258,840 results on '"Child Development"'
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2. Child Development: Day Care. 2. Serving Infants.
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Research for Better Schools, Inc., Philadelphia, PA. and Huntington, Dorothy S.
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This volume is the first in a series of Handbooks dealing with the child development aspects of any good day care program. The Handbook is divided into five sections. Chapter One covers the principles of day care that must be the foundation of any program. It reviews the developmental needs of children from birth to age three, and outlines some of the cautions and controversies involved in infant care programs. Chapter Two is designed to remind program developers of the practical problems involved in organizing and running a day care center, and offers some suggestions for dealing with these problems. Chapter Three again deals with the issues of day-to-day operation of a center for infants. Chapter Four offers suggestions for activities to carry out with infants of three age levels: birth to one year, one year to two years, and two years to three years in six areas; language, gross motor development, fine motor development, self awareness, thinking, and social responsiveness and mastery. The Appendixes offer a list of information sources on day care and child development, a list of suggested equipment and supplies for an infant-toddler center, and a list of commercially available toys and books appropriate for children under three years of age. (Author/CK)
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- 2024
3. SOME DEVELOPMENTAL ANTECEDENTS OF LEVEL OF ASPIRATION.
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CROWNE, DOUGLAS P.
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THIS STUDY REPORTS CHILDREARING PRACTICES AND CHILD BEHAVIORS ASSOCIATED WITH A SUBSEQUENT LEVEL OF ASPIRATION (LOA). ANTECEDENT MEASURES WERE CHILDREARING ATTITUDES REPORTED BY 379 MOTHERS OF FIVE-YEAR OLDS IN AN EARLIER STUDY. AT THE TIME OF THIS STUDY, THE 83 SUBJECTS WERE 18 YEARS OLD. THEY WERE ADMINISTERED TWO PERSONALITY SCALES AND THE ROTTER LEVEL OF ASPIRATION BOARD. THE LOA YIELDS THREE SCORES CAPABLE OF YIELDING NINE PATTERNS WHICH DESCRIBE AN INDIVIDUAL'S OVERALL APPROACH TO THE PROBLEMS OF GOAL STATEMENT AND GOAL CHANGE. STATEMENTS OF HIGH GOALS INCONSISTENT WITH PAST ACHIEVEMENT SHOW CONSISTENT AND SIGNIFICANT TENDENCIES TO BE ASSOCIATED WITH EARLIER MATERNAL PUNITIVENESS TOWARD AGGRESSION AND DEPENDENCY, HIGH MATERNAL ANXIETY, AND MORE PREVALENT OBEDIENCE PROBLEMS. FAILURE AVOIDANT LEVELS OF ASPIRATION ARE ASSOCIATED WITH MATERNAL PROTECTIVENESS, WARMTH, AND GREATER PERMISIVENESS IN SEXUAL SOCIALIZATION. SEVERAL DIFFICULTIES LIMIT THE VALIDITY OF THE STUDY. THE ORIGINAL STUDY WAS NOT DESIGNED FOR EVENTUAL RESEARCH ON LOA. MUCH OF IMPORTANCE TO GOAL STRIVING BEHAVIOR UNDOUBTEDLY OCCURRED DURING THE 13 YEAR INTERVAL. MATERNAL REPORTS OF CHILDREARING PRACTICES ARE POSSIBLY UNRELIABLE. THE FINDINGS SHOULD BE REGARDED AS SUGGESTIVE RATHER THAN DEFINITIVE. (AUTHOR/PR)
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- 2024
4. First 5 Kern Annual Report 2022-2023
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First 5 Kern and Jianjun Wang
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A 50-cent-per-pack tax on cigarettes and other tobacco products has been endorsed by California voters to fund early childhood services under Proposition 10, California Children and Families First Act of 1998. In compliance with the legislative requirement of Result-Based Accountability (RBA) on revenue spending, this report delineates evaluation findings from 39 programs that received over $7.7 million of the annual state investment in Kern County, the third largest county in California by land area. Following the RBA model, this report incorporates qualitative and quantitative analyses of the program's effectiveness and service integration. A five-chapter structure is adopted to support the dissemination of the multilevel findings in Fiscal Year 2022-2023 -- Built on the description of the Commission leadership in Chapter 1, Chapter 2 contains assessment findings to address the program impact on Child Health, Family Functioning, and Child Development. Chapter 3 clarifies service partnership building in Systems of Care. Improvement of child well-being and family functioning is summarized in Chapter 4 to document the turning-the-curve process on important indicators of child well-being and parent support. The report concludes in Chapter 5 with a review of past recommendations and an introduction to new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. [For "First 5 Kern Annual Report 2021-2022," see ED626036.]
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- 2024
5. Development, Validity and Reliability Study of the Play Preferences Scale (PPS) for Children Receiving Preschool Education
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Songül Özgenel and I?sa Kaya
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The aim of the study is to develop a Likert-type scale to determine the play preferences of children attending pre-school education. The research was designed and carried out according to the survey research model. Data collected from 3 different study groups were used in the scale development process. The study groups consist of parents of children attending pre-school education in Istanbul Province in the 2022-2023 academic year. The 33-item and 8-dimensional structure obtained after EFA was also confirmed with CFA. Dimensions were determined as solitary play, parallel play, together play, collaborative play, building-building play, dramatic play, games with rules and digital play. It is seen that the reliability coefficients of the scale after EFA and CFA vary between 0.757 and 0.900. In order to distinguish between the lower and upper groups and to make comparisons between the groups, an independent group t test was performed, and it was revealed that there was a difference between the 27% lower and 27% upper groups (p <0.05). It was determined that the testretest values of the game type preferences scale were significant. According to these values, it was determined that the scale gave consistent results. When all studies were evaluated, it was concluded that the play preferences scale is a measurement tool that can validly and reliably measure the play preferences of children receiving preschool education.
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- 2024
6. The Provisions of Learning Experiences in the Early Childhood Development Centers against the COVID-19 Pandemic
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Ninlapa Jirarattanawanna, Sukon Vattanaamorn, and Wattanachai Kwalamthan
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This study aimed to explore the provision of learning experiences for early childhood development at Childhood Development Centers (CDCs) during the COVID-19 pandemic, focusing on the "what" and "how" aspects. Data were collected from 57 participants through in-depth interviews and group interviews involving parents of young children, teachers/caregivers at CDCs, community leaders and committees, as well as relevant government agencies in two areas of Thailand. Content analysis was utilized to analyze the qualitative data gathered between July and November 2020. The findings revealed that CDCs employed various forms of capital, including: human, group and network, local wisdom, organizational, financial, and natural resources, to adhere to the National Childhood Development Center Standards. CDCs provided three distinct patterns of learning experiences for children: 1) Community participation within the local area, involving parents and networks associated with CDCs. 2) Enhancement of systems and mechanisms for collaboration with early childhood development among government, private sectors, and academic sectors at the district level. 3) Promotion of health and wellness among early childhood during the COVID-19 pandemic through encouraging child development, improving nutrition, and preventing the spread of COVID-19.
