Articles de revues : « Early childhood development, mothers’ empowerment »

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Bliznashka, Lilia, Joshua Jeong et Lindsay M. Jaacks. « Maternal and paternal employment in agriculture and early childhood development : A cross-sectional analysis of Demographic and Health Survey data ». PLOS Global Public Health 3, n^o 1 (6 janvier 2023) : e0001116. http://dx.doi.org/10.1371/journal.pgph.0001116.

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Considerable literature from low- and lower-middle-income countries (LLMICs) links maternal employment to child nutritional status. However, less is known about the role of parental employment and occupation type in shaping child development outcomes. Additionally, little empirical work has examined the mechanisms through which parental occupation influences child outcomes. Our objective was to investigate the associations between maternal and paternal employment (comparing agricultural and non-agricultural employment) and child development and to examine childcare practices and women’s empowerment as potential mechanisms. We pooled nine Demographic and Health Surveys (Benin, Burundi, Cambodia, Congo, Haiti, Rwanda, Senegal, Togo, and Uganda) with data on 8,516 children aged 36–59 months. We used generalised linear models to estimate associations between parental employment and child development, child stimulation (number of activities provided by the mother, father, and other household members), child supervision (not left alone or with older child for >1 hour), early childhood care and education programme (ECCE) attendance, and women’s empowerment. In our sample, all fathers and 85% of mothers were employed. In 40% of families, both parents were employed in agriculture. After adjusting for child, parental and household confounders, we found that parental agricultural employment, relative to non-agricultural employment, was associated with poorer child development (relative risk (RR) 0.86 (95% CI 0.80, 0.92), more child stimulation provided by other household members (mean difference (MD) 0.26 (95% CI 0.09, 0.42)), less adequate child supervision (RR, 0.83 (95% 0.78, 0.80)), less ECCE attendance (RR 0.46 (95% CI 0.39, 0.54)), and lower women’s empowerment (MD -1.01 (95% CI -1.18, -0.84)). Parental agricultural employment may be an important risk factor for early childhood development. More research using more comprehensive exposure and outcome measures is needed to unpack these complex relationships and to inform interventions and policies to support working parents in the agricultural sector with young children.

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Bliznashka, Lilia, Ifeyinwa E. Udo, Christopher R. Sudfeld, Wafaie W. Fawzi et Aisha K. Yousafzai. « Associations between women’s empowerment and child development, growth, and nurturing care practices in sub-Saharan Africa : A cross-sectional analysis of demographic and health survey data ». PLOS Medicine 18, n^o 9 (16 septembre 2021) : e1003781. http://dx.doi.org/10.1371/journal.pmed.1003781.

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

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Rasmussen, Zeba A., Wasiat H. Shah, Chelsea L. Hansen, Syed Iqbal Azam, Ejaz Hussain, Barbara A. Schaefer, Nicole Zhong, Alexandra F. Jamison, Khalil Ahmed et Benjamin J. J. McCormick. « Examining the relationships between early childhood experiences and adolescent and young adult health status in a resource-limited population : A cohort study ». PLOS Medicine 18, n^o 9 (28 septembre 2021) : e1003745. http://dx.doi.org/10.1371/journal.pmed.1003745.

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

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Wekulo, Patricia K., Elizabeth K. Murage, Hermann P. Donfouet, Silas O. Onyango, Kenneth O. Okelo, Milka N. Wanjohi, Dawn Murdock, George Nyamor et Kelvin Munsongo. « An evaluation of the effectiveness of a community-based parenting empowerment program to improve nurturing care of young children in Kenya and Zambia ». International Journal of Clinical Trials 6, n^o 3 (24 juillet 2019) : 122. http://dx.doi.org/10.18203/2349-3259.ijct20193215.

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Background: Investing in parents and children during the critical period between birth and five years of a child’s life can have long-lasting benefits in the life of the child. Recently, the 2016 Lancet Series estimated that 250 million children aged less than five years in low- and middle-income countries (LMICs) are at risk of not reaching their developmental potential. Over 66 % of these, who live in sub-Saharan Africa and are at risk due to poor nutrition, exposure to poverty, high HIV prevalence as well as under stimulation in the home environment.Methods: The study will employ a cluster-randomized control trial design and will use a mixed-methods approach combining quantitative and qualitative methodologies (Concurrent Triangulation Design). This will be a two-arm study, where the first arm will participate in the parenting empowerment program implemented by the faith-based organizations, while the second (control) will not receive the parenting interventions. A total of 510 mother/primary caregiver-child dyads will be recruited into this study. We will estimate the causal effect of the intervention using mixed linear models and the Difference-in-Differences (DID) estimator.Conclusions: This implementation research will provide greater scientific rigor and a deeper process and outcome evaluation including measurement of child development outcomes. The findings will be useful for early childhood practitioners, multilateral stakeholders and funders as they provide information on the factors to consider in the implementation of high quality ECD interventions.Trial Registration: Ethical approval: ESRC P467/2018 and IRB No.00005948).

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Silva, Maria das Graças Barreto da, et Vitória Helena Cunha Espósito. « Massagem com bebês : pesquisando estratégias de empoderamento ». MOTRICIDADES : Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 2, n^o 1 (6 mai 2018) : 3–16. http://dx.doi.org/10.29181/2594-6463-2018-v2-n1-p3-16.

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Resumo Como profissionais voltadas às questões do cuidar e educar na primeira infância, nos identificamos com as premissas do fazer docente assumindo responsabilidade pela formação a partir da intervenção na realidade social, por meio da extensão. Tematizamos a Oficina de massagem com bebês, uma das ações pedagógicas do programa de extensão Massagem e Estimulação com Bebês (MEB), e percorremos uma trajetória fenomenológico-hermenêutica, com o objetivo de compreender os sentidos da experiência vivenciada por doze profissionais e uma estudante, em resposta à pergunta: Como foi sua experiência na Oficina de Massagem com Bebês? Com as categorias manifestas, trazemos, como foco deste trabalho: A contribuição à construção do vínculo mãe/pai-filho e profissionais cuidadores, desvelada na experiência da Oficina como estratégia de empoderamento social dos profissionais junto aos familiares.Palavras-chave: Educação. Enfermagem Pediátrica. Pesquisa Qualitativa. Massagem. Desenvolvimento Humano. Massage with babies: researching empowerment strategies Abstract As professionals focused on issues of care and education in early childhood, we are identified with the premises of teaching as a factor responsible for the formation through the intervention in social reality, by means of extension. Our subject is the Baby Massage Workshop, one of the pedagogical actions of the Massage and Stimulation with Babies (MEB) extension program, and we follow a phenomenological-hermeneutic trajectory, with the objective of understanding the perception of the experiences lived by twelve professionals and a student, in response to the question: How was your experience at the Massage Workshop with Babies? With the categories made explicit, we bring, as the focus of this work: The contribution to the construction of the mother/father-child bond and professional caregivers, unveiled in the experience of the Workshop as a strategy for the social empowerment of the professionals along with the family members.Keywords: Education. Pediatric Nursing. Qualitative Research. Massage. Human Development. Masaje en bebés: investigando estrategias de empoderamiento Resumen Como profesionales orientadas a las cuestiones del cuidar y educar en la primera infancia, nos identificamos con las premisas del quehacer docente, asumiendo responsabilidad en la formación a partir de la intervención en la realidad social, mediante la extensión. Tematizamos el Taller de Masaje en Bebés, una de las acciones pedagógicas del programa de extensión Masaje y Estimulación en Bebés (MEB), y realizamos una trayectoria fenomenológico-hermenéutica, apuntando a comprender los sentidos de la experiencia vivida por doce profesionales y una estudiante, respondiendo a la pregunta: ¿Cómo fue su experiencia en el Taller de Masajes en Bebés? Con las categorías manifiestas, ofrecemos, como foco del trabajo: La contribución a la construcción del vínculo madre-/padre-hijo y profesionales cuidadores, revelada en la experiencia del Taller como estrategia de empoderamiento social de los profesionales conjuntamente con los familiares.Palabras clave: Educación. Enfermería Pediátrica. Investigación Cualitativa. Masaje. Desarrollo Humano.

