scholarly journals Fidelity Assessment Checklist Development for Community Nursing Research in Early Childhood

2021 ◽  
Vol 9 ◽  
Author(s):  
Lubna Anis ◽  
Karen M. Benzies ◽  
Carol Ewashen ◽  
Martha J. Hart ◽  
Nicole Letourneau
Keyword(s):  
Childhood Development ◽  
Parenting Programs ◽  
Systematic Evaluation ◽  
Future Research ◽  
Program Delivery ◽  
Program Fidelity ◽  
Fidelity Assessment ◽  
Fidelity Measure ◽  
Pragmatic Strategies ◽  
And Child Health

Nurses play an important role in promoting positive childhood development via early interventions intended to support parenting. Despite recognizing the need to deliver vital parenting programs, monitoring fidelity has largely been ignored. Fidelity refers to the degree to which healthcare programs follow a well-defined set of criteria specifically designed for a particular program model. With increasing demands for early intervention programs to be delivered by non-specialists, rigorous yet pragmatic strategies for maintaining fidelity are needed. This paper describes the step-by-step development and evaluation of a program fidelity measure, using the Attachment and Child Health (ATTACH™) parenting program as an exemplar. The overall quality index for program delivery varied between “very good” to “excellent,” with a mean of 4.3/5. Development of checklists like the ATTACH™ fidelity assessment checklist enables the systematic evaluation of program delivery and identification of therapeutic components that enable targeted efforts at improvement. In future, research should examine links between program fidelity and targeted outcomes to ascertain if increased fidelity scores yield more favorable effects of parenting programs.

The Economics of Early Interventions Aimed at Child Development

2019 ◽  
Author(s):  
Samuel Berlinski ◽  
Marcos Vera-Hernández
Keyword(s):  
Child Development ◽  
Early Childhood Development ◽  
Parental Leave ◽  
Decision Makers ◽  
Childhood Development ◽  
Parenting Programs ◽  
Future Research ◽  
Early Interventions ◽  
The Past ◽  
The Impact

A set of policies is at the center of the agenda on early childhood development: parenting programs, childcare regulation and subsidies, cash and in-kind transfers, and parental leave policies. Incentives are embedded in these policies, and households react to them differently. They also have varying effects on child development, both in developed and developing countries. We have learned much about the impact of these policies in the past 20 years. We know that parenting programs can enhance child development, that centre based care might increase female labor force participation and child development, that parental leave policies beyond three months don’t cause improvement in children outcomes, and that the effects of transfers depend much on their design. In this review, we focus on the incentives embedded in these policies, and how they interact with the context and decision makers to understand the heterogeneity of effects and the mechanisms through which these policies work. We conclude by identifying areas of future research.

The quality of research exploring in-session measures of CBT competence: a systematic review

2021 ◽  
pp. 1-17
Author(s):  
Kathryn Rayson ◽  
Louise Waddington ◽  
Dougal Julian Hare
Keyword(s):  
English Language ◽  
Research Training ◽  
Evidence Base ◽  
Small Sample ◽  
Measurement Properties ◽  
Future Research ◽  
Sample Sizes ◽  
Fidelity Assessment ◽  
Quality Of Research

Abstract Background: Cognitive behavioural therapy (CBT) is in high demand due to its strong evidence base and cost effectiveness. To ensure CBT is delivered as intended in research, training and practice, fidelity assessment is needed. Fidelity is commonly measured by assessors rating treatment sessions, using CBT competence scales (CCSs). Aims: The current review assessed the quality of the literature examining the measurement properties of CCSs and makes recommendations for future research, training and practice. Method: Medline, PsychINFO, Scopus and Web of Science databases were systematically searched to identify relevant peer-reviewed, English language studies from 1980 onwards. Relevant studies were those that were primarily examining the measurement properties of CCSs used to assess adult 1:1 CBT treatment sessions. The quality of studies was assessed using a novel tool created for this study, following which a narrative synthesis is presented. Results: Ten studies met inclusion criteria, most of which were assessed as being ‘fair’ methodological quality, primarily due to small sample sizes. Construct validity and responsiveness definitions were applied inconsistently in the studies, leading to confusion over what was being measured. Conclusions: Although CCSs are widely used, we need to pay careful attention to the quality of research exploring their measurement properties. Consistent definitions of measurement properties, consensus about adequate sample sizes and improved reporting of individual properties are required to ensure the quality of future research.

Gifted Classroom Environments and the Creative Process: A Systematic Review

2021 ◽  
pp. 016235322110014
Author(s):  
Lindsay Ellis Lee ◽  
Melanie S. Meyer ◽  
Kacey Crutchfield
Keyword(s):  
Systematic Review ◽  
Creative Process ◽  
Classroom Culture ◽  
Systematic Evaluation ◽  
Future Research ◽  
Critical Examination ◽  
Process Skills ◽  
Classroom Environments ◽  
Creative Processes ◽  
K 12

As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlighted key themes, including integrating creative process skills, adaptive environments, reflective classroom culture, and challenges to implementation. Implications for classroom application and suggestions for future research are discussed.

