting (RR 0.93; 95% CI 0.87, 1.00), higher DDS (MD 0.17; 95% CI 0.06, 0.29), had 0.07 (95% CI 0.01, 0.13) additional learning resources, and received 0.16 (95% CI 0.06, 0.25) additional stimulation activities from their mothers and 0.23 (95% CI 0.17 to 0.29) additional activities from their fathers. We found no evidence that women’s empowerment was associated with socioemotional, literacy–numeracy, or physical development. Study limitations include the possibility of reverse causality and suboptimal assessments of the outcomes and exposure. Conclusions Women’s empowerment was positively associated with early child cognitive development, child growth, early learning, and nutrition outcomes in SSA. Efforts to improve child development and growth should consider women’s empowerment as a potential strategy.
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Rasmussen, Zeba A., Wasiat H. Shah, Chelsea L. Hansen, Syed Iqbal Azam, Ejaz Hussain, Barbara A. Schaefer, Nicole Zhong, Alexandra F. Jamison, Khalil Ahmed, and Benjamin J. J. McCormick. "Examining the relationships between early childhood experiences and adolescent and young adult health status in a resource-limited population: A cohort study." PLOS Medicine 18, no. 9 (September 28, 2021): e1003745. http://dx.doi.org/10.1371/journal.pmed.1003745.

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Background Adolescence is a critical point in the realization of human capital, as health and educational decisions with long-term impacts are made. We examined the role of early childhood experiences on health, cognitive abilities, and educational outcomes of adolescents followed up from a longitudinal cohort study in Pakistan, hypothesizing that early childhood experiences reflecting poverty would manifest in reduced health and development in adolescence. Methods and findings Adolescents/young adults previously followed as children aged under 5 years were interviewed. Childhood data were available on diarrhea, pneumonia, and parental/household characteristics. New data were collected on health, anthropometry, education, employment, and languages spoken; nonverbal reasoning was assessed. A multivariable Bayesian network was constructed to explore structural relationships between variables. Of 1,868 children originally enrolled, 1,463 (78.3%) were interviewed as adolescents (range 16.0–29.3 years, mean age 22.6 years); 945 (65%) lived in Oshikhandass. While 1,031 (70.5%) of their mothers and 440 (30.1%) of their fathers had received no formal education, adolescents reported a mean of 11.1 years of education. Childhood diarrhea (calculated as episodes/child-year) had no association with nonverbal reasoning score (an arc was supported in just 4.6% of bootstrap samples), health measures (with BMI, 1% of bootstrap samples; systolic and diastolic blood pressure, 0.1% and 1.6% of bootstrap samples, respectively), education (0.7% of bootstrap samples), or employment (0% of bootstrap samples). Relationships were found between nonverbal reasoning and adolescent height (arc supported in 63% of bootstrap samples), age (84%), educational attainment (100%), and speaking English (100%); speaking English was linked to the childhood home environment, mediated through maternal education and primary language. Speaking English (n = 390, 26.7% of adolescents) was associated with education (100% of bootstrap samples), self-reported child health (82%), current location (85%) and variables describing childhood socioeconomic status. The main limitations of this study were the lack of parental data to characterize the home setting (including parental mental and physical health, and female empowerment) and reliance on self-reporting of health status. Conclusions In this population, investments in education, especially for females, are associated with an increase in human capital. Against the backdrop of substantial societal change, with the exception of a small and indirect association between childhood malnutrition and cognitive scores, educational opportunities and cultural language groups have stronger associations with aspects of human capital than childhood morbidity.
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Wekulo, Patricia K., Elizabeth K. Murage, Hermann P. Donfouet, Silas O. Onyango, Kenneth O. Okelo, Milka N. Wanjohi, Dawn Murdock, George Nyamor, and Kelvin Munsongo. "An evaluation of the effectiveness of a community-based parenting empowerment program to improve nurturing care of young children in Kenya and Zambia." International Journal of Clinical Trials 6, no. 3 (July 24, 2019): 122. http://dx.doi.org/10.18203/2349-3259.ijct20193215.

