Relevant bibliographies by topics / Neale scales of early childhood development

Academic literature on the topic 'Neale scales of early childhood development'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Neale scales of early childhood development"

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Ginsburg, Harvey J., Roque Mendez, Efraim Padilla, Martin Arocena, Emily Vargas Adams, and Paul Davis. "Perceptual Development and Early Childhood Injuries: A Prospective Pilot Study." Perceptual and Motor Skills 76, no. 1 (February 1993): 125–26. http://dx.doi.org/10.2466/pms.1993.76.1.125.

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A prospective pilot study of 172 Hispanic children was performed to identify developmental predictors of 9 maternal reports of childhood injuries that required medical attention during the following year. The 1972 McCarthy Scales of Children's Abilities was administered near the children's third birthday and maternal reports of injuries were obtained the following year. Multiple regression analysis indicated that the Verbal, Perceptual, Quantitative, Memory, and Motor Subscales of the McCarthy Scales of Children's Abilities accounted for a small but statistically significant proportion of variance. Within the model, children who showed advanced abilities on the Perceptual Subscale were more likely to be reported as having an injury requiring medical attention during the subsequent 12-month period.
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Muratori, F., F. Salvadori, G. D’Arcangelo, V. Viglione, and L. Picchi. "Childhood psychopathological antecedents in early onset schizophrenia." European Psychiatry 20, no. 4 (June 2005): 309–14. http://dx.doi.org/10.1016/j.eurpsy.2005.03.004.

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AbstractObjectiveTo describe the premorbid state of early onset schizophrenia (EOS).MethodsTwenty-three adolescents with EOS were compared to a healthy control group (CG) and to a group of anorexic patients (AG). The premorbid state was studied through the CBCL and the data obtained were analyzed using ANOVA’s and t-test.ResultsDuring the premorbid period EOS showed significantly higher scores on all scales, relative to the CG, and only on some scales (social, thought and attention problems, and school competencies) relative to the AG.ConclusionsChildren who develop first episode psychosis during adolescence differ from children with normal development. The premorbid internalizing state is common to AG but social competencies and school problems are the most affected areas in EOS when compared to the AG. It is hypothesized that both EOS and AG can be considered as the expression of a previous vulnerability.
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Shaharudin, Shazlyn Milleana, Noorazrin Abd Rajak, Noor Wahida Md. Junus, and Nor Azah Samat. "Development and validation of early childhood care and education pre-service lecturer instrument." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 188. http://dx.doi.org/10.11591/ijere.v9i1.20415.

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This paper presents to develop and validate the Early Childhood Care and Pre-Service Lecturer Instrument constructed to determine their level of competencies toward the quality of early childhood carers-educators’ professionalism in Malaysia. Components which affect the early childhood quality were characterized through inclusive literature reviews alongside interviews conducted with experts and experienced lecturers. In this study, two experts were elected to review this instrument so as to enhance its validity while 70 more lecturers in Malaysia were involved. There are four scales in principal component analysis pertaining the quality of early childhood professionalism, namely: (1) disposition, (2) knowledge, (3) skills, and (4) practices. The component loading range or respective instrument item were between 0.56 and 0.79, while the range for respective scales the alpha reliability coefficient were between 0.90 and 0.94. Concisely, the findings from this study corroborated the weight and consistency of the ECCE Pre-Service Lecturer Instrument.
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Hailey, Debra Jo, and Michelle Fazio-Brunson. "Leadership in the Early Childhood Years." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 6–23. http://dx.doi.org/10.3776/tpre.v10n1p6-23.

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Research into young children’s leadership skills is sparse and focuses on leadership in early childhood classroom contexts. Understanding of leadership development in young children can be expanded by studying parents’ perceptions of children’s leadership development as it is enacted in contexts outside of the school. This qualitative study examined beliefs, practices, and contextual relationships of families with young children who were identified by teachers within their schools as having strong leadership skills. Student leaders were identified according to the Leadership subscale of the Scales for Rating the Behavioral Characteristics of Superior Students, 3rd ed. Four mothers and three fathers of identified first graders who met gender and ethnic selection criteria participated. Interviews were conducted with structured and unstructured open-ended questions, and parent journals were collected from participants. Using Bronfenbrenner’s bioecological model of human development as a guide, parental perceptions of contextual influences on young children’s leadership development were investigated. Findings indicate that parents were intentional in trying to develop characteristics and dispositions in their children to help them become good citizens but did not necessarily consider their actions as also building early leadership skills. Information concerning contextual situations, relationships, tools, and characteristics of early leadership development is shared. As parents discussed opportunities for their first graders to develop leadership skills, an unexpected theme emerged regarding benefits of rural living for young leadership development.
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Fatima, Hani, Shuhang Zhao, Ai Yue, Shanshan Li, and Yaojiang Shi. "Parental Discipline and Early Childhood Development in Rural China." Sustainability 14, no. 4 (February 10, 2022): 1988. http://dx.doi.org/10.3390/su14041988.