Technology business incubation for start-up generation

2019 ◽  
Vol 25 (7) ◽  
pp. 1471-1493 ◽  
Author(s):  
Bala Subrahmanya Mungila Hillemane ◽  
Krishna Satyanarayana ◽  
Deepak Chandrashekar
Keyword(s):  
Conceptual Framework ◽  
Global Economy ◽  
Systematic Evaluation ◽  
Empirical Literature ◽  
Future Research ◽  
Business Incubation ◽  
Content Type ◽  
Start Up ◽  
Start Ups ◽  
Goals And Objectives

Purpose Technology business incubators (TBIs) form an indispensable part of an entrepreneurial ecosystem for the promotion of tech start-ups across the global economy. However, they have evolved in varied forms over a period of time, in terms of typologies, sponsors and stakeholders, goals and objectives, functions and services offered, process of incubation support provided through hard and soft infrastructure, outcomes and achievements and even in terms of theoretical bases. The purpose of this paper, therefore, is to review the extant literature on TBIs to arrive at a framework that explains how TBIs contribute to start-up generation. Design/methodology/approach This paper reviews extant empirical literature for a systematic evaluation to throw light on the various dimensions of TBIs: typology, goals and objectives, functions and services, process and provision of incubation support, outcomes and achievements. Further, after critically reviewing some of the theoretical propositions, it develops a conceptual framework combining pre-incubation, incubation and post-incubation processes of TBIs. Findings Based on literature understanding and some of the key theoretical constructs, a conceptual framework is developed comprising pre-incubation, incubation and post-incubation stages of start-up formation and graduation. The paper also identifies some prospective areas for future research. Research limitations/implications Any empirical research on technology business incubation must focus on pre-incubation and post-incubation processes as much as on the incubation process, to derive meaningful implications and enhance the productivity of TBIs. Originality/value The conceptual framework derived out of the systematic literature review will enable further research and exploration of micro-aspects of pre-incubation, incubation and post-incubation phases across multiple dimensions.

Future research directions in children and hoarding

2020 ◽  
Vol 45 (3) ◽  
pp. 175-181
Author(s):  
Andrew G. Guzick ◽  
Sophie C. Schneider ◽  
Eric A. Storch
Keyword(s):  
Childhood Development ◽  
Future Research ◽  
Systematic Research ◽  
Evidence Based ◽  
Research Directions ◽  
Hoarding Disorder ◽  
Cognitive Behavioural ◽  
Evidence Based Treatments ◽  
Future Research Directions ◽  
The Impact

Abstract Despite a rapidly growing understanding of hoarding disorder (HD), there has been relatively limited systematic research into the impact of hoarding on children and adolescents. The goal of this paper is to suggest future research directions, both for children with hoarding behaviours and children living in a cluttered home. Key areas reviewed in this paper include (1) the need for prospective studies of children with hoarding behaviours and those who grow up with a parent with HD; (2) downward extensions of cognitive-behavioural models of adult HD that emphasise different information processing and behavioural biases in youth HD; (3) developmental research into the presentation of emerging HD in childhood compared with adulthood presentations of the disorder, with consideration of typical childhood development and unique motivators for childhood saving behaviours; (4) developmentally sensitive screening and assessment; and (5) the development of evidence-based treatments for this population. The paper concludes with a discussion of methodological suggestions to meet these aims.

scholarly journals Cohort profile: the Maternal and Child Health and Nutrition in Acre, Brazil, birth cohort study (MINA-Brazil)

BMJ Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. e034513
Author(s):  
Marly A Cardoso ◽  
Alicia Matijasevich ◽  
Maira Barreto Malta ◽  
Barbara Hatzlhoffer Lourenco ◽  
Suely G A Gimeno ◽  
...  
Keyword(s):  
Child Health ◽  
Birth Cohort ◽  
Maternal And Child Health ◽  
Retention Rate ◽  
Epidemiological Data ◽  
Childhood Development ◽  
Birth Cohort Study ◽  
Health And Nutrition ◽  
And Child Health

