Constructing a Multidimensional Socioeconomic Index and the Validation of It With Early Child Developmental Outcomes

2019 ◽  
pp. 130-165
Author(s):  
Vijaya Krishnan
Keyword(s):  
Cognitive Skills ◽  
Developmental Outcomes ◽  
Social Emotional ◽  
Early Child ◽  
Socioeconomic Index ◽  
Dissemination Area ◽  
Strong Correlate ◽  
Developmental Domains ◽  
Development Outcomes ◽  
Different Levels

The chapter focuses on the development of a socioeconomic index (SEI) using a Principal Components Analysis (PCA) of 26 variables at the Dissemination Area (DA) level for Alberta. First, the importance of socioeconomic factors in understanding child development outcomes is discussed, addressing the micro-macro level influences. Second, a description of the framework is provided along with the statistical procedures. Third, the results are presented, followed by a discussion of the benefits of having a summary measure in understanding kindergartners' developmental outcomes. The five components of SEI explained 56 per cent of the total variation in the overall index. The SEI patterns across Alberta were examined and the index was validated for its associations to the five domains of early child developmental outcomes, physical, social, emotional, language and cognitive skills, and communication and general knowledge. The index emerged as a strong correlate of all five domains with the strength of relationships varying across developmental domains and geography. A major strength of the procedure presented in the study is that it can be applied to different levels of geography and provides meaningful information to developmental research.

Constructing a Multidimensional Socioeconomic Index and the Validation of It with Early Child Developmental Outcomes

2017 ◽  
pp. 163-199
Author(s):  
Vijaya Krishnan
Keyword(s):  
Cognitive Skills ◽  
Developmental Outcomes ◽  
Social Emotional ◽  
Early Child ◽  
Socioeconomic Index ◽  
Dissemination Area ◽  
Strong Correlate ◽  
Developmental Domains ◽  
Development Outcomes ◽  
Different Levels

The chapter focuses on the development of a socioeconomic index (SEI) using a Principal Components Analysis (PCA) of 26 variables at the Dissemination Area (DA) level for Alberta. First, the importance of socioeconomic factors in understanding child development outcomes is discussed, addressing the micro-macro level influences. Second, a description of the framework is provided along with the statistical procedures. Third, the results are presented, followed by a discussion of the benefits of having a summary measure in understanding kindergartners' developmental outcomes. The five components of SEI explained 56 per cent of the total variation in the overall index. The SEI patterns across Alberta were examined and the index was validated for its associations to the five domains of early child developmental outcomes, physical, social, emotional, language and cognitive skills, and communication and general knowledge. The index emerged as a strong correlate of all five domains with the strength of relationships varying across developmental domains and geography. A major strength of the procedure presented in the study is that it can be applied to different levels of geography and provides meaningful information to developmental research.

scholarly journals The Impact of Family and Domestic Violence on Children’s Early Developmental Outcomes

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Carol Orr ◽  
Colleen Fisher ◽  
Rebecca Glauert ◽  
David Preen ◽  
Melissa O’Donnell
Keyword(s):  
Domestic Violence ◽  
Social Competence ◽  
Early Development ◽  
Cognitive Skills ◽  
Developmental Outcomes ◽  
Empirical Literature ◽  
Formal Schooling ◽  
Hospital Data ◽  
Development Outcomes ◽  
The Impact

IntroductionChildren have a universal right to live free from exposure to family and domestic violence (FDV). Young children (<6-years) are at greater risk of exposure to FDV due to the time spent in the family home and parental dependence. Despite the limited empirical literature, it is acknowledged that FDV exposure can impact a child’s developmental outcomes with respect to social competence including social, emotional, and cognitive skills. Objectives and approachOur cohort study used longitudinal population-level data from Western Australia Police and hospital data to identify FDV, these datasets were genealogically linked to the children and their Australian Early Development Census (AEDC) to investigate the early development outcomes of Western Australian children born 2002-2010 (N=6,955). Our aim was to determine if children exposed to FDV had greater vulnerability in early development outcomes as measured by the Australian Version of the Early Development Instrument (used in the AEDC), in the child’s first year of formal schooling (2009-2015). Multivariate logistic regression was used to estimate the odds of children exposed to FDV being classed as developmentally vulnerable in each of the five AEDC development domains: physical health and wellbeing; social competence; emotional maturity; language and cognitive skills (school-based) and; communication skills and general knowledge. Models were adjusted for a range of covariates known to impact developmental outcomes. ResultsChildren exposed to FDV had between 42% and 69% higher odds than non-exposed children of being developmentally vulnerable in the five domains. Additionally, children exposed to FDV had significantly higher odds of being developmentally vulnerable in two or more domains compared to children who were not exposed (adjustedOR 1.70; 95%CI 1.46-1.97). ConclusionsExposure to FDV increases the odds of vulnerability in early development outcomes. Early intervention for children exposed to FDV to mitigate the impact on outcomes, and ultimately the need to prevent FDV is clearly needed.