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<p class="abstract"><strong>Background:</strong> Investing in parents and children during the critical period between birth and five years of a child’s life can have long-lasting benefits in the life of the child. Recently, the 2016 Lancet Series estimated that 250 million children aged less than five years in low- and middle-income countries (LMICs) are at risk of not reaching their developmental potential. Over 66 % of these, who live in sub-Saharan Africa and are at risk due to poor nutrition, exposure to poverty, high HIV prevalence as well as under stimulation in the home environment.</p><p class="abstract"><strong>Methods:</strong> The study will employ a cluster-randomized control trial design and will use a mixed-methods approach combining quantitative and qualitative methodologies <strong>(</strong>Concurrent Triangulation Design).<strong> </strong>This will be a two-arm study, where the first arm will participate in the parenting empowerment program implemented by the faith-based organizations, while the second (control) will not receive the parenting interventions. A total of 510 mother/primary caregiver-child dyads will be recruited into this study. We will estimate the causal effect of the intervention using mixed linear models and the Difference-in-Differences (DID) estimator.</p><p class="abstract"><strong>Conclusions: </strong> This implementation research will provide greater scientific rigor and a deeper process and outcome evaluation including measurement of child development outcomes. The findings will be useful for early childhood practitioners, multilateral stakeholders and funders as they provide information on the factors to consider in the implementation of high quality ECD interventions.</p><p class="abstract"><strong>Trial Registration: </strong>Ethical approval: ESRC P467/2018 and IRB No.00005948).</p>
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Silva, Maria das Graças Barreto da, and Vitória Helena Cunha Espósito. "Massagem com bebês: pesquisando estratégias de empoderamento." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 2, no. 1 (May 6, 2018): 3–16. http://dx.doi.org/10.29181/2594-6463-2018-v2-n1-p3-16.

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Resumo Como profissionais voltadas às questões do cuidar e educar na primeira infância, nos identificamos com as premissas do fazer docente assumindo responsabilidade pela formação a partir da intervenção na realidade social, por meio da extensão. Tematizamos a Oficina de massagem com bebês, uma das ações pedagógicas do programa de extensão Massagem e Estimulação com Bebês (MEB), e percorremos uma trajetória fenomenológico-hermenêutica, com o objetivo de compreender os sentidos da experiência vivenciada por doze profissionais e uma estudante, em resposta à pergunta: Como foi sua experiência na Oficina de Massagem com Bebês? Com as categorias manifestas, trazemos, como foco deste trabalho: A contribuição à construção do vínculo mãe/pai-filho e profissionais cuidadores, desvelada na experiência da Oficina como estratégia de empoderamento social dos profissionais junto aos familiares.Palavras-chave: Educação. Enfermagem Pediátrica. Pesquisa Qualitativa. Massagem. Desenvolvimento Humano. Massage with babies: researching empowerment strategies Abstract As professionals focused on issues of care and education in early childhood, we are identified with the premises of teaching as a factor responsible for the formation through the intervention in social reality, by means of extension. Our subject is the Baby Massage Workshop, one of the pedagogical actions of the Massage and Stimulation with Babies (MEB) extension program, and we follow a phenomenological-hermeneutic trajectory, with the objective of understanding the perception of the experiences lived by twelve professionals and a student, in response to the question: How was your experience at the Massage Workshop with Babies? With the categories made explicit, we bring, as the focus of this work: The contribution to the construction of the mother/father-child bond and professional caregivers, unveiled in the experience of the Workshop as a strategy for the social empowerment of the professionals along with the family members.Keywords: Education. Pediatric Nursing. Qualitative Research. Massage. Human Development. Masaje en bebés: investigando estrategias de empoderamiento Resumen Como profesionales orientadas a las cuestiones del cuidar y educar en la primera infancia, nos identificamos con las premisas del quehacer docente, asumiendo responsabilidad en la formación a partir de la intervención en la realidad social, mediante la extensión. Tematizamos el Taller de Masaje en Bebés, una de las acciones pedagógicas del programa de extensión Masaje y Estimulación en Bebés (MEB), y realizamos una trayectoria fenomenológico-hermenéutica, apuntando a comprender los sentidos de la experiencia vivida por doce profesionales y una estudiante, respondiendo a la pregunta: ¿Cómo fue su experiencia en el Taller de Masajes en Bebés? Con las categorías manifiestas, ofrecemos, como foco del trabajo: La contribución a la construcción del vínculo madre-/padre-hijo y profesionales cuidadores, revelada en la experiencia del Taller como estrategia de empoderamiento social de los profesionales conjuntamente con los familiares.Palabras clave: Educación. Enfermería Pediátrica. Investigación Cualitativa. Masaje. Desarrollo Humano.
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Triyono, Triyono, Yanuardi Yanuardi, Kendra Hartaya, and Rudi Hartono. "Efforts for the Role of Mothers as Informal Educators in Stimulating Motoric Development in Early Childhood in Kedung Jaya Bogor." International Journal on Engineering, Science and Technology 1, no. 2 (December 27, 2022): 70–85. http://dx.doi.org/10.46328/ijonest.113.

