scholarly journals The impact of postpartum post-traumatic stress disorder symptoms on child development: a population-based, 2-year follow-up study

2016 ◽  
Vol 47 (1) ◽  
pp. 161-170 ◽  
Author(s):  
S. Garthus-Niegel ◽  
S. Ayers ◽  
J. Martini ◽  
T. von Soest ◽  
M. Eberhard-Gran
Keyword(s):  
Child Development ◽  
Emotional Development ◽  
Population Based ◽  
Infant Temperament ◽  
Ptsd Symptoms ◽  
Social Emotional Development ◽  
Post Traumatic Stress ◽  
Social Emotional ◽  
Postpartum Ptsd ◽  
The Impact

BackgroundAgainst the background of very limited evidence, the present study aimed to prospectively examine the impact of maternal postpartum post-traumatic stress disorder (PTSD) symptoms on four important areas of child development, i.e. gross motor, fine motor, communication and social–emotional development.MethodThis study is part of the large, population-based Akershus Birth Cohort. Data from the hospital's birth record as well as questionnaire data from 8 weeks and 2 years postpartum were used (n = 1472). The domains of child development that were significantly correlated with PTSD symptoms were entered into regression analyses. Interaction analyses were run to test whether the influence of postpartum PTSD symptoms on child development was moderated by child sex or infant temperament.ResultsPostpartum PTSD symptoms had a prospective relationship with poor child social–emotional development 2 years later. This relationship remained significant even when adjusting for confounders such as maternal depression and anxiety or infant temperament. Both child sex and infant temperament moderated the association between maternal PTSD symptoms and child social–emotional development, i.e. with increasing maternal PTSD symptom load, boys and children with a difficult temperament were shown to have comparatively higher levels of social–emotional problems.ConclusionsExamining four different domains of child development, we found a prospective impact of postpartum PTSD symptoms on children's social–emotional development at 2 years of age. Our findings suggest that both boys and children with an early difficult temperament may be particularly susceptible to the adverse impact of postpartum PTSD symptoms. Additional studies are needed to further investigate the mechanisms at work.

scholarly journals The Combination of Imaginative Teaching Methods and Multimedia Learning in Early Childhood Education during COVID Pandemic: Social-Emotional and Language Development

2021 ◽  
Vol 7 (1) ◽  
pp. 1-14
Author(s):  
Evania Yafie ◽  
Olusola-Fadumiye Titilope Olufunke ◽  
Manal Ali ◽  
Inayatur Robbaniyah ◽  
Lisa Nur Maulidia ◽  
...  
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Teaching Methods ◽  
Emotional Development ◽  
Multimedia Learning ◽  
High Reliability ◽  
Social Emotional Development ◽  
Social Emotional ◽  
A Value ◽  
The Impact

The purpose of this study was to identify whether there is an increase in social-emotional and language aspects’ enhancement through the combination of imaginative teaching methods and multimedia learning that the teacher carried out. This study is based on the impact of the viral pandemic, limiting learning activities and social relationships between children and peers, which can further impact children's socio-emotional and language aspects. However, teachers can overcome impact by providing appropriate stimulation to children through learning strategies, i.e., by combining imaginative methods and multimedia learning. The is a quantitative study that applies the pre-experimental design method. The model applied through this research was in the form of a pretest-posttest group which was carried out by comparing the emotional abilities of children before and after being given treatment in the form of a combination of imaginative processing methods and multimedia learning. The sampling technique used purposive sampling where the research subjects were in their early childhood, aged 5-6 years. The reliability testing results obtained a value of 0.893 for social-emotional development and 0.821 for language development, which means high reliability. The normality test is carried out using the Kolmogorov Smirnov test showing a value of 0.347 for social-emotional development and 0.527 for language development; this indicates that the data have a normal distribution because they have a value above 0.05. The t-test results show that all t count> t-table and all sig values ​​are 0.000 <0.05. Therefore, the combination of imaginative learning methods and multimedia learning improves language social-emotional aspects effectively. The results of this study contribute to understanding for teachers and school institutions to better utilize information and communication technology in optimizing child development.

scholarly journals The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19

2021 ◽  
pp. 0013189X2199448
Author(s):  
Lucrecia Santibañez ◽  
Cassandra M. Guarino
Keyword(s):  
Middle School ◽  
Emotional Development ◽  
Student Outcomes ◽  
The United States ◽  
Social Emotional Development ◽  
Negative Effects ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
The Impact ◽  
Social Emotional Outcomes

In March 2020, most schools in the United States transitioned to distance learning in an effort to contain COVID-19. A significant number of students did not fully engage in remote learning opportunities due to resource or other constraints. An urgent question for schools around the nation is how much did the pandemic impact student academic and social-emotional development. This paper uses administrative panel data from California to approximate the impact of the pandemic by analyzing how absenteeism affects student outcomes. Our results suggest student outcomes generally suffer more from absenteeism in mathematics than in ELA. Negative effects are larger in middle school. Absences negatively affect social-emotional development, particularly in middle school. Our results suggest districts will face imminent needs for student academic and social-emotional support to make-up for losses due to the COVID-19 pandemic.

4. Friendships, families, pretend play, and the imagination

2014 ◽  
Author(s):  
Usha Goswami
Keyword(s):  
Social Cognition ◽  
Child Development ◽  
Emotional Development ◽  
Pretend Play ◽  
Mental States ◽  
Vital Role ◽  
Development Research ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The People

‘Friendships, families, pretend play, and the imagination’ examines the influence of the people around infants as well as their imaginative games on cognitive and social/emotional development. How important is the presence of siblings to a child’s cognitive development? Research suggests having siblings is beneficial for social cognition, and even sibling disputes play a vital role. The way in which parents deal with their own emotions influences how a child learns to manage their feelings. Observing pretend play, with adults, siblings, or alone, provides a way to understand the development of mental states and is an important aspect of child development.

Healthy Steps as a moderator: The impact of maternal trauma on child social-emotional development.

2014 ◽  
Vol 2 (2) ◽  
pp. 166-175 ◽  
Author(s):  
Rahil D. Briggs ◽  
Ellen J. Silver ◽  
Laura M. Krug ◽  
Zachary S. Mason ◽  
Rebecca D. A. Schrag ◽  
...  
Keyword(s):  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Maternal Trauma ◽  
The Impact

The Impact of Perinatal Depression on Children’s Social-Emotional Development: A Longitudinal Study

2016 ◽  
Vol 21 (3) ◽  
pp. 607-615 ◽  
Author(s):  
Carolin Junge ◽  
Susan Garthus-Niegel ◽  
Kari Slinning ◽  
Carolin Polte ◽  
Tone Breines Simonsen ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Emotional Development ◽  
Perinatal Depression ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Impact
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