scholarly journals Nonresident Fathers' and Grandparents' Early Years Support and Middle Childhood Socio‐Emotional Adjustment

2021 ◽  
Author(s):  
Alison Parkes ◽  
Stephanie Chambers ◽  
Katie Buston
Keyword(s):  
Middle Childhood ◽  
Emotional Adjustment ◽  
Early Years ◽  
Nonresident Fathers

The role of children's perception of friendship in social functioning and emotional adjustment in middle childhood

1997 ◽  
Author(s):  
Michael E. Whitcomb ◽  
Amy D. Bellmore ◽  
Antonius H. N. Cillessen
Keyword(s):  
Social Functioning ◽  
Middle Childhood ◽  
Emotional Adjustment

Physical and Relational Victimization, and Children’sEmotional Adjustment in Middle Childhood

2009 ◽  
Vol 41 (5) ◽  
pp. 433-443 ◽  
Author(s):  
Wen-Xin ZHANG ◽  
Liang CHEN ◽  
Lin-Qin JI ◽  
Ling-Ling ZHANG ◽  
Guang-Hui CHEN ◽  
...  
Keyword(s):  
Middle Childhood ◽  
Emotional Adjustment ◽  
Relational Victimization

Middle childhood: A key time for healthy development and learning

2019 ◽  
pp. 73-100 ◽  
Author(s):  
Jo Boyden ◽  
Andrew Dawes ◽  
Paul Dornan ◽  
Colin Tredoux
Keyword(s):  
Early Childhood ◽  
Systematic Reviews ◽  
Middle Childhood ◽  
Social Protection ◽  
Universal Access ◽  
Early Years ◽  
Educational Performance ◽  
Healthy Development ◽  
Livelihood Security ◽  
Early Performance

This chapter examines middle childhood. Skills and values developed during middle childhood build on foundations established in early childhood and set the stage for adolescence. Thus, it is vital that the momentum established in the early years is sustained through this important life phase. Young Lives evidence shows that children's growth trajectories are more dynamic during middle childhood than is often recognised. This finding suggests a wider policy opportunity. The evidence from systematic reviews points to the importance of measures such as social protection, which has been shown to increase livelihood security. With near-universal access to school during middle childhood, midday meals and other nutrition programmes in schools may also help support children's growth. Moreover, the focus on strengthened education and learning quality is especially important for the early grades, given that early performance in key areas such as literacy and numeracy lays the foundation for later educational performance.

scholarly journals Playing Rugby: The Emergence of Talent During the Primary and Secondary School Years

2021 ◽  
Author(s):  
◽  
Helen Mary Hawkins
Keyword(s):  
Secondary School ◽  
Middle Childhood ◽  
Secondary School Teachers ◽  
Young Men ◽  
Rugby Union ◽  
Early Years ◽  
Late Adolescent ◽  
Structured Interviews ◽  
Elite Level

<p>This explorative study examines the lives of six young men with a talent for playing rugby in order to understand how that talent emerges. The young men involved in this study had all played rugby for a secondary school first XV team and were members of the Wellington Red Tickets Rugby Academy. Semi-structured interviews were conducted to gain information about the young men's general involvement in sport and their perception of the support they had received during their early years, middle childhood years and adolescent years playing rugby. A small group of people comprising secondary school teachers and a parent were also interviewed to provide further insights into how talent is developed within the secondary school rugby system. The young men all discovered they had an aptitude for playing rugby at an early age and in most cases were encouraged to pursue rugby as a main sport by at least one parent and by others in their extended families. The middle childhood years and early secondary school years were characterised by an increasing degree of specialisation, visits to commercial gyms and an array of injuries. The research participants were very determined in their efforts to represent their college at the highest level and by their late adolescent years most in the group were entertaining ideas about becoming a professional rugby player. Stories told by the participants showed that they possessed, to varying degrees, six characteristics that greatly helped their success to date. These characteristics were: (1) awareness that rugby can be a career for only a select few, (2) responsiveness to coaching, (3) ability to set and work towards a long-term goal or goals, (4) decisiveness and an ability to prioritise, (5) valuing the input of others and (6) attractiveness. To date there has been very little research about where an ability to play rugby at the sub-elite or elite level actually comes from. This study about the processes involved in making it into a secondary school first XV team helps to alleviate this situation and has significance to those, like the New Zealand Rugby Union, who have an interest in building up the player base. It also adds to an existing pool of understanding about excellence in sport and has application to those wishing to attain success in any number of other endeavours.</p>