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- 2024
7. 2024 California Children's Report Card: A Survey of Kids' Well-Being and Roadmap for the Future
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Children Now
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Over the last decade, California leaders have made tremendous progress on supporting kids in some crucial areas. They have vastly increased the percentage of children enrolled in health insurance and made paid family leave available for most workers. They have also invested in free school meals, committed to universal transitional kindergarten, and significantly cut school suspensions among students of color. On too many issues, however, California has failed to significantly improve outcomes for kids, allowing unacceptable racial and economic disparities to stagnate and in many cases grow. That lack of progress is why low grades are seen all across the 2024 Report Card. What's particularly disturbing is that California continues to trail far behind other states on a number of important indicators of child well-being. Despite the relatively high tax burden, the progressive leanings, and the enviable 5th largest economy in the world, California is far from a leader when it comes to kids. That's not only a threat to the state's collective future, but to the entire country as well since California is so often a bellwether for the nation. The issues in this report must be the top priority issues for state policymakers. The report card is organized into the following sections: (1) Health; (2) Education; (3) Family Supports; (4) Child Welfare; and (5) Cross-Sector Issues.
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- 2024
8. Evidence for System Transformation Brief: Foundational Learning
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Global Partnership for Education (GPE) and Katy Bullard
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According to the Commitment to Action on Foundational Learning, a global initiative launched at the 2022 Transforming Education Summit, foundational learning refers to "basic literacy, numeracy, and transferable skills such as socio-emotional skills" (World Bank 2023). This holistic vision of learning outcomes aligns with the Global Partnership for Education's (GPE) prioritization of learning in GPE 2025, which includes strong attention to foundational skills, namely literacy, numeracy, and social-emotional skills. Foundational learning is essential because it serves as the basis for all later learning. Without basic literacy and numeracy skills, the knowledge and skills of other school subjects and higher school levels will be largely inaccessible. Foundational transferable skills, including social-emotional skills, likewise, set an important groundwork for children's positive development throughout their school lives and beyond. Global interest in foundational learning has been fueled by growing attention to the learning crisis, which was exacerbated by the COVID-19 pandemic and ensuing school closures. Since there is a growing interest of this topic, this report reviews the evidence of key factors that can foster foundational learning and raises considerations for GPE and partner countries in thinking about how to support and engage with foundational learning.
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- 2023
9. 2022 Summary of Advances in Autism Research
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US Department of Health and Human Services, Interagency Autism Coordinating Committee and National Institute of Mental Health (NIMH) (DHHS/NIH), Office of National Autism Coordination (ONAC)
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Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field of autism research. The "Summary of Advances" provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles nominated by the members. The 20 studies selected for 2022 provide new insight into social communication and language, early intervention services, and co-occurring conditions across the lifespan. The advances also include studies that investigated telehealth diagnostic interventions adopted during the COVID-19 pandemic, genetic factors associated in brain development, and updated estimates for the number of children receiving early identification across demographic groups and with or without co-occurring intellectual disability. Articles in this document are grouped according to the topics represented by the seven Questions of the "IACC Strategic Plan." Citations for the selected articles as well as a complete listing of those nominated are included at the end of the document.
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- 2023
10. Absence of Priority of Free Recall of Newly Learned Items in Preschool Children.
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Newman, Murray A.
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The two experiments reported in this study demonstrated that, in contrast to Steinmetz and Battig's (1969) data, preschool children do not display Priority of Recall in Newly Learned Items (PRNI) in either conventional Free Recall Learning (FRL) or in FRL where serial position bias is controlled. This finding, coupled with Battig and Slaybaugh's (1969) report of PRNI in FRL of adults, strongly suggests a developmental strategy interpretation of PRNI which emphasizes that the strategy is in part due to exposure to experiences (e.g., school) encouraging its use. (Author)
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- 2024
11. An Evaluation of the Association between the Use of the Ignite by Hatch™ Educational Gaming System and the Developmental Status of Young Children Participating in the Georgia DECAL Summer Transition Program. CEME Technical Report. CEMETR-2023-06
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University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME) and Richard G. Lambert
- Abstract
This study examined the relationship between using the Ignite by Hatch™ educational gaming system and assessments of the developmental status of young children participating in the 2023 Georgia Department of Early Care and Learning (DECAL) Summer Transition Program. Researchers collected data that describe the extent to which the children engaged with Ignite system and the skill levels they achieved within the system. Teachers also rated the developmental status of the children using rating scales that focused on Literacy and Mathematics skills.
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- 2023
12. MacPhail Center for Music -- Online Sing Play Learn. 2022-23 Evaluation Results
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Amherst H. Wilder Foundation, Wilder Research and Miller, Julia
- Abstract
Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in greater Minnesota. The program is designed so that student participants benefit developmentally with gains in executive functioning, social-emotional skills, foundation in musical concepts, and cognition and language development through musical learning experiences. The evaluation gathers qualitative and quantitative data to answer outcome and implementation research questions.
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- 2023
13. The Childhood Cost Calculator (C3): A Simple Tool for Costing Interventions for Children and Youth. Report
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Brookings Institution, Center for Universal Education, Clement Adamba, Dante Castillo-Canales, Chhorn Lin, Emily Gustafsson-Wright, Mustapha Mensah, Rosa Maria Moncada, Erick Nehring, Elyse Painter, Sorachana Seng, Wendy Smith, and Leslie Tettey
- Abstract
To address the learning crisis and other challenges facing children and youth (those 15-24 years of age) it is critical for governments, multilateral and bilateral funders, other donors, and implementers to have a clear understanding of program costs and cost breakdowns to inform financing decisions. For nearly a decade, the Center for Universal Education (CUE) at the Brookings Institution has led the Childhood Cost Data initiative, a research project focused on the collection, analysis, and use of cost data to increase the volume and quality of funding for programs targeting children and youth. The initiative's end goal is to improve learning and life outcomes for the youngest generation through these advancements. As part of this initiative, Brookings developed the Childhood Cost Calculator (C3), intended to facilitate cost analysis. This study introduces C3, the tool's various dimensions and functionalities, and presents learnings from three case studies from piloting the calculator in the education or early childhood development (ECD) sectors in Cambodia, Ghana, and Honduras. It concludes with suggestions for a way forward that supports funders, implementers, and researchers to better use cost data to make strides in tackling the multiple crises facing children and youth today.
