Patterns of Early‐Life Social and Environmental Exposures and Child Cognitive Development,Rhea Birth Cohort,Crete, Greece

Early‐life exposures are critical for later child cognitive development. McCarthy Scales of Children's Abilities (MSCA) were used to assess cognitive development of 700 preschoolers (M_age = 4.2 years), derived from the “Rhea” birth cohort, in Greece. Principal component analysis (PCA) was applied on prospectively collected exposure data. Six components were extracted; five of them were associated with child cognition. Higher parental social status, preschool attendance and less TV watching, nonsmoking during pregnancy and breastfeeding, and parental involvement in child life were protective factors of child cognition at 4 years. Increased child birth order was negatively associated with child cognition. Offspring's size at birth was not associated with any cognitive outcome. These findings reveal the importance of early‐life exposures to child cognitive development.     

The Early Years and the Development of Tolerance

This paper describes some of the issues surrounding the development of tolerance in young children, including the need to recognise that children's moral development is closely tied to their cognitive development. The importance of the family and other adult models is recognised as children make progress in understanding the views and rights of others. Teaching the young child about tolerance should be embedded in an inclusive approach to curriculum and children given opportunities to make decisions and take responsibility for their own actions consistent with their evolving capabilities.     

Parental resources, parental stress, and socioemotional development of deaf and hard of hearing children

In recent years, empowerment and resource orientation have become vital guidelines for many of the sciences. For the field of deaf education, it is also highly important to look carefully at these guidelines if we are to acquire a better understanding as regards both the situation of the parents involved and the development of the deaf and hard of hearing children themselves. A resource-oriented approach to deaf education has therefore proved especially helpful. If both the theoretical and practical aspects of educating deaf and hard of hearing children are to benefit, research on parental experience with deafness and research on the socioemotional development of the children must always be combined and studied in the context of resource availability. In a study of 213 mothers and 213 fathers of deaf and hard of hearing children, we used an array of different questionnaires (PSI, SDQ, SOC, F-SozU, etc.) to examine the correlation between parental resources, sociodemographic variables, parental stress experience, and child socioemotional problems by way of a path analysis model. The results show that high parental stress is associated with frequent socioemotional problems in the children, thus emphasizing the importance of a resource-oriented consulting and support strategy in early intervention, because parental access to personal and social resources is associated with significantly lower stress experience. Child development seems to profit enormously from a resource-oriented support concept. In addition, the results confirm two earlier findings: parents with additionally handicapped children are especially stressed and the child's communicative competence makes for a more sound prediction than its linguistic medium (spoken language or sign). The path models for mothers and fathers agree in all essential factors. The results are discussed with a view to their meaning for pedagogical practice, and recommendations for further research are given (longitudinal data, more representative samples, cochlear implant).     

The intentionality model and language acquisition: engagement, effort, and the essential tension in development.

The purpose of the longitudinal research reported in this Monograph was to examine language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness. The theoretical focus for the research is on the agency of the child and the importance of the child's intentionality for explaining development, rather than on language as an independent object. The model of development for the research is a Model of Intentionality with two components: the engagement in a world of persons and objects that motivates acquiring a language, and the effort that is required to express and articulate increasingly discrepant and elaborate intentional state representations. The fundamental assumption in the model is that the driving force for acquiring language is in the essential tension between engagement and effort for linguistic, emotional, and physical actions of interpretation and expression. Results of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and constructing thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, and in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age. Patterns of deviation from baseline rates of the different behaviors show that child emotional expression, child speech, and mother speech clearly influence each other, and the mutual influences between them are different at times of either emergence or achievement in both language and object play. The three conclusions that follow from the results of the research are that (a) expression and interpretation are the acts of performance in which language is learned, which means that performance counts for explaining language acquisition; (b) language is not an independent object but is acquired by a child in relation to other kinds of behaviors and their development; and (c) acquiring language in coordination with other behaviors in acts of expression and interpretation takes work, so that acquiring language is not easy.     

