Association between transient financial stress during early childhood and pre‐school cognitive and socioemotional development

The current study examined the associations that children’s attachment and temperament share with individual differences in jealousy behaviors in early childhood. Previous research has found that secure children display fewer jealousy behaviors than their insecure counterparts, while other research has demonstrated that children with greater activity level and distress to limitations exhibit more jealousy behaviors and affect. In the present study of 83 mother–child dyads ( M age = 56.92 months), mothers reported their child’s attachment security and temperament, and children’s behaviors following jealousy-evoking events were observed. The results revealed that as security increased, children were less likely to exhibit externalizing jealousy behaviors, but temperament did not predict jealousy behaviors. These findings support the notion that attachment security is more related than temperament to this aspect of socioemotional development.

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Physical, Mental, and Financial Stress Impacts of COVID-19 on Early Childhood Educators

Early Childhood Education Journal ◽

10.1007/s10643-021-01223-z ◽

2021 ◽

Author(s):

Nancy L. Swigonski ◽

Brandy James ◽

Whitley Wynns ◽

Kara Casavan

Keyword(s):

Early Childhood ◽

Financial Stress ◽

Early Childhood Educators

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Children of Depressed Mothers: From Early Childhood to Maturity. By M. Radke-Yarrow. Cambridge University Press, Cambridge, 1998. pp. 216. £27.95 (hb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963001216953 ◽

2001 ◽

Vol 42 (4) ◽

pp. 557-558

Author(s):

Tirril O. Harris

Keyword(s):

Early Childhood ◽

Cambridge University ◽

Depressed Mothers

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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