The Mediating Effect of Playfulness in the Relationship between Attachment Stability and Social-Emotional Development of Infants in Institutional Care

Personnel working in institutional care have the important role of providing for the development of children who have experienced the trauma of being separated from their families. Personnel need to be emotionally responsive, able to form consistent, trusting, and long-term relationships with children, believe in them, support them in continuing education, and have high expectations for them. Despite these facts, there is no Latvian legal requirement for personnel working in institutional care to have a pedagogical education. This article describes the implementation of two professional in-service training programs: “Promotion of Positive Behaviour in Children with Institutional Care Experience” and “Social Emotional Development” in one children's home-shelter and the effects of the programs at the level of personnel, children, and organization.

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The relationship between dog ownership, dog play, family dog walking, and pre-schooler social–emotional development: findings from the PLAYCE observational study

Pediatric Research ◽

10.1038/s41390-020-1007-2 ◽

2020 ◽

Cited By ~ 2

Author(s):

Elizabeth J. Wenden ◽

Leanne Lester ◽

Stephen R. Zubrick ◽

Michelle Ng ◽

Hayley E. Christian

Keyword(s):

Observational Study ◽

Emotional Development ◽

Social Emotional Development ◽

Social Emotional ◽

Dog Walking ◽

Dog Ownership ◽

The Relationship

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Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17051506 ◽

2020 ◽

Vol 17 (5) ◽

pp. 1506 ◽

Cited By ~ 1

Author(s):

Jingdong Zhong ◽

Yang He ◽

Yuting Chen ◽

Renfu Luo

Keyword(s):

Emotional Development ◽

Early Childhood Development ◽

Childhood Development ◽

Western China ◽

Social Emotional Development ◽

Parenting Skills ◽

Social Emotional ◽

Socioeconomic Characteristics ◽

Development Outcomes ◽

The Relationship

This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.

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P01-335-Stress and trauma in children in foster and institutional care

European Psychiatry ◽

10.1016/s0924-9338(11)72046-6 ◽

2011 ◽

Vol 26 (S2) ◽

pp. 337-337

Author(s):

R. Ptacek ◽

H. Kuzelova ◽

L. Celedova ◽

R. Cevela

Keyword(s):

Foster Care ◽

Emotional Development ◽

Psychosocial Support ◽

Psychiatric Morbidity ◽

High Stress ◽

Institutional Care ◽

Social Emotional Development ◽

Social Emotional ◽

Developmental Problems ◽

Children In Foster Care

Current studies show that individuals who were in foster or institutional care experience higher rates of physical and psychiatric morbidity than the general population. Children in foster care have a higher probability of having Attention Deficit Hyperactivity Disorder, and deficits in executive functioning, anxiety as well other developmental problems. These children experience higher degrees of incarceration, poverty, homelessness, and suicide.Recent studies show alarming occurrence of trauma and high stress load in children in institutional but as well as foster care.We have conducted an extensive study (n = 360) monitoring occurrence of trauma in history of children in foster care (n = 120), in institutional care (n = 120) and in functional biological families (n = 120). We have also evaluated levels of social emotional development and occurrence of child psychopathology.The results of the presented study showed that children in institutional and foster care show substantially higher occurrence of trauma in their history, higher incidence of reactive psychopathology (i.e. depression) and their level of social emotional development is substantially lower comparing to children from functional biological families (p < 0.01).The study proposes that children in foster and institutional care require substantial psychosocial support and attention.SUPPORTED BY THE RESEARCH GRANT GK MPSV-01-202.

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