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From Neurons to Neighborhoods: The Science of Early Childhood Development
... Family activities (e.g., meals; Spagnola and Fiese 2007) positively benefit family relationships and functioning (Hutchinson, Afifi, and Krause 2007;National Scientific Council on the Developing Child 2004; Townsend, Van Puymbroeck, and Zabriskie 2017). The home environment (including toys, activities and family interactions) is strongly related to cognitive and language development and future academic achievement (Bradley et al. 1989;Bradley, Caldwell, and Rock 1988;Bronfenbrenner 1979;Shonkoff and Phillips 2000). However, the transitory nature of homelessness inhibits families experiencing homelessness from maintaining a consistent home environment. ...
... Early childhood is widely recognized as a sensitive period for development. Rapid brain development that occurs in early childhood is influenced by supportive (e.g., healthy relationships) and adverse experiences (e.g., homelessness) and the child's environment (Bronfenbrenner 1979;Shonkoff and Garner 2012;Shonkoff and Phillips 2000). Early experiences affect physical, cognitive, social and emotional development; future academic and employment success; and health outcomes (Duffield 2020;Perlman and Fantuzzo 2010;Shonkoff and Phillips 2000). ...
... Rapid brain development that occurs in early childhood is influenced by supportive (e.g., healthy relationships) and adverse experiences (e.g., homelessness) and the child's environment (Bronfenbrenner 1979;Shonkoff and Garner 2012;Shonkoff and Phillips 2000). Early experiences affect physical, cognitive, social and emotional development; future academic and employment success; and health outcomes (Duffield 2020;Perlman and Fantuzzo 2010;Shonkoff and Phillips 2000). Early childhood homelessness is an adverse experience associated with developmental delays, mental health challenges, emotional dysregulation (Descarpentrie et al. 2022;Haskett, Armstrong, and Tisdale 2016;McCoy-Roth, Mackintosh, and Murphey 2012) and poorer reading and math achievement (Perlman and Fantuzzo 2010). ...
Literature documents the importance of play in children's learning and development. Yet, little attention has been given to play and family activities among families experiencing homelessness with young children. This study explored daily play and family activities among 10 families experiencing homelessness using qualitative methods. Qualitative analysis using Dedoose coding software revealed three key themes: Play is an integral part of family life, serves as a foundation for shared family activities and is perceived as a mechanism for learning and assessing child development. The implication of the study highlights the importance of using a strengths‐based approach for future interventions supporting these families.
... Plasticity is an individual's ability to adapt in very specific ways, in both the short and long term, to changing demands and allows for recovery of a loss of function. 32 The transient ones enable the brain to be highly plastic, toning its functioning, and recovering from biological and environmental insults. Similarly, the body's immune system is dependent on a high degree of cell and tissue plasticity. ...
... During critical and sensitive periods, an individual is more vulnerable to environmental insults that may affect the course and completeness of recovery. 32 The effectiveness of nursing actions is very much affected by time and timing, and nursing needs to have knowledge of these principles when planning care. ...
... Self-regulation cuts across all aspects of functioning and involves processes that are responsible for such tasks as managing physiological arousal, emotions, self-control, selfmanagement, and attention. 32,41 Each of these tasks requires different subprocesses and follows different developmental trajectories. ...
The Developmental/Health Framework (DHFW) within the McGill Model of Nursing (MMN) provides the foundational knowledge consistent with Nightingale's vision of working with the "laws of nature" to promote health and healing. The DHFW describes the processes, principles , and mechanisms rooted in the biological, developmental, and nursing sciences that are required to provide "whole person" care. The MMN provides a model of nursing based on a strengths-based approach within a collaborative partnership relationship. The DHFW has been used to modify the MMN to create a universal and comprehensive approach to nursing practice.
... Other researchers investigated maternal employment in association with the quality of time spent with children (Bianchi at al., 2000;Shonkoff & Phillips, 2000;1994). This research indicates that although employed mothers spend less time with their children, but time spent in interactions and care is quality time. ...
... This is evident by the examination of means between the two mean (I spend quality time with my child on a daily basis (working mothers: M=4.06, nonworking mothers: M=3.89). This finding supports previous research (Bianchi at al., 2000;Shonkoff & Phillips, 2000;McLoyd et al., 1994) that also concluded that quality time spent with children positively impacts the quality of interactions. The significant differences between the two groups of mothers for this sample may also be attributed to the feelings associated with mothers who work and need to compensate their children for time spent away from them. ...
This study examined Jordanian mothers’ work status in relation to parenting practices and children’s social behaviors. The sample consisted of 132 mothers of kindergarten children from the capital city of Amman, Jordan: 58 of the mothers were employed and 74 were not employed. To meet the study’s objectives, mothers responded to two scales: Parenting Practices Scale and Social Behaviors Rating Scale. The results of the analysis revealed significant differences between the two groups in favor of working mothers with regard to their reported parenting practices. Non-significant differences were evident with regards to mothers’ work status and their reported evaluations of children’s social behaviors. Directions for future research include investigating maternal work status with moderating variables such as marital status, attitudes, child gender, and full or part-time employment.
... It has been said that the developmen t of this developmental area, which directs people's attitudes and behaviors, in early childhood (Blewitt et al., 2020;Vandenbroeck et al., 2018) affects not only the future of the child but also the future of the family and society (Öztürk & Deniz, 2014). Because possible social-emotional problems affect the developing child's brain development, relationships and experiences, gene functions, neural connections and cognitive functions throughout life (Shonkoff & Phillips, 2000). ...
... On the other hand, after the 2000s, when the focus was on school readiness and the skills that children need to be successful in primary school and beyond, the importance of social -emotional development for increasing academic success was recognized (Shonkoff & Phillips, 2000). The capacity to develop positive social relationships, to concentrate on challenging tasks and persist in solving them, to manage emotions effectively, and to solve problems were seen as important social-emotional skills needed to succeed in school (Fox et al., 2006). ...
The purpose of this study is to examine the effects of a multicomponent intervention program for children who are in the risk group in terms of social-emotional development in preschool period on children's social-emotional development, behavioral problems and well-being, and parents' competence, parenting relationships and parental stress levels. In line with this purpose, the research has a mixed design feature as it includes quantitative and qualitative dimensions. The qualitative part was conducted with a phenomenological design to evaluate the participants' perceptions of the program, while the quantitative part was designed with a pretest-posttest and control group experimental design. Necessary ethical permissions were obtained for the research. The following scales were administered to the participants according to the criteria for assignment to the groups, primarily voluntariness: Social Skills Assessment Scale, Preschool Behavior Questionnaire (PBQ), Social Emotional Well-Being and Psychological Resilience Scale for Preschool Children (PERIK), Perceived Parental Self-Efficacy Scale (PPSE), Parent Stress Scale (PSS), Parenting Relationship Questionnaire (BASC-3) and personal information form. In the statistical analysis of the data, qualitative data were analyzed using MaxQDA-2018 qualitative data analysis program and quantitative data were analyzed using IBM SPSS Statistics 22 package program. Wilcoxon Signed Ranks test and Mann Whitney U test were used in qualitative data. In the experimental group, a significant (p0.05). It can be concluded that the multicomponent intervention program for children in the risk group in terms of social-emotional development in preschool period is effective in the social-emotional development of children. Comprehensive experimental studies on this subject are needed.
... It is well recognized that the risk and protective factors present in children's early environments affect their attachment to caregivers (Rupert & Bartlett, 2022), their cognitive, social, and communication development (Jethava et al., 2022), and their access to educational, rehabilitation, and health resources (Phoenix & Rosenbaum, 2019). Additionally, the impact of trauma exposure and healing from trauma is influenced by the presence of both risk and protective factors in that person's life (Herman, 2022;Shonkoff & Phillips, 2000). Risk factors can include financial stress, violence exposure, being a visible minority, and parental mental health difficulty, to name a few (National Scientific Council on the Developing Child, 2014). ...
... Strong communication skills can be viewed as an important protective factor in a child's life if exposed to traumatic stress, due to their facilitation of relationships and their significance in healing and resilience-building processes. The most protective factor in a child's life in the face of traumatic stress is a secure attachment relationship with their primary caregiver(s) (Shonkoff & Phillips, 2000). That relationship, established through reliable and responsive interactions between the child and their caregivers and dependent upon the communication skills of both caregiver and child, buffers the impact of stress on the child and support the development of resilience (Gunnar, n.d.; National Scientific Council on the Developing Child, 2004). ...