Childhood Ideology in the United States: A Comparative Cultural View

Childhood ideology functions in each nation as a complex of ideas about what children are like and how best to teach and socialise them. One important domain of childhood ideology concerns ideas and practices related to children's development and behaviour management. Drawing from an analysis of popular childrearing magazines and early childhood education materials in the United States, this cultural study describes contemporary American mainstream beliefs concerning children's early emotional and behavioural development. In particular, the paper explores themes of emotional expression, autonomy, individuality, power, and consumerism. Some comparisons with Japanese views on child development and emotional/behavioural socialisation are also made. The paper suggests that popular ideas and techniques of emotional and behavioural management in the United States in both families and early childcare environments reflect a dominant ideology of children that has potentially negative consequences for children's welfare. Furthermore, childhood ideologies, while retaining culturally specific values and ideas neither remain static nor exist in isolation from one another. The paper questions the global diffusion of a Western-style professionalised discourse of child psychology that may not be applicable to all nations and their children.     

Children’s resilience and trauma-specific cognitive behavioral therapy: Comparing resilience as an outcome,a trait,and a process

Resilience, which is associated with relatively positive outcomes following negative life experiences, is an important research target in the field of child maltreatment (Luthar et al., 2000). The extant literature contains multiple conceptualizations of resilience, which hinders development in research and clinical utility. Three models emerge from the literature: resilience as an immediate outcome (i.e., behavioral or symptom response), resilience as a trait, and resilience as a dynamic process. The current study compared these models in youth undergoing trauma-specific cognitive behavioral therapy. Results provide the most support for resilience as a process, in which increase in resilience preceded associated decrease in posttraumatic stress and depressive symptoms. There was partial support for resilience conceptualized as an outcome, and minimal support for resilience as a trait. Results of the models are compared and discussed in the context of existing literature and in light of potential clinical implications for maltreated youth seeking treatment.     

Otitis media,the quality of child care,and the social/communicative behavior of toddlers: A replication and extension

The purpose of this study was to examine the effects of otitis media (OM) and the quality of child care on the social and communicative behaviors of toddlers, using a cumulative risk framework that included moderation. The study followed 72 children who began child care in infancy. Both process and structural aspects of the quality of 11 child care centers were measured and children received weekly ear examinations from the time they entered child care. At 24 months of age children were observed in their classrooms during free play when they were well. Children in the chronic OM, low quality care group exchanged more negative gestures with peers, initiated less verbally to teachers and peers and were talked to less by teachers and peers in comparison to all other children. The results suggest the importance of the moderating effect of the quality of child care in understanding the effects of OM on social/communicative development.     

Studying the effects of early child care experiences on the development of children of color in the United States: toward a more inclusive research agenda

Evidence is presented of the different cultural and ecological contexts affecting early child care for families of color. It is argued that improvements on previous research require a fundamental shift in how race, ethnicity, and culture as psychological variables are examined. Furthermore, to avoid the pitfalls and failures of previous research, new research must incorporate expanded models of child care and development in childhood. The integrative model of development for children of color proposed by Garcia Coll et al. (1996) is presented as a basis for developing more specific ecological models relevant to addressing child care issues in ethnic minority families. Finally, priority areas for future research are recommended to stimulate and enable child care researchers to adopt a more inclusive view of child care and its effects.     

Adolescents at risk for mistreating their children. Part II: A home- and clinic-based prevention program

OBJECTIVE: To determine if adding an intensive home visitation component to a comprehensive adolescent-oriented maternity program prevents child abuse and neglect. METHODS: We studied 171 participants in a comprehensive, adolescent-oriented maternity program who were deemed to be at high risk for child abuse and neglect. Half were randomly assigned to receive in-home parenting instruction. Major disruptions of primary care-giving by the adolescent mother were classified hierarchically as abuse, neglect, and abandonment. RESULTS: Compliance with home visits varied in relation to the support the teenage mothers received from their families and the fathers of their babies (p < .0001). There were no significant treatment group differences in the pattern of health care utilization, the rate of postpartum school return, repeat pregnancies, or child abuse and neglect. The incidence of maltreatment rose in tandem with the predicted risk status of the mother. Ultimately, 19% of the children were removed from their mother's custody. CONCLUSIONS: Prediction efforts were effective in identifying at-risk infants, but this intensive home- and clinic-based intervention did not alter the incidence of child maltreatment or maternal life course development. A parenting program that was more inclusive of the support network might be more popular with teenagers and therefore more effective. Our findings also emphasize the importance of including counseling specifically designed to prevent teenagers from abandoning their children.     

