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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Leventakou, Vasiliki, Theano Roumeliotaki, Katerina Sarri, Katerina Koutra, Mariza Kampouri, Andriani Kyriklaki, Maria Vassilaki, Manolis Kogevinas, and Leda Chatzi. "Dietary patterns in early childhood and child cognitive and psychomotor development: the Rhea mother–child cohort study in Crete." British Journal of Nutrition 115, no. 8 (February 18, 2016): 1431–37. http://dx.doi.org/10.1017/s0007114516000246.
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AbstractEarly-life nutrition is critical for optimal brain development; however, few studies have evaluated the impact of diet as a whole in early childhood on neurological development with inconsistent results. The present analysis is a cross-sectional study nested within an ongoing prospective birth cohort, the Rhea study, and aims to examine the association of dietary patterns with cognitive and psychomotor development in 804 preschool (mean age 4·2 years) children. Parents completed a validated FFQ, and dietary patterns were identified using principal component analysis. Child cognitive and psychomotor development was assessed by the McCarthy Scales of Children’s Abilities (MSCA). Multivariable linear regression models were used to investigate the associations of dietary patterns with the MSCA scales. After adjustment for a large number of confounding factors, the ‘Snacky’ pattern (potatoes and other starchy roots, salty snacks, sugar products and eggs) was negatively associated with the scales of verbal ability (β=−1·31; 95 % CI −2·47, −0·16), general cognitive ability (β=−1·13; 95 % CI −2·25, −0·02) and cognitive functions of the posterior cortex (β=−1·20; 95 % CI −2·34, −0·07). Further adjustment for maternal intelligence, folic acid supplementation and alcohol use during pregnancy attenuated the observed associations, but effect estimates remained at the same direction. The ‘Western’ and the ‘Mediterranean’ patterns were not associated with child neurodevelopmental scales. The present findings suggest that poorer food choices at preschool age characterised by foods high in fat, salt and sugar are associated with reduced scores in verbal and cognitive ability.
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Tella, Patricia, Luciane da Rosa Piccolo, Mayra Lemus Rangel, Luis Augusto Rohde, Guilherme Vanoni Polanczyk, Euripides Constantino Miguel, Sandra Josefina Ferraz Ellero Grisi, Bacy Fleitlich-Bilyk, and Alexandre Archanjo Ferraro. "Socioeconomic diversities and infant development at 6 to 9 months in a poverty area of São Paulo, Brazil." Trends in Psychiatry and Psychotherapy 40, no. 3 (August 23, 2018): 232–40. http://dx.doi.org/10.1590/2237-6089-2017-0008.
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Abstract Introduction The effects of socioeconomic disparities on cognitive development tend to emerge early in infancy and to widen throughout childhood, and may perpetuate later in life. Although the study of how poverty affects early childhood has increased in the last 20 years, many of the effects remain largely unknown, especially during the first year of life. Aim To investigate the influence of socioeconomic status (SES) and maternal education on infants’ language, motor and cognitive development. Methods The cognitive, language and motor skills of 444 infants aged 6 to 9 months selected from a poor neighborhood in São Paulo, Brazil, were evaluated using the Bayley Scales of Infant Development. A questionnaire on socioeconomic background was administered to the participants’ families. Results A positive association was found between SES and infants’ performance on language and motor scales. Additionally, higher maternal education was associated with higher language and cognitive scores. Conclusion Our findings indicate that SES effects are detectable very early in infancy. This result has implications for the timing of both screening and intervention efforts to help children overcome the consequences of living in poverty.
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Zhang, Siqi, Ruirui Dang, Ning Yang, Yu Bai, Lei Wang, Cody Abbey, and Scott Rozelle. "Effect of Caregiver’s Mental Health on Early Childhood Development across Different Rural Communities in China." International Journal of Environmental Research and Public Health 15, no. 11 (October 23, 2018): 2341. http://dx.doi.org/10.3390/ijerph15112341.
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Previous research has found that there are high rates of developmental delays among infants and toddlers in rural areas of China. Caregiver mental health problems might be one significant predictor of developmental delays among infants and toddlers, as has been found in other areas of the world. One way that the mental health of caregivers could affect early childhood development is through its effect on parenting practices. In this study, we used data from four major subpopulations of rural China to measure the correlation of caregiver mental health problems with the developmental outcomes of infants and toddlers. To do so, the study used the Bayley Scales of Infant Development III (BSID III) to examine the rates of developmental delays among 2514 rural infants/toddlers aged 6–30 months old. The results of the testing demonstrate that 48% of the sample’s infants/toddlers have cognitive delays; 52% have language delays; 53% have social-emotional delays; and 30% have motor delays. The data collection team also assessed caregiver mental health by using the Depression Anxiety Stress Scales (DASS-21) questionnaire. According to the findings, 39% of caregivers in the sample have symptoms of at least one kind of mental health problem (depression, anxiety, or stress). We also found that most caregivers do not engage in positive parenting practices, while a significant share of caregivers engage in negative parenting practices. The statistical analysis found that showing signs of mental health problems is significantly and negatively associated with infant/toddler developmental outcomes. The study also found that caregivers who show signs of mental health problems are significantly less likely to engage in interactive parenting practices. The study confirms that society needs to pay more attention to caregiver mental health problems in order to improve infant/toddler developmental outcomes in rural China and increase human capital accumulation in China as a whole.
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Garg, Elika, Li Chen, Thao T. T. Nguyen, Irina Pokhvisneva, Lawrence M. Chen, Eva Unternaehrer, Julia L. MacIsaac, et al. "The early care environment and DNA methylome variation in childhood." Development and Psychopathology 30, no. 3 (August 2018): 891–903. http://dx.doi.org/10.1017/s0954579418000627.
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AbstractPrenatal adversity shapes child neurodevelopment and risk for later mental health problems. The quality of the early care environment can buffer some of the negative effects of prenatal adversity on child development. Retrospective studies, in adult samples, highlight epigenetic modifications as sentinel markers of the quality of the early care environment; however, comparable data from pediatric cohorts are lacking. Participants were drawn from the Maternal Adversity Vulnerability and Neurodevelopment (MAVAN) study, a longitudinal cohort with measures of infant attachment, infant development, and child mental health. Children provided buccal epithelial samples (mean age = 6.99, SD = 1.33 years, n = 226), which were used for analyses of genome-wide DNA methylation and genetic variation. We used a series of linear models to describe the association between infant attachment and (a) measures of child outcome and (b) DNA methylation across the genome. Paired genetic data was used to determine the genetic contribution to DNA methylation at attachment-associated sites. Infant attachment style was associated with infant cognitive development (Mental Development Index) and behavior (Behavior Rating Scale) assessed with the Bayley Scales of Infant Development at 36 months. Infant attachment style moderated the effects of prenatal adversity on Behavior Rating Scale scores at 36 months. Infant attachment was also significantly associated with a principal component that accounted for 11.9% of the variation in genome-wide DNA methylation. These effects were most apparent when comparing children with a secure versus a disorganized attachment style and most pronounced in females. The availability of paired genetic data revealed that DNA methylation at approximately half of all infant attachment-associated sites was best explained by considering both infant attachment and child genetic variation. This study provides further evidence that infant attachment can buffer some of the negative effects of early adversity on measures of infant behavior. We also highlight the interplay between infant attachment and child genotype in shaping variation in DNA methylation. Such findings provide preliminary evidence for a molecular signature of infant attachment and may help inform attachment-focused early intervention programs.
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Arace, Angelica, Laura Elvira Prino, and Donatella Scarzello. "Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing." International Journal of Environmental Research and Public Health 18, no. 14 (July 18, 2021): 7633. http://dx.doi.org/10.3390/ijerph18147633.