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Triyono, Triyono, Yanuardi Yanuardi, Kendra Hartaya et Rudi Hartono. « Efforts for the Role of Mothers as Informal Educators in Stimulating Motoric Development in Early Childhood in Kedung Jaya Bogor ». International Journal on Engineering, Science and Technology 1, n^o 2 (27 décembre 2022) : 70–85. http://dx.doi.org/10.46328/ijonest.113.

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This study is a qualitative research to describe and analyze the role of mothers as informal educators in stimulating motor development of early childhood in Kedung Jaya Village, Bogor. The problem in this research is formulated as follows: what is the role of mothers as informal educators in stimulating motor development of early childhood in Kedung Jaya Village, Bogor? The method in this study used a qualitative descriptive analysis method. The selection of data sources using purposive sampling, namely mothers with early childhood who live in Kedung Jaya Village, Bogor totaling 3 mothers and 4 children. Collecting data using observation, interview and documentation techniques. Data analysis includes 3 phases, namely: data reduction, data presentation, conclusion drawing and verification. Based on the exposure and research findings, it was found that the role of mothers as informal educators in stimulating motor development of early childhood has not shown ideal results. Optimizing the role of mothers as informal educators will have a major impact on the motor development of early childhood. Mother's success in stimulating children's motor development is influenced by age, education level, knowledge, living environment, mother's physical condition and family's socioeconomic conditions. Motor development of early childhood is one of the important aspects of development for the future of children, therefore researchers recommend two important things that can be done by mothers in an effort to improve motor development of early childhood, namely.

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Islamiyati, Islamiyati, Sadiman Sadiman et Yoga Triwijayanti. « Empowerment of Family in Early Detection of Total Growth at Puskesmas Karangrejo Metro ». ABDIMAS : Jurnal Pengabdian Masyarakat 4, n^o 2 (3 janvier 2022) : 671–75. http://dx.doi.org/10.35568/abdimas.v4i2.1152.

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The target number of children in early detection of child development and development in the working area of ??Puskesmas Karangrejo is 1,037 children, with details of 133 infants from 0 - 11 months and 904 children aged 12 - 72 months. Of these, the coverage for early detection until February 2020 is still low, namely at 6.7%. The purpose of the Community Service is to empower families in conducting early detection of toddler growth and development in the Karangrejo Health Center area. The method of activity is health education and empowerment of “active participation” of mothers toddler in stimulating and detecting the growth and development of their children. The result of mentoring was that there was progress in the developmental ability of 1 child who had not been able to walk at the age of 19 months, showing an increase in walking ability after 2 weeks of assistance. There was an increase in the knowledge of mothers / families about growth and development by 12.68 points. There was an increase in the frequency of implementing stimulation for child growth and development by mothers of under-five from 88.2% of mothers who had stimulated to 98.6% after mentoring. Continuity of family empowerment is needed regarding early detection of growth and development and not only involving mothers / families but also involving cadres.

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Cahyani, Inne, Mohammad Givi Efgivia, Zainal Abidin Arief et Ferdina Ferdina. « Motherhood Efforts as Informal Educators in Stimulating Early Childhood Motor Development in Kedung Jaya Village, Bogor ». International Journal on Engineering, Science and Technology 2, n^o 3 (27 décembre 2022) : 84–94. http://dx.doi.org/10.46328/ijonest.104.

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This research is a qualitative research to describe and analyze the role of mothers as informal educators in stimulating the motor development of early childhood in Kedung Jaya Village, Bogor. The problems in this study are formulated as follows: what is the role of mothers as informal educators in stimulating motor development in early childhood in Kelurahan Kedung Jaya Bogor? The method in this study uses qualitative descriptive analysis methods. The selection of data sources using purposive sampling, namely mothers with early childhood who live in Kedung Jaya Village, Bogor, totaling 3 mothers and 4 children. Data collection uses observation, interview and documentation techniques. Data analysis includes 3 phases, namely: data reduction, data presentation, conclusion drawing and verification. Checking or checking the validity of the data is carried out by triangulation, including: source triangulation and engineering triangulation. Based on the exposure and research findings, it was found that the role of mothers as informal educators in stimulating early childhood motor development has not shown ideal results. Optimizing the role of mothers as informal educators will have a major impact on early childhood motor development. The success of the mother in stimulating the motor development of the child is influenced by the age, level of education, knowledge, living environment, physical condition of the mother and the socioeconomic conditions of the family. Early childhood motor development is one of the important aspects of development for a child's future, therefore researchers recommend two important things that mothers can do in an effort to improve early childhood motor development, namely: 1) Delegating childcare to early childhood education (ECCE) institutions if the mother is working or unable to stimulate the child's motor development, 2) Providing quality time with the child.

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Fitriawati, Mia, et R. H. Lestari. « INFORMATION SYSTEMS DESIGN FOR EARLY CHILDHOOD EDUCATION SERVICES ». Jurnal Teknologi Informasi dan Pendidikan 13, n^o 2 (17 septembre 2020) : 33–36. http://dx.doi.org/10.24036/tip.v13i2.336.

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Parents are working harder due to the increase needs of necessities of life. This causes mothers to work so that they meet these necessities. As a result, mothers leave their children aged 2 (two) to 4 (four) years in the play group. However, the children development is often out of hand because it is not properly recorded. Recording children development manually has several weaknesses, one of them is damaged children development recording book. Based on this problem, this research aims to develop information systems design for early childhood education services to monitor children development. The method used was SDLC. The result of the research is information system as children development monitor in early childhood education services and tool for teachers in managing the information regarding children growth and development effectively and efficiently.

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Reis, Aline Henriques, Carla Cristina Daolio et Carmem Beatriz Neufeld. « Maternal Educational Practices : Difficulties in Early and Middle Childhood ». Journal of Psychology and Psychotherapy Research 1, n^o 1 (5 février 2014) : 14–23. http://dx.doi.org/10.12974/2313-1047.2014.01.01.2.

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

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Saadah, Nurlailis, Uswatun Hasanah et Budi Yulianto. « Mother Empowerment Model in Stunting Prevention and Intervention through Stunting Early Detection Training ». Open Access Macedonian Journal of Medical Sciences 10, G (9 mars 2022) : 649–55. http://dx.doi.org/10.3889/oamjms.2022.8759.

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BACKGROUND: Stunting is a condition of failure to thrive under 5-year-old due to chronic malnutrition causing the children become too short for their age. The contribution of this research is to prevent and reduce stunting through Stunting Early Detection training. AIM: The objective of the current research is to develop a model for mother empowerment in preventing and intervention stunting in children through stunting early detection training. METHODS: Phase I is the development of a mother empowerment model in the prevention and intervention of stunting in children using a survey with a cross sectional design. Phase II is the implementation of the model using Quasi Experimental Nonrandomized Prepost Control Group Design. RESULTS: The results of the study obtained that mothers who had good characteristics increased their knowledge 0.423 (p = 0.000). Mothers who have good knowledge increase their mother commitment 0.230 (p = 0.004), mothers who have a good commitment reduce stunting in children 0.448 (p = 0.000), mothers who have good knowledge increase family support 0.236 (p = 0.040), and good family support reduces stunting 0.257 (p = 0.011). CONCLUSION: A new finding is the formation of a Mother Empowerment Model in the Prevention and Intervention of Stunting through Stunting Early Detection Training where mother commitment is the most influential factor.

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Kim, ChoLong, et MeeRyang Kweon. « Fetal and Infant Care of Mothers according to Early Childhood Development ». Journal of Parent Education 12, n^o 4 (31 décembre 2020) : 1–29. http://dx.doi.org/10.36431/jpe.12.4.1.

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Kabiru, Margaret, Anne Njengam et Beth Blue Swadener. « Early Childhood Development in Kenya : Empowering Young Mothers, Mobilizing a Community ». Childhood Education 79, n^o 6 (septembre 2003) : 358–63. http://dx.doi.org/10.1080/00094056.2003.10521235.