基于线性自抗扰控制的工件台单扫描轴应用研究

随着新一代人工智能技术的发展,其在智慧教育领域的应用日趋深入。对幼儿园信息管理、家园互通、幼儿成长记录、幼儿成长分析进行研究,阐述人工智能技术应用于幼儿成长记录分析和家园共育中的重要性,并根据“互联网+”学前教育变革相关政策,提出基于人工智能技术的新型幼儿成长记录系统构建方案,以更好地记录幼儿成长过程相关信息,为幼儿成长及教育教学提供数据支持。     

Adult–Child Relationship Processes and Early Schooling

This paper highlights the importance of social processes in early school outcomes. Child-adult relationships are a social context with particular salience for the development of a number of social and academic outcomes in early childhood. Research on both child–parent and child–teacher relationships is reviewed. Measurement technologies are described and conceptual perspectives based on dyadic systems models are advanced as heuristics for future research. Practice implications are drawn with respect to assessment of relationships and implications for conceptualization of early childhood outcomes.     

Childhood,neo‐liberalism and the feminization of education

This paper brings together analyses from childhood and gender studies with macro‐economic analysis to offer new perspectives on current educational debates, including the current role of education within broader discussions. Girls’ recent (supposed) educational success is situated within economic and cultural contexts to explore how discussions of gender, childhood and development both express and, paradoxically, obscure these. Analysis of popular discourses surrounding children and childhood is used to suggest that the sentimentalized (girl) child has come to represent a new neo‐liberal subject, such that contemporary discourses of childhood and feminization typically distract attention from more meaningful structural analyses ‐ that would crucially include further analyses of gender and childhood.     

Maternal Working Models of Attachment, Marital Adjustment, and the Parent-Child Relationship

This study examined the connection between maternal working models, marital adjustment, and the parent-child relationship. Subjects were 45 mothers who were observed in problem-solving interactions with their 16–62-month-old children ( M = 33 months). Mothers also completed the Attachment Q-set, the Adult Attachment Interview, and a marital adjustment scale. As predicted, maternal working models were related to the quality of mother-child interactions and child security, and there was a significant relation between marital adjustment and child security. Maternal working models and marital adjustment were also associated interactively with child behavior and child security. Among children of insecure mothers, child security scores were higher when mothers reported high (vs. low) marital adjustment. No relation between child security scores and mothers' marital adjustment was found among children of secure mothers. These results suggest that maternal working models influence parenting and child adjustment well beyond infancy, to which period the few existing studies of adult attachment have been restricted. The results also suggest that interactions between maternal working models and the marital adjustment on child behavior and attachment security need to be more closely examined.     

Variations in early child care: Do they predict subsequent social, emotional, and cognitive differences?

A sample of 236 predominantly middle class 8-year-olds from a state with minimal child care standards were examined for possible differences associated with earlier child care histories. In comparison to children in part-time child care (less than 30 hours a week) or exclusive maternal care, children with more extensive child care experiences since infancy were rated by teachers and parents as having more poor peer relationships, work habits, and emotional health, and as being more difficult to discipline. In this minimal standard environment, extensive infant care was also associated with more negative nominations from classmates, poorer academic and conduct report card grades, and lower standardized test scores. In stepwise regressions that included family social class, parents' marital status, family size, number of family moves, child gender, childbirth order, and current after school care, children's extensive experience in infant care was the single best predictor (in a negative direction) of ratings by parents, teachers, and peers, and of report card grades and standardized test scores. Child care history continued to be a significant negative predictor of child outcomes in full regression models that incorporated child and family variables. These results are in marked contrast with Andersson's (1989) findings of positive social and cognitive development associated with early, extensive child care in Sweden (a country characterized by high child care standards and opportunities for paid parental leave during early infancy).     

Instructional Design Project Success Indicators: An Empirical Basis

The success of instructional design and development (ID) projects is typically evaluated using an evaluation framework, the most popular being Kirkpatrick's (1967) four levels of evaluation. In spite of their widespread use, there does not appear to be an empirical basis for these frameworks. Do the popular evaluation frameworks encompass the major indicators of successful ID projects? Are the success indicators the same for all the various stakeholders involved in ID projects? The purpose of this study was: 1) to establish empirically a set of ID project success indicators, and 2) to determine if stakeholder perspective influences the importance attached to those indicators. Seven ID project success indicators were identified, suggesting that the common evaluation models are incomplete. A two-way ANOVA revealed no significant differences among the stakeholder groups in terms of the importance they attached to the success indicators overall. However, a significant difference was found among the success indicators in terms of their importance to ID project success. Also, there was a significant interaction between certain stakeholder groups and certain ID project success indicators. Implications of the findings and directions for future research are discussed.     