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- 2023
14. The Benefits of Playful Learning: Key Insights from Research and Analysis of Playful Learning Landscapes
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Brookings Institution, Global Economy and Development, Brookings Institution, Center for Universal Education, Brenna Hassinger-Das, and Katelyn Fletcher
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Since the COVID-19 pandemic disrupted in-person learning, fears about children's learning loss remain a primary concern for parents, teachers, and policymakers. These concerns, combined with longstanding issues of inequity regarding children's access to learning opportunities have sparked widespread discussion about how to reimagine education. While much focus has been on the classroom, children spend 80 percent of their waking time outside of school. Playful Learning Landscapes (PLL) capitalizes on the "other 80 percent" by infusing everyday spaces with engaging learning opportunities that are fun and interactive while reaching children and families most affected by the pandemic. Playful Learning Landscapes (PLL) uses discoveries from scientific research regarding "how" people learn best to inform the design of public spaces, including sidewalks, libraries, school yards, parks, and beyond. PLL installations range from games painted on sidewalks, to signage placed in grocery stores, to large physical designs integrated into bus stops. They are designed to foster actively engaged, meaningful, socially interactive, iterative, and joyful experiences for children and families. As a placemaking activity, PLL projects typically involve the community in their design, implementation, and evaluation processes--utilizing a participatory design approach that honors community values, ideas, and input. This ensures that the installations are accessible to all and that historically marginalized populations are centered in ownership of the designs. In this brief, the authors present findings from a rigorous analysis, providing evidence of the effectiveness of PLLs to date by synthesizing evaluations across a variety of PLL projects. The analysis examines data from 12 PLL projects in five locations to determine impacts on caregiver-child interaction and caregiver behavior and child behavior individually. The analysis also identifies moderating factors influencing effectiveness, such as the type of PLL and the extent of community involvement. Determining the factors that lead to increased effectiveness can help maximize impact and inform the implementation of PLLs. Thus, the authors close with a discussion of what this analysis tells about how local leaders can promote PLL uptake and integration in their communities and how they can create beautiful playful learning environments that build more child-friendly cities.
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- 2023
15. The Importance of a Helping Hand in Education and in Life. EdWorkingPaper No. 23-846
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Annenberg Institute for School Reform at Brown University, Francisco Gallego, Philip Oreopoulos, and Noah Spencer
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This paper discusses the importance of incorporating personal assistance into interventions aimed at improving long-term education and labor market success. While existing research demonstrates the cost-effectiveness of low-touch behavioral nudges, this paper argues that the dynamic nature of human capital accumulation requires sustained habits over time. To foster better habits, social connections are critical for encouraging enduring effort and intrinsic motivation. The paper showcases examples from various stages of human capital accumulation, including early childhood, adolescence, and adulthood, in which interventions that incorporate personal assistance substantially out-perform less intensive nudges. We underscore the importance of interactive support, guidance, and motivation in facilitating significant progress and explore the challenges associated with implementing cost-effective policies to provide such assistance.
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- 2023
16. Social Integration and Activities of Children with Hearing Loss with Digital Literacy Strategies
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Kuralay Abdullina and Alexandra Zolotovitskaya
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The effectiveness of education and upbringing of children with hearing loss who are placed in special and mixed groups remains an important issue. The study aims to establish mixed groups consisting of both healthy children and children with hearing loss, and subsequently evaluate and compare their cognitive and mental development across different phases of the experiment, taking into account their level of digital literacy skills. Digital literacy skills are essential for the full development of children in the digital age. Children were tested for digital literacy level, cognitive skills, emotional stability, and relationships with peers using the Battelle Developmental Inventory, as well as Temple, Dorkey, and Amen test. The findings were compared among groups and categories of children. The digital literacy level of children with implants and hearing loss by the end of the study year was slightly lower than in the control group. The use of digital technologies made it possible to improve the speech functions of children with implants and hearing loss by 1.5-2.0 times. Children without hearing loss, who were placed in groups for children with speech disorders, were divided into those who were rejected and those who were accepted. Perhaps, this might result in more severe anxiety among such children. Children from the mixed groups were more tolerant of their peers. The resulting data suggested greater effectiveness of the mixed groups compared to the traditional system of special education programs and upbringing.
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- 2024
- Full Text
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17. Pro-Blackness in Early Childhood Education: Diversifying Curriculum and Pedagogy in K-3 Classrooms. Early Childhood Education Series
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Gloria Swindler Boutte, Jarvais J. Jackson, Saudah N. Collins, Janice R. Baines, Anthony Broughton, George Lee Johnson, Gloria Swindler Boutte, Jarvais J. Jackson, Saudah N. Collins, Janice R. Baines, Anthony Broughton, and George Lee Johnson
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Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K-3 teachers who used Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings. An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children's development. They center African diaspora literacy as a Pro-Black pedagogy to ensure that Black children are competent in their own culture as well as in global cultures. Pro-Blackness in Early Childhood Education celebrates the agency, resistance, everyday lives, and joy of Black people. Book Features: (1) Demonstrates how Pro-Blackness can be used to interrupt ethnocide practices that threaten Black children's culture and spirits; (2) Provides guidance for implementing and sustaining Pro-Black instruction, with accessible examples of curriculum and instruction; (3) Focuses on Pro-Blackness rather than anti-Blackness; and (4) Includes examples of K-3 lessons from Drs. Diaspora curriculum that have been used in majority Black, majority White, and racially mixed classrooms. [Foreword by Joyce E. King.]
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- 2024
18. The Synergistic Effects of Preterm Birth and Parent Gender on the Linguistic and Interactive Features of Parent-Infant Conversations
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Sarah Coughlan, Jean Quigley, and Elizabeth Nixon
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Purpose: To investigate the language environments experienced by preterm-born infants, this study compared the linguistic and interactive features of parent--infant conversations involving 2-year-old preterm- and term-born infants. The study also explored how mother-infant and father-infant conversations may be differentially affected by preterm/term birth status. Method: Twenty-two preterm-born (< 37 weeks' gestation) and 25 term-born ([greater than or equal to] 37 weeks' gestation) 2-year-old infants engaged in dyadic mother/father-infant free-play interactions that were transcribed to quantify the linguistic (parental volubility, speech rate, lexical diversity, and morphosyntactic complexity) and interactive (infant/parent responsiveness, turn-taking, and conversational balance) features of parent-infant conversations. Language, cognitive, socioemotional, and executive function skills were assessed via standardized tools. Results: Compared to the term group, the preterm group was characterized by lower maternal speech rate, parental lexical diversity, and parent-infant turntaking, as well as greater mother--infant conversational balance. The preterm group presented poorer language and executive function skills when compared to the term group. Conclusions: Both similarities and differences exist between the language environments of preterm and term groups. Similarities may be due to the partial developmental catch-up of preterm-born infants (cognitive and socioemotional skills) and parental scaffolding. Differences may partly reflect a parental adaptation to the language and executive function difficulties of preterm-born infants. These findings suggest that researchers/clinicians should appraise the language environment with respect to the unique developmental needs of preterm/term-born infants. Future research directions are provided to advance a more holistic characterization of the language environment and a deeper understanding of the developmental significance of preterm-term differences in such environments.