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Robin, M., D. Josse et C. Tourrette. « Mother-Twin Interaction During Early Childhood ». Acta geneticae medicae et gemellologiae : twin research 37, n^o 2 (avril 1988) : 151–59. http://dx.doi.org/10.1017/s0001566000004074.

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AbstractThe components of a research program focussing on early mother-twin interaction is described. Preliminary data obtained from a questionnaire at two months post term, cross-sectional observations at the age of one year, a follow-up study involving home observation and parental interviews from birth to the age of 3, point to the specificity of this triadic situation. During the first months of life, the burden of material tasks and the increase in baby care leave little time for starting a relationship based on pleasure or play. The impossibility of responding simultaneously to the needs of two babies and the difficuty of forming relationships on an individual basis foster early concerns for egalitarianism. The degree of physical resemblance between the babies creates the problem of differentiating them. To tell twins apart, mothers rapidly tend to rely on behavioral characteristics to which they attribute a genetic basis. In contrast, differences in development between the babies that introduce the eventuality of the dominance of one of the twins are often denied. In this highly specific situation, mothers arrive at personal solutions of adjustment over the first 3 years, manifest in a certain number of psychological and educational attitudes. Analysis of these maternal attitudes may help to shed light on some of the features of later psychoemotional development in twins.

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Noor, Remesah, Faiza Khurshid, Qurat-ul-ain Arshad, Ujala Qamar, Fabia Yousaf, Javeria Akbar et Afifa Tanweer. « Development of Perception-Focused Nutrition Education Material for Mothers of Children in Early Childhood ». Nurture 16, n^o 2 (27 décembre 2022) : 103–7. http://dx.doi.org/10.55951/nurture.v16i2.136.

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Purpose: Mothers play a crucial role in shaping the eating behavior of their children. Several studies have shown that mothers misperceive the diet quality, total energy intake, and portion sizes of their children. This misperception leads to overestimation or even underestimation of their children’s dietary intake which can have a detrimental effect on their health. Mothers associate a chubby child with good health and have a lot of emotional investment related to the amount of food their child ate. Design/Methodology/Approach: Even though past research articles acknowledge the existence of these perceptions, nutrition education material that could target these misperceptions has not been developed. The first step was to conduct a needs assessment and the second was to develop perception-focused nutrition education material. Findings: Three themes were identified by conducting a needs assessment and six themes were identified by going through research articles from the past. These nine themes identified were then organized and developed into three lesson plans with specific objectives. Practice implications: The perception-focused nutrition education material, thus developed, can be delivered to mothers through oral and visual aids. Through our developed nutrition educational material, future researchers will be able to test the perceptions of mothers regarding their child’s diet.

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Robyana, Zhara, Adellia Monica Chandra, Betadion Rizki Sinaredi et Taufan Bramantoro. « DEVELOPMENT OF ILLUSTRATION BOOK ON DENTAL AND ORAL HEALTHY IN CHILDREN (COMMUNITY EMPOWERMENT) ». Indonesian Journal of Dental Medicine 4, n^o 2 (28 novembre 2021) : 41. http://dx.doi.org/10.20473/ijdm.v4i2.2021.41-43.

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Background: Dental caries is a disease that affects all ages, including early childhood. According to the World Health Organization (WHO), the incidence of dental caries in Indonesian children aged 5 and 6 years in 2017-2018 reached 70% or more. Parental education in dental health from an early age plays a vital role. One of the easy-to-understand educational media is a picture book. Aim: This engagement activity was conducted to increase parental participation in the development of a picture book to meet the needs of dental health education for early childhood at Omah Cilik Fundaycare Surabaya Method: This activity was an online educational activity involving parents. It was a sharing session between participants and informants about early childhood dental and oral health problems. The increased participation of participants was assessed using a Google form when the activity was going on. Results: This activity revealed that 100% of participants were enthusiastic about getting the latest information about children's oral health, and more than 70% had the correct answers. Conclusion: Participants are quite enthusiastic and active during online discussions.

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Afrizal, Ali, et Syuraini Syuraini. « The Relationship Between Communication in the Family and Early Childhood Language Development ». SPEKTRUM : Jurnal Pendidikan Luar Sekolah (PLS) 9, n^o 4 (30 novembre 2021) : 568. http://dx.doi.org/10.24036/spektrumpls.v9i4.114404.

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This research is motivated by the low language development of children aged 3-4 years in Air Tawar Barat Village, Padang City. This is suspected to be poor communication in the family with children. This study aims to determine the relationship of communication in the family with the language development of early childhood in Air Tawar Barat Village, Padang City. This research uses a correlational quantitative approach. The study population was 54 mothers with a sample of 27 mothers. Sampling in the study used a simple random sampling technique, namely random sampling from a portion of the population. Research findings (1) communication in the family is categorized as low (2) language development of early childhood is categorized as low (3) there is a significant relationship between communication in the family and language development of early childhood in Air Tawar Barat Village, Padang City. There is a significant relationship between communication in the family and the language development of early childhood in the Village of Air Tawar Barat, Padang City.

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N, Zulkifli, Ria Novianti et Meyke Garzia. « The Role of Preschool in Using Gadgets for Digital Natives Generation ». JPUD - Jurnal Pendidikan Usia Dini 15, n^o 2 (30 novembre 2021) : 221–38. http://dx.doi.org/10.21009/jpud.152.02.

