Future Models for the Study of Individual Differences in Motivation During Infancy

In this article, we propose a model for framing the influences on variation in infant spontaneous mastery at 12 months of age. Using the perspective of our model, we discuss the differences and similarities that our work shares with that of the other authors in this Special Issue. We hope that using our model in this way can foster integration and expansion of ideas for future studies of motivation in infancy. In addition, our model provides a roadmap for the study of important variables in risk groups. Empirical examination of the wide variation in infant capabilities and maternal emotional resources in risk groups and developmental transformations across the first two years of life can highlight important touchpoints for intervention.     

Prevalence of poor sleep quality,sleepiness and obstructive sleep apnoea risk factors in athletes

Purpose: Despite the perceived importance of sleep for athletes, little is known regarding athlete sleep quality, their prevalence of daytime sleepiness or risk factors for obstructive sleep apnoea (OSA) such as snoring and witnessed apnoeic episodes. The purpose of the present study was to characterise normative sleep quality among highly trained team sport athletes.

Methodology:175 elite or highly trained rugby sevens, rugby union and cricket athletes completed the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Score (ESS) and Quality of Life questionnaires and an OSA risk factor screen.

Results: On average, athletes reported 7.9?±?1.3?h of sleep per night. The average PSQI score was 5.9?±?2.6, and 50% of athletes were found to be poor sleepers (PSQI?>?5). Daytime sleepiness was prevalent throughout the population (average global score of 8.5) and clinically significant (ESS score of ≥10) in 28% of athletes. OSA may be an important clinical consideration within athletic populations, as a considerable number of athletes (38%) defined themselves as snorers and 8% reported having a witnessed apnoeic episode. The relationship between self-rated sleep quality and actual PSQI score was strong (Pearson correlation of 0.4?±?0.1, 90% confidence limits).

Conclusion: These findings suggest that this cohort of team sport athletes suffer a preponderance of poor sleep quality, with associated high levels of daytime sleepiness. Athletes should receive education about how to improve sleep wake schedules, extend total sleep time and improve sleep quality.     

“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning

Research Findings: Little is known about how parents approach preschoolers' mathematics learning and how this aligns with early mathematics education research and policy. This study examined these questions by contrasting parents' approaches to early mathematics and language and by exploring key themes in parents' talk about mathematics learning and education. Consistent with current research and policy, parents reported helping preschoolers learn mathematics and attempting to connect this learning to children's interests and everyday experiences. However, parents admitted to lacking goals for and knowledge about early mathematics. In addition, compared to language, parents reported that mathematics was taught less often at home, should be emphasized less in preschools, was less interesting to preschoolers, required more direct instruction, and was less of a personal interest and strength. Practice or Policy: Parent interventions could capitalize on parents' beliefs and practices by providing parents with concrete examples of what mathematics preschoolers learn through daily activities, how to maximize children's mathematics interests, and what the similarities are between early mathematics and language. These efforts will also need to help parents overcome their mathematics anxieties and show parents why early mathematics education is important. Similar strategies could be used to help early childhood teachers improve their mathematics practice.     

Reader and nonreader conception of the spoken word

The development of the concept of word in readers and nonreaders was investigated. Five reader and nonreader male students from four age groups (6.5–7.5; 7.6–8.5; 8.6–9.5; 9.6–10.5) were tested using the procedures developed by J. Downing and P. Oliver (Reading Research Quarterly, 1973–1974, 9, 581–586). Results from an analysis of variance indicated significant effects for reading levels (p < .001), age (p < .05), stimuli (p < .01), and a significant interaction between reading level and stimulus class (p < .05). Evidence indicates nonreaders may be confused about the differences between a short word and phonemes, syllables, sentences, and long words.     

Attitudes and mainstreaming: A literature review for school psychologists

“Mainstreaming” legislation requires that special needs students participate in regular classroom activities to the extent possible. Studies indicate, however, that, neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. Existing evidence supports the need for comprehensive training programs for these groups which provide an interface between their experiences with special needs students and an introduction to new knowledge. School psychologists should assume a leadership role in development and implementation.     

Attitudes and learning disabilities: A literature review for school psychologists

Most LD students spend the major part of the school day within the regular classroom. Research, however, supports the rejected status of these students. The purpose of this presentation is to: (a) review research pertaining to the feelings professionals and peers have about learning disabled students, and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists should address the attitudinal issues with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.     

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program,Classroom, and Teacher Characteristics

Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching “good” quality on the Early Childhood Environment Rating Scale–Revised (ECERS-R) and provided a mid-to-high emotional and engaging climate as indicated by the Classroom Assessment Scoring System (CLASS) domains of Emotional Support and Student Engagement. However, classrooms were only minimal on the Early Childhood Environment Rating Scale–Extension and the CLASS Instructional Support domain. Past performance on a state quality rating assessment consistently predicted the current quality of preschool classrooms as assessed by all 3 measures. Lead teachers' education in early childhood and experience were also predictors across quality measures. Practice or Policy: Tennessee preschool classrooms scored higher on the ECERS-R, which is the measure utilized in the statewide Quality Rating and Improvement System. However, classrooms generally performed poorly on measures of instructional support and curriculum. This finding illuminates the importance of the tool selected to measure quality in state quality rating and improvement systems and has implications for policy as states work to build systems that enhance quality in early care and education.     

A case study of how a sample of preservice teachers made sense of incorporating iPads into their instruction with children

The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms.     

The ABCs of family mealtimes: observational lessons for promoting healthy outcomes for children with persistent asthma

Family mealtimes have the potential to promote healthy child development. This observational study of 200 family mealtimes examined the relation between child health in a group of children (ages 5 to 12) with persistent asthma and 3 dimensions of mealtime interaction: Action, Behavior Control, and Communication. Percent time spent in Action and Positive Communication varied by asthma severity, child quality of life, and sociodemographic variables. Positive communication during mealtimes predicted child quality of life. Significant interactions between demographic variables and behavior control suggested that higher levels of behavior control affected child quality of life in the context of lower maternal education. Guidance is offered for practitioners and policy makers toward promoting healthy family mealtimes as a public health priority.     

Teaching cause-effect text structure through social studies content to at-risk second graders

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.