scholarly journals August 2020 – The Bridge

2020 ◽  

This month there has been a renewed focus on the impact of institutional care on children’s development and mental health, following publication of the Lancet Group Commission on this subject.

Author(s):  
Cerith S. Waters ◽  
Susan Pawlby

The aim of this chapter is to examine young women’s experience of mental health problems during the perinatal period. We shall argue that women who were young at the time of their transition to parenthood are at elevated risk for perinatal depression, in their first and subsequent pregnancies. Evidence for the impact of perinatal depression on children’s development will be outlined, and we propose that the elevated rates of mental health problems among young mothers may partly account for the increased prevalence of adverse outcomes often seen among their children. However, for these young women and their offspring, the impact of perinatal depression may be compounded by many other social, psychological, and biological risk factors, and young women’s circumstances may exacerbate their own and their children’s difficulties. Therefore any clinical strategies regarding the identification and treatment of depression during the antenatal and postnatal months may need to take into account the age of women, with women bearing children earlier and later than the average presenting different challenges for health professionals. Across the industrialized nations the demographics of parenthood are changing, with both men and women first becoming parents at increasingly older ages (Bosch 1998; Martin et al. 2005; Ventura et al. 2001). In the UK for example, the average maternal age at first birth in 1971 was 23.7 years, compared to the present figure of 29.5 years (ONS 2012). Correspondingly, over the last four decades, birth rates for women aged 30 and over have increased extensively, whilst those for women in their teenage years and early twenties have declined (ONS 2012, 2007). Since the 1970s, the proportion of children born to women aged 20–24 in the UK has been decreasing, with women aged 30–34 years now displaying the highest birth rates (ONS 2010). These changes in the demography of parenthood are not confined to the UK with similar trends toward delayed first births observed across Western Europe (Ventura et al. 2001), the United States (Mirowsky 2002), New Zealand (Woodward et al. 2006) and Australia (Barnes 2003). Thus, a transition to parenthood during adolescence and the early 20s is non-normative for Western women, and the implications of this ‘off-time’ transition (Elder 1997, 1998) for the mother’s and the child’s mental health warrants attention.


2013 ◽  
Vol 38 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Laura Hope-Southcott

The kindergarten drama centre is a place where children recreate familiar play scenarios, explore new ideas and feelings, and engage deeply in learning (Schwartz & Copeland, 2010). Miller and Almon (2009) suggest that play is crucial to children’s development. However, play is often contested as parents question its relevance atschool (Ashiabi, 2007) and schools focus on academic achievementand readiness (Bodrova & Leong, 2003; Miller & Almon, 2009). Thispaper explores the author’s learning through reflecting on the successes and challenges of a bakery centre createdin her kindergarten classroom. The bakery became an excellent vehicle for strengthening students’ literacy and motor skills through play, but the impact varied greatly across students in the class. Further, assessment and planning enhancements to the bakery were significantly restricted by constraints on the time and attention the author could devote to them due to the dynamic classroom environment. The bakery also led to a rethinking of the learning agenda in the classroom.


2021 ◽  
Vol 1 (1) ◽  
pp. 91-106
Author(s):  
Andri Arif Kustiawan ◽  
Shinta Aulia Enggarwati

Technology is developing very rapidly so that it can simplify human work, both science, information, games, buying and selling, and so on on the internet. Apart from having an impact on the fast and easy access to information, it also has an impact on health, social, intelligence, psychological, financial and other aspects. It is excessive if it is overused to make it addictive. Such as addiction to online games, TikTok, and youtube which results in dependence and underestimates health and time. This research uses literacy studies. The purpose of this study is to present findings of the impact of gadget use on children. The results show that technological advances have both positive and negative impacts. There are various kinds of game applications that are easily accessed by children, both game content and those that can stimulate children's development, such as creativity, memory, physical motor, cognitive and so on. So it is necessary to take preventive steps so that technological developments can also reduce the negative impact on children's development.


2005 ◽  
Vol 29 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Gillian Schofield

Making sense of children's development, and in particular the impact of maltreatment and loss on children's minds and behaviour, is an essential part both of listening to children and facilitating their participation in family placement decision-making. Gillian Schofield suggests that an understanding of developmental theory can help practitioners to identify children's strengths and difficulties, make sense of children's communications and enable children to feel more valued and effective. A number of key areas of development are linked together into a model that highlights the complex transactional and psychosocial nature of development, while encouraging practitioners to use this knowledge to support and empower children.