The high prevalence of trauma world-wide is such that speech-language pathologists are likely to support clients across the lifespan with experiences of trauma, such as abuse, neglect, intergenerational and racial trauma, and exposure to structural and systemic violence. Trauma can affect peoples’ neurobiology and can also impact cognitive, social, and language development and compromise over-all communication competence. Trauma-and-violence informed approaches must be built upon a foundational knowledge of the impact of trauma on people’s lives: from neurobiology and development, to health, communication, and behavior. It is therefore evident that consideration of trauma must be built into training programs, care provision, organizational policies, and programs. To provide trauma- and violence-informed care (TVIC), speech-language pathologists must individually and collectively engage in the process of critical reflection to gain insight into their personal and cultural assumptions and values, and to affect change in practice. To this end, the authors draw from available literature as well as their clinical, academic and individual experiences to illustrate how TVIC can shape speech-language pathologists’ lens with respect to 1. The social determinants of health and access to services, 2. Behaviors that challenge, and 3. Social communication, social cognition, and emotional regulation. The Substance Abuse and Mental Health System Administration’s (SAMHSA) four assumptions and six principles of trauma-informed care are applied to illustrate how TVIC can be incorporated into practice.
... It is a critical indicator of societal progress, particularly for families facing poverty, as it reflects their quality of life and resilience. Understanding the socio-economic determinants of family wellbeing is essential for crafting effective interventions aimed at alleviating poverty and fostering development (Brooks-Gunn, Shonkoff & Phillips, 2000). Belauri Municipality in Kanchanpur District, Nepal, offers a compelling context for this study, as it combines traditional agricultural livelihoods with urbanizing trends, presenting unique socio-economic challenges. ...
... High-income levels enable families to secure quality housing, nutritious food, and education, thereby fostering healthier environments . Educational attainment enhances employment prospects and income stability, while access to healthcare prevents long-term health complications, contributing significantly to overall quality of life (Shonkoff & Phillips, 2000). These interdependent factors are crucial for understanding and addressing disparities in Belauri Municipality. ...
This study searches family wellbeing as a multidimensional indicator of societal progress, focusing on Belauri Municipality, Nepal. The analysis examines socio-economic determinants, including income, education, employment, and healthcare, highlighting barriers faced by families in poverty. Belauri's reliance on agriculture and limited infrastructure exacerbate vulnerabilities, perpetuating inequality. By leveraging frameworks like the Family Stress Model and Sen’s Capability Approach, the research identifies risk and protective factors, offering insights to guide policies for poverty alleviation and sustainable development in rural-urban transitional contexts. A cross-sectional design with multi-stage cluster sampling highlighting disparities across income, education, healthcare access, and living conditions. This study explores the socioeconomic factors shaping family wellbeing in Belauri Municipality, Nepal. Data from 525 households across 10 wards highlights disparities in income, employment, education, and healthcare access. The findings reveal significant poverty concentrations in Wards 5, 9, and 10, with daily wages as the primary income for the Very Poor (50.9%). Family size and type, housing conditions, and land ownership correlate with poverty levels, emphasizing systemic inequalities. Nutritional patterns reveal limited protein access among poorer households, while loan dependency is higher among the Very Poor. The study underscores the need for integrated, targeted interventions to address poverty, enhance income stability, improve living conditions, and promote access to education and healthcare for sustainable development.
... While LSAs at the high school level are the most used for analyzing educational performance, early childhood and elementary education also play a crucial role, as it is during this phase that children learn to read, write, and develop their critical thinking [18]. Therefore, understanding the relationship between students' performance in these stages and quality metrics of early childhood education is essential for supporting in-depth investigations into educational public policies. ...
... The results of this study can be directly compared with a previous one Scanoni et al. [18]. The first difference is that Scanoni did not include variables related to social well-being, which achieved a high degree of correlation in our study. ...
... parent-child relationships and that early experiences lay the foundation for developmental trajectories over time (Anastasio et al., 2022;Nelson et al., 2020;Shonkoff & Phillips, 2000). ...
Moving is a common experience for U.S. families and may negatively affect the mental health of both parents and children. In this study, we examined how residential mobility is associated with changes in mental health over time among mothers and children in the Future of Families and Child Wellbeing Study (previously “Fragile Families”) from the child’s birth to age 15. Using path analyses, we found that moving frequently when children were young was associated with greater depression among mothers when their children were 5, which, in turn, was associated with maternal and child mental health outcomes in the middle childhood and adolescent periods. That is, maternal depression acted as a pathway through which early residential mobility was associated with both maternal and child outcomes over time. This study highlights the complex interplay between residential mobility and maternal and child mental health and the critical role of maternal depression. Results underscore the need to support mothers who move frequently to support their own and their children’s mental health in the years to follow.
... Early identification of language impairments through screening measures can mitigate negative effects on learning and behavior, improving health, academic performance, and social development (Wallace et al., 2015). The early years of life are a critical period for shaping children's developmental trajectories (Shonkoff and Phillips, 2000), and research indicates that early intervention addresses language and communication challenges more effectively (McKean and Reilly, 2023;Weismer, 2000). ...
This study aimed to develop and validate the screening versions of the European Portuguese MacArthur-Bates Communicative Development Inventories Short Forms (EP CDI-SFs), intended to guide referrals for comprehensive language assessments in infants and toddlers. The first cohort, aged 8–18 months, included 1,293 typically developing children ( M age = 12.23, SD = 3.12, 50.2% male), 170 children at-risk for language impairments ( M age = 11.76, SD = 2.81, 45.9% male), and 39 children with Down syndrome ( M age = 12.28, SD = 3.40, 56.4% male), assessed using the EP CDI-SF Level I. The second cohort, aged 16–30 months, included 1,155 typically developing children ( M age = 23.45, SD = 4.07, 51.2% male), 181 children at-risk for language impairments ( M age = 23.23, SD = 4.31, 47% male), and 46 children with Down syndrome ( M age = 23.09, SD = 3.93, 69.6% male), assessed with the EP CDI-SF Level II. Through factor analysis, the 20 most psychometrically robust items from each form were identified and used to develop the new screening versions (EP CDI-Scr). Strong correlations between the EP CDI-SFs and EP CDI-Scr results for typically developing children, along with excellent internal consistency, supported the validity and reliability of the new tools. Furthermore, the EP CDI-Scr versions demonstrated excellent sensitivity and moderate specificity. They effectively distinguished between typically developing children, those at-risk for language impairments, and those with Down syndrome, confirming strong discriminant validity. These findings establish the preliminary validity, reliability, and effectiveness of the EP CDI-Scr, supporting timely referrals for comprehensive language evaluations.
... Early identification of language impairments through screening measures can mitigate negative effects on learning and behavior, improving health, academic performance, and social development (Wallace et al., 2015). The early years of life are a critical period for shaping children's developmental trajectories (Shonkoff and Phillips, 2000), and research indicates that early intervention addresses language and communication challenges more effectively (McKean and Reilly, 2023;Weismer, 2000). ...
This study aimed to develop and validate the screening versions of the European Portuguese MacArthur-Bates Communicative Development Inventories Short Forms (EP CDI-SFs), intended to guide referrals for comprehensive language assessments in infants and toddlers. The first cohort, aged 8-18 months, included 1,293 typically developing children (M age = 12.23, SD = 3.12, 50.2% male), 170 children at-risk for language impairments (M age = 11.76, SD = 2.81, 45.9% male), and 39 children with Down syndrome (M age = 12.28, SD = 3.40, 56.4% male), assessed using the EP CDI-SF Level I. The second cohort, aged 16-30 months, included 1,155 typically developing children (M age = 23.45, SD = 4.07, 51.2% male), 181 children at-risk for language impairments (M age = 23.23, SD = 4.31, 47% male), and 46 children with Down syndrome (M age = 23.09, SD = 3.93, 69.6% male), assessed with the EP CDI-SF Level II. Through factor analysis, the 20 most psychometrically robust items from each form were identified and used to develop the new screening versions (EP CDI-Scr). Strong correlations between the EP CDI-SFs and EP CDI-Scr results for typically developing children, along with excellent internal consistency, supported the validity and reliability of the new tools. Furthermore, the EP CDI-Scr versions demonstrated excellent sensitivity and moderate specificity. They effectively distinguished between typically developing children, those at-risk for language impairments, and those with Down syndrome, confirming strong discriminant validity. These findings establish the preliminary validity, reliability, and effectiveness of the EP CDI-Scr, supporting timely referrals for comprehensive language evaluations.