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Background: Early childhood educators are attachment figures for babies and play an important role in emotion socialization. This study aims to analyze the role of educators as emotional socializers and its relationship with infants’ social competence and attachment security, considering various characteristics of educators (age, years of experience, level of knowledge of development and parenting) and the context (day-care center–family communication). Methods: 563 infants attending day-care centers (age: M = 25.98 months SD = 5.41) and their 223 early childhood educators (age: M = 42.61 SD = 11.02) took part in this study. The educators completed: CEESQ—Crèche Educator Emotional Style Questionnaire, Information Sources Questionnaire, two sub-scales of KIDI—Knowledge of Infant Development Inventory, QRS-F—Questionnaire on the Relationship between Services and Families, QPI—Questionnaire on Peer Interactions, and AQS—Attachment-Q-Sort. Results: Results showed that the educator’s coaching style has a relationship with attachment security and social skills and is positively correlated with the educators’ emotional self-efficacy and with the level of communication between day-care centers and families, while the correlation with knowledge of parenting is weak. Conclusions: These findings highlight the importance of enhancing not only educators’ knowledge about educative strategies, but above all their emotional competence to promote children adaptation to day-care centers.
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Dack, Kyle, Matthew Fell, Caroline M. Taylor, Alexandra Havdahl, and Sarah J. Lewis. "Prenatal Mercury Exposure and Neurodevelopment up to the Age of 5 Years: A Systematic Review." International Journal of Environmental Research and Public Health 19, no. 4 (February 10, 2022): 1976. http://dx.doi.org/10.3390/ijerph19041976.
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Neurodevelopmental delays can interfere with children’s engagement with the world and further development, and may have negative consequences into adulthood. Mercury is highly toxic and may negatively influence neurodevelopment because it can freely cross the placenta and accumulate in the fetal brain. We searched four publication databases (Embase, PsycINFO, PubMed/MEDLINE, Scopus) for studies examining the relationship between early life mercury exposure and scores on neurodevelopmental performance measures in children aged 0 to 5 years old. Study quality was assessed using the National Institutes of Health (NIH) Quality Assessment Tool. Thirty-two prospective studies were included in the review. Neurodevelopmental performance was measured using 23 different scales, most commonly the Bayley Scales of Infant and Toddler Development (BSID). In most cases, the evidence for an association between mercury and neurodevelopment was weak. There did not appear to be exceptions for particular childhood ages, outcome scales, or mercury levels. The small number of results to the contrary were more likely to be studies which did not meet our high-quality criteria, and could be a consequence of multiple testing, selection bias, or incomplete confounder adjustment. Based on current evidence, dietary mercury exposure during pregnancy is unlikely to be a risk factor for low neurodevelopmental functioning in early childhood.
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McGuinn, Laura A., Lisa D. Wiggins, Heather E. Volk, Qian Di, Eric J. Moody, Eric Kasten, Joel Schwartz, et al. "Pre- and Postnatal Fine Particulate Matter Exposure and Childhood Cognitive and Adaptive Function." International Journal of Environmental Research and Public Health 19, no. 7 (March 22, 2022): 3748. http://dx.doi.org/10.3390/ijerph19073748.
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Increasing evidence exists for an association between early life fine particulate matter (PM2.5) exposure and several neurodevelopmental outcomes, including autism spectrum disorder (ASD); however, the association between PM2.5 and adaptive and cognitive function remains poorly understood. Participants included 658 children with ASD, 771 with a non-ASD developmental disorder, and 849 population controls from the Study to Explore Early Development. Adaptive functioning was assessed in ASD cases using the Vineland Adaptive Behavior Scales (VABS); cognitive functioning was assessed in all groups using the Mullen Scales of Early Learning (MSEL). A satellite-based model was used to assign PM2.5 exposure averages during pregnancy, each trimester, and the first year of life. Linear regression was used to estimate beta coefficients and 95% confidence intervals, adjusting for maternal age, education, prenatal tobacco use, race-ethnicity, study site, and season of birth. PM2.5 exposure was associated with poorer VABS scores for several domains, including daily living skills and socialization. Associations were present between prenatal PM2.5 and lower MSEL scores for all groups combined; results were most prominent for population controls in stratified analyses. These data suggest that early life PM2.5 exposure is associated with specific aspects of cognitive and adaptive functioning in children with and without ASD.
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Malik, Shajiah, Naila Batool, and Muhammad Naveed Riaz. "Mediating Role of Maladaptive Schemas and Schema Modes between Childhood Maltreatment and Pathological Traits in Adults." Journal of Peace, Development & Communication me 05, issue 2 (June 30, 2021): 259–66. http://dx.doi.org/10.36968/jpdc-v05-i02-23.
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It was aimed at that maladaptive schemas and schema modes serially mediate between childhood maltreatment and pathological traits. Sample of the present study consisted on university students (N=300).Purposive sampling technique was used to collect the information. Serial Mediation Analysis was conducted using PROCESS 3.0.Four scales were used for data collection The findings indicated that maladaptive schemas and positive schema modes mediated between childhood maltreatment and pathological traits. Maladaptive schemas and negative schema modes mediated between childhood maltreatment and pathological traits.The study supported the schema theory which revealed that early childhood neglect and abuse forms early maladaptive schemas which change into schema modes during the course of development and finally manifested in the form of personality pathologies during adulthood.The study has both theoretical as well as applied significance. The study has supported the theory of Young.
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Nicolaou, Laura, Tahmeed Ahmed, Zulfiqar Ahmed Bhutta, Pascal Bessong, Margaret Kosek, Aldo A. M. Lima, Sanjaya Shrestha, et al. "Factors associated with head circumference and indices of cognitive development in early childhood." BMJ Global Health 5, no. 10 (October 2020): e003427. http://dx.doi.org/10.1136/bmjgh-2020-003427.
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BackgroundWhile head circumference (HC) has been related to intracranial volume and brain size, its association with cognitive function remains unclear. We sought to understand the relationship among various biological and socioeconomic risk factors, HC and cognitive development.MethodsWe analysed data across resource-poor settings in Bangladesh, India, Nepal, Peru, South Africa and Tanzania from the Etiology, Risk Factors and Interactions of Enteric Infections and Malnutrition and the Consequences for Child Health and Development longitudinal birth cohort study. Participating children were enrolled and followed up between 2009 and 2014. A final sample of 1210 children aged 0–24 months were included in the analyses. The main outcomes were HC for age Z-score and cognitive, gross motor and language scores from Bayley Scales of Infant Development-III tests. Length, weight and HC were measured monthly, and cognitive tests were administered at 6, 15 and 24 months of age. To disentangle the associations between risk factors and HC from linear growth and to distinguish the direct and indirect effects of these risk factors on cognitive function, we conducted mediation analysis using longitudinal models to account for all data measured during follow-up.ResultsAverage HC-for-age Z-score (HCAZ) was −0.54 (95% CI −0.47 to −0.62) near birth and −1.01 (95% CI −0.94 to −1.08) at 24 months. Children with higher enrolment weight (p<0.0001), higher socioeconomic score (p=0.00037) and taller mothers (p=0.00084) had higher HCAZ at all ages, while enteropathogen infection (p=0.013) and more febrile episodes (p=0.013) were associated with lower HCAZ. The associations between HCAZ and enrolment weight-for-age, maternal height, socioeconomic status or pathogen burden were partly mediated through their associations with length-for-age. HCAZ showed no association with cognitive, gross motor or language skills at 6, 15 and 24 months of age.ConclusionsThe main risk factors associated with HC are similar to those associated with body length, and HC is not related to cognitive function.