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This study is a qualitative research to describe and analyze the role of mothers as informal educators in stimulating motor development of early childhood in Kedung Jaya Village, Bogor. The problem in this research is formulated as follows: what is the role of mothers as informal educators in stimulating motor development of early childhood in Kedung Jaya Village, Bogor? The method in this study used a qualitative descriptive analysis method. The selection of data sources using purposive sampling, namely mothers with early childhood who live in Kedung Jaya Village, Bogor totaling 3 mothers and 4 children. Collecting data using observation, interview and documentation techniques. Data analysis includes 3 phases, namely: data reduction, data presentation, conclusion drawing and verification. Based on the exposure and research findings, it was found that the role of mothers as informal educators in stimulating motor development of early childhood has not shown ideal results. Optimizing the role of mothers as informal educators will have a major impact on the motor development of early childhood. Mother's success in stimulating children's motor development is influenced by age, education level, knowledge, living environment, mother's physical condition and family's socioeconomic conditions. Motor development of early childhood is one of the important aspects of development for the future of children, therefore researchers recommend two important things that can be done by mothers in an effort to improve motor development of early childhood, namely.
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Islamiyati, Islamiyati, Sadiman Sadiman, and Yoga Triwijayanti. "Empowerment of Family in Early Detection of Total Growth at Puskesmas Karangrejo Metro." ABDIMAS: Jurnal Pengabdian Masyarakat 4, no. 2 (January 3, 2022): 671–75. http://dx.doi.org/10.35568/abdimas.v4i2.1152.

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The target number of children in early detection of child development and development in the working area of ??Puskesmas Karangrejo is 1,037 children, with details of 133 infants from 0 - 11 months and 904 children aged 12 - 72 months. Of these, the coverage for early detection until February 2020 is still low, namely at 6.7%. The purpose of the Community Service is to empower families in conducting early detection of toddler growth and development in the Karangrejo Health Center area. The method of activity is health education and empowerment of “active participation” of mothers toddler in stimulating and detecting the growth and development of their children. The result of mentoring was that there was progress in the developmental ability of 1 child who had not been able to walk at the age of 19 months, showing an increase in walking ability after 2 weeks of assistance. There was an increase in the knowledge of mothers / families about growth and development by 12.68 points. There was an increase in the frequency of implementing stimulation for child growth and development by mothers of under-five from 88.2% of mothers who had stimulated to 98.6% after mentoring. Continuity of family empowerment is needed regarding early detection of growth and development and not only involving mothers / families but also involving cadres.
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Cahyani, Inne, Mohammad Givi Efgivia, Zainal Abidin Arief, and Ferdina Ferdina. "Motherhood Efforts as Informal Educators in Stimulating Early Childhood Motor Development in Kedung Jaya Village, Bogor." International Journal on Engineering, Science and Technology 2, no. 3 (December 27, 2022): 84–94. http://dx.doi.org/10.46328/ijonest.104.

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This research is a qualitative research to describe and analyze the role of mothers as informal educators in stimulating the motor development of early childhood in Kedung Jaya Village, Bogor. The problems in this study are formulated as follows: what is the role of mothers as informal educators in stimulating motor development in early childhood in Kelurahan Kedung Jaya Bogor? The method in this study uses qualitative descriptive analysis methods. The selection of data sources using purposive sampling, namely mothers with early childhood who live in Kedung Jaya Village, Bogor, totaling 3 mothers and 4 children. Data collection uses observation, interview and documentation techniques. Data analysis includes 3 phases, namely: data reduction, data presentation, conclusion drawing and verification. Checking or checking the validity of the data is carried out by triangulation, including: source triangulation and engineering triangulation. Based on the exposure and research findings, it was found that the role of mothers as informal educators in stimulating early childhood motor development has not shown ideal results. Optimizing the role of mothers as informal educators will have a major impact on early childhood motor development. The success of the mother in stimulating the motor development of the child is influenced by the age, level of education, knowledge, living environment, physical condition of the mother and the socioeconomic conditions of the family. Early childhood motor development is one of the important aspects of development for a child's future, therefore researchers recommend two important things that mothers can do in an effort to improve early childhood motor development, namely: 1) Delegating childcare to early childhood education (ECCE) institutions if the mother is working or unable to stimulate the child's motor development, 2) Providing quality time with the child.
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Fitriawati, Mia, and R. H. Lestari. "INFORMATION SYSTEMS DESIGN FOR EARLY CHILDHOOD EDUCATION SERVICES." Jurnal Teknologi Informasi dan Pendidikan 13, no. 2 (September 17, 2020): 33–36. http://dx.doi.org/10.24036/tip.v13i2.336.

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Parents are working harder due to the increase needs of necessities of life. This causes mothers to work so that they meet these necessities. As a result, mothers leave their children aged 2 (two) to 4 (four) years in the play group. However, the children development is often out of hand because it is not properly recorded. Recording children development manually has several weaknesses, one of them is damaged children development recording book. Based on this problem, this research aims to develop information systems design for early childhood education services to monitor children development. The method used was SDLC. The result of the research is information system as children development monitor in early childhood education services and tool for teachers in managing the information regarding children growth and development effectively and efficiently.
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Reis, Aline Henriques, Carla Cristina Daolio, and Carmem Beatriz Neufeld. "Maternal Educational Practices: Difficulties in Early and Middle Childhood." Journal of Psychology and Psychotherapy Research 1, no. 1 (February 5, 2014): 14–23. http://dx.doi.org/10.12974/2313-1047.2014.01.01.2.