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Digital natives’ generation is inseparable from gadgets, less socializing, lack of creativity and being an individualist. The digital native’s generation wants things that are instant and lack respect for the process. The preoccupation of children with gadgets makes children socially alienated or known as anti-social. Preschool play an important role in the development of the digital native’s generation and in the future can help children use gadgets with parents. As it is known, the digital native’s generation is a kindergarten child. This study aims to determine the role of preschools in helping the use of gadgets in the digital native generation. This study used a descriptive quantitative approach with simple random sampling technique was obtained 25 kindergarten principals in Pekanbaru City. Data was collected in the form of a questionnaire via google form. Data analysis uses percentages and is presented in the tabular form. The results of the study indicate that the role of preschools in the use of gadgets in digital native generation children in Pekanbaru City is included in the low category. Only a few preschools have organized parenting education for parents. There are almost no rules governing children's use of gadgets at home, and few preschools educate children on how to use gadgets properly. It is expected for teachers and preschools to add special programs in the curriculum to provide information about positive gadget use and parenting programs that discuss digital native generation and collaborate with parents to establish rules such as frequency, duration and content of children using gadgets. Keywords: Digital Native, Preschool, Gadgets References: Alia, T., & Irwansyah, I. (2018). Pendampingan orang tua pada anak usia dini dalam penggunaan teknologi digital [parent mentoring of young children in the use of digital technology]. Polyglot: Jurnal Ilmiah, 14(1), 65–78. Allen, K. A., Ryan, T., Gray, D. L., McInerney, D. M., & Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/edp.2014.2 Berlin, A., Törnkvist, L., & Barimani, M. (2016). Content and Presentation of Content in Parental Education Groups in Sweden. The Journal of Perinatal Education, 25(2), 87–96. https://doi.org/10.1891/1058-1243.25.2.87 Chapman, G., & Pellicane, A. (2014). Growing up social: Raising relational kids in a screen-driven world. Moody Publishers. Cho, K.-S., & Lee, J.-M. (2017). Influence of Smartphone Addiction Proneness of Young Children on Problematic Behaviors and Emotional Intelligence. Comput. Hum. Behav., 66(C), 303–311. https://doi.org/10.1016/j.chb.2016.09.063 Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 815–829. Crouch, A. (2017). Tech-Wise Family. Everyday Steps for Putting Technology in Its Proper Place. Baker Books. De Lima, L., & Castronuevo, E. (2016). Perception of parents on children’s use of gadgets. The Bedan Journal of Psychology, II, 26–34. Gani, S. A. (2017). Parenting Digital Natives: Cognitive, Emotional, and Social Developmental Challenges. Guralnick, M. J. (1999). Family and child influences on the peer‐related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21–29. Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS One, 13(7), e0199959. Jonathan, L. P., & Andrew, L. F. (2016). Depression in children and adolescents. University of Kansas, Clinical Child Psychology Program. Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. PEDIATRICS, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151 Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001 Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar [School Policy on the Use of Gadgets in Elementary Schools]. Jurnal Tunas Pendidikan, 2(1), 72–81. Martin, D. J. (2001). Constructing Early Childhood Science. Delmar Thomson Learning, Inc,. Morrongiello, B. A., McArthur, B. A., Goodman, S., & Bell, M. M. (2015). Don’t touch the gadget because it’s hot! Mothers’ and children’s behavior in the presence of a contrived hazard at home: Implications for supervising children. Journal of Pediatric Psychology, 40 1, 85–95. Mueller, S., Remaud, H., & Chabin, Y. (2011). How strong and generalisable is the Generation Y effect? A cross‐cultural study for wine. International Journal of Wine Business Research, 23(2), 125–144. https://doi.org/10.1108/17511061111142990 NAEYC. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Institute for Educational Policy Research. (2014). Zenkoku Gakuryoku Gakusyu Jyokyo Cyosa [Japanese]. Nielsen Company. (2009). Television, Internet, and mobile usage in the U.S.: A2/M2 Three Screen Report. Nielsen Company. Nielsen, M. (2012). Imitation, pretend play, and childhood: Essential elements in the evolution of human culture? Journal of Comparative Psychology, 126(2), 170–181. https://doi.org/10.1037/a0025168 Novianti, R., Febrialismanto, F., Puspitasari, E., & Hukmi, H. (2020). Meningkatkan pengetahuan orang tua dalam mendidik anak di era digital di Kecamatan Koto Gasib Kabupaten Siak Provinsi Riau [Increasing parental knowledge in educating children in the digital era in Koto Gasib Sub-district, Siak Regency, Riau Province]. Riau Journal of Empowerment, 3(3), 183–190. https://doi.org/10.31258/raje.3.3.183-190 Novianti, R., & Garzia, M. (2020). Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial[Use of Gadgets in Children; Millennial Parents' New Challenge]. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 1000–1010. Pediatrics, A. A. O. (2016). American Academy of Paediatrics announces new recommendations for children’s media use. Advocacy & Policy. Radesky, J. S., & Christakis, D. A. (2016). Increased Screen Time: Implications for Early Childhood Development and Behaviour. Paediatric Clinics of North America, 63(5), 827–839. https://doi.org/10.1016/j.pcl.2016.06.006 Ransdell, S., Kent, B., Gaillard-Kenney, S., & Long, J. (2011). Digital immigrants fare better than digital natives due to social reliance: Digital immigrants and social reliance. British Journal of Educational Technology, 42(6), 931–938. https://doi.org/10.1111/j.1467-8535.2010.01137.x Rideout, V., &. Robb, M. B., & Robb, M. B. (2020). The commonsense census: Media use by kids aged zero to eight. Common Sense Media. Scott, F. L. (2021). Family mediation of preschool children’s digital media practices at home. Learning, Media, and Technology, 1–16. https://doi.org/10.1080/17439884.2021.1960859 Setianingsih, S. (2018). Dampak penggunaan gadget pada anak usia prasekolah dapat meningkatan resiko gangguan pemusatan perhatian dan hiperaktivitas [The impact of using gadgets on preschool-aged children can increase the risk of attention deficit disorder and hyperactivity]. Gaster, 16(2), 191–205. Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernest, J. M. (2016). Preschool Children’s Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings. Early Childhood Education Journal, 44(5), 437–444. https://doi.org/10.1007/s10643-015-0732-3 Sheedy, A. J., Brent, J., Dally, K., Ray, K., & Lane, A. E. (2021). Handwriting Readiness among Digital Native Kindergarten Students. Physical & Occupational Therapy In Pediatrics, 41(6), 655–669. https://doi.org/10.1080/01942638.2021.1912247 Steiner-Adair, C., & Barker, T. H. (2013). The Big Disconnect (1st ed.). Harper Collins. Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2010). Health effects of media on children and adolescents. Pediatrics, 125(4), 756–767. Sugiyono. (2017a). Statistika untuk Penelitian[Statistics for Research]. Alfabeta. Sugiyono, P. (2017b). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, R&D [Educational Research Methods: Quantitative, Qualitative, R&D Approach]. Cetakan Ke-25. Bandung: CV Alfabeta. Suhana, M. (2018). Influence of Gadget Usage on Children’s Social-Emotional Development. 169(Icece 2017), 224–227. https://doi.org/10.2991/icece-17.2018.58 Sylva, K. (1994). School Influences on Children’s Development. Journal of Child Psychology and Psychiatry, 35(1), 135–170. https://doi.org/10.1111/j.1469-7610.1994.tb01135.x Takeuchi, H., Taki, Y., Hashizume, H., Asano, K., Asano, M., Sassa, Y., Yokota, S., Kotozaki, Y., Nouchi, R., & Kawashima, R. (2016). Impact of videogame play on the brain’s microstructural properties: Cross-sectional and longitudinal analyses. Molecular Psychiatry, 21(12), 1781–1789. Test, J. E., Cunningham, D. D., & Lee, A. C. (2010). Talking With Young Children: How Teachers Encourage Learning. Dimensions of Early Childhood, 38(3), 3–14. Tootell, H., Freeman, M., & Freeman, A. (2014). Generation Alpha at the Intersection of Technology, Play and Motivation. 2014 47th Hawaii International Conference on System Sciences, 82–90. https://doi.org/10.1109/HICSS.2014.19 Twenge, J. M. (2017). IGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—And completely unprepared for adulthood—And what that means for the rest of us. Simon and Schuster. UNESCO. (2014). Information and Communication Technology (ICT) In Education in Asia. Information Papers, 6(22), 6. UNICEF. (2017). UNICEF for Every Child. The State of The World’s Children 2017. Children in a Digital World. Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend Networking Sites and Their Relationship to Adolescents’ Well-Being and Social Self-Esteem. CyberPsychology & Behavior, 9(5), 584–590. ht

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Puji Hastuti, Retno, et Fitarina Fitarina. « Effectiveness of cadre empowerment toward the coverage of stimulation, detection and intervention of early development children ». Proceedings Series on Health & ; Medical Sciences 1 (10 décembre 2020) : 60–65. http://dx.doi.org/10.30595/pshms.v1i.34.

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Stunting cases in North Lampung continuously increase due to lack of visits by mothers to perform stimulation, detection, early intervention for toddler development (SDIDTK). This study aims to determine the effectiveness of cadre empowerment on SDIDTK completion among children under five. The intervention of SDIDTK training for 50 cadres. The study used a Quasi-experimental Pre and Post-Test Design without control. Univariate data analysis with proportion, average, and standard deviation. Bivariate analysis using the Wilcoxon-test and Pearson Chi-Square Test. The results showed that there was a significant difference in the average score of knowledge of the cadres before and after the empowerment of cadres (p-value = 0.000). There was a significant correlation between cadre empowerment and the measurement completion of height, head circumference, and measurement of development (p-value = 0.000), however, there is no significant relationship between cadre empowerment and the completion of body weight measurement (p-value = 0.317). Suggestions for Health workers and health offices to carry out training on SDIDTK to all cadres, to provide guidance and motivation, and to provide SDIDTK facilities and infrastructure at Posyandu.

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Hailey, Debra Jo, et Michelle Fazio-Brunson. « Leadership in the Early Childhood Years ». Theory & ; Practice in Rural Education 10, n^o 1 (17 juin 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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Prickett, Kate C. « Nonstandard Work Schedules, Family Dynamics, and Mother–Child Interactions During Early Childhood ». Journal of Family Issues 39, n^o 4 (27 décembre 2016) : 985–1007. http://dx.doi.org/10.1177/0192513x16684893.