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- 2024
- Full Text
- View/download PDF
19. Early Childhood Developmental Screenings Guidebook
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Louisiana Department of Education
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The Developmental Screening Guidebook is designed as a reference guide on how to best support healthy growth and development of children in your care throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities all play important roles in providing support and services to young children during this critical developmental period. The resources within this guide are intended to help program staff deepen their understanding of how children develop, regardless of their individual needs, and establish a comprehensive early identification system. The following steps that are presented in this guidebook are intended to provide a framework for developing an early identification system so that children are receiving the necessary support to achieve academic success in typical early childhood environments: (1) Understand How Children Develop; (2) Encourage Development Through Daily Routines and Activities; (3) Establish a Developmental Screening, Intervention, and Referral Process; and (4) Support Families in Children's Developmental Progress.
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- 2023
20. Children's Learning and Development Benefits from High-Quality Early Care and Education: A Summary of the Evidence. Research Highlight. OPRE Report 2023-226
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Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), Child Trends, Annie D. Schoch, Cassie S. Gerson, Tamara Halle, and Meg Bredeson
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The majority of children from birth to age 5 in the United States regularly attend early care and education (ECE) programs. There are many types of ECE in the United States. Some are publicly funded, such as the federal Head Start and Early Head Start programs and state-funded pre-kindergarten. Others are privately funded community-based businesses such as home-based and center-based child care. Given the substantial time that young children spend in ECE, it is important that parents and policymakers understand how ECE supports children's development and learning. In this brief, the authors summarize the research evidence on how high-quality ECE benefits all young children, as well as key subgroups, such as children who are dual language learners and children with disabilities. The authors also explain the specific features of high-quality ECE that research finds are most important for children's development. Finally, details about the research evidence summarized in this brief are provided. [This brief was produced through the Child Care and Early Education Research and Policy Analysis (CCEEPRA) project.]
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- 2023
21. Using a Koppitz Human Draw Test for Guidance in Preschool Period
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Ata, Nursel and Oguz-Atici, Vuslat
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This study is based on the limited number of studies on recognizing and evaluating preschool children; It aims to be a guide for families and teachers regarding the developmental problems and social and emotional maturity levels of children who continue their preschool education online during the pandemic process and to evaluate the results in terms of children and turn them into opportunities. This qualitative study is carried out in a case study pattern using the "Koppitz Draw a Person Test" for 5-year-old preschool children. The Working group consists of children a total of 100 students, 50 girls and 50 boys, attend official and independent kindergartens through distance education in Akdeniz, Mezitli, Toroslar and Yenisehir districts in the center of Mersin, affiliated to the Ministry of National Education (MEB) in the 2020-2021 academic year. Pictures obtained by the "Koppitz Draw a Human Test" were used as data tools. The data were coded and analyzed by the "Koppitz Draw a Human Test." The data obtained in the study were interpreted in tables according to Koppitz (1968). In the study, the participant children drew the indicators for academic failures as 8%; and 98% of the indicators expressing social and emotional inadequacy and representing at least one or more anxiety states in the child were drawn. In addition, this study determined that children with self-confidence problems, showing emotional weakness, recessive, and lack of motivation develop negative attitudes when faced with obstacles and rules in response to their expectations during the pandemic process.
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- 2023
22. Early Childhood Development: UNICEF Vision for Every Child
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United Nations Children's Fund (UNICEF)
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The UNICEF Vision for Early Childhood Development is guided by the Convention on the Rights of the Child and supports the 2030 Agenda for Sustainable Development. It outlines UNICEF's intent to support an organization-wide approach to child development in the early years of life, drawing on its mandate for child rights, multisectoral expertise, wide on-the-ground presence, and long-standing role as a trusted adviser to governments and partners at national, regional and global levels.
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- 2023
23. Implementing a National Database on Young Children's Learning: A Preliminary Analysis of a Longitudinal Study to Evaluate the Quality of Preschools
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Cheng, Ching-Ching and Cheng, Shan-Shan
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In recent years, many policies have been formulated and strongly promoted to improve the quality of early childhood education. In 2012, the Taiwanese government enacted a new national curriculum framework for early childhood education to enhance the quality of early childhood education programs. This new framework is key competence-oriented, meaning preschool educators must focus on children's learning and inquiry processes when designing the curriculum. A series of projects collecting information on the quality of the learning environment and learning outcomes of children aged 2 to 9, called the Early Childhood Learning Database, was built to understand the effectiveness of the curriculum reform. As a longitudinal study, young children's learning is long-term tracked and analyzed to understand the authentic situation and relevant factors to form a policy for optimizing education quality. The preliminary analysis confirmed the positive influence of the new curriculum. [For the full proceedings, see ED629086.]
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- 2023
24. Quality of Child Development Scales. A Systematic Review
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Luque de Dios, Sara M., Sánchez-Raya, Araceli, and Moriana, Juan A.
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Currently, Developmental scales for children aged 0-6 years are a particularly valuable resource for assessing developmental milestones in children. Most scales are developed based on a broad conceptual framework, and their metric validation is insufficient and of low quality. The aim of this systematic review is to analyse the psychometric quality of these tests and identify aspects in need of improvement. To this end, the PRISMA methodology and the WOS and ProQuest databases were used to search for articles addressing this topic. A total of 680 articles were identified, of which 72 were selected using the established inclusion and exclusion criteria. The results indicate a scarcity of independent studies on the statistical measurement of the scales. The selected articles are very heterogeneous and validate these tests using adaptations of common metrics. Most perform cross-cultural, concurrent, and prognostic validations of the tests. We conclude that the quality of the scale metrics and other common aspects of these tests need to be improved, particularly sample sparsity and heterogeneity, as well as cultural biases. We underline the importance of applying for advances in metrics for the construction of developmental scales and recommend the use of computerised versions to improve their ease of use and efficiency.