... Clearly, more attention needs to be paid to the processes taking place during the acquisition of linguistic competencies, which require favourable environmental factors to promote them. We now know that without stimulation and social relations, the innate linguistic potential may never be activated (Curtis, 1970;Fromkin et al., 1974) and the lack of adequate linguistic stimulation may prove to be an effective barrier to development (DeeDee, 2015;Shonkoff and Phillips, 2000). Language needs contact with other language users to form, which is only possible with interaction provided by caring and attentive caregivers (in psychology, this phenomenon is called emotional attunement; Huttenlocher et al., 2010) and is often mediated by musical interactions (Koelsch, 2020). ...
This paper reviews musicology, linguistics, cognitive psychology, and neuroscience
research on the importance of music in developing human speech and cognition.
It cites research from several scientific fields on how the brain processes and
reacts to melody, rhythm, harmony, loudness, dynamics and types of articulation
and timbre. It also discusses musical concepts and prosodic features such as
intonation, rhythm and stress related to linguistic terminology and summarises
results of earlier research on how the two systems interact to strengthen or
weaken an individual’s ability to function without nurturing stimulation. Music is an
important preventive and therapeutic factor for human life. The author describes
the interplay between music and language in the nervous system, improving or
hindering communication and how it affects us personally and impacts societal
mental health.
... Indeed, there is now a growing body of evidence which has demonstrated the long term benefits of high quality early childhood services for young children, their families and the wider community (Kilburn and Karoly 2008;Sylva at al 2004;Wylie and Thompson 2003;Schweinhart 1994;Schweinhart et al 1993). Evidence from neuroscience has also supported these arguments by confirming the importance of early stimulation on brain development (Woodhead 2006;Shonkoff and Phillips 2000). ...
Since the last part of the 20 th century, early years provision has seen a steady increase with more governments developing policies and allocating funds for the out-of-home care and education of young children. The expansion of early childhood provision and the economic investment made for such provision has gradually led to the introduction of curricula in order to establish the benefits and returns of the provision. Some of the curricula emphasise well-being, belongingness and connectedness with others, community and place; others are outcomes-based developmental models that celebrate individuality, personal achievement and children"s becoming. In this paper, I will explore the philosophical underpinnings of four contemporary curricula to consider the worldviews of early childhood upheld and promoted by them. I will then draw parallels with the Athenian and Spartan educational systems and models in ancient Greece to consider the implications of the worldviews of childhood held in contemporary curricula with regard to the demands and "knowns" of today"s society and to the "unknowns" and unforeseeable needs of future generations. Finally, I will conclude with the argument that it is the pedagogy, embraced by early years professionals, which is the mediating force for reconciling different worldviews of early childhood embraced in contemporary curricula.
... Seiring dengan itu, Heckman (2006) dan Shonkoff & Phillips (2000) mengungkapkan bahwa investasi dalam pengasuhan anak usia dini yang mendukung hak-hak anak tidak hanya meningkatkan kesejahteraan langsung anak-anak, tetapi juga berkontribusi pada pertumbuhan ekonomi jangka panjang, mengurangi ketimpangan sosial, dan memperkuat sistem pendidikan secara keseluruhan. Studi terbaru oleh Esping-Andersen (2021) juga menekankan pentingnya kebijakan keluarga yang adaptif untuk mendukung pengasuhan yang berorientasi pada hak anak dalam sistem pendidikan. ...
Kebijakan parenting berbasis hak anak meningkatkan kesejahteraan anak, tetapi implementasinya menghadapi tantangan regulasi dan budaya. Penelitian ini mengidentifikasi kebijakan parenting berbasis hak anak di berbagai negara serta faktor yang mempengaruhi keberhasilannya. Penelitian ini menggunakan Systematic Literature Review (SLR) dan metode PRISMA 2020 untuk menganalisis kebijakan. Data dikumpulkan dari jurnal ilmiah dan publikasi akademik. Negara dengan kebijakan kuat mendukung keterlibatan orang tua dalam pendidikan. Negara Nordik menerapkan parental leave yang panjang, sedangkan Kanada dan Australia mengembangkan kebijakan berbasis komunitas. Indonesia dan Malaysia menghadapi hambatan sosial dan budaya dalam implementasi. Penelitian ini berdampak pada kebijakan pendidikan, pengasuhan, dan riset akademik. Pemerintah perlu memperkuat regulasi parental leave dan mengintegrasikan parenting berbasis hak anak. Kajian lebih lanjut diperlukan untuk menilai efektivitas kebijakan ini di berbagai konteks sosial budaya. Keberhasilan kebijakan bergantung pada regulasi dan adaptasi budaya. Kolaborasi antara akademisi, pembuat kebijakan, dan komunitas sangat diperlukan guna memastikan efektivitasnya dalam mendukung kesejahteraan dan pendidikan anak
... It is widely considered a time of great growth and vulnerability. Decades of research on early childhood has underscored the impact of the first five years of life on future social and emotional development [1] and lifelong health outcomes [2,3]. Improving meaningful long-term outcomes for children depends on several intentional additions to typical service provision, including (1) promoting supportive relationships for young children, (2) intentional teaching of social and emotional skills and strategies, and (3) and reducing sources of stress for children and families [4]. ...
Background/Objectives: Early social and emotional well-being is crucial for child development with life-long outcomes. The Individuals with Disabilities Education Act (IDEA) Part C Early Intervention system, which federally mandates special education services for children ages birth to three, is one place where identifying and addressing early social emotional needs could be strengthened. Focusing on an implementation science approach, the Pyramid Model (PM) is examined to see how the model’s targeted implementation efforts over many years enhance a system’s capacity to identify and address social and emotional well-being in one state over five years. Methods: Implementation science methods were used to evaluate the impact of PM implementation over time in four independently operating sites within one state, emphasizing the use of coaching to support practice change, as well as fidelity tools and examination of system changes over time. Results: All sites increased capacity for PM implementation. Results varied by site but all sites were able to demonstrate improvement and higher fidelity implementation by the last year. Conclusions: The PM is an effective model to use within IDEA Part C programs to enhance capacity to identify and address social and emotional needs of children and families receiving services. Implementation factors are needed for success, including leadership support, organizational dynamics (e.g., creating dedicated time for staff to engage in training, external and internal coaching, and case reviews), committed funding, and dedicated support for implementation and evaluation.
... Inadequate temporal and social contexts have been shown to contribute to devastating impairments in the social and emotional development of these children, affecting their ability to form and maintain lasting relationships within society 4,7,9 . Research and practice indicate that effective intervention can make a significant difference to the developmental trajectories of these at-risk children 16 . ...
Infants and toddlers living in residential care facilities are at risk of developmental delay. Environmental factors contributing to this risk are the temporal context (how children spend their time) and social context (how and when caregivers interact with the children). this study compared time-use patterns of children living in residential care facilities where caregiver training had previously taken place versus those in facilities where caregiver training had not taken place using a non-experimental, cross-secctional static group comparison study design. Spot observations were used to estimate time-use patterns of infants and toddlers living in residential care facilities in Johannesburg, South Africa.Results show that caregiver training positively changed the quantity of the time that infants spent with their caregivers (temporal context) and the quality of time toddlers spent with their caregivers (social context). Thus caregiver training has the potential to improve the environment in residential care facilities and can be used as an intervention strategy by occupational therapists. Key words: Residential care facilities, time-use patterns, caregiver training, quantity of time spent caregiving, quality of time spent caregiving
... ACEs during this time can severely disrupt cognitive, social, and emotional development, leading to adverse long-term outcomes. 3 Children in rural communities often require more support to address ACEs due to a variety of factors. Rural children have higher rates of ACEs exposure than their urban counterparts. ...
Context
The present study was designed in the context of a movement towards using community-scale network-based approaches to address adverse childhood experiences (ACEs). Though these types of networks have become more common, assessments over time following typical network-building activities have been limited.