PurposeMaternal and Child Health and Nutrition in Acre, Brazil (MINA-Brazil) is a longitudinal, prospective population-based birth cohort, set-up to understand the effects of early environmental exposures and maternal lifestyle choices on growth and development of the Amazonian children.ParticipantsMother–baby pairs (n=1246) were enrolled at delivery from July 2015 to June 2016 in Cruzeiro do Sul, Acre, Brazil. Mothers of 43.7% of the cohort were recruited in the study during pregnancy from February 2015 to January 2016. Study visits took place during pregnancy, delivery, at 1 month, 6 months, 1 year and 2 years after delivery. In addition to clinical and epidemiological data, samples collected by the MINA-Brazil study include plasma, serum and extracted DNA from blood and faeces, which are stored in a biobank.Findings to dateKey baseline reports found a high prevalence of gestational night blindness (11.5%; 95% CI 9.97% to 13.25%) and maternal anaemia (39.4%; 95% CI 36.84% to 41.95%) at delivery. Antenatal malaria episodes (74.6% ofPlasmodium vivax) were diagnosed in 8.0% of the women and were associated with an average reduction in birth weight z-scores of 0.35 (95% CI 0.14 to 0.57) and in birth length z-scores of 0.31 (95% CI 0.08 to 0.54), compared with malaria-free pregnancies. At 2-year follow-up, data collection strategies combined telephone calls, WhatsApp, social media community and home visits to minimise losses of follow-up (retention rate of 79.5%).Future plansA 5-year follow-up visit is planned in 2021 with similar interviews and biospecimens collection. The findings from this prospective cohort will provide novel insights into the roles of prenatal and postnatal factors in determining early childhood development in an Amazonian population.

scholarly journals Assessing Robotics Skills in Early Childhood: Development and Testing of a Tool for Evaluating Children’s Projects

2021 ◽  
Vol 7 (1) ◽  
pp. 47-68
Author(s):  
Madhu Govind ◽  
Marina Bers
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Future Research ◽  
Aesthetic Design ◽  
Design Elements ◽  
Research And Practice ◽  
Phase Development ◽  
The Aesthetic ◽  
Multi Phase

Children’s robotics skills can be assessed in various ways, one being examining the unique projects that they create. This paper discusses the multi-phase development and testing of a robotics project rubric. The rubric considers both the programming concepts and the aesthetic design elements of a project, which enables researchers and practitioners to determine the overall level of complexity exhibited in the robotics project. This paper presents the background literature and theoretical framework that contributed to the rubric design and summarizes findings from iteratively developing and testing the rubric with a total of 173 robotics projects. Implications for future research and practice are also discussed.

scholarly journals Muslim Women’s Roles in Early Childhood Education

2019 ◽  
Vol 13 (2) ◽  
pp. 264-280
Author(s):  
Munirah Munirah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Muslim Women ◽  
Childhood Development ◽  
Future Research ◽  
Dual Function ◽  
Childhood Education ◽  
Role Of Women

The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of  early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women. Keywords: Role of Muslim Women, Early Childhood Education References: Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03 Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07 Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06 Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama. Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk. Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini. Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005 Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar. Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo. Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti. Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication. Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta. Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10 Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks. Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka. Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press. Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya. Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

scholarly journals Children’s neighbourhood physical environment and early development: an individual child level linked data study

2020 ◽  
Vol 74 (4) ◽  
pp. 321-329 ◽  
Author(s):  
Megan F Bell ◽  
Gavin Turrell ◽  
Bridget Beesley ◽  
Bryan Boruff ◽  
Gina Trapp ◽  
...  
Keyword(s):  
Child Development ◽  
Early Development ◽  
Social Vulnerability ◽  
Physical Environment ◽  
Road Traffic ◽  
Childhood Development ◽  
Future Research ◽  
Neighbourhood Environment ◽  
Cross Sectional ◽  
Lower Odds

BackgroundIdentification of features of the neighbourhood physical environment that have a causal association with positive child development is important for promoting long-term developmental health. Previous research on these associations have been conducted at the neighbourhood level, and do not account for individual variation in exposure to these features.MethodsThis cross-sectional study utilised de-identified linked administrative data. Neighbourhood features were measured with Geographic Information Systems and identified within a 1600 m service area around the child’s home address. The study population included a random selection of 5024 Western Australian children who participated in the 2012 Australian Early Development Census (AEDC; median age 5 years, 5 months). Multi-level logistic regressions modelled the odds of children scoring in the bottom 10% on the physical, social or emotional AEDC domains as an outcome of neighbourhood features.ResultsAfter adjustment for individual and neighbourhood sociodemographic factors, lower odds of physical vulnerability were associated with increased neighbourhood residential density, presence of railway station, and higher counts of playgroups and kindergartens. Larger areas of neighbourhood home-yard space were associated with increased odds of physical and social vulnerability. Presence of high-quality green spaces was associated with lower odds of social vulnerability. Increased road traffic exposure was associated with higher odds of social and emotional vulnerability.ConclusionsThe neighbourhood physical environment has a weak but significant association with early childhood development. Future research should consider the interplay between the neighbourhood environment and proximal influences, including parenting attributes and socioeconomic status, and how they influence early child development.

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