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The family is the system that most influences a child’s development throughout different phases. The perceptions of parents about skills, abilities, and characteristics of each developmental stage influence the way they will behave with their children. Objectives: To identify the main difficulties found by mothers in the education/upbringing of children in early childhood (3-6 years) and middle childhood (6-12 years). Method: Participants were 120 mothers (two groups of 60 mothers for each age range), mostly married, ranging in age from 30.4 to 36.5 years, who completed a self-administered questionnaire containing essay and multiple-choice questions about data on characterization of the sample and maternal difficulties in dealing with their children according to the child’s stage of development. Participants completed the questionnaires at home or in schools. Results: More than 75% of mothers live with their child’s father, and more than 78% of these fathers help in child-rearing activities. Mothers spent an average of more than 4 hours a day with their children. Major difficulties of mothers of children in early childhood: putting toys away (63.3%), obedience to maternal commands (46.7%), sleeping on schedule (43.3%), eating an adequate diet (40%). Major difficulties of mothers of children in middle childhood: eating an adequate diet (43.3%), sleeping on schedule (41.7%), putting toys away (38.3%), and obedience to maternal commands (36.7%). Conclusion: The data show an increasing difficulty by mothers in getting children to do their homework and to learn school content as the child’s age advances. Common difficulties are centered on the establishment of a routine and obedience.
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Dissertations / Theses on the topic "Early childhood development, mothers’ empowerment"

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LOTTI, GIULIA. "Involving parents in preschool programs: effects on child and mother outcomes." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/81160.

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In the first chapter of the thesis, I present a literature review on early childhood interventions and women’s empowerment: what is the current knowledge on how to promote children’s development since an early stage, what are the ways used to encourage women’s empowerment, how the outcomes are measured and what are the effects of the interventions. In the second chapter I analyse the effects of exploiting an innovative educational program implemented in Latin America on children’s cognitive and non-cognitive skills. Finally, in the third chapter of my thesis I look at the effects of this same program on women’s empowerment. It seems that the involvement of women in the education of their children since an early stage improves significantly the condition of both women and children.
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Gomez, Celia J. "Exploring Intergenerational Effects of Education: A Mixed-Methods Approach to Understanding Mothers’ Educational Pursuits and Their Young Children’s Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112713.

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The positive relationship between parental education and children’s educational outcomes is one of the most well established connections in the developmental literature. However, nearly all of this research treats parent education as static across a child’s development. Estimates from the 2008-2009 Survey of Income and Program Participation suggest that nearly 2 million low-income parents were engaged in some form of continued education that year. Given this, it is critical to understand parents’ experiences in school, as well as the relationship between child development and parent education, as the latter changes over time. In this two-study dissertation, drawing broadly from ecological theories of development, I used quantitative and qualitative methods with multiple datasets to explore the relationship between mothers’ attainment of additional education and their young children’s development. In Study 1, I used data from a national sample of low-income families with young children to test whether there is a relationship between the development of children’s cognitive skills between the ages of 3 and 7 and mothers’ attainment of additional education. Based on individual growth modeling analyses, I found a positive relationship between maternal educational attainment and children’s early writing and mathematics skills. In addition, children appeared to benefit more when their mothers attained additional education after children had transitioned to elementary school. For children’s mathematics skills only, the positive relationship between children’s growth trajectories and mothers’ attainment of additional education was largest in magnitude for children whose mothers had the lowest levels of education at baseline. In Study 2, I employed grounded-theory methods and longitudinal qualitative interviews from a different sample of low-income mothers (with preschool-aged children) to understand mothers’ motivation for pursuing additional education while raising a young child. I found that women’s motivation to pursue, or not to pursue, additional education was related to their caregiving responsibilities, and their personal goals, in contradictory and complementary ways. Specifically, the need to provide and care for their children simultaneously pushed mothers towards, and pulled them away from, additional schooling. However, women were also motivated to pursue schooling by their desire for intellectual growth and personal fulfillment. The extent to which women articulated these personal motivations may be related to their success in pursuing additional education.
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Malhoyt-Lee, Jennifer M. "Precursors of Sexualization| Perspectives of Mothers and Female Teachers Regarding the Influence of the Media on 4-year-old Girls' Gender Identity Development." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786139.

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The sexualization of girls is an ongoing issue that has garnered much attention in recent years, with one contributing factor, media, becoming an ever-increasing part of children’s lives. This study explored four questions: How do mothers and teachers perceive the media’s influence on young girls’ identity development? To what extent do these caregivers engage young girls in analyzing media messages? What observed behaviors of 4-year old girls indicate media’s influence? and What are caregivers interpretations and responses to these behaviors? Analyzing the perceptions of mothers and female teachers of 4-year old girls contributes to a better understanding of how girls are influenced, both by caregivers’ actions and by media consumed.

