scholarly journals Shifting parental beliefs about child development to foster parental investments and improve school readiness outcomes

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
John A. List ◽  
Julie Pernaudet ◽  
Dana L. Suskind
Keyword(s):  
Treatment Group ◽  
Child Development ◽  
School Readiness ◽  
Child Outcomes ◽  
Parental Beliefs ◽  
Social Emotional ◽  
Parental Investments ◽  
Socioeconomic Gaps ◽  
Investments In Children ◽  
The Impact

AbstractSocioeconomic gaps in child development open up early, with associated disparities in parental investments in children. Understanding the drivers of these disparities is key to designing effective policies. We first show that parental beliefs about the impact of early parental investments differ across socioeconomic status (SES), with parents of higher SES being more likely to believe that parental investments impact child development. We then use two randomized controlled trials to explore the mutability of such beliefs and their link to parental investments and child development, our three primary outcomes. In the first trial (NCT02812017 on clinicaltrials.gov), parents in the treatment group were asked to watch a short educational video during four well-child visits with their pediatrician while in the second trial (NCT03076268), parents in the treatment group received twelve home visits with feedback based on their daily interactions with their child. In both cases, we find that parental beliefs about child development are malleable. The first program changes parental beliefs but fails to lastingly increase parental investments and child outcomes. By contrast, in the more intensive program, all pre-specified endpoints are improved: the augmented beliefs are associated with enriched parent-child interactions and higher vocabulary, math, and social-emotional skills for the children.

The impact of institutionalization on child development

2003 ◽  
Vol 15 (4) ◽  
pp. 853-884 ◽  
Author(s):  
KIM MACLEAN
Keyword(s):  
Child Development ◽  
Recent Literature ◽  
Negative Impact ◽  
Canadian Study ◽  
Social Emotional ◽  
Early Deprivation ◽  
Future Directions ◽  
The Past ◽  
The Impact ◽  
Conceptual Difficulties

During the past 10 years researchers studying children adopted from Romanian orphanages have had the opportunity to revisit developmental questions regarding the impact of early deprivation on child development. In the present paper the effects of deprivation are examined by reviewing both the early and more recent literature on studies of children who spent the first few years of life in institutions. Special attention is given to the Canadian study of Romanian adoptees in which the author has been involved. Findings across time and studies are consistent in showing the negative impact of institutionalization on all aspects of children's development (intellectual, physical, behavioral, and social–emotional). Results of studies show, however, that institutionalization, although a risk factor for less optimal development, does not doom a child to psychopathology. However, the impact of institutionalization is greater when coupled with risk factors in the postinstitutional environment. Methodological and conceptual difficulties in research with institutionalized samples of children are discussed and future directions for research are considered.

scholarly journals Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

2008 ◽  
Vol 20 (3) ◽  
pp. 821-843 ◽  
Author(s):  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Mark T. Greenberg ◽  
Clancy Blair ◽  
Celene E. Domitrovich
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Controlled Trial ◽  
Socioeconomically Disadvantaged ◽  
Social Emotional ◽  
Emotional Skills ◽  
Disadvantaged Children ◽  
Intervention Impact ◽  
Head Start Programs ◽  
The Impact

AbstractDespite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.

scholarly journals Contributions of Research Based on the PSID Child Development Supplement

2018 ◽  
Vol 680 (1) ◽  
pp. 97-131
Author(s):  
Sandra L. Hofferth ◽  
David S. Bickham ◽  
Jeanne Brooks-Gunn ◽  
Pamela E. Davis-Kean ◽  
Wei-Jun Jean Yeung
Keyword(s):  
Child Development ◽  
Time Use ◽  
Healthy Child ◽  
Development Time ◽  
Media Use ◽  
Journal Articles ◽  
Parental Investments ◽  
Investments In Children

This article summarizes important contributions of the Child Development Supplement to the PSID (PSID-CDS) to knowledge in child development, time use, media use, and health. The PSID-CDS began in 1997, surveying 2,394 households, including 3,563 children; three waves of data on the first cohort were collected—1997, 2002–03, and 2007–08—and a new cohort was interviewed in 2014. Hundreds of books, journal articles, and dissertations have used the PSID-CDS, and our overview of that literature points to unique methodological and measurement contributions, summarizes the motivation for research on parental investments in children, reviews findings regarding healthy child development, and examines the role of neighborhoods in children’s lives.

