Bilingual development in early childhood and the languages used at home: competition for scarce resources?

2009 ◽  
pp. 289-316 ◽  
Author(s):  
Paul P. M. Leseman ◽  
Anna F. Scheel ◽  
Aziza Y. Mayo ◽  
Marielle H. Messer
Keyword(s):  
Early Childhood ◽  
Scarce Resources ◽  
Bilingual Development ◽  
At Home

Mother's Perspective About Using the Gadget Safeness for Children

2020 ◽  
Vol 14 (2) ◽  
pp. 313-320
Author(s):  
Colti Sistiarani ◽  
Bambang Hariyadi ◽  
Saudin Yuniarno ◽  
Endo Dardjito
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Media Use ◽  
Parental Mediation ◽  
Early Years ◽  
Special Issue ◽  
Children's Media ◽  
At Home

The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers.  Keywords: Early Childhood, Mother Perspective, Gadget Safeness  References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

scholarly journals The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

2021 ◽  
Author(s):  
Laura V. Sánchez-Vincitore ◽  
Arachu Castro
Keyword(s):  
Early Childhood ◽  
Dominican Republic ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Developmental Potential ◽  
Cluster Survey ◽  
Multiple Indicator Cluster Survey ◽  
Psychosocial Model ◽  
Multiple Indicator ◽  
At Home

AbstractIntroductionThe association between sociodemographic factors, such as poverty, lack of maternal schooling, and being male at birth, and childhood developmental delay and poor educational outcomes has been established in the Dominican Republic. However, moderating factors present or introduced in families to buffer the effects of such factors on childhood development are still unknown.MethodsWe conducted a secondary analysis of the 2014 Multiple Indicator Cluster Survey for the Dominican Republic, a national household survey focused on maternal and child health and development. The first aim of our study was to determine if a sociodemographic model predicted early childhood development. The second aim was to determine if a psychosocial model (including family childrearing practices, discipline, and early childhood stimulation) predicted early childhood development above and beyond the sociodemographic model.ResultsWe found that both models predicted childhood development significantly, but that the psychosocial model explained 5% more variance than the sociodemographic model. The most relevant sociodemographic predictors were socioeconomic position and mother’s education, which uniquely explained 21% and 17% of the early childhood development variance, respectively. The most salient psychosocial predictors of early childhood development were: 1) attendance to an early childhood education program, which uniquely explained 15.0% of the variance; 2) negative discipline, which uniquely explained 12.4% (negative impact); 3) the number of children’s books at home, which uniquely explained 12.0%; and 4) stimulating activities at home, which uniquely explained 5%.ConclusionThese results have multiple implications for social programs that aim to improve children’s developmental potential in contexts of poverty. Although the results show a protective effect of psychosocial factors, sustainable and large-scale intervention should not be limited to just buffering effects, but to actually solve the underlying problem which is that poverty prevents children from reaching their developmental potential.

scholarly journals The Ability of Latin Letter Recognition in Early Children in Raudhatul Atfhal Annajamissa'adah Medan Tembung

2020 ◽  
Vol 3 (2) ◽  
pp. 791-798
Author(s):  
Yuni Sitorus
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Letter Recognition ◽  
Learning Activities ◽  
Process Learning ◽  
Working Together ◽  
The Media ◽  
Teachers And Parents ◽  
Latin Letter ◽  
At Home

The background of the problem in this study is the ability to recognize Latin letters in early childhood in Raudhatul Atfhal Annajamissa'adah clay field and the teacher has not used an effective and efficient media in learning to recognize Latin letters. This study aims to process learning activities in the form of activities of teachers, students and parents in the ability to recognize Latin letters in early childhood in Raudhatul Atfhal Annajamissa'adah clay field through the process of learning the introduction of Latin letters in early childhood. The results showed that there were some weaknesses and strengths in learning Latin letters recognition. Because children lack enthusiasm in learning because the media conducted by teachers is less effective. Therefore there must be cooperation between parents of students and teachers so that students also study at home not only studying at Raudhatul Atfhal Annajamissa'adah clay field but at home must also be taught by parents so that the ability to recognize Latin letters can die. Because so far researchers see the lack of cooperation between teachers and parents in working together in educating young children in Raudhatul Atfhal Annajamissa'adah so the level of children's ability to recognize Latin letters is different.

scholarly journals MEMBANGUN PENDIDIKAN KARAKTER DALAM MASYARAKAT

2013 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Sri Suyanta
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
The Elderly ◽  
Social Environments ◽  
Human Beings ◽  
Elderly Age ◽  
The Past ◽  
Three Stages ◽  
At Home

Character education is a necessity across the area, time and age. Character education is absolutely necessary not only in school, but also at home and in other social environments. It was prioritized since the past, present and future. Even today the students in character education is no longer for an early childhood but also adult and even the elderly age. Therefore character education should be designed and implemented systematically and simultaneously to help the students understand the human behavioral values which are associated with someoneself, fellow human beings, the environment and his or her Lord. Character education can be reached through three stages, namely socialization of the introduction, internalization, application in life.

