The association between parent‐child technology interference and cognitive and social‐emotional development in preschool‐aged children

2021 ◽  
Author(s):  
Valerie Carson ◽  
Nicholas Kuzik
Keyword(s):  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Preschool Aged Children ◽  
Parent Child

Household food insecurity and school readiness among preschool-aged children in the USA

2021 ◽  
Vol 24 (6) ◽  
pp. 1469-1477
Author(s):  
Dylan B Jackson ◽  
Alexander Testa ◽  
Daniel C Semenza
Keyword(s):  
Food Insecurity ◽  
School Readiness ◽  
Emotional Development ◽  
Self Regulation ◽  
Household Food Insecurity ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Household Food ◽  
The Usa ◽  
Preschool Aged Children

AbstractObjective:The present study examines the association between mild and moderate-to-severe household food insecurity and school readiness among a nationally representative sample of preschool-aged children.Design:Cross-sectional data pertaining to household food availability as well as four domains of school readiness – early learning skills, self-regulation, social-emotional development and physical health & motor development – were employed.Setting:The USA.Participants:15 402 children aged 3–5 years from the 2016–2018 National Survey of Children’s Health.Results:Both mild and moderate-to-severe food insecurity are associated with an increase in needing support or being at-risk in each of the four school readiness domains, particularly Self-Regulation (IRR = 4·31; CI 2·68, 6·95) and Social-Emotional Development (IRR = 3·43; CI 2·16, 5·45). Furthermore, while nearly half of the children in food-secure households are on-track across all four school readiness domains (47·49 %), only one in four children experiencing moderate-to-severe household food insecurity is on-track across all domains (25·26 %).Conclusions:Household food insecurity is associated with reductions in school readiness among preschool-aged children.

scholarly journals Hubungan Pola Asuh Ibu dan Perkembangan Sosial Emosional Anak Usia Prasekolah di Bogor

2020 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
Fitri Windiastri ◽  
Nani Nurhaeni
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Emotional Development ◽  
Design Research ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Chi Square ◽  
Cross Sectional ◽  
Positive Behaviors ◽  
Preschool Aged Children

ABSTRAKLatar Belakang: Pola asuh ibu merupakan faktor yang memengaruhi perkembangan anak, khususnya perkembangan sosial emosional anak. Perkembangan sosial emosional dapat mengidentifikasi kemampuan sosial, emosional, intelektual, dan perilaku positif lainnya pada anak usia prasekolah. Tujuan: Untuk mengetahui hubungan pola asuh ibu dan perkembangan sosial emosional anak usia prasekolah di PAUD Desa Parakan Jaya, Bogor. Metode: Desain penelitian menggunakan deskriptif analitik dengan pendekatan cross sectional pada 103 responden ibu. Pengumpulan data dilakukan dengan menggunakan kuesioner parenting styles and dimensions questionnaire (PSDQ) dan kuesioner perkembangan sosial emosional anak usia 4-5 tahun dan >5-6 tahun. Chi-square digunakan untuk analisa data bivariat. Hasil penelitian: tidak terdapat hubungan yang signifikan antara pola asuh ibu dengan perkembangan sosial emosional anak usia prasekolah 4-5 tahun (p=0,225) dan >5-6 tahun (p=0,108). Faktor lain seperti usia ibu, pendidikan ibu, pekerjaan ibu, dan jenis kelamin anak tidak menunjukkan hubungan yang bermakna dengan perkembangan sosial emosional anak. Namun demikian, pada penelitian ini ditemukan bahwa mayoritas perkembangan sosial emosional anak diklasifikasikan dalam perkembangan yang meragukan. Oleh karena itu, perlu dilakukan screening sejak dini untuk mendeteksi adanya penyimpangan perkembangan sosial emosional anak. Kesimpulan: tidak ada hubungan yang bermakna antara pola asuh dan perkembangan sosial emosional pada anak usia pra sekolah.Kata Kunci: Pola asuh ibu, perkembangan sosial emosional anak, anak usia prasekolahThe Correlation Between Mother’s Parenting Style and Social-Emotional Development of Preschool-aged Children in BogorABSTRACTBackground: Parenting style is a factor that influences a children’s development, especially for social-emotional development. Social-emotional development begun to identify social, emotional, intellectual, and other positive behaviors in preschoolers. Objective: to know the correlation between mother’s parenting style and social-emotional development of preschool-aged children (4-6 years old) in PAUD at Parakan Jaya Village of Bogor. Design research use analytic descriptive approach cross sectional at 103 respondents. Data collection is conducted by parenting styles and dimensions questionnaire (PSDQ) and social-emotional development questionnaire for 4-5 years old and >5-6 years old. Chi-square is used to analyze bivariate data. Results: there is a no relationship of the correlation between mother’s parenting style and social-emotional development of preschool-aged children 4-5 years old (p=0.225) and >5-6 years old (p=0.108). Other factors such as age, education, employment, and sex show there is a no relationship with the children’s social-emotional development. However, this research found that majority of the children’s social-emotional development is questionable. So, screening is necessary to identify the deviation of the children’s social-emotional development. Conclusion: there is no significant correlation between mother’s parenting style and social-emotional development of preschool-aged children.Keywords: Mother’s parenting styles, social-emotional development, preschool-aged children