Twelve mothers and female early childhood teachers from three South Florida preschools were interviewed to better understand how girls are influenced by media, and to gain a more holistic perspective of the potential impact of media on young girls’ behaviors and their emerging understanding of what it means to be a girl today. The findings indicate that mothers and female teachers perceive media to be influential in the lives of girls, both in terms of general child development and young girls’ gender identity development. The participants are observing behaviors in their 4-year old girls that indicate media’s influence; these behaviors include sexualized dancing, attitude and language changes, and requests for sexualized clothing and beauty products. Although these mothers and teachers do not yet help girls analyze media messages, they do, however, engage in significant guidance as they interpret and respond to the observed behaviors. These findings reflect a need for media literacy education for parents and teachers, as well as comprehensive sexualization awareness and prevention education for children, parents, and teachers.

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Ramirez, Rica. "Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6935.

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This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation was coded for maternal responsive behaviors. Regression and multilevel modeling was used in order to assess which maternal responsive behaviors impacted Spanish and English language outcomes. Results indicated joint topic focus as being overwhelmingly impactful across Times 2 and Times 3 in both languages. Additionally, prohibition was found to be negatively influencing English language outcomes at Times 2 and Times 3. Interestingly, focus shift was found to have a positive impact on English language outcomes at Time 2. Given the findings, this work sheds light on the similarities and differences between cultures and the need for further research surrounding this population.
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Fonkem, Nguika Judith. "An Analysis of a Readiness Assessment for establishing a Monitoring and Evaluation System in Early Childhood Development (ECD) Programmes: a case study of Ikamva Labantu Centre, Khayelitsha." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4007.

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Magister Public Health - MPH
Over the years major changes have occurred in the focus, approach and application of monitoring and evaluation systems as a result of increased levels of emphasis towards achieving results (outcomes) as opposed to activities and outputs. As the focus of management changes from activities to results, so too has the focal point of M&E shifted from the traditional M&E system of progress monitoring that only deals with assessing inputs and implementation processes, to a results-based M&E system that emphasizes the need to assess the contributions of intervention to development outcomes. Nowadays funders, stakeholders and donor agencies want to see the difference that development initiatives make in the livelihood of project beneficiaries.Results-based M&E systems are essential components of most organisational structures responsible for development services and this is very fundamental as it provides vital information and empowers policy makers to take better informed decisions. The foundation of an M&E system is the very first step which is in essence called a ‘readiness assessment’. Such an assessment must be conducted before the actual establishment of an M&E system. Just as a building must begin with a foundation, constructing an M&E system must also begin with the establishment of a readiness assessment. Without this assessment and an understanding of the preparedness and commitment of the organisation, establishing an M&E system may be fraught with difficulties and failure.The Monitoring and Evaluation (M&E) of the Early Childhood Development (ECD) Programme of Ikamva Labantu has always been in the form of a reporting-type check list. The Centre is in a process of establishing an effective M&E system. The problem being investigated in this study is whether Ikamva Labantu has achieved a sufficient level of readiness to establish a results-based monitoring and evaluation system. However, the study shall also highlight crucial aspect of PM&E and RBM&E that will have to be taken into consideration with the establishment of the actual M&E system.With the use of the qualitative research method, the aim of this study is to analyse and assess the readiness assessment phase for establishing a monitoring and evaluation system in the Early Childhood Development (ECD) Programmes of Ikamva Labantu Centre, Khayelitsha.
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Harty, Michal. "The validation of a task-specific measure of parenting self-efficacy for use with mothers of young children." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10172009-122717.

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Fiala, Ades Laci A. "Maternal employment, attachment, and breastfeeding pathways to early childhood problem behaviors /." 2009. http://proquest.umi.com/pqdweb?did=1858626311&sid=5&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.
Title from title screen (site viewed July 6, 2010). PDF text: vii, 111 p. : ill. ; 3 Mb. UMI publication number: AAT 3369361. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Ferreira, Nathan. "Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South Africa." Diss., 2014. http://hdl.handle.net/10500/18584.

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Through document analysis, one-on-one interviews with parents, and observations the researcher aimed to explore early intervention in pre-school children with learning difficulties in Grahamstown, Eastern Cape. The researcher set out to determine whether parents were aware of the importance of early intervention in addressing learning difficulties in their children, what support existed to help parents give support to children with learning difficulties, and how support could be improved to enable parents to help their children. This study found that parents in Grahamstown, Eastern Cape needed support that would enable them to provide early intervention for their children with learning difficulties. The study also showed that parents were aware of the importance of early intervention to help their children with learning difficulties. Most parents were receiving support, but there was room for improvement in the support that they were receiving. Flowing from this, the study also found that parents needed different forms of support, e.g. emotional and financial support. Based on the findings, recommendations were made. Recommendations were aimed at improving support for parents, so they can provide successful early intervention for their pre-school children, e. g. through the creation of open channels of communication between parents and other role players, like government departments and service providers. Recommendations were also made for future research, e. g. research into ways to create open channels of communication.
Inclusive Education
M. Ed. (Inclusive Education)
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Nicolle, Trixie-Belle. "Urban food gardens and community development : a case study of the Siyakhana initiative, Johannesburg." Thesis, 2012. http://hdl.handle.net/10539/11063.