2014 ◽  
Vol 39 (2) ◽  
pp. 161-170 ◽  
Author(s):  
Paula Salgado Oliveira ◽  
R. M. Pasco Fearon ◽  
Jay Belsky ◽  
Inês Fachada ◽  
Isabel Soares

Institutional rearing adversely affects children’s development, but the extent to which specific characteristics of the institutional context and the quality of care provided contribute to problematic development remains unclear. In this study, 72 preschoolers institutionalised for at least 6 months were evaluated by their caregiver using the Child Behavior Checklist and the Disturbances of Attachment Interview. Distal and proximate indices of institutional caregiving quality were assessed using both staff reports and direct observation. Results revealed that greater caregiver sensitivity predicted reduced indiscriminate behaviour and secure-base distortions. A closer relationship with the caregiver predicted reduced inhibited attachment behaviour. Emotional and behavioural problems proved unrelated to caregiving quality. Results are discussed in terms of (non)-shared caregiving factors that influence institutionalised children’s development.


2021 ◽  
Vol 19 (4) ◽  
pp. 441-454
Author(s):  
Narges Bayat ◽  
◽  
Atieh Ashtari ◽  
Mohsen Vahedi ◽  
◽  
...  

Objectives: The prelinguistic skills which pave the way for language development have always been an area of research in the Speech Therapy field. Although studying these skills is important, there is a study gap among Persian children. Therefore, this study explored prelinguistic skills among a sample of Persian-speaking children aged 6 to 24 months and made a comparison between different age groups. We also studied the effects of gender and family history of speech-language disorders on children’s prelinguistic abilities. Methods: In the present study, 277 mothers of Iranian Persian-speaking children aged 6 to 24 months were asked to fill a research-made checklist that evaluated the prelinguistic skills of their children. This study was cross-sectional and was conducted in Tehran City, Iran, in 2021. Children’s abilities in different age groups were compared using the analysis of variance (ANOVA), Scheffe test, the Kruskal-Wallis test, and the post-hoc test. The differences between the total scores of the two genders were also determined using the Mann-Whitney U test. Results: Comparing the prelinguistic skills in different age groups indicated a statistically significant increase in the scores as children grow up. Children with a positive family history of speech-language disorders scored lower on the checklist than the others (91.03±17.37). Furthermore, there were statistically significant differences between the two genders in developing gesture, vocalization, first words, social interaction, imitation, and play; girls had higher scores. Conclusion: Based on the studies conducted in different countries, prelinguistic skills develop as children grow up; these skills facilitate language acquisition and other social skills. The present study also demonstrated the development of these skills alongside children’s development. This similarity between Persian-speaking children and other children from different cultures and languages, as well as better performance in children with a negative family history of speech-language impairments, confirm the role of genetic factors in children’s development. Moreover, the differences in the development of some prelinguistic skills between girls and boys reveal the impact of various factors, such as social factors, on prelinguistic skills development.


2014 ◽  
Vol 132 (4) ◽  
pp. 211-218 ◽  
Author(s):  
Amira Consuêlo Melo Figueiras ◽  
Rosana Fiorini Puccini ◽  
Edina Mariko Koga Silva

CONTEXT AND OBJECTIVE: Children's developmental disorders are often identified late by healthcare professionals working in primary care. The aim of this study was to assess the impact of a continuing education program on child development, on the knowledge and practices of these professionals.DESIGN AND SETTING: Prospective single-cohort study (before-and-after study), conducted in the city of Belém, Pará , Brazil.METHODS: Two hundred and twenty-one professionals working in primary healthcare (82.2%) participated in a continuing education program on child development and were assessed before and after implementation of the program through tests on their knowledge of child development, consisting of 19 questions for physicians and 14 for nurses, and questionnaires on their professional practices.RESULTS: One to three years after the program, the mean number of correct answers in the tests had increased from 11.5 to 14.3 among physicians in the Healthy Family Program (Programa Família Saudável, PFS); 13.0 to 14.3 among physicians in Municipal Health Units (Unidades Municipais de Saúde, UMS); 8.3 to 10.0 among PFS nurses; and 7.8 to 9.4 among UMS nurses. In interviews with mothers attended by these professionals before the program, only 21.7% reported that they were asked about their children's development, 24.7% reported that the professional asked about or observed their children's development and 11.1% received advice on how to stimulate them. After the program, these percentages increased to 34.5%, 54.2% and 30.3%, respectively.CONCLUSIONS: Professionals who participated in the program showed improved performance regarding child development knowledge and practices.


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