Not Less Than Everything

2016 ◽  
pp. 351-354
Author(s):  
Donald W. Winnicott
Keyword(s):  
Early Childhood ◽  
At Home

Three short autobiographical notes in which Winnicott reflects on his own death and recounts memories of his early childhood at home in Plymouth.

scholarly journals Pre-school nutrition-related behaviours at home and early childhood education services: findings from the Growing Up in New Zealand longitudinal study

2018 ◽  
Vol 21 (7) ◽  
pp. 1222-1231 ◽  
Author(s):  
Sarah Gerritsen ◽  
Sarah E Anderson ◽  
Susan MB Morton ◽  
Clare R Wall
Keyword(s):  
Health Promotion ◽  
Early Childhood ◽  
Longitudinal Study ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Nutrition ◽  
Growing Up ◽  
Childhood Education ◽  
High Adherence ◽  
At Home

AbstractObjectivePre-school nutrition-related behaviours influence diet and development of lifelong eating habits. We examined the prevalence and congruence of recommended nutrition-related behaviours (RNB) in home and early childhood education (ECE) services, exploring differences by child and ECE characteristics.DesignTelephone interviews with mothers. Online survey of ECE managers/head teachers.SettingNew Zealand.SubjectsChildren (n 1181) aged 45 months in the Growing Up in New Zealand longitudinal study.ResultsA mean 5·3 of 8 RNB were followed at home, with statistical differences by gender and ethnic group, but not socio-economic position. ECE services followed a mean 4·8 of 8 RNB, with differences by type of service and health-promotion programme participation. No congruence between adherence at home and in ECE services was found; half of children with high adherence at home attended a service with low adherence. A greater proportion of children in deprived communities attended a service with high adherence, compared with children living in the least deprived communities (20 and 12 %, respectively).ConclusionsChildren, across all socio-economic positions, may not experience RNB at home. ECE settings provide an opportunity to improve or support behaviours learned at home. Targeting of health-promotion programmes in high-deprivation areas has resulted in higher adherence to RNB at these ECE services. The lack of congruence between home and ECE behaviours suggests health-promotion messages may not be effectively communicated to parents/family. Greater support is required across the ECE sector to adhere to RNB and promote wider change that can reach into homes.

The Prevalence and Risks of Early Childhood Caries (ECC) in Toronto, Canada

2010 ◽  
Vol 11 (5) ◽  
pp. 1-8 ◽  
Author(s):  
Thikriat Al-Jewair ◽  
James L. Leake
Keyword(s):  
Early Childhood ◽  
Household Income ◽  
Early Childhood Caries ◽  
Secondary Analysis ◽  
Bivariate Analysis ◽  
Annual Household Income ◽  
Caregiver Depression ◽  
Families With Children ◽  
Childhood Caries ◽  
At Home

Abstract Aim To determine the prevalence and risks of early childhood caries (ECC) among children less than 71 months of age in Toronto, Canada, and to evaluate the association between parental/ caregiver depression and ECC. Methods and Materials A secondary analysis of data previously collected by the Toronto Public Health as part of the 2003 Toronto Perinatal and Child Health Survey was performed. The 90-item survey was conducted over the telephone to 1,000 families with children from zero years (birth) to six years of age. Parents/caregivers were asked about factors related to the development and health of their children. For this study, only children younger than six years of age (less than 71 months) were included (n=833). The primary outcome of interest was self-reported and measured by the response to the question of whether a physician/dentist had ever told the parent/caregiver his/her child had ECC. Results The prevalence of ECC was 4.7 percent (37 of 791 children). The child's age, his/her history of dental visits, teeth brushing, the use of fluoridated toothpaste, the parent's/caregiver's depressive tendencies, the language spoken at home, and the household annual income were all significant in the bivariate analysis. Multiple logistic regression identified four factors associated with ECC: the child's age (being three years of age or older), having at least one parent/ caregiver with depression, not speaking English at home, and having an annual household income less than $40,000 in Canadian dollars (CAD). Conclusion While a child's age, home language, and household income are known risks for ECC, the finding that parental/caregiver depression may be related to ECC is new. Clinical Significance Multiple risk factors are involved in the development of early childhood caries. Of particular importance are demographic (e.g., child's age), social (e.g., annual household income), and psychosocial factors (e.g., parental/ caregiver depression) that are indirectly linked to ECC. More attention needs to be placed on understanding the role and process by which these factors influence the development of ECC. Citation Al-Jewair TS, Leake JL. The Prevalence and Risks of Early Childhood Caries (ECC) in Toronto, Canada. J Contemp Dent Pract [Internet]. 2010 October; 11(5):001-008. Available from: http://www.thejcdp.com/journal/view/ volume11-issue5-al-jewair

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