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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (May 10, 2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.
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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
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Bhopal, Sunil S., Reetabrata Roy, Deepali Verma, Divya Kumar, Bushra Khan, Seyi Soremekun, John Oates, Gauri Divan, and Betty R. Kirkwood. "Using the Mothers Object Relations Scale for early childhood development research in rural India: Findings from the Early Life Stress Sub-study of the SPRING Cluster Randomised Controlled Trial (SPRING-ELS)." Wellcome Open Research 6 (March 10, 2021): 54. http://dx.doi.org/10.12688/wellcomeopenres.16591.1.
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Background: The World Health Organization and others promote responsive caregiving to support all children to thrive, particularly in low- and middle-income countries. The 14-item Mother’s Object Relations Scales – Short Form (MORS-SF) may be of use in research and public health programmes because of its basis in attachment theory and ability to capture parental feelings towards their child. Methods: We culturally adapted the MORS-SF for use with mothers in the SPRING home visits trial when their infants were 12 months old. The same dyads were assessed using the HOME inventory concurrently and Bayley Scales of Infant Development III (BSID-III) at 18 months of age. Mixed effects linear regression was used to examine associations between MORS-SF (explanatory variable) and HOME-IT, and the cognitive, language and motor domains of BSID-III (outcome variables). Results: 1273 dyads completed all assessments. For the motor and language BSID-III scales and for HOME-IT there were strong and positive associations with the MORS-SF warmth sub-scale, and strong and negative associations with the invasion sub-scale. Important but less strong associations were seen with the BSID-III cognitive scale. Evidence of interaction suggested that both are individually important for child development. Conclusions: This is the first time MORS-SF has been used in India where optimising responsive caregiving is of importance in supporting all children to reach their potential. It is also the first time that the tool has been used in relation to child development. MORS-SF could be a valuable addition to evaluation in early childhood development.
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Bhopal, Sunil S., Reetabrata Roy, Deepali Verma, Divya Kumar, Bushra Khan, Seyi Soremekun, John Oates, Gauri Divan, and Betty R. Kirkwood. "Using the Mothers Object Relations Scale for early childhood development research in rural India: Findings from the Early Life Stress Sub-study of the SPRING Cluster Randomised Controlled Trial (SPRING-ELS)." Wellcome Open Research 6 (January 31, 2022): 54. http://dx.doi.org/10.12688/wellcomeopenres.16591.2.
Full textAbstract:
Background: The World Health Organization and others promote responsive caregiving to support all children to thrive, particularly in low- and middle-income countries. The 14-item Mother’s Object Relations Scales – Short Form (MORS-SF) may be of use in research and public health programmes because of its basis in attachment theory and ability to capture parental feelings towards their child. Methods: We culturally adapted the MORS-SF for use with mothers in the SPRING home visits trial when their infants were 12 months old. The same dyads were assessed using the HOME inventory concurrently and Bayley Scales of Infant Development III (BSID-III) at 18 months of age. Mixed effects linear regression was used to examine associations between MORS-SF (explanatory variable) and HOME-IT, and the cognitive, language and motor domains of BSID-III (outcome variables). Results: 1273 dyads completed all assessments. For the motor and language BSID-III scales and for HOME-IT there were strong and positive associations with the MORS-SF warmth sub-scale, and strong and negative associations with the invasion sub-scale. Important but less strong associations were seen with the BSID-III cognitive scale. Evidence of interaction suggested that both are individually important for child development. Conclusions: This is the first time MORS-SF has been used in India where optimising responsive caregiving is of importance in supporting all children to reach their potential. It is also the first time that the tool has been used in relation to child development. MORS-SF could be a valuable addition to evaluation in early childhood development.
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Saavedra, R. Quiroz, N. Bigras, J. Lehrer, L. Brunson, and J. Dion. "Effects of an Early Childhood Training Program on Vulnerable Children’s Outcomes: An Exploratory Study." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 1219–29. http://dx.doi.org/10.9756/int-jecse/v13i2.211169.
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This exploratory study assessed the effect of an innovative early childhood training approach on the development of children attending an early childhood education and care drop-in centre called Halte-garderie du Coeur offered by a general and vocational college. The direct beneficiaries of the services were children aged four months to five years, who had either experienced maltreatment or were from recently immigrated refugee families. This article presents a mixed methods exploratory and comparative evaluation study based on multiple data sources, including standardized developmental scales measuring child development, data from structured questionnaires with parents and program staff, and interviews with parents and staff. Participants included two cohorts of children and their parents, involving a total of 25 children, 16 parents, and four professionals. The results show that a significant proportion of children attending Halte-garderie du Coeur made gains in their emotional, affective, and social development between the start and end of each of two 12-week sessions. The effects seen in children were consistent with those set out in the program theory. To explain these results, we hypothesize that the training program helped students to develop specific skills that allowed them to positively influence children’s development particularly for children from vulnerable families.
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Kamppi, Dorian, and Linda Gilmore. "Assessing Cognitive Development in Early Childhood: A Comparison of the Bayley-III and the Stanford-Binet, Fifth Edition." Australian Educational and Developmental Psychologist 27, no. 2 (December 1, 2010): 70–75. http://dx.doi.org/10.1375/aedp.27.2.70.
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AbstractThe Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24–42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, for 22 of the 26 children, scores were very consistent across the two instruments. Implications for test selection are discussed.
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Bakushkina, N. I., and T. V. Rogacheva. "Analysis of Neurocognitive Development of Moderate and Late Preterm Children in Early Childhood Using Bayley-III." Bulletin of Kemerovo State University 21, no. 1 (May 29, 2019): 56–65. http://dx.doi.org/10.21603/2078-8975-2019-21-1-56-65.
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The article features an empirical study of the development of neurocognitive functions in moderate and late preterm children at the age of 3, 5, 10, 14, and 25 months. To date, this population of infants is 75–80 % of the total number of premature infants, but specialists of different profiles do not give enough attention to this group of children, which limits the amount of information regarding their neurocognitive development, in spite of the fact that prematurity at any gestation period gives the right to refer the child to a risk group of different impairments. Premature birth has a certain impact on the development of the infant’s brain, affecting the important processes of differentiation of neurons, myelination, synaptogenesis, etc. Neurocognitive functions were measured by the Bayley Scales behavioral technique, third edition (Bayley-III). The technique makes it possible to assess the cognitive development, the development of receptive and expressive communication, as well as fine and gross motor skills. The research demonstrated that moderate and late prematurity has a selective effect on the development of neurocognitive functions, and the degree of impact depends on the stage of ontogenesis and the sphere of development.
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Ross, Lisa Thomson, and Elizabeth M. Hill. "CHILDHOOD UNPREDICTABILITY, SCHEMAS FOR UNPREDICTABILITY, AND RISK TAKING." Social Behavior and Personality: an international journal 30, no. 5 (January 1, 2002): 453–73. http://dx.doi.org/10.2224/sbp.2002.30.5.453.
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The present paper describes a conceptual model of possible antecedents, markers, and consequences of unpredictability schemas, and outlines empirical support for the model. Early experiences, especially those pertaining to one's family, are the basis for the development of an unpredictability schema. To date, an unpredictability schema has been measured indirectly with scales that tap a variety of interrelated beliefs. Measures of such beliefs show associations with risk taking. An unpredictability schema, thus, may be an overlooked factor in risk-taking behavior. The present model takes a multidisciplinary approach and makes two major contributions. First, it integrates psychological constructs that have not previously been linked. Second, it clarifies existing relationships among background characteristics and risk-related outcomes. Implications for prevention and intervention programming are discussed.
