Influence of Developmental Level of Desire Taking on Affective Decision Making in Young Children

2009 ◽  
Vol 41 (10) ◽  
pp. 958-966
Author(s):  
Jing Chen ◽  
Xin-Yi Sun ◽  
Hong Li ◽  
Xiu-Li Li
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Developmental Level

Parental Decision-Making for Surgery and Anesthesia in Young Children

2021 ◽  
pp. 019394592110216
Author(s):  
Audrey Rosenblatt ◽  
Michael Kremer ◽  
Olimpia Paun ◽  
Barbara Swanson ◽  
Rebekah Hamilton ◽  
...  
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Young Children ◽  
Cognitive Processing ◽  
Emotional Processing ◽  
Theory Analysis ◽  
Parental Decision ◽  
Parental Decision Making ◽  
Health Care Context ◽  
The Relationship

Millions of young children undergo surgery and anesthesia each year, yet there is a lack of scientific consensus about the safety of anesthesia exposure for the developing brain. Also poorly understood is parental anesthesia-related decision-making and how neurotoxicity information influences their choices. The theoretical model of parental decision-making generated in this research explicates this process. Interviews with 24 mothers yielded a theoretical framework based on their narratives developed using a qualitative grounded theory analysis. Five major themes emerged from these interviews: emotional processing, cognitive processing, relationships as resources, the mother/child dyad, and the health care context. Mothers described a non-linear, iterative process; they moved fluidly through emotional and cognitive processing supported by relationships as resources and influenced by the health care context. A key element was the subtheme of the medical translator, an individual who provided context and information. The mother/child dyad grounded the model in the relationship with the child.

scholarly journals Reconceptualizing civic education for young children: Recognizing embodied civic action

2019 ◽  
Vol 15 (1) ◽  
pp. 35-46
Author(s):  
Katherina A. Payne ◽  
Jennifer Keys Adair ◽  
Kiyomi Sanchez Suzuki Colegrove ◽  
Sunmin Lee ◽  
Anna Falkner ◽  
...  
Keyword(s):  
United States ◽  
Decision Making ◽  
Head Start ◽  
Young Children ◽  
Lived Experience ◽  
Civic Education ◽  
The United States ◽  
Civic Action ◽  
Civic Skills ◽  
Early Childhood Settings

Traditional conceptions of civic education for young children in the United States tend to focus on student acquisition of patriotic knowledge, that is, identifying flags and leaders, and practicing basic civic skills like voting as decision-making. The Civic Action and Young Children study sought to look beyond this narrow vision of civic education by observing, documenting, and contextualizing how young children acted on behalf of and with other people in their everyday early childhood settings. In the following paper, we offer examples from three Head Start classrooms to demonstrate multiple ways that young children act civically in everyday ways. When classrooms and teachers afford young children more agency, children’s civic capabilities expand, and they are able to act on behalf of and with their community. Rather than teaching children about democracy and citizenship, we argue for an embodied, lived experience for young children.

Interview Techniques vs Developmental Tests in Assessing the Intellectual Levels of Young Children

1976 ◽  
Vol 42 (3) ◽  
pp. 937-938 ◽  
Author(s):  
Harriett E. Kaplan
Keyword(s):  
Young Children ◽  
Developmental Level ◽  
Psychiatry Residents ◽  
Small Children ◽  
Psychiatric Residents ◽  
Interview Techniques ◽  
Bayley Scales

20 young children, 11 boys and 9 girls, 13 to 30 mo. of age were assessed developmentally on the Gesell Developmental Record by 2 psychiatric residents and on the Bayley scales by 2 psychologists. The psychologists and psychiatric residents also gave their opinions based on interviews of half of these children. Spearman correlations were high for Bayley and Gesell scores. Psychologists' estimates correlated better with the Bayley and the Gesell scores than did the estimates of psychiatry residents. Clearly, the structured tests were superior to interviewers' estimates in assessing the developmental level of these small children. After quite limited training, the psychiatric residents were able to use the Gesell scales effectively.

scholarly journals Systematic Exploration and Uncertainty Dominate Young Children’s Choices

2019 ◽  
Author(s):  
Nathaniel J. Blanco ◽  
Vladimir Sloutsky
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Cognitive Control ◽  
Exploration And Exploitation ◽  
Top Down ◽  
Reward Seeking ◽  
Systematic Fashion ◽  
Systematic Exploration ◽  
Competing Demands ◽  
Exploration Exploitation

Organisms need to constantly balance the competing demands of gathering information and using previously acquired information to obtain rewarding outcomes (i.e., the “exploration- exploitation” dilemma). Exploration is critical to obtain information to discover how the world works, which should be particularly important for young children. While studies have shown that young children explore in response to surprising events, little is known about how they balance exploration and exploitation across multiple decisions or about how this process changes with development. In this study we compare decision-making patterns of children and adults and evaluate the relative influences of reward-seeking, random exploration, and systematic switching (which approximates uncertainty-directed exploration). In a second experiment we directly test the effect of uncertainty on children’s choices. Influential models of decision-making generally describe systematic exploration as a computationally refined capacity that relies on top-down cognitive control. We demonstrate that (1) systematic patterns dominate young children’s behavior (facilitating exploration), despite protracted development of cognitive control, and (2) that uncertainty plays a major, but complicated, role in determining children’s choices. We conclude that while young children’s immature top-down control should hinder adult-like systematic exploration, other mechanisms may pick up the slack, facilitating broad information gathering in a systematic fashion to build a foundation of knowledge for use later in life.

