Black, Single, Working Mothers in Poverty: Preferences for Employment, Well-being, and Perceptions of Preschool-Age Children

Social Work ◽  
1993 ◽  
Keyword(s):  
Working Mothers ◽  
Well Being ◽  
Preschool Age ◽  
Preschool Age Children

The Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: Outcome evaluation (Preprint)

2020 ◽  
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Economic Status ◽  
Well Being ◽  
Outcome Evaluation ◽  
Preschool Age ◽  
Early Years ◽  
Children’S Wellbeing ◽  
Preschool Age Children ◽  
Measuring Change ◽  
Quasi Experimental ◽  
Clinically Significant

BACKGROUND Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring change in early years outcomes after a three month period. OBJECTIVE To determine whether Early Years Outcomes (EYOs) significantly improve (beyond typical expected development), if children’s wellbeing improves after the S4BF intervention period, and if there are differences between boys and girls in any progress made. METHODS An evaluation of S4BF was conducted with 111 preschool age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behaviour, in addition to Leuven well-being scales were used in a quasi-experimental study design to measure outcomes pre- and postintervention. RESULTS Statistically and clinically significant differences were found for each of the seven pre- and post measures taken: words understood and spoken, well-being scores, and the four EYO domains. Gender differences were negligible in all analyses undertaken. CONCLUSIONS Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with EAL needs or of lower socio-economic status. CLINICALTRIAL ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531

scholarly journals INTERPERSONAL RELATIONS OF OLDER PRESCHOOL-AGE CHILDREN WHO ARE IN THE INSTITUTIONAL CARE

2019 ◽  
Vol 1 (9) ◽  
pp. 47
Author(s):  
Alla Kovalenko
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relations ◽  
Institutional Care ◽  
Well Being ◽  
Preschool Age ◽  
Psychological Well Being ◽  
Preschool Age Children ◽  
The Future ◽  
Children's Attitudes

<p>The article presents the research on the characteristics of the interpersonal relationships of older preschool-age children who are under institutional care. It reveals the dependence of the emotional components of such children’s attitudes to significant people and themselves on their status in the group. Children being brought up out of family have problems with their relationships with adults and peers; they have some deviations in the most important psychological formations, which in the future may negatively affect their psychological well-being.</p>

Multiple Roles and Well-Being: A Study of Mothers of Preschool Age Children

1982 ◽  
Vol 7 (2) ◽  
pp. 175-178 ◽  
Author(s):  
Rosalind C. Barnett
Keyword(s):  
Well Being ◽  
Self Esteem ◽  
Preschool Age ◽  
Multiple Roles ◽  
Multiple Role ◽  
Role Involvement ◽  
Theoretical Perspectives ◽  
Preschool Age Children ◽  
Two Indices ◽  
Caucasian Women

The relation of well-being to involvement in multiple roles was examined in a study of 134 Caucasian women. All subjects were married and mothers of at least one preschool child; 50 were also paid workers. Two indices of well-being were used: (a) self-esteem; and (b) satisfaction with one's current role pattern. No differences in level of well-being were found between the employed and nonemployed groups. Findings were discussed in relation to theoretical perspectives on multiple role involvement.

scholarly journals Social Determinants of Health and ADHD Symptoms in Preschool-Age Children

2021 ◽  
pp. 108705472199645
Author(s):  
Andrea E. Spencer ◽  
Rachel Oblath ◽  
R. Christopher Sheldrick ◽  
Lauren C. Ng ◽  
Michael Silverstein ◽  
...  
Keyword(s):  
Social Determinants Of Health ◽  
Social Determinants ◽  
Structural Equation ◽  
Intervention Strategy ◽  
Well Being ◽  
Preschool Age ◽  
Determinants Of Health ◽  
Equation Modeling ◽  
Adhd Symptoms ◽  
Preschool Age Children

Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) disproportionately affects socioeconomically disadvantaged children, but for unclear reasons. We examined the association between social determinants of health (SDH) and ADHD symptoms in a national sample of preschool-age children. Methods: We conducted exploratory factor analysis (EFA) and exploratory structural equation modeling (ESEM) with a sample of 7,565 preschool-age children from the 2016 National Survey of Children’s Health, to examine the association between ADHD symptoms and SDH. Results: EFA indicated a one-factor structure for ADHD symptoms, and three factors for SDH (socioeconomic status, access to basic needs, and caregiver well-being). Independently, all three SDH were significantly associated with higher ADHD symptoms. However, in the ESEM model, only worse caregiver well-being (β = .39, p < .01) was significantly associated with ADHD symptoms, and fully mediated the relationship between SDH and ADHD symptoms. Conclusion: Addressing caregiver well-being in preschoolers with ADHD symptoms could be an early intervention strategy.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

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