The Quebec Newborn Twin Study Into Adolescence: 15 Years Later

2012 ◽  
Vol 16 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Michel Boivin ◽  
Mara Brendgen ◽  
Ginette Dionne ◽  
Lise Dubois ◽  
Daniel Pérusse ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Twin Study ◽  
Family Income ◽  
Emotional Adjustment ◽  
Early Years ◽  
Cognitive Behavioral ◽  
Social Emotional ◽  
Emotional Aspects ◽  
Developmental Health ◽  
Prospective Longitudinal

The Quebec Newborn Twin Study (QNTS) is an ongoing prospective longitudinal follow-up of a birth cohort of twins born between 1995 and 1998 in the greater Montreal area, Québec, Canada. The goal of QNTS is to document individual differences in the cognitive, behavioral, and social-emotional aspects of developmental health across childhood, their early bio-social determinants, as well as their putative role in later social-emotional adjustment, school and health outcomes. A total of 662 families of twins were initially assessed when the twins were aged 6 months. These twins and their family were then followed regularly. QNTS has 14 waves of data collected or planned, including 5 in preschool. Over the past 15 years, a broad range of physiological, cognitive, behavioral, school, and health phenotypes were documented longitudinally through multi-informant and multi-method measurements. QNTS also entails extended and detailed multi-level assessments of proximal (e.g., parenting behaviors, peer relationships) and distal (e.g., family income) features of the child's environment. This detailed longitudinal information makes QNTS uniquely suited for the study of the role of the early years and gene-environment transactions in development.

scholarly journals The Quebec Newborn Twin Study at 21

2019 ◽  
Vol 22 (6) ◽  
pp. 475-481 ◽  
Author(s):  
Michel Boivin ◽  
Mara Brendgen ◽  
Ginette Dionne ◽  
Isabelle Ouellet-Morin ◽  
Lise Dubois ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Twin Study ◽  
School Health ◽  
Family Income ◽  
Emotional Adjustment ◽  
Early Years ◽  
Cognitive Behavioral ◽  
Social Emotional ◽  
Polygenic Scores ◽  
Prospective Longitudinal

AbstractThis paper is a revised and updated edition of a previous description of the Quebec Newborn Twin Study (QNTS), an ongoing prospective longitudinal follow-up of a birth cohort of twins born between 1995 and 1998 in the greater Montreal area, Québec, Canada. The goal of QNTS is to document individual differences in the cognitive, behavioral, and social-emotional aspects of developmental health across childhood, their early genetic and environmental determinants, as well as their putative role in later social-emotional adjustment, school, health, and occupational outcomes. A total of 662 families of twins were initially assessed when the twins were aged 6 months. These twins and their family were then followed regularly. QNTS now has 16 waves of data collected or planned, including 5 in preschool. Over the last 24 years, a broad range of physiological, cognitive, behavioral, school, and health phenotypes were documented longitudinally through multi-informant and multimethod measurements. QNTS also entails extended and detailed multilevel assessments of proximal (e.g., parenting behaviors, peer relationships) and distal (e.g., family income) features of the child’s environment. QNTS children and a subset of their parents have been genotyped, allowing for the computation of a variety of polygenic scores. This detailed longitudinal information makes QNTS uniquely suited for the study of the role of the early years and gene–environment transactions in development.

The combined effects of teacher-child and peer relationships on children's social-emotional adjustment

2016 ◽  
Vol 59 ◽  
pp. 1-11 ◽  
Author(s):  
Cen Wang ◽  
Maria Hatzigianni ◽  
Ameneh Shahaeian ◽  
Elizabeth Murray ◽  
Linda J. Harrison
Keyword(s):  
Peer Relationships ◽  
Emotional Adjustment ◽  
Combined Effects ◽  
Social Emotional

Social Emotional Learning in the Early Years: Innovation and Applications

2021 ◽  
pp. 1-11
Author(s):  
Erica Frydenberg
Keyword(s):  
School Psychologists ◽  
Classroom Practice ◽  
Learning Experience ◽  
Social Emotional Learning ◽  
Educational Practice ◽  
Emotional Learning ◽  
Early Years ◽  
Significant Feature ◽  
Social Emotional ◽  
Emotional Aspects

Abstract The importance of social emotional learning (SEL) has been well acknowledged as a significant feature of education and emotional development across the life span. School psychologists play an important part as innovators, implementers and evaluators of resources in the social emotional domain. When it comes to the early years in the education system, social emotional aspects of the curriculum form the basis of the learning experience. Teachers utilise resources that enhance their classroom practice. Coping research and practice has had a long history in the literature, but the translation to early childhood educational practice, supported by school psychologists, is a more recent development. This article details three innovations, namely, The Early Years Coping Cards, Families Coping and the COPE-Resilience Program. Development, applications, and evaluations are considered to highlight the significant role school psychologists and trainee psychologists can play.

