The development of postinstitutionalized versus parent-reared Russian children as a function of age at placement and family type

2016 ◽  
Vol 28 (1) ◽  
pp. 251-264 ◽  
Author(s):  
Robert B. McCall ◽  
Rifkat J. Muhamedrahimov ◽  
Christina J. Groark ◽  
Oleg I. Palmov ◽  
Natalia V. Nikiforova ◽  
...  
Keyword(s):  
Early Childhood ◽  
Problem Behaviors ◽  
Effortful Control ◽  
Family Type ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Institutionalized Children ◽  
Standardization Sample ◽  
The Us ◽  
Catch Up

AbstractA total of 149 children, who spent an average of 13.8 months in Russian institutions, were transferred to Russian families of relatives and nonrelatives at an average age of 24.7 months. After residing in these families for at least 1 year (average = 43.2 months), parents reported on their attachment, indiscriminately friendly behavior, social–emotional competencies, problem behaviors, and effortful control when they were 1.5–10.7 years of age. They were compared to a sample of 83 Russian parents of noninstitutionalized children, whom they had reared from birth. Generally, institutionalized children were rated similarly to parent-reared children on most measures, consistent with substantial catch-up growth typically displayed by children after transitioning to families. However, institutionalized children were rated more poorly than parent-reared children on certain competencies in early childhood and some attentional skills. There were relatively few systematic differences associated with age at family placement or whether the families were relatives or nonrelatives. Russian parent-reared children were rated as having more problem behaviors than the US standardization sample, which raises cautions about using standards cross-culturally.

scholarly journals The Influence of Early Childhood Temperament on Later Social–Emotional Functioning in Youth with Cancer

2020 ◽  
Author(s):  
Victoria W Willard ◽  
Rachel Tillery ◽  
Jennifer L Harman ◽  
Alanna Long ◽  
Sean Phipps
Keyword(s):  
Early Childhood ◽  
Health Status ◽  
Psychosocial Functioning ◽  
Effortful Control ◽  
Adaptive Functioning ◽  
Strong Predictor ◽  
Personality Development ◽  
Social Emotional ◽  
Children With Cancer ◽  
Resilience Scale

Abstract Objective One of the peak incidences of childhood cancer is during the early childhood years. This is also an important time for psychosocial and personality development, and it is well known that early childhood temperament influences later psychosocial functioning. However, this association has not been examined in young children with cancer. Methods Parents of children with cancer (N = 39) and healthy comparisons (N = 35) completed an indicator of temperament (Children’s Behavior Questionnaire) when children were young (Mage=4.99 ± 1.05 years). Five years later, parents and youth completed measures of psychosocial functioning (Mage=10.15 ± 1.10 years; Behavior Assessment Scale for Children, 2nd edition and Social Emotional Assets and Resilience Scale). Results Parents of healthy comparisons reported that their children demonstrated greater surgency than youth with cancer; there were no differences in negative affect or effortful control. Children with cancer and healthy comparisons were rated similarly on measures of psychosocial functioning. Health status was not a significant predictor of later functioning, but socioeconomic status and temperament were. The influence of temperament was stronger for strengths-based functioning (e.g., social competence, adaptive functioning) versus distress (internalizing and externalizing problems). Conclusions Early childhood temperament is a strong predictor of later psychosocial functioning, regardless of health status. Findings highlight the need to consider temperament in the clinical assessment of psychosocial functioning in children with cancer. Additional research is needed to specifically assess how a diagnosis of cancer in early childhood influences temperament over time.

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

2021 ◽  
pp. 105381512110186
Author(s):  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Kristen L. Granger ◽  
Katerina M. Marcoulides ◽  
Ke Huang ◽  
...  
Keyword(s):  
Professional Development ◽  
At Risk ◽  
Early Childhood ◽  
Problem Behaviors ◽  
Child Outcomes ◽  
Challenging Behaviors ◽  
Future Research ◽  
Social Emotional ◽  
Web Based ◽  
Future Success

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3–5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS—Web and BEST in CLASS in reductions of children’s problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

2020 ◽  
Vol 3 (1) ◽  
pp. 43-57
Author(s):  
Aghnaita Aghnaita ◽  
Ajeng Almira Salsabila ◽  
Camelia Hanik ◽  
Maulida Syafitri ◽  
Norhayani Norhayani ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Emotional Development ◽  
Learning Activities ◽  
Primary Data ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Childhood Education ◽  
Surrounding Environment ◽  
Stimulation Of

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color

2021 ◽  
pp. 004208592110179
Author(s):  
Mariana Souto-Manning
Keyword(s):  
Early Childhood ◽  
Lived Experiences ◽  
Immigrant Children ◽  
Critical Race ◽  
Children Of Color ◽  
Immigrant Mother ◽  
The Us ◽  
Feminist Perspectives

Belonging matters in early childhood. Despite its importance, the majoritarian conceptualization of belonging is seldom problematized. In the US, the politics of belonging draws racialized lines of inclusion and exclusion, (re)inscribing longstanding racialized systems of inequity and injustice. Through critical race and Latina feminist perspectives and methodologies, an immigrant mother and son of Color examined their lived experiences. Findings unveil the urgency of upending formal racialized notions of belonging—for example, citizenship, co-naturalized with whiteness. Attending to the palpable consequences of ideological and relational borders that exclude and subjugate immigrants of Color, implications call for abolishing belonging as property and cultivating collective healing.

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