scholarly journals Impact of parent-child separation on children’s social-emotional development: a cross-sectional study of left-behind children in poor rural areas of China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Huifeng Shi ◽  
Yuanyuan Wang ◽  
Mengshi Li ◽  
Chang Tan ◽  
Chunxia Zhao ◽  
...  
Keyword(s):  
Emotional Development ◽  
Rural China ◽  
Emotional Problems ◽  
Primary Caregivers ◽  
Cumulative Exposure ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Left Behind ◽  
Child Separation ◽  
Parent Child

Abstract Background Parent-child separation is a considerable adversity for left-behind children (LBC), but there is little evidence on the association between detailed characteristics of parent-child separation and social-emotional development among LBC. This study examined the characteristics of parent-child separation and its impacts on developmental delay among under-3 LBC in poor rural China. Methods We used data from 811 LBC surveyed in five poor counties in rural China in 2018. Detailed characteristics of their parental migration were recalled by their primary caregivers in face-to-face interviews. The children’s social-emotional development was measured by using the Ages and Stages Questionnaire: Social-Emotional. Logistic regression was employed to examine the association of detailed characteristics of parent-child separation with early social-emotional problems after adjusting for the children’s and primary caregivers’ sociodemographic characteristics. Results 287 (35.4%) children were left behind by fathers and cared for by mothers (FM-MC), while 524 (64.6%) were left behind by both parents and cared for by grandparents (PM-GC). The rate of social-emotional problems among LBC was 36.8% (PM-GC vs FM-MC: 40.6% vs 29.5%; aOR 1.51, 95% CI: 1.06 to 2.16). For paternal migration, the medians of the child’s age at the first migration and average duration per migration were 3 months (IQR: 1 to 9 months) and 4.48 months (IQR: 2.38 to 7.54 months), respectively. For maternal migration, the corresponding values were 9 months (IQR: 6 to 13 months) and 4.65 months (IQR: 2.71 to 7.62 months), respectively. On average, LBC had been separated from fathers for 72% of their life due to paternal migration and from mothers for 52% of their life due to maternal migration. No significant association was found between the detailed characteristics of paternal migration and social-emotional development among LBC, while social-emotional problems among LBC were significantly associated with the proportion of cumulative duration of maternal migration in the child’s lifetime (aOR 2.83; 95% CI: 1.13 to 7.10). Conclusions LBC under 3 years had a high risk of social-emotional problems in poor rural China. Cumulative exposure to maternal migration may be detrimental to LBC’s early social-emotional development. Programs are necessary to support these children as well as their families.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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