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The rising number of parents who work nonstandard schedules has led to a growing body of research concerned with what this trend means for children. The negative outcomes for children of parents who work nonstandard schedules are thought to arise from the disruptions these schedules place on family life, and thus, the types of parenting that support their children’s development, particularly when children are young. Using a nationally representative sample of two-parent families (Early Childhood Longitudinal Study–Birth cohort, n = 3,650), this study examined whether mothers’ and their partners’ nonstandard work schedules were associated with mothers’ parenting when children were 2 and 4 years old. Structural equation models revealed that mothers’ and their partners’ nonstandard work schedules were associated with mothers’ lower scores on measures of positive and involved parenting. These associations were mediated by fathers’ lower levels of participation in cognitively supportive parenting and greater imbalance in cognitively supportive tasks conducted by mothers versus fathers.

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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 et M. C. Smith-Fawzi. « Maternal depressive symptoms and early childhood cognitive development : a meta-analysis ». Psychological Medicine 47, n^o 4 (11 novembre 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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Vucic, S., T. I. M. Korevaar, B. Dhamo, V. W. V. Jaddoe, R. P. Peeters, E. B. Wolvius et E. M. Ongkosuwito. « Thyroid Function during Early Life and Dental Development ». Journal of Dental Research 96, n^o 9 (10 mai 2017) : 1020–26. http://dx.doi.org/10.1177/0022034517708551.

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Children with low levels of thyroid hormones (hypothyroidism) have delayed tooth eruption, enamel hypoplasia, micrognathia, and anterior open bite, whereas children with hyperthyroidism may suffer from accelerated tooth eruption, maxillary, and mandibular osteoporosis. However, it is still unknown whether thyroid function variations within the normal or subclinical range also have an impact on hard dental tissues in healthy children. The objective of this study was, therefore, to investigate the association between thyroid function from the fetal period until early childhood and dental development at school age. This study is embedded in the Generation R Study, a population-based cohort study established in Rotterdam, the Netherlands. Maternal thyroid function (thyroid-stimulating hormone [TSH], free thyroxine [FT4], and thyroid peroxidase antibody [TPOAb] concentrations) was measured during early pregnancy, and thyroid function of the offspring (TSH and FT4) was measured in cord blood at birth and in early childhood (6 y). Dental development was assessed from panoramic radiographs of children of school-going age (9 y). In total, 2,387 to 2,706 subjects were available for the multivariable linear regression analysis, depending on the point in time of thyroid function measurement. There was an inverse association between cord blood and early childhood TSH concentrations with dental development, with a –0.06 lower standard deviation (SD) per 1 mU/L of TSH (95% confidence interval [CI], –0.11 to –0.01) and a –0.06 lower SD per 1 mU/L of TSH (95% CI, –0.11 to 0.00), respectively. There was no association between the maternal thyroid function during pregnancy and the dental development score of the child. However, TPOAb-positive mothers had children with a –0.20 SD (adjusted 95% CI, –0.35 to –0.04) lower dental development score compared with TPOAb-negative mothers. The findings of this study suggest that the thyroid hormone is involved in the maturation of teeth from the early stages of life onward.

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Khairani, Nurul, Dirhan Dirhan et Abe Indriantama. « Parenting Pattern, Nutrition Status of Toddler, and Development of Toddler with Age of 4-5 Years in Early Childhood Dharma Wanita Persatuan Bengkulu Province ». Jurnal Sains Kesehatan 25, n^o 3 (16 décembre 2018) : 62–69. http://dx.doi.org/10.37638/jsk.25.3.62-69.

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Short term impact of malnutrition on child development was the child will make apathy, speech disorders and other developmental disorders. While the long term impact was a decrease in intelligence quotient (IQ) scores, decreased cognitive development, decreased sensory integration, attention disraction, impaired confidence disorder and, of course, declining academic achievement in schools. The purpose of this study was to determine the Relationship of Parenting pattern and Nutrition Status of Toddler with Development of Toddler with Age of 4-5 Years in Early Childhood Education Program Dharma Wanita Persatuan Bengkulu Province. This study used survey analytic with cross sectional design. Sample in this study were all mother who had toddler with age of 4-5 years in Early Childhood Education Program Dharma Wanita Persatuan Bengkulu Province academic years 2017/2018 with the amount of 32 mothers of toddlers. Data analysis technique in this study used univariate and bivariate with Chi-Square test (χ2). The results of the study revealed that of the 32 toddlers there were 26 mothers of toddlers (81,3%) had parenting democratic parents, 25 mothers of toddlers (78,1%) had toddlers with good nutritional status, 28 mothers of toddlers (87,5%) who had toddlers with good development. There was not significant relationship between parenting pattern with development of toddler in early childhood education Program Dharma Wanita Persatuan Bengkulu Province. There was not significant relationship between nutrition status of toddler with development of toddler in early childhood education Program Dharma Wanita Persatuan Bengkulu Province. It was expected that parents can apply good parenting, meet nutritional needs and provide optimal stimulation of child development. Keywords: development of toddler, nutrition status of toddler, parenting pattern

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Rapee, Ronald M., et Agnes A. Szollos. « Developmental Antecedents of Clinical Anxiety in Childhood ». Behaviour Change 19, n^o 3 (1 septembre 2002) : 146–57. http://dx.doi.org/10.1375/bech.19.3.146.

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AbstractIn a retrospective recall study, mothers of 102 clinically anxious children (7–16 years) and 76 nonclinical comparison children completed questionnaires describing several aspects of their child's early life. There were no differences between the groups on several aspects of development such as age of walking, talking and toilet training. However, mothers of anxious children reported a significantly greater number of birth complications, difficulties in the first year, early fears, and general settling difficulties. There were few differences found between anxiety disorders except that children with social phobia were more likely to be first born and tended to spend less time in day care, while children with separation anxiety disorder experienced more stressful life events. The results are described as preliminary evidence for the possible role of several factors in the development of anxiety that now require more detailed investigation.

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DiGirolamo, Ann M., Laura Ochaeta et Rosa Mery Mejía Flores. « Early Childhood Nutrition and Cognitive Functioning in Childhood and Adolescence ». Food and Nutrition Bulletin 41, n^o 1_suppl (juin 2020) : S31—S40. http://dx.doi.org/10.1177/0379572120907763.

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Background: The Institute of Nutrition of Central America and Panama (INCAP) Longitudinal Study provides a unique opportunity to examine the role of nutrition in cognitive functioning over time, controlling for other sociocultural factors. Objective: This article describes results of analyses carried out in the INCAP Longitudinal Study on relationships between early childhood nutritional status and supplementation with concurrent and subsequent cognitive development in childhood and adolescence/young adulthood. Methods: Articles were chosen for review that addressed this topic from the original and 1988 follow-up studies; 41 articles were reviewed and key results summarized for relationships between early nutrition and cognition in infancy, early childhood, and adolescence/young adulthood. Results: Overall, results suggest strong relationships between indicators of a child’s early nutritional status and motor and cognitive development in infancy and through the preschool years, continuing into adolescence/young adulthood, particularly for males. Nutritional supplementation during gestation through 2 years of age was associated with improvements in motor development and small, but consistent improvements in cognitive development during infancy and preschool years, with similar results of greater magnitude found with cognitive functioning in adolescence and young adulthood. Findings remain strong after controlling for various sociocultural factors (eg, socioeconomic status [SES]) and schooling. Among adolescents, significant interactions were found with SES and years of school attained; differences in performance favored Atole over Fresco children, with greatest differences for participants of low SES and those with higher levels of schooling. Conclusions: Results support the need for programs to address unmet nutritional requirements among at-risk mothers and children and potential beneficial effects for human cognitive development.

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Murfi, Ali, et Rina Roudhotul Jannah. « Posdaya Sebagai Alternatif Pemerataan Pendidikan Anak Usia Dini ». Al-Athfal : Jurnal Pendidikan Anak 3, n^o 1 (1 août 2017) : 37–50. http://dx.doi.org/10.14421/al-athfal.2017.31-04.