A study of social–emotional adjustment levels of preschool children in relation to peer relationships

2013 ◽  
Vol 41 (5) ◽  
pp. 514-522 ◽  
Author(s):  
Hülya Gülay ◽  
Alev Önder
Keyword(s):  
Preschool Children ◽  
Peer Relationships ◽  
Emotional Adjustment ◽  
Social Emotional

scholarly journals A prospective longitudinal model predicting early adult alcohol problems: evidence for a robust externalizing pathway

2015 ◽  
Vol 46 (5) ◽  
pp. 957-968 ◽  
Author(s):  
A. C. Edwards ◽  
C. O. Gardner ◽  
M. Hickman ◽  
K. S. Kendler
Keyword(s):  
Risk Factors ◽  
Peer Relationships ◽  
Parental Monitoring ◽  
Sensation Seeking ◽  
Structural Equation ◽  
Population Based ◽  
Equation Model ◽  
Alcohol Problems ◽  
Developmental Model ◽  
Prospective Longitudinal

BackgroundRisk factors for alcohol problems (AP) include biological and environmental factors that are relevant across development. The pathways through which these factors are related, and how they lead to AP, are optimally considered in the context of a comprehensive developmental model.MethodUsing data from a prospectively assessed, population-based UK cohort, we constructed a structural equation model that integrated risk factors reflecting individual, family and peer/community-level constructs across childhood, adolescence and young adulthood. These variables were used to predict AP at the age of 20 years.ResultsThe final model explained over 30% of the variance in liability to age 20 years AP. Most prominent in the model was an externalizing pathway to AP, with conduct problems, sensation seeking, AP at age 17.5 years and illicit substance use acting as robust predictors. In conjunction with these individual-level risk factors, familial AP, peer relationships and low parental monitoring also predicted AP. Internalizing problems were less consistently associated with AP. Some risk factors previously identified were not associated with AP in the context of this comprehensive model.ConclusionsThe etiology of young adult AP is complex, influenced by risk factors that manifest across development. The most prominent pathway to AP is via externalizing and related behaviors. These findings underscore the importance of jointly assessing both biologically influenced and environmental risk factors for AP in a developmental context.

scholarly journals Preschool children's views on emotion regulation: Functional associations and implications for social-emotional adjustment

2009 ◽  
Vol 33 (3) ◽  
pp. 243-252 ◽  
Author(s):  
Tracy A. Dennis ◽  
Deborah A. Kelemen
Keyword(s):  
Emotion Regulation ◽  
Negative Emotions ◽  
Emotional Adjustment ◽  
Emotion Regulation Strategies ◽  
Social Emotional ◽  
Intentional Control ◽  
Maternal Report ◽  
Effective Strategies ◽  
Regulation Strategies ◽  
Children’S Views

Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively “ineffective” strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment.

Gestation Period and Its Bio-Psychosocial and Economic Factors Analysis on Toddler Growth and Development

2021 ◽  
Vol 8 (1) ◽  
pp. 026-032
Author(s):  
Nicky Danur Jayanti ◽  
Senditya Indah Mayasari
Keyword(s):  
Growth And Development ◽  
Parental Education ◽  
Family Income ◽  
Economic Factor ◽  
Early Years ◽  
Gestation Period ◽  
Interpersonal Relation ◽  
Economic Factors ◽  
Chi Square ◽  
Infant Birth

The growth and development of toddlers is influenced by hereditary and environmental factors. Genetic factors, biologically have strong influences on toddlers’ growth in their early years of life. While psychologically, a good interpersonal relation of pregnant women with their families will make them more ready to undergo the pregnancy and childbirth. On the other hand, socially, the level of parental education might affect the nutrition intake and parenting patterns. For the economic factor, the level of family income and their ability to provide sufficient nutrition input might affect the nutritional status during gestation. The nutrition input during pregnancy highly contributes to the fetus growth and development. A poor nutrition input during gestation might cause an Intrauterine Growth Retardation (IUGR) and growth and development disorder. This study aimed to analyze the bio-psychosocial and economic factors of gestation period on toddler growth and development. This is a correlational analytic study with 80 mothers and toddlers as the sample. The data was analysed using univariat, bivariate with Chi square and multivariate with logistic regression. The results show that the statistically significant independent variables which influence the growth and development of toddlers are the mother height (p = 0.001), LILA (p = 0.008), family income (p = 0.007), infant birth weight (p = 0.009) and family support (p = 0.013). While the statistically insignificant independent variable is the mother level of education (p = 0.086).