scholarly journals Attentional mechanisms drive systematic exploration in young children

2020 ◽  
Author(s):  
Nathaniel J. Blanco ◽  
Vladimir Sloutsky
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Information Gathering ◽  
Choice Task ◽  
Attention Allocation ◽  
Top Down ◽  
Distributed Attention ◽  
Systematic Exploration ◽  
The World ◽  
Attentional Mechanisms

Exploration is critical for discovering how the world works. Exploration should be particularlyvaluable for young children, who have little knowledge about the world. Theories of decision- making describe systematic exploration as being primarily driven by top-down cognitive control, which is immature in young children. Recent research suggests that a type of systematic exploration predominates in young children’s choices, despite immature control, suggesting that it may be driven by different mechanisms. We hypothesize that young children’s tendency to distribute attention widely promotes elevated exploration, and that interrupting distributed attention allocation through bottom-up attentional capture would also disrupt systematic exploration. We test this hypothesis by manipulating saliency of the options in a simple choice task. Saliency disrupted systematic exploration, thus indicating that attentional mechanisms may drive children’s systematic exploratory behavior. We suggest that both may be part of a larger tendency toward broad information gathering in young children.

Researching family food decision making processes: highlights, hits and pitfalls when including young children’s perspectives

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alice Grønhøj ◽  
Malene Gram
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Video Clip ◽  
Research Process ◽  
Choice Task ◽  
Sentence Completion ◽  
Structured Interviews ◽  
Quality Of Data ◽  
Content Type ◽  
Desert Island

Purpose The aim of this paper is to demonstrate and discuss a number of child-centric research methods/stimuli involving young children (5-6 years old) in interviews without, and subsequently with their parents. Existing and new methods were selected and developed for a study which aimed at obtaining insights into parents’ and young children’s understandings of children’s influence and family interaction with regard to family food consumption practices. Design/methodology/approach A total of 35 children were interviewed using semi-structured interviews in five kindergartens. Subsequently, 13 families were interviewed in their homes. The latter interviews included the same children as were interviewed in the kindergarten. The methods discussed include drawings, a desert-island-choice task, a sentence completion task, photographs, vignettes and a video-clip. Findings When interviewing young children about family decision making influence, the use of engaging methods contributes to the quality of data achieved and to the participants’ enjoyment of their participation. Care should be taken not to overload children with exercises. Visual rather than verbal methods worked better for engaging the children in the research process; for parents all included methods worked well. Research limitations/implications The current study shows that a method developed specifically for the study (desert-island-choice task) was apt at including all family members’ perspectives; future studies should develop methods that capture shared rather than individual experiences. The study was carried out in wealthy areas in Denmark. It would be highly relevant to broaden the sample to other socio-economic and cultural contexts. Originality/value The study is based on interviews with children usually deemed too young to interview. The contribution is novel methods that allow for studying the interaction between children and parents and that are not based on reading and writing skills to access the perspectives of 5-6-year old children. Precautions regarding using existing methods are offered.

scholarly journals Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay

2018 ◽  
Vol 3 ◽  
pp. 239694151876476 ◽  
Author(s):  
Abigail D Delehanty ◽  
Sheri Stronach ◽  
Whitney Guthrie ◽  
Elizabeth Slate ◽  
Amy M Wetherby
Keyword(s):  
Young Children ◽  
Developmental Delay ◽  
Social Communication ◽  
Expressive Language ◽  
Developmental Outcomes ◽  
Autism Spectrum ◽  
Global Developmental Delay ◽  
Developmental Level ◽  
Communication Delays ◽  
Children With Asd