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Ceylan, Şehnaz, Özlem Gözün Kahraman, Nida Kılınç, and Pelin Ülker. "Vineland Sosyal-Duygusal Erken Çocukluk Ölçeği’nin (VSDEÇÖ) Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması / Turkish Adaptation of the Early Childhood Scale: The Validity and Reliability Study." Journal of History Culture and Art Research 8, no. 1 (April 1, 2019): 299. http://dx.doi.org/10.7596/taksad.v8i1.1901.
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<p>Vineland Social-Emotional Early Childhood Scales -SEEC The Vineland Social-Emotional Early Childhood Scales -SEEC was developed in 1998 by Sara S. Sparrow, David A. Balla and Domenic V. Cicchetti. Vineland SEEC aims to evaluate the social-emotional development of children from birth to 5 years and 11 months. The aim of this study is to adapt the Vineland Social-Emotional Early Childhood Scale to the Turkish culture in the 0-4 age group. The research was carried out with the data obtained from the parents who were between 0-4 years of age in 2017-2018. The study group of the study population of 102 (0.0-0.11 months), 126 (1.0-1.11) months 172 (2.0-2.11), 129 (3.0-3.11), 155 (4.0 4.11) age group, totally 684 children and those who undertake care. SPSS 22 package program and Lisrel package programs were used in the study. Data collected through Vineland Social-Emotional Early Childhood Scale and Personal Information Form were analyzed through SPSS and Lisrel package programs. Language validity, scope validity, construct validity, AFA (exploratory factor analysis) and DFA (confirmatory factor analysis) were used for validity. The internal consistency coefficients of the Vineland Social-Emotional Early Childhood Scale (Cronbach's alpha value) are .78 in the Interpersonal Relationship Sub-scale and .88 in the Play and Leisure subscale in children from birth to one year. In the Interpersonal Relationship subscale, an .77 age for children is. In the Interpersonal Relationship subscale, it was .64 in the Interpersonal Relationship subscale and .64 in the Scale of Coping, and .83 in the Scale of Coping Skills. There were 62 sub-scales in the Interpersonal Relations subscale and .64, and the Coping Skills Scale in. The four-year-olds had .70 in the Interpersonal Relations subscale, .74 in the Play and Leisure subscales, and .80 in the Coping Skills Scale. With these studies, the validity and reliability of the scale for the usage of the scale in Turkish culture has been obtained and the scale has been introduced to be used for different studies that can be done with children.</p>
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Yus, Anita, Dwi Septi Anjas Wulan, Winda Widya Sari, and Salim Salim. "Exploring the Ability of Early Childhood Teachers to Carry Out Assessment." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (June 18, 2021): 689–98. http://dx.doi.org/10.33258/birle.v4i1.2043.
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This study aims to determine how the application of authentic assessment in kindergarten by assessing the adequacy of aspects of assessment and implementation of assessment instruments. Research respondents are kindergarten teachers in North Sumatra Province, totaling 65 people. The data was collected using a questionnaire and document analysis, which consisted of lesson plans, children's work that had been analyzed by the teacher and the assessment instruments that had been used by the teacher. Data were analyzed using descriptive statistical techniques and qualitative analysis by linking existing data to obtain meaning. The results of the analysis showed that: (1) there were 100% of kindergarten teachers who stated that they had carried out an assessment every time they carried out the teaching process but most had difficulty indicating the assessment instrument used, (2) 97% of kindergarten teachers only used a checklist to collect developmental assessment data and children's learning activities by putting a check mark on one of the scales consisting of "developing very well", "developing as expected", "starting to develop", and "not developing", (3) 98% of kindergarten teachers use the instruments in the book assessment guide issued by the government and have never used an assessment rubric developed by the teacher to determine child development achievements, and (4) 89% of kindergarten teachers do not collect assessment data in the context of competencies being developed, (5) kindergarten teachers have difficulty using descriptive notes or class notes to record the child's behavior during the teaching process due to difficulties in to write down the child's behavior as seen by the teacher, and (6) as many as 89% of kindergarten teachers have not used an assessment instrument developed based on the principles of authentic assessment. The results of this study have implications for the need to develop an assessment model that is useful to help teachers conduct a valid and reliable assessment of child development.
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Jirawon, Tanwattanakul. "Identity-related attitude in the child development centres for protecting educational asylum of early childhoods: From rural communities to schooling cities." Journal of Advanced Pediatrics and Child Health 4, no. 1 (September 13, 2021): 084–92. http://dx.doi.org/10.29328/journal.japch.1001039.
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The global identities of parents’ popularity in rural communities to make-decision effects of their attitudes to transfer their Early Childhood from Child Development Centres and Local Primary School for moving study into the schooling cities that looks like children’ asylum of their educational conditions, problems, administration’ school directors, teachers, and schools’ environments to protect that described. The involving CDCs’ perceptions got using the 25-item My CDC Identity Inventory (MCDCII) in five scales, three options. Teacher and Caregiver-Early Childhood interactions have assessed with the 30-item Questionnaires on Teacher Identity Interaction (QTII) in five scales on five options. The 10-item Local Identity-Related Attitude (LIRA) has been associated with a sample of 300 children’s parents, teachers, and caregivers. The determination of efficient predictive value (R2) shows that 30% of accepted the identities on cohesiveness, competitiveness, physical indoor and outdoor environmental development, satisfaction, and strong-sense identity. 74% of their CDCs can protect the educational asylum of early childhoods from rural communities. The R2 value shows 49% of the variance in children’s parents’ perceptions was because of the MCDCII have associated. Despite Thailand’s success in expanding educational access, new empirical evidence suggests that much more needs to be done to maximize the potential of its students. The performance gaps among schools have disadvantaged and poorer-performing students have concentrated in small rural village schools. The Thai pre-primary school system is dramatically lacking in qualified the CDCs’ learning environments and achievements, and teachers. It allocated small rural schools teachers with lower qualifications and teaching experience.
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Braid, Susan, and Jenny Bernstein. "Improved Cognitive Development in Preterm Infants with Shared Book Reading." Neonatal Network 34, no. 1 (2015): 10–17. http://dx.doi.org/10.1891/0730-0832.34.1.10.
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ABSTRACTPurpose: To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population.Design: Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001.Sample: One thousand four hundred singleton preterm infants (22–36 weeks gestation).Main Outcome Variable: Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition.Results: Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p<.001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.
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Mutapi, Francisca, Lorraine Pfavayi, Derick Osakunor, Rivka Lim, Maritha Kasambala, Arnold Mutemeri, Simbarashe Rusakaniko, Dixon Chibanda, and Takafira Mduluza. "Assessing early child development and its association with stunting and schistosome infections in rural Zimbabwean children using the Griffiths Scales of Child Development." PLOS Neglected Tropical Diseases 15, no. 8 (August 11, 2021): e0009660. http://dx.doi.org/10.1371/journal.pntd.0009660.