Objective
This study focused on the question: To what extent does a rural ACEs network improve exchanges among network members following an intervention focused on improving interactions and networking among members?
Design
We employed a pre-post design, assessing partnerships among organizations addressing ACEs within a single rural community with a baseline assessment and a follow-up assessment three years later.
Setting
The study was conducted in the rural San Luis Valley in Colorado. It was part of a larger federally-funded, community-engaged study, entitled Supporting Trauma Awareness and Nurturing Children’s Environments (STANCE).
Participants
Participants for this study were representatives of organizations in the network (n = 59 in T1 and n = 58 in T2, n = 56 overlapping organizations across time points). Each participant was asked to report about their organization’s partnerships in the network at two time points.
Intervention
Between the baseline and follow-up assessments, an intervention to further develop the network was implemented. It included hosting a networking event among organizations working on ACEs and the development of a subcommittee of the local interagency oversight group that focused on promoting information-sharing about early childhood and ACEs among local organizations.
Main Outcome Measures
Outcome measures included: clustering, path length, centrality and centralization, and density over time.
Results
We identified changes across key network metrics, indicating that the network had increased centrality and centralization over time, decreased average path length, and increased clustering and density across three sub-networks.
Conclusions
Changes identified in this network provide evidence that ACEs networks can change in response to focused network development activities.
... It is most beneficial when more focus is paid to quality learning material that is appropriate for their age and safe, developmentally stimulating environments, as it plays a key role to children"s developmental, cognitive, emotional, and social growth. Investing in improving classrooms, procuring appropriate learning supplies, and maintaining hygiene will contribute to making learning environments more favorable and suitable for young students (Phillips & Shonkoff, 2000). ...
Early Childhood Education (ECE) is extensively recognized by governments worldwide for its significant positive impact on social, educational, and economic outcomes. However, in Pakistan, the provision of ECE is limited, and the system remains underdeveloped. This appraisal highlights the importance of ECE, its current status in Punjab, Pakistan which discusses the current access of all children to primary education, addressing their rights and developmental needs regardless of disabilities, gender, or socioeconomic status mainly in context of Inclusive ECE. Based on the socio-economic factors the challenges facing ECE in Punjab includes cost, gender, and access which are worsened by the infrastructural development, trainer of teachers and inadequate allocation of budgets. To overcome socio-economic status while implementing ECE programs in Punjab, more viability of policies should be made, funding should be provided, trained teachers should be encouraged, and proper parental participation should be stimulated. Filling these gaps will guarantee sustainable and economic returns. This study includes an in-depth analysis of the enrollment figures and teaching staff their issues and lack of awareness across different education sectors, benefits of early childhood education for children. It also provides insights about the potential challenges and possible solutions for eradicating the issues related to ECE and explore the role of government and non-government organization that contributed in the betterment of ECE. This review is aimed to improve the current understanding of the existing challenges, opportunities, and gaps in the provision of ECE in Pakistan, while highlighting potential strategies for enhancing access, quality, and inclusivity in the sector.
... MM is described in many areas of the literature as a key factor in personality development (e.g., Shonkoff & Phillips, 2000;Józsa & Morgan, 2014;Wang et al., 2011;Wang et al., 2017), as it determines cognitive (Hashmi et al., 2017;Józsa & Molnár, 2013), linguistic (Mokrova et al., 2013), social (Józsa & Barrett, 2018;Razza et al., 2015), and psychomotor (Wang, 2016) development, and is thus the basis of effective learning (Busch-Rossnagel & Morgan, 2013). Several studies support that MM is the best predictor of the development of cognitive abilities and that it plays at least as much a role in school success as intelligence (Busch-Rossnagel & Morgan, 2013;Józsa & Barrett, 2018;Mercader et al., 2017). ...
This study aimed to investigate differences in mastery motivation (MM), mastery pleasure (MP), and self-concept (SC) in singing based on class type (specialized non-specialized music classes) and gender across four grades: 1, 3, 5, and 7. It also explored the relationships between students’ demographic variables and the fundamental motivational factors in music education such as MM, MP, and SC. A survey questionnaire was administered to 586 elementary students in grades 1, 3, 5, and 7 in Hungary. The findings showed that the students from specialized music classes had higher MM, MP, and SC compared to those from non-specialized classes. Female students demonstrated higher MM, MP, and SC in signing across all grades, 1, 3, 5, and 7. Moreover, a negative correlation between grade and these factors showed that the younger students had higher MM, MP, and SC in singing than the older students. Demographic factors such as gender, grade, and class type, except for parental education, significantly influenced students’ development in MM, MP, and SC in singing. This study highlights the importance of specialized music education and early engagement in developing MM, MP, and SC in singing, suggesting that appropriate approaches based on age and gender could enhance students’ musical development.
... Extensive evidence of best practice in relation to child development, early childhood education and care and early parenting contributes to an expansive field of knowledge which supports and promotes the health and wellbeing of children and families (McCoy et al., 2017;Sanders et al., 2014;Shonkoff et al., 2000). Support provided to families, by EPCs, and outcomes during the early years is currently not formally documented, included or evaluated in this evidence base. ...
Tracking, measuring, and reporting outcomes fosters improvement and adoption of best practices. It enables identification of what is and is not working and can contribute towards greater effectiveness and efficiency in the delivery and engagement of programs and interventions. The early years of a child’s life significantly influence life-long health and wellbeing, learning and behaviour outcomes. Due to the complexity of parenting during the early years of a child’s life many parents and caregivers seek support and guidance to improve their parenting knowledge and confidence. In Victoria, Australia, Early Parenting Centres support families with their parenting practices through a range of programs. Evidence of the impact of Early Parenting Centres programs has been limited with minimal data collected focusing on the outcomes of Early Parenting Centres program involvement and delivery. To gain a detailed understanding of the impact of Early Parenting Centres programs the development of a Victorian Early Parenting Centres Outcomes Framework was commissioned. This paper provides a methodological roadmap for Outcomes Framework and Implementation Plan development which is underpinned by co-creating Knowledge Translation Framework and Integrated Knowledge Translation and exchange approaches. Steps one to three of the co-creating Knowledge Translation Framework were utilised and resulted in the development of an Outcomes Framework and Implementation Plan for the Victorian Early Parenting Centres sector. Additionally, this blueprint of outcomes framework development addresses a significant gap in the literature—the lack of guidance, research, and clarity in developing an Outcomes Framework for Early Parenting Centres.
... It is also evident that there is poor health among First Nations families in countries with a history of colonisation, such as Australia, New Zealand, and Canada, and access to services is adversely affected by historical and contemporary social determinants of health, such as the distribution of power, influence, wealth, and income [2]. First Nations parents, in particular, require support services that are culturally strong, timely and appropriate, and holistic to strengthen their families' health outcomes [8,9,48]. Ensuring the optimal design of a model that promotes and supports the engagement of First Nations families and their access to MCH services in the period from the child's birth to five years of age is impeded by the dearth of information on the relationship between specific services and children's health outcomes [4,49,50]. ...
Aim: To understand the factors that influence family violence towards First Nations women, to inform practises and policies to support these women and improve their engagement in maternal child health services. Design: A qualitative study, using narrative inquiry integrated with the Indigenous philosophy ‘Dadirri’, and thematic analysis of the data. Materials and Methods: Survey of 10 Maternal Child Health nurses in 2019, and interviews of 35 Aboriginal mothers in 2021. Results: The nurses identified drugs, alcohol, socio-economic issues, the history of effects of colonisation on First Nations peoples, and stress as perceived factors influencing family violence, and acceptance, fear, cultural beliefs, and mistrust, for women’s low reporting of violence. Factors that influenced nurses’ ability to identify family violence were mistrust and understanding of Aboriginal culture. Low self-esteem, lack of belonging, and not being heard were identified by the mothers as factors that influence family violence. Fear of child protective services, shame, mistrust, and poor rapport with the nurses contributed to their low reporting of violence. The most significant factor for the mothers to disclose violence is fear of losing her child, mistrust, and the questioning process. Conclusions: Nurses’ understanding of Indigenous culture is critical to develop trust and improve the engagement of First Nations women. A significant difference in the synthesis of data between the nurses and their First Nations consumers was conspicuous. Research regarding the benefit of models and interventions that recognise the social determinants of health and well-being on health outcomes as well as the value of culturally strong health services aimed to encourage an earlier identification of risk, ideally from the antenatal period to the child’s fifth birthday, is imperative. The implications of this research are of international importance for First Nations families and challenge current nursing practises to address the human rights challenge of the inequity in health outcomes between First Nation and non-First Nation children, their exposure to family violence, and their over-representation in child protection services.