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- 2023
25. The Walled Garden of Pedagogy: Leveraging Protection and Risk in Education
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Robertson, Nicola
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This conceptual paper introduces the idea of the walled garden of pedagogy. I will come to delineate it as a desirable and necessary feature of education given that it offers a protective space for pedagogical practice and rehearsal. This paper critiques a previous conceptualisation of a walled garden introduced by unschooling advocate John Holt (in relation to the raising of children), in which such a metaphorical construction is described as a prison. The limitations of Holt's conceptualisation are used to then build upon the concepts of pedagogical reduction and Yves Chevallard's notion of "la transposition didactique" to argue that educators in practice inevitably build walled gardens from pedagogical foundations. It is argued, and thus recommended, that it is the gradual introduction of risk that separates the pedagogical walled garden from the conceptualisation of the childhood prison. It is imperative that educators understand their responsibility for leveraging the inevitable protective element and the necessary risk required in education.
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- 2023
26. Creating the Conditions for Children to Learn: Oakland's Districtwide Community Schools Initiative. Research Brief
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Learning Policy Institute, Klevan, Sarah, Daniel, Julia, Fehrer, Kendra, and Maier, Anna
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Across the United States, policymakers, educators, and community members increasingly support community schools as a method of supporting whole child outcomes. Oakland Unified School District (Oakland Unified) in California has made whole child education central to its community schools initiative. Oakland Unified's community schools provide a wide range of services for children and promote practices that enhance child development. This research brief presents the highlights of a study which finds that Oakland Unified intentionally created infrastructure to support its community schools, including: (1) coordination of partnerships between schools and county-level agencies; (2) management of partnerships between schools and service providers; (3) training for specialized personnel, such as community school managers and student support teams; (4) professional learning for school staff; and (5) resources for family engagement. The study illustrates how these district-level supports enabled whole child educational practices within three case study schools. [For the full report, see ED630211.]
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- 2023
27. Creating the Conditions for Children to Learn: Oakland's Districtwide Community Schools Initiative
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Learning Policy Institute, Klevan, Sarah, Daniel, Julia, Fehrer, Kendra, and Maier, Anna
- Abstract
Across the United States, policymakers, educators, and community members increasingly support community schools as a method of supporting whole child outcomes. Oakland Unified School District (Oakland Unified) in California has made whole child education central to its community schools initiative. Oakland Unified's community schools provide a wide range of services for children and promote practices that enhance child development. This study finds that Oakland Unified intentionally created infrastructure to support its community schools, including: (1) coordination of partnerships between schools and county-level agencies; (2) management of partnerships between schools and service providers; (3) training for specialized personnel, such as community school managers and student support teams; (4) professional learning for school staff; and (5) resources for family engagement. The study illustrates how these district-level supports enabled whole child educational practices within three case study schools. [For related research briefs, see ED630212 and ED630419.]
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- 2023
28. Examination of the Relationship between Mothers' Couple Burnout and Children's Social Skills
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Sarikaya, Aysegül, Alptekin, Ayse, and Güler, Mustafa
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In this study, it has been tried to develop a different perspective in the literature by determining the reflection of couple burnout of mothers, which is examined as a problem between couples or a personal problem, on the social development of children. The study was designed in the relational survey model, one of the general survey models. In the study, the Social Skills Assessment Scale was used to measure the social skills of children, and the Couple Burnout Scale Short Form was used to measure the mother's burnout level. According to the findings, a significant negative relationship was found between the Social Skills Scale's sub-dimensions of Initiating and Maintaining Relationships, Aggressive Behaviors and Coping Skills with Impulses, Planning, Group Communication and Conducting a Job Skills, and Social Skills Scale Total Score and Couple Burnout. It has been observed that couple burnout of mothers negatively and significantly predicts children's social skills and sub-dimensions of social skills, such as initiating and maintaining relationships, coping with aggressive behaviors and impulses, planning, communication with the group and running a business. It was concluded that the couple burnout of the mothers negatively predicted the social skills of the children.
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- 2023
29. The Harmful Consequences of Work Requirements and Other Obstacles to Services for Children and Families
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First Focus on Children
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Weakening federal assistance programs that provide children with affordable health care, nutritious food, stable housing, and early childhood education by imposing funding cuts, work requirements, unreasonable time limits, and other unnecessary bureaucratic barriers undermines access to services for low income families and undercuts opportunities for their children. These actions often hurt children with the greatest need, creating categories of deservedness of children that negatively impact their well-being and harm their short-term and long-term success. Holding children back in this way has adverse consequences for the economy and doesn't reflect the values of the nation. This document is an update to the 2018 brief, "The Harmful Consequences of Work Requirements and Other Obstacles on Families with Children" [ED603487], and explains how work requirements would weaken the effectiveness of assistance programs by increasing disparities for children in marginalized communities and undermining child health, nutrition, housing stability, economic security, and early childhood development.
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- 2023
30. 2021 Summary of Advances in Autism Research
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US Department of Health and Human Services, Interagency Autism Coordinating Committee and National Institute of Mental Health (NIMH) (DHHS/NIH), Office of Autism Research Coordination (OARC)
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Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field of autism research. The "2021 Summary of Advances" provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles nominated by the members. The 20 studies selected for 2021 have provided new insight into disparities in screening, medication use in autism, and the biology associated with communication outcomes. The advances also include studies that investigated early interventions and family navigation, service needs across the lifespan, and updated prevalence estimates across demographic groups. Articles in the "Summary of Advances" are grouped according to the topics represented by the seven Questions of the "2016-2017 IACC Strategic Plan for ASD." Citations for the articles selected for the "Summary of Advances," as well as a complete listing of those nominated, are included at the end of the document. [For the 2020 Summary, see ED623991.]
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- 2023
31. Scholastic Home Libraries. Topic Paper
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Scholastic Inc.
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This paper documents the impact of home libraries on academic achievement, economic success, and health. It summarizes research that shows how children without access to reading materials at home are more likely to suffer learning losses when out of school and how home libraries are one of schools' and communities' best tools to combat learning loss. In sum, the paper illustrates the importance of creating a literacy-rich home environment for all children and outlines the essential components of a student home library--a tangible, cost-effective way to afford every child access to a bright, successful future. [This report was prepared by Scholastic Research & Validation.]