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There is a paucity of reference early childhood development (ECD) data at community level in rural Africa. Our objective was to conduct a comprehensive assessment of ECD in rural Zimbabwe and determine the impact of stunting and schistosome infections on ECD. Using the Griffiths Scales of Child Development, we conducted a cross sectional assessment of Eye and Hand Coordination (EHC), Personal-Social-Emotional (PSE), Language and Communication (LC), Foundations of Learning (FL) and Gross Motor (GM) domains and the summary General Development (GD) in 166 children aged 6–72 months. The effects of stunting, malnutrition and Schistosoma haematobium infection on ECD was determined. The impact of praziquantel curative treatment of schistosome infection on the developmental scores was determined through a longitudinal follow up at 6 and 12 months. From an initial 166 children, 11 were found to have developmental deficits warranting further investigation. Of the remaining 155, 58.7% recorded a good (≥ average) score for the overall General Development (GD). Proportions of children scoring above the cut-off (≥ average) for each domain were GM (84.5%), PSE (80.6%), EHC (61.9%), FL (43.9%) and LC (44.5%). The prevalence of stunting was 26.8% (95% CI = 20.1%–34.8%) Scores for stunted children were significantly lower for EHC (p = 0.0042), GM (p = 0.0099), and GD (p = 0.0014) with the fraction of lower scores attributable to stunting being GM = 63.4%, GD = 46.6%, EHC = 45%, and LC = 21%. S. haematobium infection prevalence was 39.7% and mean infection intensity was 5.4 eggs/10 ml urine. Infected children had poorer cognitive performance scores for the FL (p = 0.0005) with 30.8% of poor FL attributable to the infection. Performance in all domains improved to the expected normal or above reference levels at 6 and 12 months post curative treatment of schistosome infections. Our study documented reference values for ECD in rural Zimbabwean children. The study detected deficiencies in the FL domain, which were more pronounced in children, infected with schistosomes, highlighting the need for provision of cognitive stimulation tools and access to early childhood foundation education. There is also need for improved child nutrition and treatment of schistosome infections to improve child development outcomes.
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Deutz, Marike H. F., Helen G. M. Vossen, Amaranta D. De Haan, Maja Deković, Anneloes L. Van Baar, and Peter Prinzie. "Normative development of the Child Behavior Checklist Dysregulation Profile from early childhood to adolescence: Associations with personality pathology." Development and Psychopathology 30, no. 2 (June 21, 2017): 437–47. http://dx.doi.org/10.1017/s0954579417000955.
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AbstractThe Dysregulation Profile (DP) is a broad indicator of concurrent affective, behavioral, and cognitive dysregulation, often measured with the anxious/depressed, aggressive behavior, and attention problems syndrome scales of the Child Behavior Checklist. Despite an expanding body of research on the DP, knowledge of the normative developmental course of the DP from early childhood to adolescence is lacking. Furthermore, although we know that the DP longitudinally predicts personality pathology, no research yet has examined whether next to the DP in early childhood, the rate of change of the DP across development predicts personality pathology. Therefore, using cohort-sequential latent growth modeling in a population-based sample (N = 668), we examined the normative developmental course of mother-reported DP from ages 4 to 17 years and its associations with a wide range of adolescent-reported personality pathology dimensions 3 years later. The results showed that the DP follows a nonlinear developmental course with a peak in early adolescence. The initial level of the DP at age 4 and, to a lesser extent, the rate of change in the DP predicted a range of personality pathology dimensions in late adolescence. The findings suggest that the DP is a broad developmental precursor of personality pathology in late adolescence.
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Li, Sixian, Qianyi Jiang, and Chenyu Deng. "The Development and Validation of an Outdoor Free Play Scale for Preschool Children." International Journal of Environmental Research and Public Health 20, no. 1 (December 26, 2022): 350. http://dx.doi.org/10.3390/ijerph20010350.
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Children’s outdoor free play, which is characterized by intensive physical engagement and diverse social interactions, plays a unique role in early childhood development and education. However, existing scales cannot comprehensively measure children’s performance in outdoor free play. The research purpose of this study was to develop and validate an Outdoor Free Play Scale for Children-Preschool Version (OFPS-P) with good reliability and validity, in order to provide a practical tool for teachers to understand the level of children’s outdoor free play. Based on the review of existing scales of children’s play and the uniqueness of children’s outdoor free play, we developed a scale with 12 items and validated the scale with two samples of preschool children with exploratory (nsample1 = 140) and confirmatory (nsample2 = 241) factor analyses. Four factors were identified in this scale: physical fitness, approaches to learning, social interaction, and imagination. The results indicated good reliability and validity of OFPS-P, which can be used to evaluate preschool children’s performance on outdoor free play and to support teachers’ effective support in outdoor play activities in kindergartens.
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Aoyagi, Sona-Sanae, Nori Takei, Tomoko Nishimura, Yoko Nomura, and Kenji J. Tsuchiya. "Association of late-onset postpartum depression of mothers with expressive language development during infancy and early childhood: the HBC study." PeerJ 7 (March 6, 2019): e6566. http://dx.doi.org/10.7717/peerj.6566.
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Background While it has been implied that an infant’s exposure to maternal postpartum depression (PPD) may be associated with delayed development of expressive language, it remains unclear whether such a delay persists into childhood and whether the onset of PPD onset—early (within 4 weeks after childbirth) vs. late (between 5 and 12 weeks postpartum)—is relevant in this context. Objective To examine whether children of mothers with early- or late-onset PPD have reduced expressive language scores during infancy and early childhood (up to 40 months of age). Methods This longitudinal, observational study was conducted as a part of the Hamamatsu Birth Cohort for Mothers and Children (HBC Study), a population-representative sample in Japan. A total of 969 neonates and their mothers were included in the analysis. Exposures Early- and late-onset PPD was measured using the Edinburgh Postnatal Depression Scale. Main Outcomes and Measures Expressive language development was measured using the Mullen Scales of Early Learning. Six points over time were monitored (10, 14, 18, 24, 32, and 40 months postpartum). The relationship between the exposure variable and any change in expressive language score was evaluated using multiple linear regression analysis and growth curve analysis, both adjusted for covariates. Results Results from the adjusted regression analysis showed that children of mothers with late-onset PPD had significantly lower expressive language scores at 18 months of age and beyond, with a score reduction of approximately 0.6 standard deviations from the reference value at 40 months of age (95% CI [−0.888 to −0.265], p < .001). This association was confirmed on growth curve analysis, which revealed a significant, monotonic decline of expressive language development between 10 and 40 months of age among children of mothers with late-onset PPD, but not among children of mothers with early-onset PPD. Conclusion Exposure to late-onset PPD may lead to a persistent decline in the rate of expressive language development in offspring during infancy and early childhood, highlighting the significance of monitoring for late-onset PPD to facilitate early detection and intervention.
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Symeonides, Christos, Peter J. Vuillermin, Emma Sciberras, Elizabeth Senn, Sarah M. Thomson, Nicole Wardrop, Vicki Anderson, Angela Pezic, Peter D. Sly, and Anne-Louise Ponsonby. "Importance of accounting for sibling age when examining the association between family size and early childhood cognition, language and emotional behaviour: a birth cohort study." BMJ Open 11, no. 3 (March 2021): e041984. http://dx.doi.org/10.1136/bmjopen-2020-041984.
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ObjectivesLarger sibships are associated with poorer cognitive and language outcomes but have different impacts on child emotional development. Previous studies have not taken into account sibling age, nor have impacts across multiple neurodevelopmental domains been considered in the same participant group. This study investigated the influence of family size indicators on early childhood cognitive, language and emotional-behavioural development. The effect of sibling age was considered by evaluating these relationships separately for different sibling age categories.DesignProspective birth cohort study.SettingParticipants in the Barwon Infant Study were recruited from two major hospitals in the Barwon region of Victoria, Australia, between 2010 and 2013 (n=1074 children).ParticipantsThe 755 children with any neurodevelopmental data at age 2–3 years excluding twins and those with an acquired neurodisability.Outcome measuresCognitive and language development was assessed using the Bayley Scales of Infant and Toddler Development, Third Edition, and emotional-behavioural development was measured with the Child Behaviour Checklist for Ages 1½−5.ResultsGreater household size was associated with a reduced cognitive development score (adjusted mean difference (AMD) −0.66 per extra household member; 95% CI −0.96 to –0.37; p<0.001) without age-specific differences. However, poorer expressive language was only observed for exposure to siblings between 2–6 and 6–10 years older. Having siblings 2–6 years older was associated with less internalising behaviour (AMD −2.1 per sibling; 95% CI −3.1 to –1.0; p<0.001). These associations persisted after multiple comparison adjustment.ConclusionsThe influence of siblings on early childhood development varies substantially by sibling age and the neurodevelopmental outcome under study. Although family size alone appears important for cognitive development, age-specific findings emphasise the importance of sibling interaction in early childhood expressive language development and emotional behaviour.