Keeping it all inside: Shyness, internalizing coping strategies and socio-emotional adjustment in middle childhood

2009 ◽  
Vol 33 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Leanne C. Findlay ◽  
Robert J. Coplan ◽  
Anne Bowker
Keyword(s):  
Coping Strategies ◽  
Social Functioning ◽  
Middle Childhood ◽  
Emotional Adjustment ◽  
Well Being ◽  
Self Concept ◽  
Positive And Negative Affect ◽  
Potential Mediator ◽  
Internalizing Difficulties ◽  
And Coping

Despite growing research results indicating that shyness is a risk factor for psychosocial maladjustment in childhood, less is known about the conceptual mechanisms that may underlie these associations. The purpose of the current study was to explore links between self-reported shyness, coping strategies and social functioning in middle childhood. As well, we sought to examine the reliance on internalizing coping strategies as a potential mediator of the link between shyness and social functioning. Participants were 355 children aged 9 to 11 years who completed measures of shyness, loneliness, positive and negative affect, social anxiety, self-concept, well-being, and coping strategies. Results indicated that shyness was associated with greater internalizing difficulties and lower well-being. Moreover, internalizing coping was found to partially mediate the relation between shyness and certain indices of internalizing problems. These results suggest a conceptual pathway, where an over-reliance on internalizing coping may partially explain why shy children experience internalizing difficulties in middle childhood.

Trajectories of mother-child and father-child relationships across middle childhood and associations with depressive symptoms

2018 ◽  
Vol 31 (04) ◽  
pp. 1381-1393 ◽  
Author(s):  
Jia Yan ◽  
Sarah J. Schoppe-Sullivan ◽  
Xin Feng
Keyword(s):  
Depressive Symptoms ◽  
Youth Development ◽  
Middle Childhood ◽  
Lower Risk ◽  
Emotional Adjustment ◽  
Relationship Closeness ◽  
Child Relationship ◽  
Early Child Care ◽  
Mother Child Relationships ◽  
Mother Child Relationship

AbstractUsing a family systems perspective, we examined the trajectories of father-child and mother-child closeness and conflict across Grades 1, 3, 4, 5, and 6, and their associations with child depressive symptoms across middle childhood among 685 families in the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (SECCYD). Father-child and mother-child relationship conflict increased, whereas relationship closeness decreased from Grades 1 to 6. Girls with more slowly increasing father-child conflict, and more slowly decreasing father-child closeness, were at lower risk for depressive symptoms. Boys with more slowly increasing mother-child conflict were at lower risk for depressive symptoms. These findings highlight the important roles of both father-child and mother-child relationships in children's emotional adjustment during middle childhood.

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 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.

Setting the context for the framework: emotions

2019 ◽  
pp. 87-102
Author(s):  
Susan Kay-Flowers
Keyword(s):  
Middle Childhood ◽  
Emotional Responses ◽  
Early Years ◽  
Late Childhood

This chapter provides the context for understanding children’s experiences by describing their initial emotional responses on finding out their parents were separating. Children’s age at the time of separation influenced their awareness and ability to understand what was happening in their family, to make sense of events, therefore responses are reported according to their age at the time their parents’ separation. The following groupings are used: early years (0-4 years), middle childhood (5-8 years), late childhood (9-12 years), teenage years (13-16 years) and late teenage years (17-20 years). Children described a range of emotions including feeling sad, shocked, upset, confused sometimes angry and frustrated. Emotional responses were often tinged with anxiety about what would happen next particularly among those in late childhood or when facing transitions in their own lives such as studying for GCSEs or starting university.

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