... Parental interaction influences multiple areas of a child's development. Research suggests that development is interconnected, where early educational experiences have a lasting impact on subsequent levels of education (Shonkoff & Phillips, 2000). For example, the child's experience in preschool can shape their success in primary school, which then influences secondary education and, ultimately, the choice of university during high school. ...
In the contemporary era, the transition from adolescence to adulthood primarily begins with the choice of university, where parental guidance and influence are significantly pronounced. This research aims to unveil the perceptions parents hold towards the concept of "university" through the use of metaphors. It is a qualitative study designed to describe and interpret the metaphorical thoughts of parents whose children are university students, regarding the phenomenon of university. Content analysis, a commonly employed method in qualitative research analysis, was utilized. The study's participants consist of parents of students enrolled in various undergraduate programs across universities in our country during the fall semester of the 2022-2023 academic year. The sample includes 163 parents. In the study, 142 metaphors produced by parents are analyzed under different categories by subjecting them to content analysis. The metaphors of parents regarding the concept of university are grouped under 12 categories. The analysis of metaphors produced by parents regarding the concept of "University" indicates a predominantly positive perception, characterized by a blend of abstract and concrete expressions. The metaphors most frequently cited—"Life," "Family," "Home," "Development," and "Education"—highlight the university's integral role in personal development, social relationships, and intellectual enrichment. This suggests that parents regard the university not only as an educational institution but as a pivotal life stage pivotal for overall development and social integration. The analysis of parental metaphors concerning the university concept reveals a comprehensive perspective that transcends the educational scope, highlighting its significance in personal growth, intellectual development, social integration, and professional preparation.
... Mental health is frequently connected with optimal functioning inside individuals and their external environment, implying the absence of sickness and the relevance of social, psychological, and environmental forces in reserving balance [1,2]. The social and emotional competencies that develop from childhood form the foundation for ongoing health and well-being [3]. Through responsive and nurturing relationships, interaction, and experiences, young children learn to understand and regulate their emotions, attention, and behavior, equipping them to form pro-social relationships and engage in learning when they commence primary school [4]. ...
The study aims to discuss how Islamic belief and spiritual well-being can help develop psychological health in Muslim adolescents. This study aims to understand how Islamic beliefs and spiritual well-being can help Muslim adolescents become more resilient and stable. The adolescents can balance their intensity to move forward with determination and dedication to living with Islamic values and beliefs. The study finds that the continuous Islamic belief system practice can help make their life easier and better; even their mental health and physical endurance can help each other to believe in the Islamic way. The primary sources of this article are databases, SAGE, ProQuest, International Journals, and Google Scholar. The literature explores the Islamic approaches to cultivating psychological well-being based on more precise and comprehensive Islamic guidelines for adolescents.
... Siendo así etapas complejas y críticas ya que, durante estas, el cerebro de los niños experimenta un crecimiento y maduración que influyen en su capacidad para aprender, interactuar y regular sus emociones. Este desarrollo depende de una amplia serie de factores genéticos y ambientales que, al interactuar entre sí, moldean el sistema nervioso (Shonkoff, & Phillips, 2000). ...
El objetivo del trabajo es analizar algunas de las consecuencias derivadas de la exposición a agroquímicos en comunidades rurales de América Latina, con un enfoque en el impacto sobre el neurodesarrollo infantil y las implicaciones sociales y de salud pública. El estudio integra enfoques de neuropsicología, psicología social y psicología rural, evaluando cómo los factores biológicos y sociales interactúan, proponiendo la necesidad de un nuevo enfoque de análisis. La metodología utilizada para este artículo se basó en una investigación documental de revisiones previas para identificar patrones comunes en contraste con observaciones de campo exploratorias. Se realizó un análisis de la literatura, abarcando datos clínicos, epidemiológicos, revisiones legales y estudios de caso en áreas agroindustriales. Los resultados sugieren un impacto negativo significativo en el neurodesarrollo con una relación directa a la exposición de agroquímicos, lo cual está relacionado con impacto psicosocial que deriva en vulnerabilidad debido a factores estructurales. Las conclusiones subrayan la necesidad urgente de un enfoque transdisciplinar que aborde tanto las causas biológicas como las condiciones socioeconómicas de las comunidades afectadas, proponiendo para ello el concepto de Afectaciones Neuropsicosociales.
... Research in early childhood education (ECE) is crucial yet underrepresented due to the unique challenges of effectively measuring outcomes in young children (Phillips et al., 2017). Despite these challenges, early language development is a promising area of focus, as enhancing language interactions at this stage can yield substantial long-term benefits (Shonkoff & Phillips, 2000;World Health Organization, 2023). This study addresses the theory-practice gap in ECE (Peleman et al., 2019(Peleman et al., , 2020 by developing a video-based measurement instrument aimed at assessing pre-service and in-service teachers' Professional Vision of Language-stimulation Interactions (ProLSIs). ...
This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) of language-stimulation (LS) interactions. PV refers to noticing and reasoning about key classroom interactions, a skill that can be trained and distinguishes experts from novices. The instrument targets the PV of three language-stimulation (LS) strategies: language input (LI), opportunities for language production (OLP), and feedback (FB). The instrument measures noticing through comparative judgement (CJ) and reasoning through multiple-choice items. Construct validity was assessed using the AERA framework, using three samples: a sample of professionals (n = 22), a pre-service teachers’ sample (n = 107), and a mixed sample with in- and pre-service teachers (n = 6). Reliability and validity were confirmed, with strong reliability scores for the CJ aggregated “master” rank orders (SRR: 0.827–0.866). Think-aloud procedures demonstrated that respondents’ decisions during CJ were mainly based on LS-relevant video features. Decisions unrelated to LS require further study. Multiple-choice reasoning items were developed from professionals’ open-ended feedback. Pre-service teacher reasoning scores showed no significant predictors. Using real classroom videos, this instrument provides an ecologically valid, scalable tool for assessing teachers’ professional vision of LS interactions. This validated instrument offers a foundation for professional development programs aimed at addressing the theory–practice gap in early language education.
... Research by Heckman demonstrates that when systematically incorporated into general early childhood education frameworks, early intervention services can substantially enhance developmental outcomes for children with disabilities. Furthermore, Shonkoff et al. (2000) emphasise that this integrated model is critical for promoting inclusive environments wherein children with disabilities can receive necessary support while interacting with their typically developing peers. The benefits of such incorporation are not limited to the children; families also benefit from improved support systems and access to inclusive resources. ...
Communities have long been the cornerstone of human progress, serving as spaces
where ideas are nurtured, relationships flourish, and collective resilience is built.
In the rapidly evolving landscape of the 21st century, the challenges faced by
communities—climate change, resource scarcity, technological disruption, and
social inequality—demand innovative approaches and actionable solutions. This is
where the transformative potential of Community Science comes into focus. Rooted
in interdisciplinary collaboration, practical problem-solving, and participatory
engagement, community science has emerged as a powerful framework for empowering people, fostering inclusivity, and driving sustainable development. Empowering Communities: The Next Era of Community Science explores this dynamic field with the goal of redefining how science intersects with the lives of people at the grassroots. This book is not just a compilation of theories and methods; it is a call to action for researchers, practitioners, policymakers, and community leaders to engage in a shared mission of building equitable and resilient societies. Each chapter delves into critical aspects of community science, including participatory research, knowledge co-creation, technology integration, sustainable resource management, and strategies for fostering empowerment and agency. A key theme of this book is the recognition of communities as co-creators of solutions rather than passive recipients of external expertise. By adopting a people-centered approach, this work underscores the importance of blending local wisdom with scientific innovation to address complex challenges. Whether it is improving food security, enhancing public health, or mitigating the impacts of climate change, the book highlights case studies and success stories where community-driven interventions have led to meaningful and lasting change.