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Zhong, Jingdong, and Renfu Luo. "Interrelationships of Parenting Information, Family Care, and Child Development: A Cross-Sectional Study in Rural China." International Journal of Environmental Research and Public Health 17, no. 16 (August 8, 2020): 5737. http://dx.doi.org/10.3390/ijerph17165737.
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This paper studied the interrelationships between parenting information, family care, and early childhood development (ECD) outcomes. A total of 1787 sample households in rural China were enrolled in a cross-sectional study. A demographic questionnaire, a parenting information questionnaire, the Family Care Indicators (FCIs), and the Bayley Scales of Infant Development version III (BSID-III) were used to measure demographic characteristics, parenting information that the caregiver received, family care, and early development outcomes of the child, respectively. Structural equation modeling (SEM) was then used to estimate the interrelationships. The results showed that family care significantly mediated between parenting information and ECD outcomes. Through family care, one standard deviation (SD) increase in the parenting information was associated with the increase in the child’s four development outcomes (cognition, language, motor, and social–emotion) by 3%, 4%, 4%, and 5% of one SD, respectively. Different measurements of parenting information and different components of family care played different roles in the interrelationships. The key findings of this study are informative for providing early child development services in rural China.
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Suwahono, Suwahono, and Dwi Mawanti. "Using Environmentally Friendly Media (Happy Body) in Early Childhood Science: Human Body Parts Lesson." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 5, 2019): 281–95. http://dx.doi.org/10.21009/jpud.132.06.
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The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era.
Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts
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Slobodskaya, Helena R., and Olga A. Akhmetova. "Personality development and problem behavior in Russian children and adolescents." International Journal of Behavioral Development 34, no. 5 (June 10, 2010): 441–51. http://dx.doi.org/10.1177/0165025409352825.
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The aim of this study was to explore child and adolescent personality in the Russian culture, addressing gender and age differences, and to examine personality and family effects on children’s Internalizing and Externalizing problems. Parents of 1,640 Russian children aged 3—18 years completed the Inventory of Child Individual Differences measuring personality, the Strengths and Difficulties Questionnaire measuring problem behavior, and reported about family background. Girls scored higher than boys on the Conscientiousness domain and on the Intelligent and Considerate scales, but lower on Activity. In younger children, Extraversion was higher; in older children, Agreeableness, Conscientiousness and Shyness were higher; Distractibility was highest in early adolescence. The gender and age differences were small. Personality explained about 30% of variance in children’s Internalizing problems, and 50% in Externalizing problems; family factors contributed less than 4%. Internalizing Problems were linked to higher Neuroticism and lower Extraversion; Externalizing Problems were linked to higher Extraversion, lower Conscientiousness and Agreeableness. For both types of problems, harsh parenting was a risk factor, while SES and family cohesion were associated with lower problem levels. Models linking personality with children’s problem behavior were similar in preschool, middle childhood, early and late adolescence.
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Santana, Cristina M. T., Alberto Filgueiras, and J. Landeira-Fernandez. "Ages & Stages Questionnaire–Brazil–2011." Global Pediatric Health 2 (January 1, 2015): 2333794X1561003. http://dx.doi.org/10.1177/2333794x15610038.
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Introduction. Professionals who assess early childhood development highly benefit from reliable development screening measures. The Ages & Stages Questionnaire was adapted Brazil in 2010 and named ASQ-BR. Modifications in some items were required to improve the instrument’s psychometric properties. The present study modified the ASQ-BR to verify if those changes increase its characteristics. Method. This study researched 67 522 children from 972 public day care centers and preschools. Changes in items were made considering Cronbach’s α and item-to-total correlations. Reliability, dimensionality, and item-to-total correlations were calculated. Results. Regarding dimensionality, 86.2% of the scales in ASQ-BR-2011 were unidimensional. Internal consistency showed improvement from 2010 to 2011: 53.8% of the scales increased the α statistics against 41.2% that decreased, and 5.0% remained the same. Finally, 65.2% of the modified items showed improvement. Conclusions. Overall, the instrument’s psychometrics improved from 2010 to 2011, especially in the personal/social domain. However, it still leaves room for improvement in future studies.
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Olanrewaju Kamilu, Muraina, Ayoku Oba Baba, and Habibat Bolanle Abdulkareem. "Influence of Quality Early Childhood Education Centres on Social Interaction of Pre-Primary School Pupils in Kwara State." Journal of General Education and Humanities 1, no. 3 (November 1, 2022): 139–48. http://dx.doi.org/10.58421/gehu.v1i3.34.
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Poor-quality Early Childhood Education Centre (ECEC) can be detrimental to the development of children, as they may lead to poor social, emotional, educational, health, physical, and behavioral outcomes and the general well-being of children. However, this research examined the influence of quality ECEC centres on the social interaction of pre-primary school pupils in Kwara State. This study examines evidence on the influence of the quality of the ECE Centre on the Social interaction of pre-primary school pupils in Kwara State. The quantitative approach was adopted for the study while data was collected through a Questionnaire on the Quality of the ECE Centre and Observation rating scales on social interaction. Data collected were analyzed through descriptive statistics of frequency count and percentage scores. The results revealed that quality ECE Centre positively influenced social interaction between pre-primary school pupils and the overall development of children. At the same time, the study recommends that schools provide excess hands-on materials and allocate more play time and well enough space for play activities to foster children’s social interaction through quality ECE Centre, especially in Kwara State.
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Kalstabakken, Amanda W., Stephen J. Molitor, Amy C. Gross, Michael K. Georgieff, and Christopher J. Boys. "Predictive Value of Developmental Assessment in a Neonatal Intensive Care Unit (NICU) Follow-Up Clinic." Journal of Pediatric Psychology 46, no. 7 (June 18, 2021): 814–23. http://dx.doi.org/10.1093/jpepsy/jsab048.
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Abstract Objective Neonatal Intensive Care Unit (NICU) Follow-Up programs vary in the duration for which they monitor child development and neurocognitive outcomes. This study explores the early predictive value of a widely used developmental measure for intellectual functioning during early childhood to better inform whether there is value added in continued monitoring. Methods Participants were 209 children who had at least two assessments between the ages of 1 and 6 years old as part of NICU Follow-Up clinic. The Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) was administered when children were 1 and 2 years old and the Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV) was administered when children were 3 years and older. Results The Bayley-III at 1 year of age was a significant predictor of Bayley-III performance at age 2. Similarly, Bayley-III at ages 1 year and 2 years were significant predictors of WPPSI-IV performance. Strength of prediction was moderate with the majority of variance unexplained. Exploratory analyses examining whether early developmental abilities as assessed on the Bayley-III could identify patients at risk for poorer WPPSI-IV performance indicated appropriate specificity but inadequate sensitivity. Conclusions This study supports ongoing assessment of children who were born with perinatal complications into at least early childhood. Assessing development only during the infant and toddler years did not sufficiently identify children who went on to have lower cognitive functioning in preschool and the early school years.
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Ridgley, Robyn, Patricia A. Snyder, and R. A. McWilliam. "Individualized Family Service Plan Quality and Alignment of Child-Focused Outcomes to Federal Outcomes and State Early Learning Guidelines." Topics in Early Childhood Special Education 39, no. 4 (July 18, 2018): 200–212. http://dx.doi.org/10.1177/0271121418786434.