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This research is intended to reveal the importance of Posdaya as an alternative in equal distribution of early childhood education which is the community-based organization or educational embodiment of, by and for the community. The results showed that the implementation of the model of Posdaya is one of alternative in the equal distribution of early childhood educational levels or it which is called PAUD. The organization of PAUD Posdaya is evidence of the the answers of credibility the challenge of demographic bonus the year 2045, or 100 years of independence of Indonesia and can be a solution related to a classical problem of educational about equal distribution that occurred in Indonesia. Some of the things that make Posdaya important to be held because the first, Posdaya get higher percentage of community pasticipation. The second, it can be reached by all circles of society, especially medium to bottom class people. The third is as media to synergize the existence of each instituiton in society, such as government programs related to toddler, mothers, and society as Posyandu, PKK, BKB, KB, the national program for community empowerment (PNPM Mandiri), and other empowerment programs.

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Yakuwa, Marina Sayuri, Letícia Pancieri, Sarah Neill et Débora Falleiros de Mello. « Mothers’ Understanding of Brain Development in Early Childhood : A Qualitative Study in Brazil ». SAGE Open 12, n^o 2 (avril 2022) : 215824402210961. http://dx.doi.org/10.1177/21582440221096131.

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To analyze mothers’ understanding of child brain development and their stimulus practices with children in the first months of life. Qualitative research, with 18 Brazilian mothers, over 18 years of age, used semi-structured interviews to identify their perspectives on important healthcare outcomes, based on reflexive thematic analysis. Mother’s accounts displayed little understanding of child brain development, focusing on the development of neuropsychomotor skills. There was relative uncertainty about the daily care practices that would provide appropriate child stimuli, through which to provide promotion and protection of child development. Maternal knowledge about child brain development indicates a need to strengthen parenting practices in early childhood. Expanding this knowledge and practices can contribute to parental caregivers being immediate providers of child development, to detect vulnerabilities and early difficulties. In addition, this approach would promote involvement in daily care and increase shared responsibility in the construction of strengthened executive functions for good child development.

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Aoyagi, Sona-Sanae, Nori Takei, Tomoko Nishimura, Yoko Nomura et 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 (6 mars 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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Randika, R., S. U. Sendanayaka, G. T. Rathnayake et J. Warnasekara. « Are mothers of preschool children aware about early childhood care and development (ECCD) ? » Anuradhapura Medical Journal 15, n^o 2 (30 décembre 2021) : 6. http://dx.doi.org/10.4038/amj.v15i2.7688.

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Shin, Su Hui. « Development of anxiety scale for mothers experiencing elementary school transition in early childhood ». Korean Council For Children's Rights 23, n^o 1 (28 février 2019) : 87–109. http://dx.doi.org/10.21459/kccr.2019.23.1.87.

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Suardi, Suardi, et Sulaiman Samad. « STIMULATION OF THE EARLY CHILDHOOD LANGUAGE DEVELOPMENT : OPTIMALIZATION OF A MOTHER’S ROLE IN FAMILY EDUCATION ». RETORIKA : Jurnal Bahasa, Sastra, dan Pengajarannya 13, n^o 1 (23 février 2020) : 196. http://dx.doi.org/10.26858/retorika.v13i1.12300.

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This study was conducted to examine daily practices of stimulation carried out by mothers at home as an initial support for their children’s language development. This study employed a descriptive design and involved 75 mothers as respondents who wereselected using the non-probability sampling method. The research data were collected using a self-developed questionnaire containing four indicators of early support for children’s language development. The data were analyzed using Microsoft Excel application version 16.10-assisted descriptive statistics. The results of the study showed that daily practices of stimulation carried out by the participants as an initial support for their children’s language development in their first five years of life were included in the ‘very likely’ category. Even so, some practices of stimulation were not properly optimized. This finding promotes the need to increase the ability of mothers to carry out stimulation practices at home so that their involvement in providing initial support for the development of children’s language is more optimal, which in turn can improve the quality of family education at home.

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Manjourides, Justin, Emily Zimmerman, Deborah J. Watkins, Thomas Carpenito, Carmen M. Vélez-Vega, Gredia Huerta-Montañez, Zaira Rosario et al. « Cohort profile : Center for Research on Early Childhood Exposure and Development in Puerto Rico ». BMJ Open 10, n^o 7 (juillet 2020) : e036389. http://dx.doi.org/10.1136/bmjopen-2019-036389.

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PurposePuerto Rican children experience high rates of asthma and obesity. Further, infants born in Puerto Rico are more at risk for being born prematurely compared with infants on the mainland USA. Environmental exposures from multiple sources during critical periods of child development, potentially modified by psychosocial factors, may contribute to these adverse health outcomes. To date, most studies investigating the health effects of environmental factors on infant and child health have focused on single or individual exposures.ParticipantsInfants currently in gestation whose mother is enrolled in Puerto Rico Testsite for Exploring Contamination Threats (PROTECT) cohort, and infants and children already born to mothers who participated in the PROTECT study.Findings to dateData collection and processing remains ongoing. Demographic data have been collected on 437 mother–child pairs. Birth outcomes are available for 420 infants, neurodevelopmental outcomes have been collected on 319 children. Concentrations of parabens and phenols in maternal spot urine samples have been measured from 386 mothers. Center for Research on Early Childhood Exposure and Development mothers have significantly higher urinary concentrations of dichlorophenols, triclosan and triclocarban, but lower levels of several parabens compared with reference values from a similar population drawn from the National Health and Nutrition Examination Survey.Future plansData will continue to be collected through recruitment of new births with a target of 600 children. Seven scheduled follow-up visits with existing and new participants are planned. Further, our research team continues to work with healthcare providers, paediatricians and early intervention providers to support parent’s ability to access early intervention services for participants.

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Wajskop, Gisela. « "Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children ». Language and Literacy 19, n^o 2 (6 juillet 2017) : 33. http://dx.doi.org/10.20360/g2495q.

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This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project.

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Pinto, Gabriela dos Santos, Marina Sousa Azevedo, Marília Leão Goettems, Marcos Britto Correa, Ricardo Tavares Pinheiro et Flávio Fernando Demarco. « Are Maternal Factors Predictors for Early Childhood Caries ? Results from a Cohort in Southern Brazil ». Brazilian Dental Journal 28, n^o 3 (juin 2017) : 391–97. http://dx.doi.org/10.1590/0103-6440201601047.

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Abstract This study aimed to determine the influence of maternal factors on the early development of dental caries in Brazilian preschoolers. This cross-sectional study was nested in a cohort of adolescent mothers. The current wave was performed when the children were aged 24 to 42 months. The questionnaire-based survey targeted adolescent mothers and included demographic and socioeconomic variables as well as the maternal education level. In addition, clinical examinations were performed on the mothers and their children. Mothers were assessed for decayed, missing and filled teeth in the permanent dentition (DMFT index) and gingival assessment; their children were assessed for decayed, missing and filled teeth in the deciduous dentition (dmft index). Poisson regression with robust variance was used to estimate the prevalence ratio, risk ratio and 95% confidence intervals. This data was also used to identify the maternal risk factors associated with the outcomes (prevalence and severity of childhood caries). A total 538 mother-child dyads were evaluated; the prevalence of early childhood caries was 15.1% and maternal caries was 74.4%. After the adjustment, the children that exhibited a greater incidence of dental caries were from mothers of low socioeconomic status, or from those presenting decayed teeth and higher rates of gingival bleeding. The results of this study suggest that the oral health of mothers is a potentially important risk factor for the development of early childhood dental caries. Public health planners should consider this information when planning interventions in order to prevent the occurrence of early dental caries.

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Campbell, Benjamin C., et J. Richard Udry. « Stress and age at menarche of mothers and daughters ». Journal of Biosocial Science 27, n^o 2 (avril 1995) : 127–34. http://dx.doi.org/10.1017/s0021932000022641.

