Maternal Support for Play and Language across Early Childhood

Patterns of development in language and play for full term and preterm children from 6 to 54 months and the effects of maternal parenting strategies (i.e., maintaining attentional focus, use of directiveness) were examined. Significant risk differences in the growth of both language and play were found. The high risk children were more likely to show delays in both these skills. Maintaining had a positive influence on children's skills, while directiveness had a largely negative influence, especially at older ages. The relation between growth in play and language was stronger for the high risk, preterm, when compared to the low risk and full term, children, but only during the infancy and toddler period. Given that play and language development is more likely to be delayed for preterm, high-risk children and the relation between the development of these skills is stronger for high risk preterm children, particularly early, it would be important to provide the parents and educators with information about play and language development. For example, communicating the need to be consistent in using some interactive behaviors (e.g., maintaining) as children develop while modifying other behaviors (e.g., directiveness) would be essential.     

Infant vocalizing and phenotypic outcomes in autism: Evidence from the first 2 years

Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD.     

Boffin and geek identities: abject or privileged?

High achievement, and in particular, the role of the academically diligent and successful ‘boffin’ or ‘geek’, are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of ‘boffin/geek’ and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, ‘race’, age, and institutional location impact on these constructions and outcomes.     

African American preschool children's physical activity levels in Head Start

The purpose of this study was to describe the physical activity levels of urban inner city preschoolers while attending Head Start, the federally funded preschool program for children from low-income families. Participants were 158 African American children. Their physical activity during Head Start days was measured using programmed RT-3 accelerometers. Results revealed that the children spent the most time in sedentary and light physical activity, while their participation in moderate-to-vigorous physical activities was low. Given the sedentary class format and limited physical space for the Head Start programs observed, we suggest adding a structured physical activity component to Head Start schools to fight the overweight and obesity crisis.     

Working with ‘Diverse Bodies,Diverse Identities’: an approach to professional education about ‘diversity’

The complexity and diversity of populations in contemporary Western societies is becoming a significant public policy issue. The concept of ‘diversity’ has come to represent cultural, ethnic, racial and religious differences between the ‘dominant group’ and immigrant and indigenous populations. ‘Diversity training’ is amongst many strategies being implemented to address social and economic objectives in complex societies. This paper discusses and critically evaluates a professional education programme, ‘Diverse Bodies, Diverse Identities’, that is offered to human service practitioners and social work students in Victoria, Australia. It is concluded that a range of approaches is needed to address ‘diversity’ in contemporary societies.     

Exposing Student Teachers' Content Knowledge: Empowerment or debilitation?

Previous governments and other commentators have emphasized the relationship between a teacher's knowledge of the subject material being taught and the quality of learning outcomes. This has been reflected in the entry requirements to Initial Teacher Training (ITT) (primary) of public examination performance in the core subjects. However, disquiet has been expressed as to the efficacy of such qualifications as indicators of knowledge and skills at the entry point. Recent changes to ITT (primary) regulations require students' actual knowledge of the content of the three core subjects to be audited. This paper reports and reflects on the effects that re-examining their knowledge and skills in mathematics has had on the confidence of primary trainee teachers. It presents some key questions that must be addressed if the current audit regulations are indeed to benefit our future teachers and to enhance the learning of our pupils.     

Using game theory to predict supply chain cooperation

The motivation for this research was to understand under what conditions supply chain cooperation might be feasible and under what circumstances it is not. Whereas previous research focuses on dyads in a supply chain, our research seeks to examine a possible factor that can explain why truly cooperative supply chains involving more than two firms are a rarity among independent firms. This research extends the use of game theory to demonstrate the potential impact of a multiple‐tier supply chain agreement.