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- 2023
32. Measuring Youth Development: How Out-of-School Time Programs Collect and Use Data
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Child Trends, Hannah Lantos, Zakia Redd, Jessica Warren, Michael Bradley, and Sham Habteselasse
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Out-of-school-time (OST) programs and their funders rely on sound data to make decisions about everything from professional development and student recruitment to the selection of activities to offer students. Programs operate at a range of times (before and after school, weekends, summer) and in a variety of locations (e.g., schools, community-based organizations, city parks and recreation centers), are run by a variety of entities (e.g., government agencies, private community organizations), and receive funding from a variety of sources (e.g., government, philanthropy)--each of which may be interested in a different set of data and come with its own reporting requirements. This means there is a great deal of variation in the types of data programs collect. In 2019, The Wallace Foundation (Wallace) commissioned Child Trends to conduct a study of the kinds of youth outcomes OST programs are interested in measuring, the tools they use to measure those outcomes, and the challenges they experience in doing so. The study included a literature scan and interviews with leaders and staff members at 28 OST programs. Twelve of the 28 also completed surveys; a separate group of 10 provided information by survey only. The study expands on past research by a) focusing on programs that work in specific content areas (e.g., the arts, civic engagement and social justice, career and workforce development) and b) covering both "quantitative" approaches (i.e., tracking numerical data) and "qualitative" approaches (gathering descriptive information through surveys, interviews, etc.) to data collection. While its findings apply to OST programs in general, the study focused on particular types of programs (i.e., afterschool, summer, online) and particular content areas, as well as programs that serve school-age children and adolescents from marginalized communities, those that support students' social and emotional learning (SEL), those that serve systems-involved youth, and those that focus on promoting equity--for example, by training staff to recognize and overcome personal biases or by recruiting and retaining leaders and staff who reflect the diversity of the participants served.
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- 2024
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33. Associations of Specific Indicators of Adult-Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?
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Penny Levickis, Dan Cloney, Maude Roy-Vallières, and Patricia Eadie
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Research Findings: This study aims to extend our knowledge regarding contributions of educator--child interactions to child language outcomes by examining the extent to which specific dimensions of the CLASS observational tool of educator-child interactions are associated with child language abilities, utilizing data from an Australian longitudinal study of over 2,000 children attending formal Early Childhood Education and Care (ECEC). The analysis included a novel measurement model fitted to the data to allow each CLASS dimension to be modeled separately. Results showed that each CLASS dimension was associated with initial average language abilities. Small, negative effects of Emotional Support dimensions on growth of children's average Understanding Directions score were found, but there were no associations between any of the dimensions and average growth in Verbal Ability. None of the Instructional Support dimensions (which are language focused) predicted growth in language abilities. These null findings are addressed in the discussion. Practice or Policy: Findings from this study illustrate that, typically, ECEC programs rate low on dimensions of quality developed to capture language-promoting educator-child interactions. Findings also suggest a selection effect related to equity of access to classroom quality with children with the highest initial language abilities in the highest quality classrooms.
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- 2024
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34. How Do Preschool Teachers Perceive Students' Development in Difficult Times? A Photovoice Study
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Indra Y. Kiling, Daniela L. A. Boeky, Putri A. Rihi Tugu, Beatriks N. Bunga, and Elga Andriana
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Young children's development is a crucial period determining their adult outcomes. Through adversities caused by the COVID-19 pandemic, preschool teachers play an essential role in nurturing children's development. This study has the objective to explore preschool teachers' perceptions of their students' development throughout the COVID-19 pandemic. 12 Teachers living in West Timor, Indonesia, were involved in the photovoice process. The qualitative data analysis resulted in three overarching themes: cooperation between teachers and parents, alternative stimulations of child development, and uncomprehensive child development. More support on options and alternatives for facilitating young children's remote learning is needed to maintain a stable and comprehensive development process in this pandemic.
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- 2024
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35. The Mediation Effect of Posttraumatic Perception between Self-Esteem and PTSD among Student Veterans
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Shedeh Tavakoli and Jia Rung Wu
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The mediation effect of posttraumatic perception between self-esteem and PTSD severity among college student veterans (N = 64) were investigated. The results of the investigation indicated a significant relationship between self-esteem and PTSD severity. The total effect between self-esteem and PTSD severity showed a statistically significant relationship. Additionally, the investigation affirmed that self-esteem among student veterans was directly and negatively related to posttraumatic perception. Implications for college counseling with veterans are discussed.
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- 2024
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36. Factors Associated with Service Referrals and Uptake in Early Head Start: The Importance of Care Setting
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Russell A. Carleton, Ann M. DiGirolamo, Lisa McGarrie, Ani S. Whitmore, and Annelise Gilmer-Hughes
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Secondary analysis of the Early Head Start Family and Child Experiences Survey 2018 data set (Baby FACES 2018) explored links between family risk events and referral-making and referral uptake among families receiving Early Head Start (EHS) services. Referrals to both behavioral health and entitlement programs were considered. Results showed that referrals to behavioral health programs were much more likely to be given to families receiving care from home-based care than center-based care, and that referrals were slightly more likely to be given to families who did not have any family risk events. Several factors also moderated the relationship between family risk and referrals, including perceived closeness of the parent/caregiver--EHS staff relationship, family conflict, and caregiver depression. There were no observed effects for referrals to entitlement programs. Caregiver depression weakened the link between family risk and service uptake for entitlement programs.
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- 2024
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37. Factors Associated with Caregiver Reporting of Developmental Concerns among Children in Low-Income Communities
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Catherine E. Yepez, Ann M. Isbell, Christopher E. Anderson, and Shannon E. Whaley
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Early detection and access to interventions for developmental delays in young children have been shown to improve health, social, and academic outcomes later in life. The purpose of this study is to examine the factors associated with caregivers' perception of child developmental concerns in low-income communities. A countywide survey was conducted in Los Angeles County (LAC), California, among 4,863 participating Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) families with children ages 1-4 years. Proportional odds ordinal logistic regression was used to evaluate the association between the severity of reported developmental concerns and respondent characteristics. Results indicate that demographic characteristics, support systems, health care visits during COVID-19, and maternal symptoms of depression are associated with higher odds of reporting more severe developmental concerns among the WIC population. Advancing policies, programs, and research that aim to improve early detection and access to childhood professionals for all families will be essential to allow all children in low-income households to optimize their development.
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- 2024
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38. Seeking Validation and Creating Meaningful Interactions: Perceptions of a Parent-Mediated Infant Intervention
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Danika L. Pfeiffer, Christine Reiner Hess, and Rebecca J. Landa
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Infancy, a formative period for development, has been identified as an advantageous time to provide family-centered support for children with delays. Families should be included as stakeholders during development of such interventions to ensure social value. We describe a preliminary randomized controlled trial evaluating Infant Achievements (IA), an 8-week (16-session) parent-mediated intervention for parents of infants 8-12 months old with social and communication delays. This study reports our qualitative examination of the intervention's social validity. We conducted focus groups with seven IA parent participants and analyzed their responses using conventional content analysis. Five themes emerged: (a) difficulty identifying resources to address concerns; (b) seeking validation of concerns; (c) seeking support to enhance children's development; (d) experiencing a supportive coaching relationship; and (e) creating meaningful interactions to support children's communication and social skills. Our results emphasize the necessity of partnering with families in the development of evidence-based, family-centered interventions for infants with developmental delays to maximize their social value.