Background and Aims Children with autism spectrum disorder (ASD) exhibit a heterogeneous clinical phenotype with wide variability in their language and intellectual profiles that complicates efforts at early detection. There is limited research examining observational measures to characterize differences between young children with and without ASD and co-occurring language delay (LD) and global developmental delay (GDD). The first aim of this study was to compare early social communication measured in the second year of life in children diagnosed at age 3 with ASD, developmental delays (DD), and typical development (TD). The second aim was to compare early social communication in six subgroups of children: ASD, ASD+LD, ASD+GDD, LD, GDD, and TD. Our third aim was to determine the collective and unique contributions of early social communication to predict verbal and nonverbal developmental outcomes at three years of age for children with and without ASD. Methods Analyses of covariance controlling for maternal education were employed to examine group differences in social communication in 431 toddlers recruited through screening in primary care. Multiple linear regression analyses were conducted to evaluate associations between the Communication and Symbolic Behavior Scales (CSBS) Behavior Sample composite standard scores and Mullen Scales of Early Learning T scores for children with and without ASD. Results Distinct patterns of early social communication were evident by 20 months. Children with TD differed significantly from children with ASD and DD on all three CSBS Behavior Sample composites. Children with ASD had significantly lower scores than those with DD and TD on the social and symbolic composites. Among the six subgroups, all three composites of the CSBS Behavior Sample differentiated children with TD from all other subgroups. Children with ASD+GDD scored significantly lower than all other subgroups on social and symbolic composites. Patterns of social communication emerged for children with and without ASD, which held among subgroups divided by developmental level. The CSBS Behavior Sample social and symbolic composites contributed unique variance in predicting developmental outcomes in both groups. The speech composite contributed unique variance to expressive language, receptive language, and visual reception in children without ASD, and contributed uniquely to expressive language only for children with ASD. Conclusions The CSBS Behavior Sample, an observational measure for children aged 12–24 months, detected social communication delays and explained a significant amount of variance in verbal and nonverbal outcomes a year later in this large sample of young children grouped by ASD diagnosis and developmental level. Implications In light of the continued search for early predictors of ASD and developmental delay, our findings underscore the importance of monitoring early social communication skills, including the expression of emotions, eye gaze, gestures, rate of communication, joint attention, understanding words, and object use in play. There is a need for clinical utility of screening and evaluation tools that can detect social communication delays in very young children. This would enable intervention for infants and toddlers who show social communication delays which may be early signs for ASD or other DD, rather than waiting to confirm a formal diagnosis.

scholarly journals Assessing the Development of Mathematical Concepts in Preschool Children: Checklists for Teachers

2006 ◽  
Vol 2 (1) ◽  
Author(s):  
Ambika Bhargava ◽  
Anna Kirova
Keyword(s):  
Decision Making ◽  
Preschool Children ◽  
Young Children ◽  
Student Performance ◽  
Developmentally Appropriate ◽  
Developmental Sequence ◽  
Mathematical Concepts ◽  
Sequential Development

This article focuses on three fundamental mathematical concepts for young children and provides checklists as a means of tracing the development of the three concepts: matching and one-on-one correspondence, sets and classification and order and seriation. The checklists provide a developmental sequence in which these three concepts are likely to emerge that can be used to guide curriculum. As a tool for assessment, the checklists can be used to chart and monitor student performance. By studying young children’s sequential development as reflected in these checklists, teachers can plan developmentally appropriate experiences for them. Thus, decision making with regard to necessary resources, classroom setup and questions to be asked for the development of each child can be facilitated.

scholarly journals Life Beyond the Home: Nutritional, Occupational, Social and Environmental Predictors of Common Mental Disorders Among Indian Mothers with 6- to 23-Month-old Infants (P11-026-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Samuel Scott ◽  
Alejandra Arrieta ◽  
Neha Kumar ◽  
Purnima Menon ◽  
Agnes Quisumbing
Keyword(s):  
Decision Making ◽  
Mental Disorders ◽  
Young Children ◽  
Food Insecurity ◽  
Group Membership ◽  
Common Mental Disorders ◽  
Mental Wellbeing ◽  
Indian States ◽  
Agricultural Work ◽  
Self Reporting Questionnaire

Abstract Objectives The mental wellbeing of mothers with young children has been shown to positively affect child development. Little, however, is known about which factors are related to optimal maternal mental health in high poverty rural contexts where women face a broad array of challenges at multiple levels daily. Methods Data were from 1644 mother-infant pairs in five Indian states as part of the Women Improving Nutrition through Group-based Strategies study. Common mental disorders (CMD) were assessed through the 20-item Self Reporting Questionnaire. We report on factors spanning nutritional (women's weight, fertility, food security, child illness), occupational (self-reported type of work, time spent in labor, domestic and caretaking activities), social (group membership, decision-making, gender attitudes, household dependents) and environmental (shocks, water, sanitation) aspects of life. Logistic regression models with district controls were used to examine associations between these factors and CMD. Results On average, women were 26 years old and their children were 15 months old. CMD was present in 262 (16%) of the mothers. Risk factors for CMD included having a failed pregnancy (AOR 1.40, 95% CI 1.01-1.93), and food insecurity (1.13, 1.07-1.20). Protective factors included being engaged in agricultural labor as a main occupation relative to being a housewife (0.20, 0.11-0.35) more time working (AOR associated with 1 more hour of work: 0.88, 0.81-0.97), higher decision-making (0.91, 0.86-0.96), group membership (non-significant trend; 0.76, 0.56-1.02), and having an improved toilet (0.51, 0.35-0.73). Conclusions In a sample of rural and mostly tribal Indian households, we found a moderate prevalence of poor mental wellbeing among mothers with young children. We also found that the determinants span a range of factors. Future research should aim to better understand the ways in which working outside the home, albeit in rigorous agricultural work, appears to protect the wellbeing of women in this context. It is plausible that agricultural work mitigates food insecurity, connects women with others and generates income, but these pathways need empirical and ethnographic examination. Funding Sources Bill & Melinda Gates Foundation; CGIAR Research Program on Agriculture for Nutrition and Health.

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