Reciprocal Relations between the Trajectories of Mothers’ Harsh Discipline, Responsiveness and Aggression in Early Childhood

2017 ◽  
Vol 46 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Nazli Baydar ◽  
Berna Akcinar
Keyword(s):  
Early Childhood ◽  
Harsh Discipline ◽  
Reciprocal Relations

scholarly journals The Reciprocal Relations Between Female and Male Play Partners and Aggression in Early Childhood

2018 ◽  
Vol 90 (1) ◽  
pp. 127-135 ◽  
Author(s):  
Kristin J. Perry ◽  
Jamie M. Ostrov
Keyword(s):  
Early Childhood ◽  
Reciprocal Relations

scholarly journals Earlier and Concurrent Food Insecurity Are Associated with Suboptimal Parenting in Early Childhood

2020 ◽  
Vol 150 (6) ◽  
pp. 1590-1599
Author(s):  
Hoa T Nguyen ◽  
Edward A Frongillo ◽  
Christine E Blake ◽  
Cheri J Shapiro ◽  
Amy L Frith
Keyword(s):  
Early Childhood ◽  
Food Insecurity ◽  
Parenting Practices ◽  
Living Environment ◽  
Harsh Discipline ◽  
Full Information Maximum Likelihood ◽  
Regular Time ◽  
Dependent Variables ◽  
Child Assessments ◽  
Parental Interviews

ABSTRACT Background Food insecurity (FI) is associated with poor health, suboptimal nutrition, and disadvantaged linguistic, social, and academic development for children. Given the prominent role that parents play in children's development, FI may be associated with parenting practices. Objectives We aimed to understand how FI and its change over time relate to parenting in early childhood. Methods Data were from the Early Childhood Longitudinal Study–Birth Cohort: parental interviews and child assessments at 9 mo and 2, 4, and 5 y old. Dependent variables were parenting practices in years 2, 4, and 5 in parent–child interaction, discipline, rules, and routines in general and food-related settings. Stratified by gender, parenting outcomes were regressed on earlier FI and child, parent, and contextual covariates, then additionally regressed on concurrent FI, using models with full-information-maximum-likelihood and cluster control. Results Earlier FI was associated with harsh discipline (girls, year 5: β1 = 0.0811, P < 0.05) and frequent evening meals at a regular time (girls and boys, years 2 and 4), before adding concurrent FI. Accounting for earlier FI and covariates, concurrent FI was associated with harsh discipline (girls, years 2 and 4: β2 = 0.0489 and 0.0705, P < 0.05; boys, year 2: β2 = 0.0584, P < 0.05), rules about foods (girls, year 4), frequent evening meals as a family (girls, years 2 and 4), and frequent evening meals at a regular time (girls, years 2 and 4; boys, year 2); earlier FI remained associated with harsh discipline (girls, year 5) and frequent evening meals at a regular time (girls, years 2 and 4; boys, year 4). Conclusions FI was linked with suboptimal parenting practices in structuring a general and food-related living environment, particularly for girls and by the age of 5 y.

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

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.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Nature and Nurture during Infancy and Early Childhood

1988 ◽  
Author(s):  
Robert Plomin ◽  
John C. DeFries ◽  
David W. Fulker
Keyword(s):  
Early Childhood ◽  
Nature And Nurture ◽  
Infancy And Early Childhood
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