scholarly journals Effect of a lay counselor delivered integrated maternal mental health and early childhood development group-based intervention in Siaya County, Kenya: A quasi-experimental longitudinal study

2021 ◽  
Vol 292 ◽  
pp. 284-294
Author(s):  
Eunsoo Timothy Kim ◽  
Tobias Opiyo ◽  
Pauline S. Acayo ◽  
Margaret Lillie ◽  
John Gallis ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Early Childhood Development ◽  
Maternal Mental Health ◽  
Childhood Development ◽  
Quasi Experimental ◽  
Development Group

MENGEMBANGKAN KEMAMPUAN BERPIKIR LOGIS MELALUI PERMAINAN MENCAMPUR WARNA PADA ANAK USIA DINI KELOMPOK 3-4 TAHUN

2019 ◽  
Vol 2 (5) ◽  
pp. 220
Author(s):  
Jeni Kristiana Pattisina ◽  
Komala Komala
Keyword(s):  
Early Childhood ◽  
Experimental Design ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Logical Thinking ◽  
Quasi Experimental

This research is important to develop the ability to think logically groups of 3-4 years. This research develops aspects of early childhood development, namely the ability to think logically. The purpose of this study was to determine the development of the ability to think logically 3-4 years of age through media mixing games. This type of research conducted by researchers is to use Quasi Experimental design with Nonequivalent Group Pretest Posttest Design. The results of the study showed the results of the SPPSS version 22 test get a sig value of 0.616> 0.05, thus Ha was accepted and Ho was rejected. If Ha is accepted then this shows that learning media mixing colors gives an influence on the development of logical thinking of children aged 3-4 years. Through the method of mixing colors in this study the teachers can not only develop the ability to think logically, but also can be done to develop several other aspects of development in children.Penelitian ini penting untuk  mengembangan kemampuan berpikir logis kelompok 3-4 tahun. Penelitian ini mengembangkan aspek perkembangan anak usia dini yaitu  kemampuan berpikir logis. Adapun tujuan dari penelitian ini untuk mengetahui pengembangan kemampuan berpikir logis usia 3-4 tahun melalui media permainan mencampur warna. Jenis penelitian yang dilakukan oleh peneliti adalah menggunakan Quasi Experimental dengan desain jenis Nonequivalent Group Pretest Posttest Design. Hasil dari penelitian menunjukkan hasil perhitungan uji SPPSS versi 22 tersebut mendapatkan nilai sig 0,616 > 0,05 dengan dengan demikian Ha diterima dan Ho di tolak. Jika Ha diterima maka hal ini menunjukan bahwa media pembelajaran mencampur warna memberikan pengaruh terhadap perkembangan berpikir logis anak usia 3-4 tahun. Melalui metode pencampuran warna dalam penelitian ini para guru tidak hanya dapat mengembangkan kemampuan berpikir logis saja tetapi juga dapat dilakukan untuk mengembangkan beberapa aspek-aspek perkembangan lainnya pada anak 

The Interpersonal Context of Early Childhood Development

2019 ◽  
pp. 77-96
Author(s):  
James P. McHale ◽  
Susan Dickstein
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Family Caregiving ◽  
Developmental Disorders ◽  
Early Childhood Development ◽  
Health Assessment ◽  
Lessons Learned ◽  
Childhood Development ◽  
Infancy And Early Childhood ◽  
Family Mental Health

With the 2016 release of Zero to Three’s Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, the eyes of the field are newly trained on assessment of the full family caregiving contexts in which children are raised. This chapter presents a conceptual model for assessing coparenting alliances in families of infants and toddlers intended to provide information to both researchers and practitioners. The chapter defines coparenting in a manner that is relevant for various family systems, identifies important elements of effective coparenting alliances, and presents a schematic for assessing quality of coparenting in the young child’s family. Guidance based on lessons learned from extensive field experience with coparenting in diverse families is provided, and both reported and observed coparenting assessment methods are discussed. Growing points for this relatively new field of infant–family mental health assessment are enumerated.

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