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SummaryThe hypothesis that psychological stress during early childhood leads to advanced reproductive maturation was assessed using data from the California Childhood Health and Development Study. Regression analyses failed to indicate that bed wetting, nightmares or thumb-sucking at age 5 predict age at menarche, regardless of controls for mother's age at menarche. Among socioeconomic variables suggested as contextual stressors measured at age 9–11 only mother's education was a significant predictor of daughter's age at menarche, though its effect is trivial compared to mother's age at menarche. Path analysis on a subsample of the subjects failed to demonstrate the hypothesised indirect effect of mother's age at menarche on daughter's age at menarche acting through early marriage and marital dissolution. These results cast doubt on the theory that early childhood stress is the key to divergent reproductive strategies among females based on the timing of reproductive maturation.

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Jones, Melissa A., Kara M. Whitaker, Sharon E. Taverno Ross, Kelliann Davis, Klaus Libertus et Bethany Barone Gibbs. « Maternal Sedentary Behavior and Physical Activity across Pregnancy and Early Childhood Motor Development ». Children 8, n^o 7 (25 juin 2021) : 549. http://dx.doi.org/10.3390/children8070549.

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Early childhood motor development is an important indicator of short- and long-term health. In utero exposures impact offspring health across the lifespan; however, whether maternal activity during pregnancy may impact early childhood motor development remains unknown. This prospective cohort study measured the motor development skills of n = 70 children born to mothers from a previously conducted cohort study which objectively measured activity profile, (sedentary behavior (SED) and moderate-to-vigorous intensity physical activity (MVPA), across pregnancy. Mothers reported the motor development of their child using the Early Motor Questionnaire (EMQ). Linear regression models examined associations between maternal activity profile and EMQ scores. Maternal SED and MVPA were analyzed in two ways: trimester-specific and across pregnancy using trajectory groups. Children were 12–30 months of age, majority white (82%), and 52% male. Maternal SED during pregnancy was not associated with any EMQ domains (gross motor, fine motor, and perception action). Higher maternal MVPA, across pregnancy by trajectory group and in the first and second trimesters, was significantly associated with moderate-sized effects of more advanced fine motor and perception action scores. Higher MVPA in early pregnancy appears to be related to more advanced early childhood motor development. Therefore, maternal MVPA may be a modifiable behavior by which short- and long-term offspring health may be impacted.

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Lin, Xunyi, et Hui Li. « Chinese mothers’ profile which values both play and academics predicts better developmental outcome in young children ». International Journal of Behavioral Development 43, n^o 1 (1 avril 2018) : 61–66. http://dx.doi.org/10.1177/0165025418767062.

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Parental beliefs about play and learning are part of the “belief-context” of early childhood development and can thus make a key difference for the child. Previous studies have focused on cross-cultural comparisons, and therefore have neglected intra-cultural variations. This study sampled 163 Chinese mothers with children aged two to four years old ( M = 38.73 months, SD = 4.91) in south-eastern China, using the Chinese Parent Play Beliefs Scale, Home Play Activities Questionnaire and China Developmental Scale for Children. The latent profile analysis identified the three profiles of Chinese mothers: (a) Traditional mothers, who placed higher value on pre-academic activities, but lower value on early play; (b) Contemporary mothers, who placed higher value on early play, but lower value on pre-academic activities; and (c) Eclectic mothers, who placed the highest values on both pre-academic activities and play. The three profiles of mothers’ play beliefs were differentiated by maternal education, frequencies of children’s play and pre-academic activities at home, and children’s early development. Children of Eclectic mothers had better cognitive development than those of Contemporary mothers, and had better socio-emotional and overall development than those of Traditional mothers, even after adjusting for socio-demographic variables.

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Henrichs, Jens, Leslie Rescorla, Cootje Donkersloot, Jacqueline J. Schenk, Hein Raat, Vincent W. V. Jaddoe, Albert Hofman, Frank C. Verhulst et Henning Tiemeier. « Early Vocabulary Delay and Behavioral/Emotional Problems in Early Childhood : The Generation R Study ». Journal of Speech, Language, and Hearing Research 56, n^o 2 (avril 2013) : 553–66. http://dx.doi.org/10.1044/1092-4388(2012/11-0169).

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Purpose The authors tested associations between (a) parent-reported temporary vs. persistent vocabulary delay and (b) parent-reported behavioral/emotional problems in a sample of 5,497 young Dutch children participating in a prospective population-based study. Method Mothers completed the MacArthur Communicative Development Inventory—Netherlands (Zink & Lejaegere, 2003) at age 18 months and the Language Development Survey (Rescorla, 1989) at age 30 months, with expressive vocabulary delay defined as scores in the lowest 15th age- and gender-specific percentiles. The Child Behavior Checklist (Achenbach & Rescorla, 2000) was completed by mothers when their children were age 18 months and by both parents when their children were age 36 months, from which Internalizing Problems and Externalizing Problems scores were analyzed. Results All analyses were adjusted for covariates. Expressive vocabulary delay at age 18 months was weakly related to Internalizing Problems scores at age 18 months as well as mother-reported Externalizing and Internalizing Problems scores at age 36 months (the latter for boys only). Expressive vocabulary delay at age 30 months was weakly associated with mother-reported Externalizing and Internalizing Problems scores (the latter for boys only) and father-reported Internalizing Problems scores. Persistent expressive vocabulary delay predicted the highest risk of mother-reported internalizing and externalizing problems at age 36 months. Conclusion This population-based study showed modest associations between vocabulary delay and behavioral/emotional problems detectable from 18 months onward.

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Schady, Norbert. « Parents’ Education, Mothers’ Vocabulary, and Cognitive Development in Early Childhood : Longitudinal Evidence From Ecuador ». American Journal of Public Health 101, n^o 12 (décembre 2011) : 2299–307. http://dx.doi.org/10.2105/ajph.2011.300253.

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Laurens, K. R., S. Tzoumakis, M. Kariuki, M. J. Green, M. Hamde, F. Harris, V. J. Carr et K. Dean. « Pervasive influence of maternal and paternal criminal offending on early childhood development : a population data linkage study ». Psychological Medicine 47, n^o 5 (29 novembre 2016) : 889–901. http://dx.doi.org/10.1017/s0033291716003007.

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BackgroundParental criminal offending is an established risk factor for offending among offspring, but little evidence is available indicating the impact of offending on early childhood functioning. We used data from a large Australian population cohort to determine associations between exposure to parental offending and a range of developmental outcomes at age 5 years.MethodMulti-generation data in 66 477 children and their parents from the New South Wales Child Development Study were combined using data linkage. Logistic and multinomial regressions tested associations between any and violent offending histories of parents (fathers, mothers, or both parents) obtained from official records, and multiple measures of early childhood developmental functioning (social, emotional–behavioural, cognitive, communication and physical domains) obtained from the teacher-reported 2009 Australian Early Development Census.ResultsParental offending conferred significantly increased risk of vulnerability on all domains, particularly the cognitive domain. Greater risk magnitudes were observed for offending by both parents and by mothers than by fathers, and for violent than for any offending. For all parental offending exposures, vulnerability on multiple domains (where medium to large effects were observed) was more likely than on a single domain (small to medium effects). Relationships remained significant and of comparable magnitude following adjustment for sociodemographic covariates.ConclusionsThe effect of parental offending on early childhood developmental outcomes is pervasive, with the strongest effects on functioning apparent when both parents engage in violent offending. Supporting affected families in early childhood might mitigate both early developmental vulnerability and the propensity for later delinquency among these offspring.

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Temple, Judy A. « Rural Gaps in Participation in Early Childhood Education ». Journal of Agricultural and Applied Economics 41, n^o 2 (août 2009) : 403–10. http://dx.doi.org/10.1017/s107407080000287x.