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Children who are under the age of five in underdeveloped and developing countries, including China, exhibit developmental delays due to their exposure to risks such as impoverishment, deprived health conditions, parental punishment, neglect, and poor psychosocial stimulation. Adverse experiences during the formative years of life, such as harsh parental discipline, may put them at risk for poor physical and mental well-being. The aim of this research is to explore the pervasiveness and developmental outcomes of different forms of discipline practices in the underdeveloped rural areas of China. To do this, we used cross-sectional data on child–caregiver dyads from a large survey held in 22 poor counties in the QinBa Mountain Region. The sample included 1622 children aged 12–36 months. Partakers were requested to respond to a general survey on parenting which included basic demographic questions, the Ages and Stages Questionnaire: Social-Emotional (ASQ-SE), the Bayley Scales of Infant and Toddler Development (BSID-III), and questions on exposure of children to different discipline practices. Our findings from OLS estimates reveal that aversive discipline methods adversely affect cognitive, language, and socio-emotional development, whereas, non-aversive discipline practices have constructive effects on cognitive, language, and motor development of children.
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Zhong, Jingdong, Yang He, Yuting Chen, and Renfu Luo. "Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China." International Journal of Environmental Research and Public Health 17, no. 5 (February 26, 2020): 1506. http://dx.doi.org/10.3390/ijerph17051506.

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This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.
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Choi, Jihye. "A study on the Development and Validation of Disability Empathy Scales for Pre-Service Early Childhood Teacher." International Journal of Special Education (IJSE) 37, no. 2 (November 11, 2022): 140–49. http://dx.doi.org/10.52291/ijse.2022.37.47.

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"This study aimed to develop and validate a tool that can measure the degree of empathy for disabilities of pre-service early childhood teachers. Through this, it is intended to improve the professionalism of pre-primary early childhood teachers related to inclusive education with disabilities. First, the conceptual definition of disability empathy was established through the search for prior research, preliminary questions were developed and tool validation was carried out. The survey was conducted with 209 university students majoring in early childhood education in Gyeonggi-do, South Korea. As a result of the study, the disability empathy scale consisted of 14 items with 3 factors, and the sub-factors were named cognitive empathy, emotional empathy, and expressive empathy. As a result of confirmatory factor analysis to confirm the internal factor structure of the disability empathy scale, it was found that the three-factor model adequately explains the data. Based on the study results, the significance and implications of the study were discussed."
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Martínez-Moreno, Alfonso, Susana Imbernón Giménez, and Arturo Díaz Suárez. "The Psychomotor Profile of Pupils in Early Childhood Education." Sustainability 12, no. 6 (March 24, 2020): 2564. http://dx.doi.org/10.3390/su12062564.

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The aim of the article was to find out the psychomotor profile of children in the second cycle of infant education (3–6 years) through an observational cohort study with a prospective character. A total of 277 students participated, 52.7% boys and 47.3% girls, grouped in a control group (52.3%) and an experimental group (47.7%). The McCarthy Scales of Aptitude (MCSA) and Psychomotor Skills for Children, 7th edition, were used. The results showed that, in the global score and its dimensions, the time factor had significant and different influences, according to the control or experimental group. However, there were no significant differences in motor skills with respect to sex. As conclusions, the level of psychomotor development of the sample is close to the average of the development scale used. The time factor is significant when the subjects are subjected to stimulation; therefore, this must be taken into account in any therapeutic or learning process.
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Tian, Mi, Tianrui Luo, and Him Cheung. "The Development and Measurement of Block Construction in Early Childhood: A Review." Journal of Psychoeducational Assessment 38, no. 6 (July 27, 2019): 767–82. http://dx.doi.org/10.1177/0734282919865846.