This book also places emphasis on the evolving role of technology in community
science. Digital tools, data-driven insights, and innovative platforms are enabling
new ways of collaboration and engagement, breaking down barriers of distance and
access. At the same time, the book addresses the ethical and cultural considerations that arise when leveraging technology in diverse community settings, ensuring that these advancements promote equity and inclusivity rather than exacerbate existing disparities. While this book is intended for scholars and professionals in fields
such as extension education, rural development, social sciences, and environmental
studies, its message transcends disciplinary boundaries. It invites anyone committed to fostering social change—be it educators, activists, or government officials—to reflect on their role in empowering communities. By weaving together research findings, field experiences, and practical insights, this work aims to inspire innovative thinking and action for a better tomorrow.
... Strong evidence supports the critical importance of responsive care in the early months of a child's life for their later life psychological development and adjustment (see Bornstein & Tamis-LeMonda, 1995;Bornstein, 1995;Darling et al., 2020). Advances in understanding early brain development indicate that brain connectivity is directly related to the quality of relationships and interactions in early life (Shonkoff & Phillips, 2000). Thus, research supports the relevance of parenting programs focused on early child development (Britto et al., 2015) to foster healthy development and prevent psychological and behavioral problems because "the scientific evidence on the significant developmental impacts of early experiences, caregiving relationships, and environmental threats is incontrovertible" (Shonkoff & Phillips, 2000, p. 6). ...
The foremost index of caregiving quality is child attachment, as supported by attachment theory. Research supports the relevance of early parenting interventions in improving child outcomes in attachment quality to promote public health because of their long-term effects on mental health and functioning. This study aimed at evaluating the impact on both parenting and child outcomes of the Parent–Child Psychological Support Programme® (PCPS), a community-based program individually tailored to parents and their infants during periodic center-based visits to promote attachment security. The evaluation involved two cohorts from “vulnerable populations” and used the resources embedded in the program design without interfering with the normal functioning of the service. From an evaluative research approach, the effects on mothers and children were assessed using a quantitative approach. Pre- and post-test measures (parenting questionnaires) and child attachment quality assessments through the Strange Situation Procedure were examined. The equivalence of the cohorts was verified and used as a baseline for parenting outcomes. PCPS participants demonstrated increased parental competence and self-efficacy, as well as reduced levels of parenting stress. Analysis of the two cohorts showed a significant difference in the number of visits and proxies for intervention, which were associated with the expected pre–post changes in parenting dimensions. The proportion of securely attached children was significantly higher in the “medium-high intervention” group than in the “no/low intervention” group (72.7% vs 54.5%). Furthermore, compared with international baselines, this proportion showed no differences in the “no-/low-intervention” group but demonstrated expected significant differences in the “medium-high intervention” group.
... The developmental literature widely acknowledges the importance of sensitive periods-often referred to as early years-in the life course; they are incredibly influential in shaping various domains of development in later life stages (Fox et al., 2010). Some scholars have posited that younger children are more sensitive than older children to disruption in the home environment and changes in caregiving (Phillips & Shonkoff, 2000). Several studies have demonstrated that adverse experiences, such as child abuse and family instability, during the early years have more profound effects on children's subsequent psychological adjustment than those occurring during later life stages (Rutter & Quinton, 1984;Slopen et al., 2013;Woodward et al., 2000). ...
Researchers have raised concerns about parental migration’s effects on various aspects of the left-behind children’s development. However, there is limited understanding of how parental migration influences children over the life course. This study aimed to fill this gap by investigating how exposure to parental migration during childhood shapes later development in Indonesia and the Philippines, two major labor-sending countries in Southeast Asia. Adopting a life course perspective, we examine how the timing, sequence, and cumulative extent of parental migration affect children’s outcomes. We used longitudinal data from 1,023 households in 2008 (with children aged 4.56 on average) and 849 households in 2016/17 (with children aged 12.78 on average). Retrospective information on children’s exposure to parental migration during early childhood (under 3), middle childhood (4–5), and late childhood (6–10) was constructed for its impact on individuals’ school performance and psychological well-being during early adolescence (11–14). The findings indicate that the timing of children’s initial exposure to parental migration impacts certain aspects of their development. In Indonesia, paternal migration during middle or late childhood is associated with a trade-off between improved school performance and reduced prosocial behavior. For Filipino children, maternal migration during the first 3 years is linked to higher levels of internalizing problems, while migration during middle and late childhood reduces the risk of such problems. These findings underscore the importance of tailored policies and support programs that acknowledge the diverse impacts of parental migration across different developmental stages, considering distinct cultural contexts.
... Además, Shonkoff & Phillips (2000), señalan que el uso adecuado de tecnologías en la educación inicial puede complementar las estrategias tradicionales, ofreciendo oportunidades personalizadas de aprendizaje emocional. La figura 3 muestra el porcentaje de mejora en distintas competencias: autorregulación, empatía y resolución de conflictos. ...
Social-emotional development in early education is fundamental for the integral well-being of children and their adaptation to the school environment. This article analyzes innovative pedagogical strategies that promote emotional and social skills from the early educational stages. Recent studies that address the impact of approaches such as play-based learning, emotional intelligence, collaborative work and the use of educational technologies on children's social-emotional development were reviewed. The results show that play-based learning favors emotional self-regulation, conflict resolution and empathy, while activities related to emotional intelligence enhance children's ability to express and understand their emotions. Likewise, collaborative work fosters cooperation and social interaction, contributing to the construction of positive relationships. For their part, educational technologies offer interactive tools to complement socioemotional learning in a personalized way. It is concluded that these strategies should be integrated into early education programs, prioritizing teacher training and the design of activities that respond to the emotional needs of children. Promoting socioemotional development from infancy contributes to integral learning and to the formation of responsible and empathetic citizens.
... O desenvolvimento integral na primeira infância é uma fase essencial, onde os alicerces para o desenvolvimento cognitivo, emocional, social e físico são estabelecidos. Estudos comprovam que os primeiros anos de vida são determinantes para a formação de capacidades que impactam o indivíduo ao longo de toda a vida (SHONKOFF;PHILLIPS, 2000, p. 25). A partir dessa compreensão, a função das creches como espaços de formação para bebês e crianças bem pequenas ganha destaque, não apenas como locais de cuidado, mas também como ambientes educacionais fundamentais. ...
Este estudo investigou o papel das creches no desenvolvimento infantil. Através de uma revisão bibliográfica, analisou-se como as práticas pedagógicas e o ambiente físico das creches influenciam o desenvolvimento das crianças. Os resultados demonstram que a qualidade das interações entre educadores e crianças, a organização do espaço e práticas pedagógicas individualizadas são cruciais para um desenvolvimento saudável. No entanto, a pesquisa revelou diferenças significativas na qualidade das creches. Para garantir que todas as crianças tenham acesso a uma educação infantil de qualidade, é essencial investir em políticas públicas que promovam a formação de educadores, a melhoria da infraestrutura das creches e o desenvolvimento de currículos adequados. Em resumo, o estudo enfatiza a importância das creches como espaços de desenvolvimento e a necessidade de oferecer um ambiente seguro e estimulante para as crianças.
... For example, recent reviews of forcibly displaced children show that most studies include populations of children over the age of ten and virtually no studies focusing on the children ages birth to five (Daniel-Calveras et al., 2022;Fazel et al., 2012;Kien et al., 2019). This is critical because ACEs are thought to have their strongest impact on young children birth to five, during the period of rapid and critical brain development (Cole et al., 1994;Johnson et al., 2013;Shonkoff & Phillips, 2000) when the foundation for interpersonal and emotional regulation processes develop. The relationship between parents' migratory experiences, psychosocial stressors, parenting skills and stress, and the functioning in the youngest children under the age of five is not well studied or understood. ...
... As we have been arguing for more than a decade, child development processes constitute a transdisciplinary field of study (Shonkoff & Phillips, 2000) to which ethnography contributes through its methodology and scale of analysis. Ethnography is interested in the cultural dimensions of human development and understands it as a situated process (Remorini, 2023Weisner, 1996). ...