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The aim of this study is to explore the links which exist between community development and urban food gardens. South Africa has experienced a twenty five percent growth in the urban population from 2005-2010. It is further predicted that this will increase by a further thirty six percent to thirteen million inhabitants by 2015. The practice of urban agriculture is one of the strategies that can assist in addressing development challenges in an urban setting in South Africa and around the world. Urban agriculture has the potential to provide a survival strategy for the poor and thus contribute to poverty alleviation, employment, food security, social integration and skills transfer. This research explores the economic, social and ecological benefits of the activity, questioning the ways in which the Siyakhana food garden (and larger initiative) contributes to the Siyakhana community. For the purpose of the research the Siyakhana community refers to the Siyakhana group (eight women in the inner city of Johannesburg who run Early Childhood Development Centres (ECDCs)) and the gardeners who work in the food garden. Data was collected by means of semi-structured interviews, in-depth questionnaires, participant observation and informal conversation, as well as primary and secondary sources. The data was collected for a twelve month period from June 2010 to June 2011. In total the food garden was visited thirty times during the field work and the ECDCs twelve to fifteen times each. Because of the initiatives potential in community development, the focus of the research gives in-depth insights into the Siyakhana group, their history with the initiative, details about their ECDCs and their expectations and their perceived benefits of being involved with the Siyakhana initiative. The key findings of the study are that there are two primary ways in which the Siyakhana group benefit from being involved in the Siyakhana initiative. The benefits relate to the supplementary food which the Siyakhana group receive on a weekly basis and the practical learning environment of the Siyakhana food garden. This research shows that through their connection with the Siyakhana initiative the Siyakhana group act as a conduit for inner city community development. The healthy and nutritious food from the food garden and the knowledge obtained from being involved with the initiative is shared with a range of stakeholders within the inner city. The Siyakhana food garden is a unique example of a community project which embraces the concepts of ecological health promotion in a multiplicity of ways – through the distribution of food, training, conscientisation and mobilisation. Finally the study shows that when exploring the links between urban food gardens and community development it is not a pre-requisite for the community to physically engage in the production activities of the garden for empowerment and skills transfer to take place.
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Books on the topic "Early childhood development, mothers’ empowerment"

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Radke-Yarrow, Marian. Children of depressed mothers: From early childhood to maturity. Cambridge, U.K: Cambridge University Press, 1998.

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(Organization), SAATHI, ed. A conceptual approach to early childhood development: Assessing the need in adult entertainment sector. Kathmandu: Saathi, 2014.

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Reuben, Julia, and Daniel S. Shaw. Parental Depression and the Development of Coercion in Early Childhood. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.7.

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One of the driving theories of the development of child antisocial behavior is Patterson’s model of parent-child coercion. Although Patterson hypothesized that coercive processes are established beginning in early childhood, few studies have sought to understand its developmental precursors in early childhood. Even fewer studies have attempted to examine factors that might compromise parenting quality and lead to coercive parent-child interactions during early childhood. One factor repeatedly shown to compromise parenting quality is parental depression. As such, this chapter focuses on how depression among mothers and alternative caregivers, including fathers, is associated with the early onset of coercive family dynamics. The results of the current study have implications for understanding the genesis of coercive processes and for the design of early prevention programs, affirming the importance of including maternal depression in our prevention models.
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(Editor), Artin Goncu, and Elisa L. Klein (Editor), eds. Children in Play, Story, and School. The Guilford Press, 2001.

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Moghadam, Valentine M. Women and Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.362.

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Economic development gained prominence as a field of economics after World War II in relation to the prospects of what came to be called underdeveloped, decolonizing, developing, or Third World countries. The period between the 1950s and 1980s saw the emergence of various theories of economic development and policy strategies, and the growth of “development studies” reflected cross-disciplinary interest in the subject. In the early decades, women received little or no attention. If women were discussed at all in policy circles, it was in relation to their role as mothers, an approach that came to be known as the welfare or motherhood approach. The field of women in development (WID) emerged in the 1970s. Since the 1990s, women’s participation and gender dynamics have evolved as central issues in the discourse and policies of international development. Along with changes in theories and policies of economic development, WID developed with distinct or overlapping fields known as women and development (WAD), gender and development (GAD), the efficiency approach, and the empowerment approach. Several basic themes can be identified from the literature on women and gender in development, including: all societies exhibit a division of labor by sex; economic development has had a differential impact on men and women, although the impact on women has tended to be conditioned by class and ethnicity; economic policy making and institutions have a gendered nature, and the ways in which macroeconomics and the social relations of gender influence each other.
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Rettew, David. Parenting Made Complicated. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197550977.001.0001.