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Children’s block building has long been a focus of psychological research, in part because block building skills are thought to be useful indicators of other abilities such as representational thinking. Block building skills are assumed to progress through developmental stages and a number of measures have been developed to assess these skills. In this article, we critically review the literature on two topics related to children’s block building. First, we examine the literature on developmental changes in block play with a focus on the approximate age trends for various block construction abilities. Second, we provide an overview of the scales used to assess block construction complexity such as the Block Building Measure, Building Performance Coding, and Block Structure Complexity Scoring Instrument and propose a conceptual model of the skills involved in block building. Based on this review, we recommend ways to refine existing research methods, improve scale validity, and combine different indices to establish a more comprehensive measure of children’s block construction.
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Liu, Y., S. Kaaya, J. Chai, D. C. McCoy, P. J. Surkan, M. M. Black, A. L. Sutter-Dallay, H. Verdoux, and M. C. Smith-Fawzi. "Maternal depressive symptoms and early childhood cognitive development: a meta-analysis." Psychological Medicine 47, no. 4 (November 11, 2016): 680–89. http://dx.doi.org/10.1017/s003329171600283x.

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BackgroundPrevious findings have been mixed regarding the relationship between maternal depressive symptoms and child cognitive development. The objective of this study was to systematically review relevant literature and to perform a meta-analysis.MethodThree electronic databases (PubMed, EMBASE, PsycINFO) were searched. Initial screening was conducted independently by two reviewers. Studies selected for detailed review were read in full and included based on a set of criteria. Data from selected studies were abstracted onto a standardized form. Meta-analysis using the inverse variance approach and random-effects models was conducted.ResultsThe univariate analysis of 14 studies revealed that maternal depressive symptoms are related to lower cognitive scores among children aged ⩽56 months (Cohen's d = −0.25, 95% CI −0.39 to −0.12). The synthesis of studies controlling for confounding variables showed that the mean cognitive score for children 6–8 weeks post-partum whose mothers had high depressive symptoms during the first few weeks postpartum was approximately 4.2 units lower on the Mental Developmental Index (MDI) of the Bayley Scales of Infant and Toddler Development (BSID) compared with children with non-symptomatic mothers (B̂ = −4.17, 95% CI −8.01 to −0.32).ConclusionsThe results indicated that maternal depressive symptoms are related to lower cognitive scores in early infancy, after adjusting for confounding factors. An integrated approach for supporting child cognitive development may include program efforts that promote maternal mental health in addition to family economic wellbeing, responsive caregiving, and child nutrition.
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Dissertations / Theses on the topic "Neale scales of early childhood development"

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Van, der Westhuyzen Nicole Tamsin. "Childhood development and career development in eight year-old South African girls." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012969.

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Although it is generally acknowledged that critical career-related concepts and attitudes are first formed in childhood, research has focused little attention on this developmental stage. Statements about children‘s career development as an integral dimension of human development date to the early 1950s, yet limited research has investigated this interrelationship. It is imperative to gain a greater understanding of childhood career development in order to better prepare children for their future. The overall purpose of this study is to explore the interrelationship of childhood development and childhood career development. An exploratory-descriptive quantitative research method was used. Thirty participants (all eight year-old girls from a middle class, English speaking background) were selected through non-probability purposive sampling. Data were gathered from the Griffiths Mental Development Scales – Extended Revised (GMDS-ER) and the Childhood Career Development Scale (CCDS) and analysed using descriptive and inferential statistics. The results indicated a correlation, although not statistically significant, between childhood development and childhood career development, thus indicating a weak positive correlation between the two variables. Statistically significant relationships were established between certain subscales of the GMDS-ER and CCDS, namely Language and Exploration, Eye-Hand Co-ordination and Key Figures, and Practical Reasoning and Planning. The results from this study, although not conclusive, are groundbreaking in this neglected area of research as they indicate an interrelationship between childhood development and childhood career development. This research is an initial step in investigating this interrelationship and it is the hope of the researcher that it will stimulate further research in this area.
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Books on the topic "Neale scales of early childhood development"

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A, Balla David, Cicchetti Domenic V, Sparrow Sara S, and American Guidance Service, eds. Vineland social-emotional early childhood scales. Circle Pines, MN: American Guidance Services, Inc., 1998.

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Book chapters on the topic "Neale scales of early childhood development"

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Lennon, Elizabeth M., Judith M. Gardner, Bernard Z. Karmel, and Michael J. Flory. "Bayley Scales of Infant Development." In Encyclopedia of Infant and Early Childhood Development, 139–46. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-809324-5.23376-2.

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Lennon, E. M., J. M. Gardner, B. Z. Karmel, and M. J. Flory. "Bayley Scales of Infant Development." In Encyclopedia of Infant and Early Childhood Development, 145–56. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012370877-9.00018-9.

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