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- 2024
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39. School Segregation and Social Processes That Shape Early and Middle Childhood Development
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Lorraine R. Blatt, Lori A. Delale-O'Connor, Kevin R. Binning, and Elizabeth Votruba-Drzal
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De facto school segregation, stemming from structural racism, has myriad consequences for children's development. Extant research documents the implications of segregated schools for children's academic resources and opportunities, but there is less attention on the social processes that unfold as a result of school segregation, particularly in early and middle childhood. Social processes--including ethnic-racial socialization, stereotyping and prejudice, and intergroup contact--are important mechanisms wherein school segregation affects academic and social development, thereby upholding a recursive cycle of structural racism. We synthesize cross-disciplinary theoretical and empirical research to propose a conceptual framework for how school segregation relates to social processes that shape early and middle childhood development. We conclude with reflections and future directions including prioritizing the social benefits and costs of desegregation for minoritized children, expanding research within an intersectional framework, accounting for structural inequities and injustice in child development research more broadly, and implications for education and learning.
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- 2024
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40. Teach for Nigeria Evaluation: Quantitative and Qualitative Study Findings. Research Report. RR-A1870-1
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RAND Education and Labor, Kata Mihaly, Jonathan Schweig, Elaine Lin Wang, and Sabrina Lee
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This report summarizes the findings from a two-year mixed methods evaluation of the effect of the Teach For Nigeria (TFN) teacher training program on whole child development, perceptions of teaching quality, and the school community. This report contributes to a growing body of research on Teach For All organizations across the globe and the extent to which such leadership development and teacher training initiatives can enhance teaching and support whole child development, particularly in the context of a developing country.
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- 2024
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41. The Mediators for the Link between Autism and Real-World Executive Functions in Adolescence and Young Adulthood
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Yi-Ling Chien, Yueh-Ming Tai, Yen-Nan Chiu, Wen-Che Tsai, and Susan Shur-Fen Gau
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The mediators of real-world executive functions in autism during the transition into adulthood are mainly unknown. This study aimed to identify the mediators for the behavioral and cognitive domains of real-world executive functions in late adolescent and young adult autistic populations. We followed up 289 autistic children (aged 11.6 ± 3.8, male 82.2%) and 203 non-autistic controls (10.7 ± 2.9, 66.5%) to their ages of 16.9 ± 4.7 and 15.8 ± 3.9, respectively. The Behavior Rating Inventory of Executive Function, comprising two global scales (Behavioral Regulation Index and the Metacognitive Index), was used to assess real-world executive functions at Time 2. Mediators of behavior regulation and metacognition were explored among a wide range of clinical correlates and parental bonding. We found that the autistic group had lower executive functions than the non-autistic group with lower behavior regulation and metacognition subscores. Several childhood factors were significant mediators. Multiple mediation analyses revealed that childhood inattention remained a significant mediator for both behavior regulation and metacognition in late adolescence, and peer problems were the specific mediators of metacognition. Our findings suggest several childhood factors may mediate real-world executive functions during late adolescence. Treating common mediators such as inattention may improve real-world executive functions in autistic individuals during adulthood.
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- 2024
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42. Longitudinal Examination of Potential Bilingual Advantage Effects for Selective Attention and Cognitive Functioning in Young Children
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Larissa Maria Troesch, Jessica Carolyn Weiner-Bühler, and Alexander Grob
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A good deal of research purports that bilingualism has a positive effect on some aspects of cognitive functioning. However, this effect is not consistent, and little research examines trajectories of cognitive skill development in bilingual children. Moreover, it remains unclear whether different types of bilingualism impact how cognitive abilities unfold. The reported study investigates children's data from three linguistic groups (179 sequential bilingual, 96 simultaneous bilingual and 57 monolingual German-speaking children) and examines differences (1) regarding cognitive outcome measures pertaining to selective attention, visuospatial thinking and abstract thinking and (2) searches for substantial developmental trajectory differences regarding said measures. Children were tested at 3 points in time; at age 4;10, 6;2 and 7;4. Results indicate no significant linguistic group differences in selective attention, visuospatial thinking and abstract thinking when controlling for gender, language comprehension of the child, and families' socioeconomic status. Moreover, the three linguistic groups did not differ in developmental trajectories. Theoretical and practical implications are discussed.
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- 2024
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43. Children's Self-Control as an Antecedent of Adolescent Prosociality and Adult Civic Engagement
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Zehra Gülseven, Kayla Puente, Nestor Tulagan, Nicole Zarrett, Sandra D. Simpkins, and Deborah Lowe Vandell
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Guided by the ecological model of civic development, this study examined the extent to which the growth in children's self-control during middle childhood predicted their civic engagement at age 26 directly and indirectly via their prosociality at age 15. We used data from 1,042 children (50% female, 77% White) in the NICHD Study of Early Child Care and Youth Development. Children's self-control at 3rd grade and growth in self-control from 3rd to 6th grade were significantly and positively associated with voting at age 26. In addition to these direct links, children's self-control at 3rd grade and growth in self-control during middle childhood positively predicted children's prosociality at age 15, which, in turn, positively predicted engagement in environmental causes, political or social action groups, and volunteering at age 26. These findings indicate that children's self-control during middle childhood may be an important foundational asset for later prosociality and unique types of civic engagement and may be a key factor for nurturing the development of well-rounded citizens.
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- 2024
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44. The Development of Visual Categorization Based on High-Level Cues
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Stefanie Peykarjou, Stefanie Hoehl, and Sabina Pauen
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This study investigated the development of rapid visual object categorization. N = 20 adults (Experiment 1), N = 21 five to six-year-old children (Experiment 2), and N = 140 four-, seven-, and eleven-month-old infants (Experiment 3; all predominantly White, 81 females, data collected in 2013-2020) participated in a fast periodic visual stimulation electroencephalographic task. Similar categorization of animal and furniture stimuli emerged in children and adults, with responses much reduced by phase-scrambling (R[superscript 2] = 0.34-0.73). Categorization was observed from 4 months, but only at 11 months, high-level cues enhanced performance (R[superscript 2] = 0.11). Thus, first signs of rapid categorization were evident from 4 months, but similar categorization patterns as in adults were recorded only from 11 months on.