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Parenting Made Complicated: What Science Really Knows About the Greatest Debates in Early Childhood addresses many of the long-standing parenting controversies that new mothers and fathers face. These include topics related to screens, daycare, praise, sleep training, spanking, time-outs, helicopter versus “old school” parenting, and others. Each chapter is devoted to a different parenting controversy, and a synthesis of what is known scientifically about each topic is presented, written in a nontechnical and conversational style. Parenting Made Complicated, however, doesn’t assume that the “correct” answer for each parenting dilemma is the same for each child and instead provides a roadmap for how the best approach may vary according to a child’s temperament or other important factors. Many case vignettes and boxed practical suggestions are provided. Accounts are also given regarding how scientific information on a particular topic is applied and sometimes manipulated toward political aims. The book is written by child psychiatrist David Rettew, an expert in child temperament who has conducted research in child development and worked clinically with families for over 20 years.
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Emond, Alan, and Alice Haynes. Enhancements to child health programmes in the UK. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0032.

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Five programmes which offer additional services to enhance the child health programmes for families at risk of poorer maternal and child health and development outcomes are being evaluated. Flying Start is a community-based programme targeted on families with children under 4 years of age living in deprived neighbourhoods in Wales. A Better Start is a place-based programme implemented by local partnerships in English wards with high levels of economic deprivation, providing services and support for all families living in the target wards from pregnancy until a child’s fourth birthday. The Family Nurse Partnership is a structured programme of home visits for first-time young mothers. The Maternal Early Childhood Sustained Home-visiting programme is a structured programme of sustained home visiting delivered by health visitors in pregnancy and the first 2 years. The Trial of Healthy Relationship Initiatives for the Very Early-years is comparing two parenting programmes for women with additional mental health or social support needs in pregnancy with outcomes up to 18 months. Early published results are reviewed and links given to the websites to signpost the reader to up-to-date information on the effectiveness of each programme.
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Book chapters on the topic "Early childhood development, mothers’ empowerment"

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Bredikyte, Milda, and Monika Skeryte-Kazlauskiene. "Mothers’ Attitudes Toward Peer Play." In International Perspectives on Early Childhood Education and Development, 161–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42331-5_11.

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Monk, Hilary, and Helen Hall. "New Mothers Transitioning to Employment: Impact on Infant Feeding Practices." In International Perspectives on Early Childhood Education and Development, 63–80. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_5.

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Dillon-Wallace, Julie. "Well-Being of Mothers and Young Children in Contexts of Special Health Care." In International Perspectives on Early Childhood Education and Development, 81–93. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_6.

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Sadownik, Alicja R. "Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs." In International Perspectives on Early Childhood Education and Development, 61–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_4.

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AbstractBy examining Polish parents’ perceptions of outdoor activities in Norwegian Early Childhood Education (ECE), this chapter discusses how focusing on the child’s perspective can change and challenge parental gender-related value positions, thereby changing perceptions of the cultural formation taking place through outdoor activities. The empirical data on the basis of which this question is answered are comprised of group interviews with 30 Polish migrant parents (18 mothers and 12 fathers) whose children were in Norwegian ECEs. The applied theoretical toolkit of a cultural historical wholeness approach (Hedegaard M, Mind Cult Act 19:127–138, 2012) enables the description of (parental) experiences of cultural formation through outdoor activities as anchored in the value positions established within and across involved societies. It also allows us to grasp those moments when the focus on the child’s perspective in outdoor activities challenges parental value positions and cultural traditions of heteronormativity. The concluding remarks point to the importance of enhancing both the child’s perspective and the specific plane of interpersonal interactions in ECE collaborations with parents and caregivers.
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González, Katia, and Rhoda Frumkin. "Literacy and Early Childhood." In Early Childhood Development, 1011–27. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch050.

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In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.
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Dhouha, Hajali. "Parental Investment in Early Childhood." In Early Childhood Development, 69–81. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch005.

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This paper aims to assess and estimate parental investment in children in four activities: education, health, leisure and nurture. The author first analyzes constructed composite scores and observed similarity for parental investment in health and differences in the other activities but the investment level is little enough. The author next provides new empirical evidence to shed light on the relationship between the level of parental investment and characteristics of the child, the mother and the household. Using Poisson and Negative Binominal regression models on household micro-data, the author finds good investment level in health but weak in education and almost unawareness of leisure and recreation. The education is linked to mothers' attitude and the household lifestyle is slightly valuable for the Center-Eastern area and the capital city. On the contrary, nurture activity is not linked to the lifestyle and exhibit regional differences. Moreover, households in the East of the country are more investing then those in the west.
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Boyden, Jo, Andrew Dawes, Paul Dornan, and Colin Tredoux. "Early childhood: The essential foundation." In Tracing the Consequences of Child Poverty, 49–72. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348313.003.0004.