A Profile of the Population Enrolled in New York State's Child Health Plus

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_E1) ◽  
pp. 706-710 ◽  
Author(s):  
Jane L. Holl ◽  
Andrew W. Dick ◽  
Laura Pollard Shone ◽  
Lance E. Rodewald ◽  
Jack Zwanziger ◽  
...  
Keyword(s):  
New York ◽  
Health Insurance ◽  
Child Health ◽  
Parental Education ◽  
Family Income ◽  
Participation Rate ◽  
Early Years ◽  
Participation Rates ◽  
Poverty Level ◽  
Child Health Plus

Background. The recently enacted State Children's Health Insurance Program (SCHIP), designed to provide affordable health insurance for uninsured children, was modeled in part on New York State's Child Health Plus (CHPlus), which was implemented in 1991. All SCHIP programs involve voluntary enrollment of eligible children. Little is known about characteristics of children who enroll in these programs. Objectives. To provide a profile of children enrolled in CHPlus between 1993 and 1994 in the 6-county upstate New York study area, and to estimate the participation rate in CHPlus. Methods. A parent interview was conducted to obtain information about children, 0 to 6.9 years old, who enrolled in CHPlus in the study area. Two school-based surveys and the Current Population Survey were used to estimate health insurance coverage. Enrollment data from New York State's Department of Health, together with estimates of the uninsured, were used to estimate participation rates in CHPlus. Results. Most children enrolled in CHPlus in the study area were white. Although 17% of all children in the study area who were <13 years old and living in families with incomes below 160% of the federal poverty level were black, only 9% of CHPlus-enrolled children were black. Twenty-one percent of enrolled children were uninsured during the entire year before enrollment and 61% of children had a gap in coverage lasting >1 month. Children were generally healthy; only 4% had fair or poor health. Eighty-eight percent of parents of enrolled children had completed high school or a higher level of education. Parents reported that loss of a job was the main reason for loss of prior health insurance for their child. Most families learned about CHPlus from a friend (30%) or from their doctor (26%). The uninsured rate among children in the study area was approximately 4.1%. By 1993, the participation rate in CHPlus was about 36%. Conclusion. Blacks were underrepresented in CHPlus. Because the underlying uninsured rate was relatively low and parental education and family income were relatively high, the effects of CHPlus observed in this evaluation may be conservative in comparison to the potential effects of CHPlus for other populations of children. Participation rates during the early years of the program were modest.

scholarly journals Peer Variables and Academic Identification of Senior Secondary School Students in Uyo Education Zone of Akwa Ibom State

2021 ◽  
Vol 8 (9) ◽  
pp. 107-115
Author(s):  
Hannah Bassey Isong ◽  
Victor Ugochukwu ◽  
Cornelius Christopher Okoro ◽  
Nsika-Abasi Udofia
Keyword(s):  
Peer Relationships ◽  
Peer Support ◽  
Academic Motivation ◽  
Peer Acceptance ◽  
Emotional Adjustment ◽  
School Students ◽  
Care Giving ◽  
Level Of Significance ◽  
Senior Secondary ◽  
Academic Identification

The purpose of this correlational study was to investigate the relationship between peer variables (peer acceptance, peer support and peer loyalty) on young adolescents’ academic identification. The sub variables; PA, PS and PL were examined using a researcher made instrument titled  School Peer Variable Questionnaire ( α=0.86). Academic Identification was measured using the standardized Osborne (1997) Identification with Academic Scale which has (r 0.92). Sample selected was (N  = 544). Responses were scored and hypotheses tested at .05 level of significance using the PPMC. Findings revealed the importance of peer relationship on both academic and emotional adjustment of adolescent learners. Peer acceptance, support and loyalty were found to improve learners' chances of achieving positive academic outcomes.  The  implication for educators and other stakeholders in adolescent care giving and teaching is for them to understand the importance of maintaining healthy peer relationships for young learners as  teacher and peer  acceptance, peer support and peer loyalty  help them meet psychogenic needs and promote their academic motivation, self-concept, participation, classroom engagement, and feelings of belongingness in the school .Thus, findings have immense significance for educational research and practice, and also bodes well for teachers and counselors in Nigerian secondary schools. urban, ethnically  

scholarly journals Strategies to Develop Emotional Intelligence in Early Childhood

2021 ◽  
Author(s):  
İlkay Ulutaş ◽  
Kübra Engin ◽  
Emine Bozkurt Polat
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Behavioral Problem ◽  
Early Years ◽  
Social Emotional ◽  
Only Children ◽  
Childhood Education ◽  
Emotional Intelligence Training

Children have many opportunities in early childhood education that support their emotions. These opportunities need to be transformed into learning situations appropriate to their development and developed. Learnings cannot happen independently of emotional intelligence. Social–emotional skills must be developed in education to achieve both academic success and success in life. It is important to support emotional intelligence in early childhood education to enable children to be emotionally healthy, to cope with difficulties, to respect differences, and to gain a social perspective by working in collaboration with others. Emotional intelligence training helps not only children but everyone in the classroom setting, especially educators who are unsure of how to work with a child with an emotional or behavioral problem. Since emotional intelligence can be developed and strengthened by training at all ages, it can be a way of teaching for educators as they regularly include methods and techniques in the program. Based on this, in this section, the emotional intelligence of children, programs methods and strategies will be discussed in terms of supporting emotional intelligence in the early years.

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