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- 2024
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45. School-Based Screening of Social Determinants of Health: A Scoping Review
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Jessica B. Koslouski, Sandra M. Chafouleas, Amy M. Briesch, Jacqueline M. Caemmerer, Hannah Y. Perry, Julia Oas, Scarlett S. Xiong, and Natalie R. Charamut
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School-based screening instruments have traditionally focused on assessing within-child factors, such as a student's academic, social, emotional, behavioral, or physical development. This emphasis in school-based screening may be a missed opportunity to assess and ameliorate contextual factors (i.e., social determinants of health) influencing child development. In this scoping review, we aim to describe the current landscape of screening for social determinants of health (SDOH) in school settings. Following established practices for scoping reviews, we searched PsycInfo, ERIC, and CINAHL Plus in December 2022 for articles describing the development or use of an SDOH measure in a school setting. From each eligible article, two coders independently extracted (1) study characteristics, (2) measure characteristics, (3) available psychometric or usability information, and (4) reported outcomes of measure implementation. Descriptive and content analyses were used to examine data. We identified six articles describing the development or use of SDOH measures in elementary, high school, or university settings. These articles yielded six unique SDOH measures, intended for either adolescent or young adult self-report, caregiver proxy-report, or both. Measures included 6-25 SDOH items, with additional items assessing demographics, health behaviors, or mental health (e.g., depression). Reported outcomes included increased referrals to services and implementation of school-based supports to reduce social risk (e.g., school food pantry). We discuss next steps for research evaluating the feasibility and social consequences of school-based SDOH screening.
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- 2024
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46. Children Dynamically Update and Extend the Interface between Number Words and Perceptual Magnitudes
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Denitza Dramkin and Darko Odic
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As adults, we represent and think about number, space, and time in at least two ways: our intuitive--but imprecise--perceptual representations, and the slowly learned--but precise--number words. With development, these representational formats interface, allowing us to use precise number words to estimate imprecise perceptual experiences. We test two accounts of this developmental milestone. Either slowly learned associations are required for the interface to form, predicting that deviations from typical experiences (e.g., presentation of a novel unit or unpracticed dimension) will disrupt children's ability to map number words to their perceptual experiences or children's understanding of the logical similarity between number words and perceptual representations allows them to flexibly extend this interface to novel experiences (e.g., units and dimensions they have not yet learned how to formally measure). 5-11-year-olds completed verbal estimation and perceptual sensitivity tasks across three dimensions: Number, Length, and Area. For verbal estimation, they were given novel units (i.e., a three-dot unit called one "toma" for Number, a 44 px long line called one "blicket" for Length, a 111 px[superscript 2] blob called one "modi" for Area) and asked to estimate how many tomas/blickets/modies they saw when shown a larger set of dots, lines, and blobs. Children could flexibly link number words to novel units across dimensions, demonstrating positive estimation slopes, even for Length and Area, which younger children had limited experience with. This suggests that the logic of structure mapping can be dynamically utilized across perceptual dimensions, even without extensive experience.
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- 2024
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47. Object Labeling and Disambiguation in 4-Month-Old Infants
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Amanda Saksida and Alan Langus
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The account that word learning starts in earnest during the second year of life, when infants have mastered the disambiguation skills, has recently been challenged by evidence that infants during the first year already know many common words. The preliminary ability to rapidly map and disambiguate linguistic labels was tested in Italian-speaking infants (N = 96, 47 boys; age = 4 and 6 months, eye tracking). Infants can rapidly map linguistic labels to objects and movements, and disambiguate the intended referents to novel words, but they fail with sinewave analogs. In hearing infants, mapping and disambiguation emerge early in development, and are flexible as to which visual referents infants are willing to map to linguistic labels, but may be constrained to linguistic sounds.
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- 2024
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48. Physical Activity Intervention Improves Executive Function and Language Development during Early Childhood: The Active Early Learning Cluster Randomized Controlled Trial
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Lisa S. Olive, Rohan M. Telford, Elizabeth Westrupp, and Richard D. Telford
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This study aimed to determine the effects of the Active Early Learning (AEL) childcare center-based physical activity intervention on early childhood executive function and expressive vocabulary via a randomized controlled trial. Three-hundred-and-fourteen preschool children (134 girls) aged 3-5 years from 15 childcare centers were randomly assigned to the intervention (8 centers; n = 170 children) or control group (7 centers, n = 144 children) in May 2019. Participants were mostly Australian (85%) and from slightly higher areas of socio-economic status than the Australian average. There was an AEL intervention effect on inhibition ([Beta] = 0.5, p = 0.033, d = 0.29) and expressive vocabulary ([Beta] = 1.97, p = 0.001, d = 0.24). Integration of the AEL physical activity intervention into the daily childcare routine was effective in enhancing children's executive function and expressive language development.
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- 2024
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49. Keeping the Child in Mind in Multi-Professional Working: Valuing the Viewpoints of Children and Their Parents
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Carla Solvason and Jo Winwood
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This survey-based research explores data from a diverse range of 54 professionals involved in collaborative team working to support children with specific needs. The survey investigated the individual's perception of their own role, and the interactions within the team. The survey collected some quantitative data, such as age and length of time in role, to explore correlations, but it also asked open-ended questions, providing a wealth of qualitative data. While we have focused on relationship dynamics between professionals in previous work, in this article we revisit the data with a specific focus on the positionality and voice of the child and their parents within multi-professional teams. In doing so we find that professionals frequently forget that the child themselves is entitled to a say in the decisions made about them and that the concept of the parent as an expert on their own child is rarely recognised in practice. There is also evidence that the challenging emotions that many parents struggle with during multi-professional working can easily be misread as reluctance or disinterest. All of these findings highlight a need for professionals to take a far more reflective approach to their collaborative work with colleagues, families and children.
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- 2024
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50. A Scoping Review on the Use and Potential of School-Based Drama Therapy to Enhance Socio-Emotional Skills in Early Childhood
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Jason S. Frydman and Christine Mayor
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Drama therapy incorporates play, imaginary engagement, embodiment, and perspective taking to promote interpersonal skills and affective functioning. Existing school-based drama therapy (SBDT) research has demonstrated utility with select populations; however, much of the SBDT literature has featured disparate findings. Absent from the current literature is a thorough synthesis of the benefits of SBDT for socio-emotional development in early childhood, an age cohort that may be well suited for drama therapy due to the method's theoretical and practical focus on action, symbolism, and play. A scoping review was conducted to answer the research question: "What is the use and potential of SBDT to enhance socio-emotional skills in early childhood?" Following a thorough database and manual search, 406 articles were identified and, after screening, 16 articles met the inclusion criteria. Based on the results, practice recommendations include the use of metaphor, distance, and life-drama connection to enhance socio-emotional skills, using dramatic play as a tool to address adverse experiences, and applying SBDT to support specific clinical populations. Policy recommendations include the use of SBDT within a public health trauma approach and the need for ecological integration of SBDT into schools. Research recommendations include the need for a broad-level articulation of a scaffolded SBDT research agenda in schools focused on socio-emotional skills and recommendations specific to methodological and reporting rigor.
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- 2024
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