This article aims to illustrate the pivotal role that the environment plays in early child development (ECD), drawing upon data derived from the ethnographic research on children’s daily routines. Participant observation and in-depth interviews were conducted over the course of several fieldwork periods (2013–2018). The concept of “mutual raising” is employed to examine the daily interactions between middle-aged children and their domestic animals. To gain an insight into how children develop sophisticated and ecologically relevant skills to become autonomous and responsible for the care of others within the context of environmental interdependence, we present and analyze a cultural practice that is salient to the identity and way of life in rural communities of the Andean region in South America: becoming a shepherd. Considering the aforementioned findings, it can be posited that being able to care for others represents a significant developmental milestone. This discussion highlights the limitations of the dominant theoretical and disciplinary lens through which ECD is currently studied, those so-called W.E.I.R.D societies. Consequently, it is imperative to advocate for an integrative and transdisciplinary framework for ECD studies that incorporates anthropological evidence and the cultural experiences of children and families who have been historically marginalized by dominant ECD models.
... Notable, are examples of records describing children's opportunity for autonomy and independence at mealtimes, expanding beyond a narrow health focus to include developmental opportunities. Mealtime interactions provide an environment ideal for developing brain architecture and future wellbeing (48) . Yet, a dominant health lens is present in our analyses of filed notes. ...
Objective
Early education and care (ECEC) is part of the everyday life of most children in developed economies presenting exceptional opportunity to support nutrition and ongoing food preferences. Yet, the degree to which such opportunity is captured in policy-driven assessment and quality ratings of ECEC services is unknown.
Design
Abductive thematic analysis was conducted, guided by key domains of knowledge in nutrition literature and examining identified themes within these domains.
Setting
ECEC services (n=38) in Queensland, Australia.
Participants
Data were a random sample of field notes pertaining to mealtimes and food provision (n=182) collected as evidence to inform quality ratings during assessment visits to ECEC services.
Results
The field notes mapped to three theory-driven domains: Provisions, Practices and Education. Reflecting policy specification, health, hygiene, and safety were a key focus but food quality and quantity were not. Assessors noted promotion of child autonomy at mealtimes yet little evidence pertaining to characteristics of educator-child interactions.
Conclusions
Despite evidence that childhood nutrition is crucial for optimal development and learning, quality and quantity of food is not directly assessed. Relationships and interactions at mealtimes provide an environment ideal for promoting learning and development yet the policy guiding inspection and assessment of ECEC services directs focus to a more limited lens of safety, hygiene and promotion of ‘healthy foods’. Our findings identify a narrow conceptualisation of mealtimes focused on ‘health’ as limiting the potential to leverage mealtimes as places to support children’s nutrition and attendant development and learning.
Today the work of promoting child development and parenting skills takes place in very different contexts. There is a need for multidisciplinary approaches that take on the entire child-family system and increase the cooperation and effectiveness of all services present in the territories. Brazelton’s Touchpoints approach offers tools to build a deep working alliance between practitioners, parents, children and adolescents and that can be used by all professionals dealing with typical and atypical child development, in different educational and social and health contexts, for promotion, evaluation and treatment. The Touchpoints approach is an evidence-based model that has demonstrated its positive impact on child development outcomes, the child-parent relationship, the parent-caregiver alliance and collaboration between different professions and services. Today in Italy it is used by professional from 31 different disciplines.
Kişilik Nedir ve Neden Önemlidir? Mustafa KOÇ Şehide KELEK Aysu BAYRAM SAPTIR Sigmund Freud: Psikanaliz Tuğba Seda ÇOLAK TURAN Carl Gustav Jung: Analitik Psikoloji Pınar ÖZDEMİR YILMAZ Alfred Adler: Bireysel Psikoloji Abdi GÜNGÖR Gülşah KOÇ Karen Horney: Nevrotik İhtiyaçlar ve Eğilimler Betül DÜŞÜNCELİ Sena DİRİL Erik Erikson: Kimlik Kuramı Ali Haydar ŞAR Melike SARIKOÇ Gordon Allport: Ayırıcı Özellik Kuramı Ahmet SAPANCI Raymond Cattell: Analitik Ayırıcı Özellik Kuramı Ertan BASHA İbrahim TAŞ Hans Eysenck: Biyolojik Ayırıcı Özellik Kuramı Eyüp ÇELİK Samet MAKAS Kişiliği Anlamak: Büyük Beşli, Hexaco ve Karanlık Üçlü Modelleri Mustafa TEKKE Harun TORUN Abraham H. Maslow: İhtiyaç Hiyerarşisi Kuramı Erol UĞUR Rogers: Kendini Gerçekleştirme Kuramı Sedef ÜNSAL SEYDOOĞULLARI George Kelly’nin Kişisel Yapı Kuramı Ahmet SAPANCI 14 B. F. Skinner: Pekiştirme Teorisi Gülşah TURA Albert Bandura: Modelleme Teorisi Tuncay AYAS Kişiliğin Yönleri: Kontrolü Ele Almak, Şans Vermek ve Bulmak Mustafa KOÇ Tuğba TOSUN Perspektif Olarak Kişilik Murat İSKENDER Ümit BAYIN Nur Hilal YILDIRIM ALGÜL
The golden period or Golden age period is the initial stage where the child's brain experiences growth and develops rapidly and quickly absorbs the information provided. This golden period is the most important in the early cycle of a child's life. The golden period in children is the most important period in which the child's brain or intelligence develops very rapidly. monitoring a child's Golden Age Period occurs in the first thousand days of life which is calculated from the age in the womb until the child is three years old. The purpose of community service activities is to provide knowledge to the community: health cadres, mothers of babies/toddlers, and families about the importance of the golden age growth. Community service activities carried out by the method of transferring knowledge through counseling and training to health cadres "Golden Age Period for Golden Generation". The results obtained from this community service activity are an increase in knowledge, understanding, and awareness about the golden period of children
Language is a prerequisite for learning to communicate effectively and learning to read. Children learn language through interactions with caregivers and others. Since its founding, the Juniper Garden Children’s Project (JGCP) has researched language acquisition as an intervention target in young children. This contribution to the special issue discusses two major contributions that emerged in the years after the founding of JGCP: interventions for young children and understanding the social determinants of language that are nested in the earliest interactions infants have with their caregivers. JGCP’s accomplishments in these areas and their implications are discussed.
Perkembangan anak pada usia dini adalah fase kehidupan krusial dalam pembentukan kecerdasan dan keterampilan dasar yang berdampak pada masa depan mereka. Dikenal sebagai masa keemasan, periode ini ditandai oleh plastisitas otak yang tinggi, memungkinkan anak menyerap informasi dari lingkungan. Stimulasi yang diterima, seperti permainan edukatif dan eksplorasi, sangat memengaruhi perkembangan kognitif, termasuk kemampuan berpikir, daya ingat, dan pemecahan masalah. Stimulasi interaktif, seperti berdialog dan membaca, memiliki dampak signifikan pada perkembangan ini. Anak yang mendapatkan stimulasi terarah dan konsisten sejak dini cenderung mengalami kemajuan lebih cepat, mempersiapkan mereka untuk tantangan akademis dan sosial di masa depan. Penelitian ini menekankan pentingnya stimulasi dini dalam mengoptimalkan kecerdasan kognitif anak usia dini. Penelitian ini dilaksanakan dengan menggunakan metode kepustakaan (Library Research), yang mencakup pencarian, pengumpulan, dan analisis data dari buku, artikel ilmiah, serta sumber-sumber ilmiah lainnya.
Background/Objectives: Fathers have been largely understudied in feeding research, as most studies have focused on mothers. This study aims to explore the relationship between paternal feeding practices and child eating behaviors. Methods: This study employed a cross-sectional observational design. Fathers (n = 114) completed one-off self-reported questionnaires using the Child Feeding Practices Questionnaire and the Child Eating Behaviors Questionnaire from October 2023 to February 2024. Variations in feeding practices across sociodemographic factors were explored using correlational statistics. The generalized linear model was used to identify relationships between paternal feeding practices and child eating behaviors. Results: For young children, the availability of healthy food at home was positively associated with food approach behaviors, while paternal practices of pressuring and child control were linked to increased food avoidance. Among school-aged children, using food as a reward was positively associated with food approach behaviors, while using food to regulate emotions was linked to increased food avoidance. Restriction for weight control was associated with both food approach and avoidant behaviors. In adolescents, paternal monitoring of their diet and certain socioeconomic conditions were observed to be associated with their eating behaviors. Conclusions: The findings provide valuable insights into the role of paternal feeding practices in shaping children’s eating behaviors and highlight the potential for interventions targeting modifiable paternal behaviors to support healthy eating habits.
