Parent and Teacher Perceptions of Outcomes for Typically Developing Children Enrolled in Integrated Early Childhood Programs

1992 ◽  
Vol 16 (1) ◽  
pp. 53-63 ◽  
Author(s):  
CHARLES A. PECK ◽  
PATRICIA CARLSON ◽  
EDWIN HELMSTETTER
Keyword(s):  
Early Childhood ◽  
Teacher Perceptions ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Early Childhood Programs

scholarly journals Assessing Cognitive Development in Early Childhood: A Comparison of the Bayley-III and the Stanford-Binet, Fifth Edition

2010 ◽  
Vol 27 (2) ◽  
pp. 70-75 ◽  
Author(s):  
Dorian Kamppi ◽  
Linda Gilmore
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Infant Development ◽  
Knowledge Score ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Test Selection ◽  
Intelligence Scale ◽  
Order Of Administration ◽  
Bayley Scales

AbstractThe Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24–42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, for 22 of the 26 children, scores were very consistent across the two instruments. Implications for test selection are discussed.

scholarly journals Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old

2018 ◽  
Vol 43 (2) ◽  
pp. 157-165
Author(s):  
Sarah E. O’Toole ◽  
Stella Tsermentseli ◽  
Sajid Humayun ◽  
Claire P. Monks
Keyword(s):  
Decision Making ◽  
Working Memory ◽  
Early Childhood ◽  
Executive Function ◽  
Relational Aggression ◽  
Inhibitory Control ◽  
Delay Of Gratification ◽  
Typically Developing ◽  
Typically Developing Children

To study the role of executive function (EF) in the early development of aggression, the role of cool and hot EF skills at 5 years old, in the development of physical and relational aggression between 5 and 6 years old, was explored. Typically developing children ( N = 80) completed tasks assessing their cool (inhibition, working memory, planning) and hot EF (affective decision making, delay of gratification) skills at 5 years old. Longitudinal data were collected from teachers that rated children’s aggression when they were 5, 5.5, and 6 years old. Inhibition at 5 years old predicted changes in physical and relational aggression between 5 and 6 years old. Early cool EF, but not hot EF, may therefore be associated with aggression and inhibitory control specifically with changes in aggression during early childhood.

scholarly journals Neural bases of phonological and semantic processing in early childhood

2019 ◽  
Author(s):  
Avantika Mathur ◽  
Douglas Schultz ◽  
Yingying Wang
Keyword(s):  
Early Childhood ◽  
Phonological Processing ◽  
Reading Ability ◽  
Semantic Processing ◽  
Inferior Frontal Gyrus ◽  
Early Period ◽  
Semantic Knowledge ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Neural Bases

AbstractDuring the early period of reading development, children gain phonological (letter-to-sound mapping) and semantic knowledge (storage and retrieval of word meaning). Their reading ability changes rapidly, accompanied by their learning-induced brain plasticity as they learn to read. This study aims to identify the specialization of phonological and semantic processing in early childhood using a combination of univariate and multivariate pattern analysis. Nineteen typically developing children between the age of five to seven performed visual word-level phonological (rhyming) and semantic (related meaning) judgment tasks during functional magnetic resonance imaging (fMRI) scans. Our multivariate analysis showed that young children with good reading ability have already recruited the left hemispheric regions in the brain for phonological processing, including the inferior frontal gyrus (IFG), superior and middle temporal gyrus, and fusiform gyrus. Additionally, our multivariate results suggested that the sub-regions of the left IFG were specialized for different tasks. Our results suggest the left lateralization of fronto-temporal regions for phonological processing and bilateral activations of parietal regions for semantic processing during early childhood. Our findings indicate that the neural bases of reading have already begun to be shaped in early childhood for typically developing children, which can be used as a control baseline for comparison of children at-risk for reading difficulties.

Setting Effects on Friendship Formation among Young Children with and without Disabilities

2002 ◽  
Vol 68 (4) ◽  
pp. 503-517 ◽  
Author(s):  
Virginia Buysse ◽  
Barbara Davis Goldman ◽  
Martie L. Skinner
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Children With Disabilities ◽  
Statistical Significance ◽  
Typically Developing ◽  
Early Childhood Classroom ◽  
Typically Developing Children ◽  
Friendship Formation ◽  
The Social ◽  
The Difference

This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implications are presented for considering how the social ecology of the early childhood classroom setting may influence social outcomes for young children enrolled in inclusive programs.

scholarly journals Investigating the Development of Inhibitory Control in Early Childhood using the Tablet-based TapTap Task

2021 ◽  
Author(s):  
Muriel Marisa Katharina Bruchhage ◽  
Viren D'Sa ◽  
John Rogers ◽  
Nora Schneider ◽  
Sean C L Deoni
Keyword(s):  
Early Childhood ◽  
Inhibitory Control ◽  
Task Difficulty ◽  
Normal Development ◽  
Competitive Inhibition ◽  
Autism Spectrum ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Essential Information

Abstract The development of inhibitory control is an early construct of executive function (EF) and a key milestone of neurocognitive maturation. However, while its functional connectivity (fc) patterns have been well-defined in adults, its developmental trajectory in early childhood remains poorly understood. Using tablet-based EF tasks, we assessed inhibitory control in typically developing children between 2 to 6 years of age. Overall successful inhibition and improvement during competitive and non-competitive inhibition displayed converging patterns of fc. With increasing inhibitory control and task difficulty, additional frontal and parietal fc was recruited, and long-range connections established. Insights into early development and refinement of inhibitory control could provide essential information for the support in normal development as well as for the diagnosis and treatment of neurodevelopmental disorders with EF and inhibition difficulties, such as autism spectrum disorder.

scholarly journals Early History, Mealtime Environment, and Parental Views on Mealtime and Eating Behaviors among Children with ASD in Florida

Nutrients ◽  
2018 ◽  
Vol 10 (12) ◽  
pp. 1867 ◽  
Author(s):  
Heewon Gray ◽  
Sweta Sinha ◽  
Acadia Buro ◽  
Chantell Robinson ◽  
Karen Berkman ◽  
...  
Keyword(s):  
Early Childhood ◽  
Fast Food ◽  
Eating Behaviors ◽  
Cross Sectional Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Children With Asd ◽  
Mealtime Behavior

This study was a cross-sectional study to examine problematic mealtime behaviors among children with autism spectrum disorder (ASD) in Florida. Forty-one parents completed a 48-item survey. The mean age of their children was 8.1 years and 73% were male. The data were divided and compared by age group: Ages 2–6, 7–11, and 12–17. Data from the 3- to 6-year-old children were extracted and compared with the references from Provost et al. (2010). There were age differences in eating difficulties at home (p = 0.013), fast food restaurants (p = 0.005), and at regular restaurants (p = 0.016). The total mealtime behavior score was significantly higher in early childhood (p < 0.001) and mid-childhood (p = 0.005) than adolescents. More parents of ages 3–6 with ASD reported difficulties with breastfeeding (p < 0.01); concerns about eating (p < 0.001); difficulties related to mealtime locations (p < 0.05), craving certain food (p < 0.05), and being picky eaters (p < 0.01) compared to typically developing children. The total mealtime behavior score was significantly higher in children with ASD than typically developing children (p < 0.001). The results indicate that early childhood interventions are warranted and further research in adolescents is needed.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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