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 Foreign studies of overparenting style of parenthood

2019 ◽  
Vol 8 (4) ◽  
pp. 16-24
Author(s):  
A.A. Prokhorova
Keyword(s):  
Academic Performance ◽  
Child Development ◽  
Parenting Style ◽  
Social Indicators ◽  
Parental Beliefs ◽  
The Impact

The article provides analysis of foreign studies on the problem of «overparenting» (a separate parenting style), which has become popular lately and is thoroughly studied nowadays. The article describes the main variants of this type of parenthood; parental beliefs, as well as the impact of this type of upbringing on both the psychological and social indicators of child development and his/her academic performance.

scholarly journals Exploring the construct of school readiness based on child development for kindergarten children

2017 ◽  
Vol 3 (1) ◽  
pp. 42
Author(s):  
Farida Agus Setiawati ◽  
Rita Eka Izzaty ◽  
Agus Triyanto
Keyword(s):  
Elementary Schools ◽  
Child Development ◽  
School Readiness ◽  
Motor Skills ◽  
Kindergarten Children ◽  
Fine Motor ◽  
Social Emotional ◽  
Gross Motor Skills ◽  
Emotional Skills ◽  
Special Region

Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This study is expected to give significant indicators to create the construct of school readiness. 

Parenting Mediates Associations Between Intimate Partner Violence at Different Life Stages and Toddler Social–Emotional Problems

2021 ◽  
pp. 107755952110026
Author(s):  
Jessica L. Riggs ◽  
Heather Janisse ◽  
Alissa Huth-Bocks
Keyword(s):  
Intimate Partner Violence ◽  
Partner Violence ◽  
Child Outcomes ◽  
Emotional Problems ◽  
Perinatal Period ◽  
Intimate Partner ◽  
Emotional Difficulties ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Impact

Background: Researchers have linked parent experiences of intimate partner violence (IPV) to engagement in more negative and less positive parenting behaviors with their own children. This parenting behavior is associated with more negative child social-emotional outcomes. There is little research examining the impact of exposure to IPV during childhood on subsequent parenting and child outcomes in the next generation. This study aimed to better understand the complex relationship between IPV, parenting, and child social-emotional development among mothers of toddler-aged children, using both mothers’ self-reported and observed parenting. Method: This study utilized longitudinal data from an economically disadvantaged, racially diverse sample of 120 women who participated in data collection across the perinatal period, until children were 2 years of age. Measures included self-reported and observed parenting, mother-reported IPV history, and mother-report of toddler social-emotional difficulties. Results: Childhood exposure to IPV predicted observed parenting problems, which in turn predicted greater toddler social-emotional problems. Conversely, adult experiences of IPV predicted self-reported parenting difficulties, which predicted greater toddler social-emotional problems. Summary: Findings suggest that exposure to IPV at different time points may influence parenting in different ways, representing unique pathways between maternal IPV experiences and child social-emotional difficulties

A Newspaper’s Effect on the Strength of Automatic Associations in Memory

2012 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Florian Arendt
Keyword(s):  
Treatment Group ◽  
Term Effect ◽  
Control Group ◽  
Implicit Measure ◽  
Short Term ◽  
Short Term Treatment ◽  
Short Term Effect ◽  
Automatic Associations ◽  
Foreign Nationality ◽  
The Impact

A test was done to see if reading a newspaper which consistently overrepresents foreigners as criminals strengthens the automatic association between foreign country and criminal in memory (i.e., implicit cultivation). Further, an investigation was done to find out if reading articles from the same newspaper produces a short-term effect on the same measure and if (1) emotionalization of the newspaper texts, (2) emotional reactions of the reader (indicated by arousal), and (3) attributed text credibility moderate the short-term treatment effect. Eighty-five participants were assigned to one of three experimental conditions. Participants in the control group received short factual crime texts, where the nationality of the offender was not mentioned. Participants in the factual treatment group received the same texts, but the foreign nationality was mentioned. Participants in the emotionalized treatment group received emotionalized articles (i.e., texts which are high in vividness and frequency) covering the same crimes, with the foreign nationality mentioned. Supporting empirical evidence for implicit cultivation and a short-term effect was found. However, only emotionalized articles produced a short-term effect on the strength of the automatic association, indicating that newspaper texts must have a minimum of stimulus intensity to overcome an effect threshold. There were no moderating effects of arousal or credibility pertaining to the impact on the implicit measure. However, credibility moderated the short-term effect on a first-order judgment (i.e., estimated frequency of foreigners of all criminals). This indicates that a newspaper’s effect on the strength of automatic associations is relatively independent from processes of propositional reasoning.

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