This article explores the trajectory of the Família+ program, originally conceived as a research-based initiative aimed at strengthening the relationship between family and school in early childhood education and was later transformed into public policy in the city of Recife. Initially piloted in 36 schools, the program was expanded to 148 educational units. This article details the stages of this expansion process, highlighting the essential role of the involved stakeholders, the methodological adaptations made to meet the needs of the municipal network, and the lessons learned from the initial phases of implementation.
This chapter outlines the findings of sixteen well-researched articles addressing several issues related to social work curricula in different contexts. The curriculum plays a very important role in students’ learning and development. A well-informed, scientifically prepared and experience-driven curriculum can contribute to developing ethically competent social work graduates who can serve in contemporary society. The literature summary in this chapter focuses on human rights education in social work, using social work education as a tool for social change, the importance of feedback in social work field education, special education and social work, theoretical knowledge of social work students and communication skills for social work students.
SINOPSIS
Buku ini mengulas berbagai aspek psikologi anak, memfokuskan pada perkembangan kognitif, emosional, dan sosial anak dari masa bayi hingga remaja. Dengan pendekatan yang berbasis penelitian, penulis memberikan wawasan tentang bagaimana faktor-faktor lingkungan, genetik, dan pengalaman kehidupan berkontribusi terhadap perkembangan psikologis anak. Dalam setiap bab, pembaca akan menemukan teori-teori penting dalam psikologi anak, termasuk teori perkembangan Piaget, Erikson, dan Vygotsky, serta bagaimana teori-teori ini dapat diterapkan dalam praktik. Buku ini juga membahas isu-isu terkini, seperti pengaruh teknologi dan media sosial pada perkembangan anak, serta tantangan yang dihadapi anak-anak di era modern. Melalui studi kasus dan contoh nyata, buku ini bertujuan untuk memberikan pemahaman yang lebih mendalam tentang bagaimana anak-anak berpikir, merasa, dan berinteraksi dengan dunia di sekitar mereka. Para pendidik, orang tua, dan profesional di bidang kesehatan mental akan menemukan informasi yang berguna untuk mendukung perkembangan positif anak-anak. Dengan bahasa yang mudah dipahami, buku ini tidak hanya ditujukan untuk kalangan akademis, tetapi juga bagi orang tua dan siapa saja yang peduli dengan perkembangan anak. Buku ini menjadi panduan komprehensif yang mengajak pembaca untuk lebih memahami dunia psikologi anak dan pentingnya memberikan dukungan yang tepat selama masa-masa kritis dalam kehidupan anak.
La presente investigación se realizó con el objetivo de establecer la relación entre las intervenciones en salud y el desarrollo infantil en el Distrito de Tacabamba, Provincia de Chota, Región Cajamarca 2022, cuyos sujetos de investigación fueron niños y niñas en un total de 150, quienes cumplieron con los criterios de inclusión, cuyos padres aceptaron participar de forma voluntaria. La experiencia fue cuantitativa , aplicando dos instrumentos: uno para Identificar las intervenciones en salud y otro para determinar el desarrollo infantil, para la rigurosidad en el procesamiento de la información se tuvo en cuenta la triangulación obteniendo la confiabilidad y la validez de los resultados, en las consideraciones éticas se tuvo presente la confidencialidad y anonimato. Los resultados evidenciaron que el 76.7% recibieron una intervención completa, el 20% fue parcialmente completa y el 3.3% fue incompleta en los niños y niñas menores de 5 años. En cuanto al desarrollo infantil, el 41.3% tuvieron un desarrollo infantil inadecuado, el 34,7% parcialmente adecuado y solo el 24% de niños y niñas tuvieron un desarrollo infantil adecuado. Se comprobó relación altamente significativa entre las intervenciones en salud y el desarrollo infantil (p=0.05). Los resultados evidencian que la mayoría de los niños y niñas que recibieron intervenciones completas presentaron mejores niveles de desarrollo infantil, mientras que un porcentaje significativo tuvo desarrollo infantil inadecuado o parcialmente adecuado. Esto resalta la importancia de implementar y fortalecer intervenciones integrales en salud para promover un desarrollo infantil adecuado.
Several issues in the design and interpretation of high-risk depression research are described. These include identification of symptoms and syndromes, categorical vs. dimensional scales, aspects of depression to be considered, specificity of effects, use of process measures, and conceptualization of risk and resilience. The articles in this special section are used to exemplify the need to address these issues in studies of depression risk. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
G. Gottlieb's (see record
1991-11868-001) article draws needed attention to the levels within the developing organism at which experience may act. His concept of experiential canalization, however, is applied to what may be 2 rather separate aspects of the development process. This term seems particularly appropriate to describe the constraints placed upon the course of development by the behavior of the organism or of other members of its species. In contrast, when other aspects of the environment, such as patterned light stimulation of the visual system, propel the organism's development in appropriate directions, the process reflects properties of an organism adapted to the environment, rather than canalizing effects of the once-arbitrary environment in which the organism has evolved. Some issues concerning the conditions under which the use of experience to guide development might evolve are briefly considered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the relations between maternal employment status and nursery school children's sex role concepts, cognitive development, and adjustment. 110 children formed 4 groups according to their sex and their mothers' employment status. It was predicted that maternal employment would be associated with a broadening of Ss' sex role concepts and differential cognitive development depending on the sex of the S. Results show that Ss' sex role concepts were broader if their mothers were employed. Ss' perceptions of their mothers were not related to their employment status, but fathers were perceived more negatively by their sons if the mother was employed. Sons of employed mothers had lower IQ scores than either daughters of employed mothers or Ss with nonemployed mothers. Ss with employed mothers received better adjustment ratings from their teachers. (French summary) (31 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cette étude longitudinale a permis d’analyser, dans un milieu rural canadien, les liens entre les profils d’emploi post-partum des mères et la sécurité affective de l’enfant par rapport à la mère, la sensibilité maternelle et les caractéristiques concurrentes de la mère et de l’enfant. Contrairement aux attentes, les dyades où la mère était retournée au travail six mois après son accouchement révélaient une classification Q plus élevée en sécurité affective que les autres dyades et une sensibilité plus élevée que les dyades dans lesquelles la mère n’avait pas travaillé à l’extérieur au cours des deux premières années. Les mères qui étaient retournées au travail au bout de six mois démontraient moins de stress parental face à l’enfant, moins de réactions évitantes et moins de problèmes d’extériorisation comportementale face à l’enfant que les autres mères. Les données démontrent donc l’importance d’une approche axée sur le processus pour comprendre les toutes premières relations au sein du contexte familial et confirment les résultats d’une récente étude NICHD sur les premiers soins donnés aux enfants.
Following up on previous work demonstrating that an intervention with at-risk mothers made a positive impact on the quality of mothers' partner support, responsiveness to the needs of the child, the child's expectation of being cared for, and child's response to a brief separation, the present article examined whether the quality of the mother's partner support mediated the impact of the intervention on these outcomes. 31 at-risk mothers and their infants participated in home visiting intervention over a 12-mo period. 33 nonintervention cases served as the comparison group. Results show that the quality of the mother's partner support did not mediate the impact of the home visiting intervention.
Television viewing at home by 50 individuals in 5 age groups (2-, 5-, 8-, 12-year-olds, and adults) was recorded on 1-s time-lapse videotapes over 10-day periods. Coding was based on 5-min point samples. Analysis examined looking at the TV screen in relation to the visual presence of the features cuts, movement, animation, man, woman, child, and nonhuman; content features were child vs. adult programming and overt purposeful character behavior. Cuts, movement, and overt purposeful character behavior were positively related to looking independent of child vs. adult programming. Associations with looking for the remaining features depended on the viewer's age or sex or type of content within which they occurred.
Studies suggesting that family factors predict developmental outcomes more strongly for children reared principally by their parents than those with extensive early child-care experience stimulated the examination of the differential prediction of child outcomes using a subsample of families participating in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. A variety of factors were used to predict development of children who averaged 30 hr of nonparental care per week for each month of their lives and for those who never experienced more than 10 hr of care per week by someone other than their mothers. Multivariate analyses provided no evidence that family factors predicted outcomes differentially for these 2 groups, though exploratory analyses revealed several instances of differential prediction.