Within and beyond the classroom door: assessing quality in child care centers

This study reports data from a multisite study of typical center-based child care and children’s development regarding (a) associations among quality of care defined by structural features, process indicators, and compliance with state regulations, (b) variation in quality based on the stringency of state child care regulations and center compliance, and (c) specific quality indicators that show especially strong links to children’s experiences in child care. Findings confirmed prior evidence regarding the importance of ratios, teacher training, and group size for high quality classroom processes, but demonstrated the more significant contribution of teacher wages and parent fees. Both structural and process measures of quality varied with the location of the center in a state with more or less stringent child care regulations. The results indicate the importance of incorporating economic and regulatory considerations into future studies of childcare quality.     

Individuality, Context, and the Search for Meaning

A developmental systems approach incorporates clinical perspectives and offers a background for thinking about some of the ways we do research. Recent advances reveal both research opportunities and needs related to fostering child development in a pluralistic, democratic society, 4 topics are addressed that deal with individuality, context, and the search for meaning. First, individuality is discussed wherein our abstract thinking and our quantitative individual differences methods have revealed an urgent need to study the developing person. Second, classification is considered wherein our systematizing efforts reveal a need to understand the interplay among classified features of the person, as well as the particular methods that underlie our classifications. Third, the experiencing of development is discussed, wherein recent advances have revealed new ways of thinking about an individual's nonconscious—procedural and practicing—activities in development, as well as those activities that are conscious. Fourth, the issue of values is considered. Values contribute to our doing research, and we also need to acknowledge their importance as the object of developmental study in 4 children. The appreciation of context, of multiple windows of observation, and of our emotional "centeredness" as human beings who communicate and cooperate with others are crosscutting themes of the essay.     

Contextual risk, caregiver emotionality, and the problem behaviors of six- and seven-year-old children from economically disadvantaged families

This study explored the relations between additive and cumulative representations of contextual risk, caregiver emotionality, child adaptability, and teacher reports of the problem behaviors of 6- and 7-year-old children (N = 155) from economically disadvantaged families. The results showed relations between both risk representations and child problem scores and provided evidence that the relation for cumulative risk may be moderated by caregiver negative emotionality and caregiver positive emotionality and partially mediated by child adaptability. The results suggest the importance of exploring alternative representations of contextual risk and the conditions under which contextual risk influences child behavior.     

Teacher education,motivation, compensation,workplace support,and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, education years and child development coursework predicted compensation, and compensation predicted observed quality. When the model was tested separately for infant–toddler teachers, years of education and child development coursework predicted compensation, but none of the education variables predicted observed quality and compensation did not predict observed quality. For preschool teachers, years of education predicted compensation and having a CDA predicted observed quality, but compensation did not predict observed quality. For all of the models, only motivations for child care work predicted intention to stay in the profession. No variables in the structural equation models predicted interactional quality.     

Handicapped children and handicapped families

Conclusion In summary, this article has emphasized the stressful effect of a handicapped child on the family. The effect of the family on the child's achievement is emphasized as many handicapped children would not become disabled or their disability lessened by appropriate parental behavior. Because of the importance of the family as a teaching environment, for the preschool child in particular, three home-oriented programs are out-lined as possible models that others might find useful. These programs attempt to capitalize on the mother's continued contact with the child and her ability to supply a one-to-one teaching arrangement during the time when the child is most susceptible to change. Such programs also increase mother-child communication and enhance her sense of having some control over the child's development, and her self-image as a competent parent, in addition to making the parents aware of community resources and fostering contact with appropriate services. These parent programs for handicapped children should not be seen as a substitute for other child-oriented preschool programs but as part of a co-ordinated approach to the education of the preschool handicapped child.

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Benachteiligte Kinder Und Benachteiligte Familien

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Enfants Handicapes Et Familles handicapees