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While state government spending on early education has grown in recent years, accessibility of preschool programs for rural children remains a problem. Using census-tract data from a nationally-representative data set on U.S. children, multinomial logit estimation reveals significant differences in early education experiences between rural and nonrural children. Both rural children and children of less-educated mothers are less likely to participate in preschool. This paper concludes by discussing the appropriate role of local, state, or federal governments in funding rural preschool programs. While early educational investments are being touted as effective economic development tools, the nature of the positive externalities associated with preschool makes it unlikely that any single rural community would invest in high-quality programs without state or federal assistance.

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Rizka Fadliah Nur. « POLA ASUH IBU TUNGGAL DALAM MENGEMBANGKAN KECERDASAN SOSIAL ANAK USIA DINI (Studi Deskriptif pada Anak Usia 4 - 6 Tahun) ». Musawa : Journal for Gender Studies 13, n^o 1 (30 juin 2021) : 82–105. http://dx.doi.org/10.24239/msw.v13i1.741.

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The purpose of this study was to determine the role of mothers as single parents in developing their children's intelligence at the age of 4-6 years. This study uses a descriptive quantitative approach with a single variable, namely social intelligence. Social intelligence consists of aspects of social sensitivity, social insight, and social communication. This aspect of social intelligence must be possessed by early childhood. Social intelligence includes empathy, prosocial, self-awareness, understanding of social situations and social ethics, problem solving skills, effective communication, effective listening and being able to lead groups. These skills can be taught to children starting from an early age by their parents, mothers who act as single parents have their own ways to help their children's development because social intelligence in early childhood is not naturally possessed by children, but must be grown and developed. by parents by developing the social and emotional aspects of early childhood. That is why we need various methods that can be used to develop it. One method that parents can use in developing social and emotional aspects in early childhood is through example. Exemplary activities that can be done to develop emotional social intelligence in early childhood.

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Domek, Gretchen J., Brittney Macdonald, Catherine Cooper, Maureen Cunningham, Madiha Abdel-Maksoud et Stephen Berman. « Group based learning among caregivers : assessing mothers’ knowledge before and after an early childhood intervention in rural Guatemala ». Global Health Promotion 26, n^o 2 (14 août 2017) : 61–69. http://dx.doi.org/10.1177/1757975917714287.

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Background: The first three years of a child’s life are a critical period for brain growth and development. Caregiver interventions during this period that improve early childhood health and development have the potential to enhance a child’s physical, mental, and social well-being. Methods: This was a pretest/posttest quasi experimental program evaluation. Early childhood education materials were adapted to create two separate interventions consisting of 30-page interactive flipchart talks to educate mothers on health and development topics relevant to 0–6 and 6–12 month old children. Three community health workers performed the talks with groups of 5–8 mothers. Short learning assessments were given individually to each mother pre-intervention (pretest), immediately post-intervention (posttest 1), and two weeks post-intervention (posttest 2). Demographic surveys and focus group discussions were conducted with all participants. Results: Mothers ( n = 77) had an average age of 33.6 years and had an average of 3.6 living children. Most of the mothers (71%) had received some primary education, but 23% had received no formal schooling. For the 0–6 months flipchart learning assessment ( n = 38), the mean pretest score was 77% correct. The mean posttest 1 score improved to 87% ( p < 0.0001), and the mean posttest 2 score improved further from the mean posttest 1 score to 90% ( p = 0.01). For the 6–12 months flipchart learning assessment ( n = 39), the mean pretest score was 78%. The mean posttest 1 score improved to 89% ( p < 0.0001), and the mean posttest 2 score improved further from the mean posttest 1 score to 92% ( p = 0.03). Conclusions: Mothers in an impoverished region of southwestern Guatemala significantly increased their knowledge about child health topics following a short interactive group talk. Mothers further increased their knowledge two weeks after the intervention, without specific re-exposure to the intervention materials, suggesting assimilation and informal reinforcement through group based learning with other mothers in their community.

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Lee, You Me, et Jee Hye Ahn. « The effects of Empowerment and The awareness of reward on Early childhood teacher’s Self-development desire ». Journal of Parent Education 12, n^o 1 (30 mars 2020) : 145–61. http://dx.doi.org/10.36431/jpe.12.1.8.

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Newberry, Jan. « Women Against Children : Early Childhood Education and the Domestic Community in Post-Suharto Indonesia ». TRaNS : Trans -Regional and -National Studies of Southeast Asia 2, n^o 2 (26 juin 2014) : 271–91. http://dx.doi.org/10.1017/trn.2014.7.

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AbstractIn response to global attention to the young child, early childhood programs have become a national and provincial focus in Indonesia since 2000. The roll out of public programs for low income communities has made use of a longstanding mode of delivery: the volunteered, community-based labour of women. Although susceptible to analysis as a mode of governmentality, an older scholarship on the domestic community, its role in social reproduction, and its shaping by global accumulation offers significant insights as to why this method for delivering social welfare persists, even as it dovetails with more recent work on care and networks of global care labour. Based on ethnographic work in Yogyakarta, this examination of changes in international development regimes considers the contradictory effects for the empowerment of women as against children. Ultimately, the care labour required for early childhood programming, which has been taken to follow from the naturalised link between women's socially appropriate care work and childrearing, provokes instead questions about the awkward relationship between children and women. That is to say, recent developmental regimes seem to promote the empowerment of children as against women. By foregrounding social reproduction, this awkward relationship becomes a productive way to consider the limits of governmentality and to reconsider the domestic community as critical to understand globalisation, neoliberalisation, and the reorganisation of development and social welfare in the early twenty-first century.

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Truong Hoang Viet, Sutham Nanthamongkolchai, Chokchai Munsawaengsub et Supachai Pitikultang. « INFLUENCES OF MATERNAL KNOWLEDGE AND SOCIO-ECONOMIC FACTORS ON DEVELOPMENT OF CHILDREN AGED 1-3 YEARS IN NHA TRANG CITY, VIETNAM ». Malaysian Journal of Public Health Medicine 21, n^o 2 (28 août 2021) : 475–81. http://dx.doi.org/10.37268/mjphm/vol.21/no.2/art.917.

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Although early childhood development (ECD) is emphasized in regulation and law, Vietnam still refers the term ECD to early childhood education and the role of parents in promoting child development is not frequently mentioned. This study aims to examine the influences of mother’s knowledge of child development and socio-economic factors on child development. We conducted this cross-sectional study in Nha Trang city, Vietnam and collected data from 296 child-mother dyads using multistage sampling. Child development is measured by Ages and Stages Questionnaire, Third Edition (ASQ-3) and completed by mothers. The results show that there were 34.1% of children reported with suspected delayed development. Inappropriate level of maternal knowledge of child development, practice to promote child development, and positive parenting practice took up 80.4%, 75.3%, and 76.0%. Results from the multiple logistic regression reveal that maternal knowledge of child development and several socio-economic factors including children’s age, and children living with both parents were significantly associated with child development. The study recommends that mothers should improve their knowledge of child development to ensure their children’s healthy development.

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SAWYER, M. G., A. SARRIS, P. A. BAGHURST, A. WORSLEY et R. S. KALUCY. « Early childhood development : A comparative study of beliefs held by adolescents, medical students and mothers ». Journal of Paediatrics and Child Health 25, n^o 4 (août 1989) : 226–29. http://dx.doi.org/10.1111/j.1440-1754.1989.tb01461.x.

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Eisenhower, Abbey Severance, Bruce L. Baker et Jan Blacher. « Children's delayed development and behavior problems : Impact on mothers' perceived physical health across early childhood ». Social Science & ; Medicine 68, n^o 1 (janvier 2009) : 89–99. http://dx.doi.org/10.1016/j.socscimed.2008.09.033.

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Tong, Lian, Ryoji Shinohara, Yuka Sugisawa, Emiko Tanaka, Akiko Maruyama, Yuko Sawada, Yukiko Ishi et Tokie Anme. « Relationship of working mothers’ parenting style and consistency to early childhood development : a longitudinal investigation ». Journal of Advanced Nursing 65, n^o 10 (octobre 2009) : 2067–76. http://dx.doi.org/10.1111/j.1365-2648.2009.05058.x.

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