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We used two judgment-based scales to evaluate quality features of 623 individualized family service plans (IFSP) contributed by 73 service coordinators in one state. We also explored the alignment between the skills specified in child-focused IFSP outcomes, the three Individuals With Disabilities Education Act (IDEA) early childhood outcome categories, and the knowledge and skill statements included in state early learning guidelines. Findings showed IFSP content generally was family-centered and of good quality. Outcomes were more frequently aligned with the IDEA outcome categories addressing the use of appropriate behaviors to meet needs and the acquisition and use of knowledge and skills. Outcomes were aligned more frequently with early learning guidelines in the areas of physical development, speech/language development, and approaches to learning. We discuss how instruments and procedures could be used to evaluate IFSP quality and determine connections to expected knowledge and skills for all children identified by state and federal programs.
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Valero-García, Ana V., Marina Olmos-Soria, Julia Madrid-Garrido, Irene Martínez-Hernández, and Emma Haycraft. "The Role of Regulation and Emotional Eating Behaviour in the Early Development of Obesity." International Journal of Environmental Research and Public Health 18, no. 22 (November 12, 2021): 11884. http://dx.doi.org/10.3390/ijerph182211884.
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The purpose of our research was to explore the role of both parents’ use of behavioural regulation with food and children’s emotional self-regulation in young children with and without overweight/obesity. For this purpose, 123 participants (n = 62 boys and n = 61 girls) were recruited and classified into two groups by their Body Mass Index (BMI, non-overweight vs. overweight/obese) and into two age groups (four years and seven years). The children’s parents/primary caregivers completed two scales of the Childhood Obesogenic Behaviours’ Questionnaire (COBQ). The participants were measured and weighed to calculate their BMI to identify overweight, obesity, and non-overweight. The results showed that the means for children who were obese/overweight were significantly higher than those of children who were non-overweight for both the parents’ behavioural regulation scale (non-overweight: M = 1.80, SD = 0.69; overweight/obesity: M = 2.94, SD = 0.85) and the child’s emotional overeating scale (non-overweight: M = 1.47, SD = 0.56; overweight/obesity: M = 2.65, SD = 0.87). No statistically significant differences were found related to age (4 and 7 years), indicating that the potential impact of obesogenic behaviours starts early in development. Similarly, no differences by gender were found. Due to the implications of obesity for physical and mental health, and the high probability of maintaining this overweight status in the long term, family-based interventions to prevent obesity are highly advisable from birth.
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Kochukhova, Olga, Yulia Dyagileva, Anna Mikhailova, Lilia Orekhova, Sergei Makhin, and Vladimir Pavlenko. "Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers." Psychology in Russia: State of the Art 14, no. 4 (2021): 78–93. http://dx.doi.org/10.11621/pir.2021.0406.
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Background. Prosocial behavior is the key component of social and interpersonal relations. One of the elements of prosociality is helping behavior, which emerges already in early childhood. Researchers have identified several domains of helping behavior: instrumental helping, comforting another person, and sharing resources with others. The development of helping behavior can depend on a number of factors: children’s age, the social situation of development, communication skills, and the ability to understand the feelings and needs of another person. Objective. In Study 1, the main goal was to determine the effects of age and cognitive, language, and motor development on instrumental helping skills in early childhood. The goal of Study 2 was to estimate the effects of rearing in an adverse social environment by comparing the capacity for instrumental helping in family-raised and institutionalized children. Design. The authors examined toddlers’ (N=198) ability to initiate spontaneous helping and the factors that may influence it. Cognitive, language, and fine motor skills were measured by the Bayley Scales of Infant and Child Development, 3rd edition. Children’s instrumental helping behavior was assessed according to the procedure presented by Warneken and Tomasello, with a few modifications. Results. Study 1 demonstrated that children’s ability to initiate helping was dependent on their age: the non-helpers were significantly younger than the helpers. Children’s language skills also played a significant role in their helping behavior. The children with higher language skills helped the adult more often and more quickly. Study 2 demonstrated that institutional placement per se was not related to toddlers’ ability to initiate helping. Language ability was associated with helping behavior both in institution- and family-reared toddlers. Conclusion. Instrumental helping in early childhood is related to children’s age, language skills, and rearing conditions.
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Liang, Chen-Yi, Andy Yen-Tung Teng, and Yen Chun Liu. "Early Childhood Caries Is Causally Attributed to Developing Psychomotor Deficiency in Pre-School Children: The Resultant Covariate and Confounder Analyses in a Longitudinal Cohort Study." International Journal of Environmental Research and Public Health 19, no. 11 (June 2, 2022): 6831. http://dx.doi.org/10.3390/ijerph19116831.
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Background: Causality has recently been suggested to associate early childhood caries with psychomotor deficiency in preschoolers, where their causal interactions via other risk determinants remain unclear. Methods: To analyze such causality, we randomly recruited 123 three-to-six-year-old children in a three-year longitudinal study, where the caries/dmft measures, age/gender, BMI, amended comprehensive scales for psychomotor development (CCDI-aspects), parental education/vocation, and diet were collected for assessment of their inter-relationships. Subsequently, t-tests, multiple/linear-regressions, and R2-analyses were utilized to compare the differences of variables between age/gender, BMI, and dmft vs. relationships among all variables and CCDI-aspects. Results: In the regression modeling, there were significant differences between gender vs. age (p < 0.05; not BMI) regarding established associations between caries and CCDI manifests for psychomotor deficiency. As for diet vs. socio-economic status, there were significant differences when caries/dmft were at lower- vs. higher-scales (<4 and 6–10), associated with expressive language and comprehension-concept (p∼0.0214–0.0417) vs. gross-motor and self-help (p∼0.0134–0.0486), respectively. Moreover, diet vs. socio-economic-status contributed significantly different CCDI-spectra via expressive language and comprehension-concept (adjusted-R2∼0.0220–2463) vs. gross-motor and self-help (adjusted-R2∼0.0645–0.0994), respectively, when the caries detected were at lower- vs. higher-scales (<4 and 6–10), in contrast to those depicted without both SES diet variables (adjusted-R2 ∼0.0641–0.0849). Conclusion: These new findings confirm that early childhood caries is causally attributed to developing psychomotor deficiency in preschoolers, whereas biological gender/age, not BMI, may act as viable confounders during interactions, in contrast to diet and socio-economic status, via differential low–high scales of caries activity with significant interference, respectively. Collectively, ECC-psychomotor interactions may underpin some distinct biologic vs. socio-mental/psyche attributes towards different determinants for vulnerable children.
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Buckley, Lynn, Shirley Martin, and Margaret Curtin. "A multidisciplinary community level approach to improving quality in early years’ settings." Journal of Early Childhood Research 18, no. 4 (September 14, 2020): 433–47. http://dx.doi.org/10.1177/1476718x20951239.