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This chapter discusses the absolute importance of a good start in early childhood as the foundation for later human development. It focuses on two core development concerns: under-nutrition, and preschool circumstances and interventions. The Young Lives countries show progress in stunting reduction, notably in Peru where reducing under-nutrition has been given national importance. The ongoing prevalence of stunting nevertheless is a clear channel through which poverty in childhood results in disadvantaged development. Interventions to improve early childhood circumstances have been shown to work for the poorest children. Indeed, nutritional supplementation has been found to support healthy growth, especially for young children and poorer children. Interventions to support infants also have the potential to support mothers and primary caregivers. As these findings suggest, to ensure their survival, health, and development, young children need a multi-sectoral response.
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Norris, Sharon E. "The Empowerment Dynamic Approach to Transformational Self-Directed Lifelong Learning." In Advances in Early Childhood and K-12 Education, 99–112. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5667-1.ch007.

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The dreaded drama triangle is a toxic dysfunction that hinders growth, effectiveness, and productivity among individuals, groups, and organizations. There are three predominant roles in the dreaded drama triangle: victim, persecutor, and rescuer. The purpose of this chapter is to outline the drama triangle roles, explore how the drama triangle roles hinder individual growth and group development, and introduce the empowerment dynamic as an approach that facilitates transformational self-directed lifelong learning.
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Raj, Ambika Gopal. "Revising Cultural Competence and Critical Consciousness for Early Childhood Education." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 615–40. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch031.

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This chapter revises two important critical pedagogy concepts—cultural competence and critical consciousness—so they make meaning in early childhood educational contexts. Cultural psychology theories are used to re-conceptualize these terms from a non-Euro-centric perspective to emphasize that children's holistic development is nuanced particularly by the communities that they develop within. These terms are also examined from a critical pedagogical context of “super-diversity” through a discussion on identity and community cultural wealth to broach the idea that sites of early childhood education must serve as spaces that give agency and empowerment, given the trans-migratory world we live in. Further, Derman-Sparks and Edwards' conception of anti-bias education is demonstrated in the use of Persona Dolls, specifically for pedagogical leadership, in instructional settings as a way to broach critical pedagogy. Finally, some strategies for pedagogical leadership are suggested.
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Jacquez, Farrah. "Early childhood wellness through asset-based community development: a participatory evaluation of Communities Acting for Kids Empowerment." In Handbook on Participatory Action Research and Community Development, 200–217. Edward Elgar Publishing, 2022. http://dx.doi.org/10.4337/9781839100970.00019.

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Conference papers on the topic "Early childhood development, mothers’ empowerment"

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Pujangkara, Ajeng Ayu Titah, Harsono Salimo, and Eti Poncorini Pamungkasari. "Biological and Social-Economic Determinants of Child Development: A Path Analysis Evidence from Surabaya, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.107.

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ABSTRACT Background: Previous study reported that numerous nutritional-related interventions have been shown to improve health aspect for young children. However, social and economic factors also played an indirect role to their nutritional and health fulfillment. The purpose of this study was to examine biological and social-economic determinants of child development using path analysis model. Subjects and Method: This was an analytic observational study with a cross-sectional design. The study was carried out at early childhood education programs (PAUD) in Wonokromo Sub-district, Surabaya, East Java. A sample of 200 children aged 2-5 years old from 25 PAUD was selected by simple random sampling. The dependent variable was child development. The independent variables were nutritional status, exclusive breastfeeding, number of children, family income, maternal education, and maternal employment status. The data were analyzed by path analysis. Results: Child developmental disorder directly increased with poor nutritional status (b= 0.95; 95% CI= 0.03 to 1.86; p= 0.041), low family income (b= 2.01; 95% CI= 1.13 to 2.90; p < 0.001), mothers working outside the home (b= 0.85; 95% CI= 0.07 to 1.63; p= 0.032), exclusive breastfeeding (b= 2.05; 95% CI= 1.23 to 2.86; p<0.001), and number of children ≥2 (b= 1.21; 95% CI= 0.20 to 2.23; p= 0.019). Child developmental disorders indirectly increased with maternal education. Conclusion: Child developmental disorder directly increases with poor nutritional status, low family income, mothers working outside the home, exclusive breastfeeding, and number of children ≥2. Child developmental disorder indirectly increases with maternal education. Keywords: child development, biological, social-economic determinants Correspondence: Ajeng Ayu Titah Pujangkara. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ajengayutitah@gmail.com. Mobile: +628116119511. DOI: https://doi.org/10.26911/the7thicph.03.107
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