Creativity

2017 ◽  
pp. 1-25
Author(s):  
Carol Wagner ◽  
Danielle E. Schlough
Keyword(s):  
Psychosocial Development ◽  
Divergent Thinking ◽  
Pretend Play ◽  
Later Life ◽  
Development Theory ◽  
Proximal Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Developmental Theories ◽  
The Relationship

The chapter examines the relationship between creativity and human development from birth to eighteen years of age. The chapter begins by describing several fundamental developmental theories, including Sigmund Freud's psychosexual stages of development, Erik Erikson's stages of psychosocial development, Urie Bronfenbrenner's Ecological Systems theory, and Jean Piaget's Stages of Cognitive Development. Lev Vygotsky's Zone of Proximal Development Theory is also explored. The use of creativity in these theories and the relationship between these theories and creativity is also explored. After these theories are discussed, the importance of creativity will be highlighted by examining how creativity is developed, impacts cognitive, and social-emotional development in childhood. Creativity development is linked to pretend play, and it is important for parents to help nurture their child in an appropriate manner. Finally, this chapter explores how stimulating a child's divergent thinking in early life will have a host of benefits in later life.

scholarly journals The Effects of Family Participation on Preschoolers’ Development

2020 ◽  
Vol 8 (17) ◽  
Keyword(s):  
Family Involvement ◽  
Emotional Adjustment ◽  
Later Life ◽  
Self Esteem ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Emotional Adaptation ◽  
The Relationship ◽  
Education Process

Family involvement is defined as cooperation between the school and family and the family's active participation in the education process of their children. Family support is very important during preschool years, as the early education of the child affects the learning process, academic achievement, and social skills in later years. The goal of this article was to examine the relationship between family involvement and children's self-esteem and social-emotional adaptation. Self-esteem and social-emotional adjustment are two concepts that begin to develop during early childhood and are closely related to behaviors and skills in later life. Previous research shows the importance of family involvement on children’s self-esteem and social-emotional development. In this article, we first discussed the role of family involvement on child development. Then, we examined the effects of family involvement on children, parents, and teachers. Finally, we focused on the effects of family involvement on self-esteem and social-emotional adaptation. This article will contribute to understand the importance of family involvement during preschool years. Keywords Preschoolers, family involvement, self esteem, social-emotional adaptation

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

2020 ◽  
Vol 17 (5) ◽  
pp. 1506 ◽  
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.

scholarly journals Prevalence of Sleep Problems in Infancy and Developmental Outcomes From 6 to 24 Months

2021 ◽  
Author(s):  
Lisbeth Valla ◽  
Tore Wentzel-Larsen ◽  
Kari Slinning
Keyword(s):  
Problem Solving ◽  
Sleep Problems ◽  
Population Based ◽  
Infant Sleep ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Linear Mixed Effects ◽  
Developmental Skills ◽  
Show Evidence ◽  
The Relationship

Abstract Background: The study objectives were to assess the prevalence of sleep problems in infants observed at 6, 12 and 24 months, to investigate the relationship between infants’ sleep problems and development from 6 to 24 months, and to determine to what extent sleep problems at 6 months were related to changes in the developmental course from 12 to 24 months.Methods: Infant sleep problems were measured by use of a parent-reported sleep questionnaire. The Ages & Stages Questionnaires (ASQ-II/ASQ:SE) were used to measure developmental skills in the areas of communication, motor, problem-solving, personal-social and social-emotional development in a large longitudinal study with a population-based sample of 1,555 infants. The sample was recruited from nine well-baby clinics in five municipalities in South-Eastern Norway. At 6, 12 and 24 months, ASQ domain scores were compared between infants with and without sleep problems by using two-sample t-tests. The relationship between infant sleep problems at 6 months and changes in ASQ/ASQ:SE scores from 12 to 24 months was investigated using linear mixed effects models.Results: The prevalence of infant sleep problems during the infants’ two first years of life decreased over time, with 14.6% at 6 months, 7.4% at 12 months, and 3.3% at 24 months. There was no clear evidence of differences in ASQ or ASQ:SE scores by sleep problems from 6 to 24 months, but the results suggested a slightly larger increase in communication and problem-solving ASQ scores for infants who had sleep problems at 6 months. Conclusion: Our findings indicate prevalence rates of parent-reported sleep problems between 3 and 14% in infants aged from 6 to 24 months, with the highest prevalence in the youngest age group. There was no clear evidence of early sleep disturbance and later development problems, but our results show evidence of a relationship between sleep problems at 6 months and positive changes in communication and problem-solving scores from 12 to 24 months.

Young children’s picture-books as a forum for the socialization of emotion

2018 ◽  
Vol 16 (3) ◽  
pp. 291-304 ◽  
Author(s):  
Pamela W Garner ◽  
Tameka S Parker
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Picture Books ◽  
Proximal Development ◽  
Social Emotional Development ◽  
Early Childhood Classroom ◽  
Social Emotional ◽  
Related Information ◽  
Children's Picture Books ◽  
Socialization Of Emotion

Guided by Vygotsky’s zone of proximal development, this article examined whether characters in emotion picture-books express and talk about emotions in ways that are consistent with theory and research on children’s emotions. In general, we found that picture-books recommended by experts in social-emotional development contain content that is fairly consistent with published research in early childhood. We also found parents’ reading of the picture-books was consistent with the content analysis, even though we recorded their spontaneous emotion-based language in addition to the text presented in the picture-books. The findings also suggested that reading of emotion picture-books may increase preservice teachers’ references to emotions, which could translate into greater use of emotion language in the early childhood classroom. Results are discussed with regard to the role of picture-books as an important source of emotion-related information for children, parents, and teachers.

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