The Role of Maternal Behavior in the Relation between Shyness and Social Reticence in Early Childhood and Social Withdrawal in Middle Childhood

2008 ◽  
Vol 17 (4) ◽  
pp. 795-811 ◽  
Author(s):  
Amie Ashley Hane ◽  
Charissa Cheah ◽  
Kenneth H. Rubin ◽  
Nathan A. Fox
2021 ◽  
Vol 44 ◽  
Author(s):  
Erin E. Hannon ◽  
Alyssa N. Crittenden ◽  
Joel S. Snyder ◽  
Karli M. Nave

Abstract Both target papers cite evidence from infancy and early childhood to support the notion of human musicality as a somewhat static suite of capacities; however, in our view they do not adequately acknowledge the critical role of developmental timing, the acquisition process, or the dynamics of social learning, especially during later periods of development such as middle childhood.


2015 ◽  
Vol 27 (2) ◽  
pp. 507-520 ◽  
Author(s):  
Madelon M. E. Riem ◽  
Lenneke R. A. Alink ◽  
Dorothée Out ◽  
Marinus H. Van Ijzendoorn ◽  
Marian J. Bakermans-Kranenburg

AbstractWe present new empirical data and meta-analytic evidence for the association of childhood maltreatment with reduced hippocampal volume. In Study 1, we examined the effects of maltreatment experiences reported during the Adult Attachment Interview on hippocampal volume in female twin pairs. We found that reduced hippocampal volume was related to childhood maltreatment. In addition, individuals who reported having experienced maltreatment at older ages had larger reductions in hippocampal volume compared to individuals who reported maltreatment in early childhood. In Study 2, we present the results of a meta-analysis of 49 studies (including 2,720 participants) examining hippocampal volume in relation to experiences of child maltreatment, and test the moderating role of the timing of the maltreatment, the severity of maltreatment, and the time after exposure to maltreatment. The results of the meta-analysis confirmed that experiences of childhood maltreatment are associated with a reduction in hippocampal volume and that the effects of maltreatment are more pronounced when the maltreatment occurs in middle childhood compared to early childhood or adolescence.


2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Kevin Gross ◽  
Linda Robinson ◽  
Sharon Ballard

Sleep Health ◽  
2021 ◽  
Author(s):  
Lauren B. Covington ◽  
Freda Patterson ◽  
Lauren E. Hale ◽  
Douglas M. Teti ◽  
Angeni Cordova ◽  
...  

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 82
Author(s):  
Sara Lahuerta-Contell ◽  
Javier Molina-García ◽  
Ana Queralt ◽  
Vladimir E. Martínez-Bello

Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.


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