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This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high quality ECCE for development and learning, and highlights the potential impact of early childhood intervention programmes. This paper explores the implementation of a quality improvement strategy in seven ECCE centres to improve child-outcomes as part of the Young Knocknaheeny Area Based Childhood Programme (YK). Utilising evidence-based programmes, practitioners from a range of disciplines, working in a low-income community with high levels of adversity, are immersed in an environment of continuous learning in line with best practice implementation science. The core elements of the quality improvement strategy focused on language supports for staff (Hanen Learning Language and Loving It™ training), curriculum enhancement ( HighScope curriculum training), onsite mentoring for staff, and an Environment Enhancement Fund for each centre. The implementation of a Mentoring Programme involved weekly site visits by a specialist onsite mentor in which the implementation of curriculum content and the suggested environmental changes and teaching strategies were overseen and supported. Pre and post Environmental Rating Scale (ERS) assessments; ITERS-R (crèche) and ECERS-3 (pre-school); showed significant improvements in the quality of ECCE services in the YK catchment area following ECCE practitioners participation in the quality improvement initiative. Pre-school rooms across the seven ECCE centres experienced an overall improvement of +2.5 on the ERS scales, and crèche rooms experienced an overall improvement of +2.4. Approximately 700 children aged 1 to 5 years indirectly benefitted from YK-delivered curriculum and language training programmes in their ECCE settings.
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Glassman, Jill, Kathryn Humphreys, Serena Yeung, Michelle Smith, Adam Jauregui, Arnold Milstein, and Lee Sanders. "Parents’ Perspectives on Using Artificial Intelligence to Reduce Technology Interference During Early Childhood: Cross-sectional Online Survey." Journal of Medical Internet Research 23, no. 3 (March 15, 2021): e19461. http://dx.doi.org/10.2196/19461.
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Background Parents’ use of mobile technologies may interfere with important parent-child interactions that are critical to healthy child development. This phenomenon is known as technoference. However, little is known about the population-wide awareness of this problem and the acceptability of artificial intelligence (AI)–based tools that help with mitigating technoference. Objective This study aims to assess parents’ awareness of technoference and its harms, the acceptability of AI tools for mitigating technoference, and how each of these constructs vary across sociodemographic factors. Methods We administered a web-based survey to a nationally representative sample of parents of children aged ≤5 years. Parents’ perceptions that their own technology use had risen to potentially problematic levels in general, their perceptions of their own parenting technoference, and the degree to which they found AI tools for mitigating technoference acceptable were assessed by using adaptations of previously validated scales. Multiple regression and mediation analyses were used to assess the relationships between these scales and each of the 6 sociodemographic factors (parent age, sex, language, ethnicity, educational attainment, and family income). Results Of the 305 respondents, 280 provided data that met the established standards for analysis. Parents reported that a mean of 3.03 devices (SD 2.07) interfered daily in their interactions with their child. Almost two-thirds of the parents agreed with the statements “I am worried about the impact of my mobile electronic device use on my child” and “Using a computer-assisted coach while caring for my child would help me notice more quickly when my device use is interfering with my caregiving” (187/281, 66.5% and 184/282, 65.1%, respectively). Younger age, Hispanic ethnicity, and Spanish language spoken at home were associated with increased technoference awareness. Compared to parents’ perceived technoference and sociodemographic factors, parents’ perceptions of their own problematic technology use was the factor that was most associated with the acceptance of AI tools. Conclusions Parents reported high levels of mobile device use and technoference around their youngest children. Most parents across a wide sociodemographic spectrum, especially younger parents, found the use of AI tools to help mitigate technoference during parent-child daily interaction acceptable and useful.
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Gould, Jacqueline F., Belinda G. Fuss, Rachel M. Roberts, Carmel T. Collins, and Maria Makrides. "Consequences of using chronological age versus corrected age when testing cognitive and motor development in infancy and intelligence quotient at school age for children born preterm." PLOS ONE 16, no. 9 (September 2, 2021): e0256824. http://dx.doi.org/10.1371/journal.pone.0256824.
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Background Children born preterm (<37 weeks’ gestation) have an increased risk of poor neurodevelopment, including lower intelligence quotient (IQ) scores compared with their term-born counterparts. Objective To explore the differences in psychometric scores for cognition and motor skills when they are age-standardized according to chronological age instead of corrected age for children born preterm. Methods We assessed = 554 children born <33 weeks’ gestation with the Bayley Scales of Infant Development, 2nd edition (mental and motor scores) at 18 months and the Weschler Abbreviated Scale of Intelligence (IQ score) at seven years of age. Scores were standardized according to chronological age and corrected age and differences between mean chronological and corrected scores were compared, along with the proportion of children whose scores could be classified as impaired. Results When scores were standardized according to chronological age instead of corrected age there was a large significant difference of 17.3 points on the mental scale (79.5 vs. 96.8, respectively) and 11.8 points on the motor scale (84.8 vs. 96.6, respectively) at 18 months. By seven years, the difference in IQ scores remained, although of a smaller magnitude at 1.9 points between mean chronological and corrected age scoring (97.2 vs. 99.1, respectively). Conclusion Consistent with previous literature, outcome assessments for preterm infants consistently differed according to use of chronological or corrected age to standardized scores. Cognitive scores were impacted more severely than motor scores, and differences were more substantial in early childhood than later in childhood. For clinical purposes, correction for preterm birth is only likely to have an impact during early childhood, however assessments for research purposes should continue to correct into childhood to account for the persistent bias due to preterm birth.
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Liang, Chen-Yi, Yen-Chun G. Liu, Tien-Yu Shieh, Yi-Chun Tseng, and Andy Yen-Tung Teng. "Higher Levels of Early Childhood Caries (ECC) Is Associated with Developing Psychomotor Deficiency: The Cross- Sectional Bi-Township Analysis for The New Hypothesis." International Journal of Environmental Research and Public Health 16, no. 17 (August 24, 2019): 3082. http://dx.doi.org/10.3390/ijerph16173082.
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The aim of this study was to reassess and confirm the relationship between early childhood caries (ECC) and manifestations of psychomotor deficiency in 4–6-yr-old kindergarteners, which has remained elusive to date. A cross-sectional study with bi-township analysis was designed whereby 353 kindergarteners, aged 4–6 whose caries were greater (dmft (decayed, missing and filled teeth, dmft index) = 5.25) than that of the national average, located in a rural township of central Taiwan were recruited using simple random-selection. Besides the personal, demographic, and dietary information, the measurements for caries and the amended comprehensive scales (CCDI) of children’s psychomotor development were used to address their relationship. One-way ANOVA vs. multiple linear regression were employed to compare the differences of variables between age, gender, BMI (Body Mass Index), and dmft scores vs. relationships among all variables, respectively. The results confirmed that there was a positive relationship between severe ECC (dmft > 3~8) and psychomotor deficiency (i.e., expressive language and comprehension-concept scales, etc.) amongst the kindergarteners analyzed. Our cross-sectional bi-township analysis has confirmed that there is indeed an association between severe ECC and psychomotor deficiency in kindergarteners, and we suggest that this may arise through critical stages of growth, not only via personal language communications, but psycho-social engagements as well. Therefore, a new hypothesis is proposed.
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Ogunnaike, Oluyomi A., and Robert F. Houser. "Yoruba toddlers’ engagement in errands and cognitive performance on the Yoruba Mental Subscale." International Journal of Behavioral Development 26, no. 2 (March 2002): 145–53. http://dx.doi.org/10.1080/01650250042000708.
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Responsibility training is an essential component of child-rearing practices in several African societies. To inculcate responsibility, caregivers allocate their children household duties and send them on errands; these include (but are not limited to) fetching objects and purchasing items. Such errands foster the acquisition of cognitive, social, and economic competencies. In this paper, the relationship between the types of errands engaged in by Yoruba toddlers of southwest Nigeria and cognitive performance using an adapted version of the Bayley Mental Scales of Development, referred to as the Yoruba Mental Subscale, is examined. Findings revealed that children who engaged in purchasing items and retrieving specific objects for the caregiver had a significantly higher performance on the Yoruba Mental Subscale compared to children who did not engage in such errands. With regard to performance on the Bayley Mental Scales, findings revealed no significant association with the errands examined. The implications of these findings for cross-cultural research and early childhood education are discussed.