Promoting Diversity

2018 ◽  
pp. 33-52
Author(s):  
Hannah Mills Mechler
Keyword(s):  
Young Children ◽  
Systems Theory ◽  
Education Program ◽  
Ecological Systems ◽  
Learning Objectives ◽  
Social Emotional ◽  
Early Child ◽  
Child Education ◽  
Developmental Domains ◽  
Parenting Approaches

This chapter outlines the roles of family, community, and early child education learning objectives as they relate to promoting diversity within early child education environments. Specifically, concepts such as parenting approaches, the ecological systems theory, early child education program models, and diversity are all discussed in this chapter. Early child education learning objectives such as those outlined by the National Association for the Education of Young Children (NAEYC) are also applied as they relate to promoting children's developmental domains (social, emotional, cognitive, social) while further encouraging the integration of diversity and appreciation of everyone's cultures and backgrounds within early child education environments.

Developmental vulnerabilities in children of chronically ill parents: a population-based linked data study

2019 ◽  
Vol 73 (5) ◽  
pp. 393-400
Author(s):  
Megan F Bell ◽  
Donna M Bayliss ◽  
Rebecca Glauert ◽  
Jeneva L Ohan
Keyword(s):  
Chronic Illness ◽  
Developmental Outcomes ◽  
Chronically Ill ◽  
Healthcare Services ◽  
Population Based ◽  
Risk Level ◽  
Social Emotional ◽  
Increased Risk ◽  
Outcomes For Children ◽  
Developmental Domains

BackgroundCurrently, there is mixed evidence regarding the effects on children when a parent is chronically ill. Research has also primarily been conducted with adolescent samples. This study investigated developmental vulnerabilities in young children of parents with chronic illness.MethodsThis study used linked administrative data. The study population included children born in Western Australia during 2003–2004 (n=19 071; mean age 5.5 years). The outcome measure was a score in the bottom 25% on any of the five developmental domains (physical, social, emotional, communicative and cognitive) of the Australian Early Development Census (2009 collection). Parental chronic illnesses were identified from hospital and cancer registry records, during the period from 1 year prior to the child’s birth and until the end of 2009.ResultsHigher odds of developmental vulnerabilities in physical, social, emotional and communication domains were observed for daughters of chronically ill mothers. Sons of chronically ill mothers had increased odds of language and cognitive difficulties. Risk level increased with each additional year of exposure to maternal chronic illness. Results also indicated increased odds of developmental vulnerabilities for children of mothers experiencing multiple compared with single chronic conditions; however, results were not statistically significant (all p>0.05). No association between fathers’ chronic illness and children’s developmental outcomes was found.ConclusionsMaternal chronic illness is associated with an increased risk of poor developmental outcomes for children, particularly daughters. Healthcare services have an important role to play in linking families into appropriate family-centred services to best support the needs of chronically ill mothers.

scholarly journals The effectiveness and influence of Vocal and Instrumental Improvisation in Music Therapy on children diagnosed with autism. Pilot Study.

2020 ◽  
Vol 6 (1) ◽  
pp. 153-166
Author(s):  
Sara Knapik-Szweda
Keyword(s):  
Music Therapy ◽  
Cognitive Skills ◽  
Children With Autism ◽  
Positive Outcome ◽  
Activity Relationship ◽  
Behavior Patterns ◽  
Social Emotional ◽  
Rating Form ◽  
And Behavior ◽  
Therapy Intervention

Autism is a developmental disorder which is difficult to recognize and diagnose. The present study examines the effectiveness of music therapy intervention based on improvisational techniques with the elements of Creative Music Therapy by Paul Nordoff and Clive Robbins and improvisational techniques by Tony Wigram (such as imitating, frameworking, dialogues, holding) on  developmentl of children with Autism (two boys diagnosed with autism - case 1. and case 2), especially in verbal and nonverbal communication, disturbance behavior patterns, cognitive and social-emotional areas.  The results indicate a positive outcome in two music therapy observing tools: Scale I Child – Therapist Relationship in Coactive Musical Experience Rating Form and Scale II Musical Communicativeness Rating Form. The tables indicate the intensity of interaction between the therapist and the subject during the music therapy process (including communication skills, cognitive skills and behavior patterns). The results of case 1 are indicated in Scale I and Scale II and  show a significant effect of improvisational music therapy. The important findings from the analysis of behavior in the sessions were Stability and confidence in interpersonal musical relationship, Activity relationship developing, (scale 1.). The results of the case 2. show small changes in musical behavior when it comes to Stability and confidence in interpersonal musical relationship, but in Activity relationship developing the indicators show a lot of changes between sessions. The results of the research indicate that  music therapy intervention has a positive outcome and may be an effective method to increase functioning of children with autism.

A Sociotechnical Approach of eGovernment in Developing Countries

2016 ◽  
Vol 3 (1) ◽  
pp. 67-79
Author(s):  
Gabriela Viale Pereira ◽  
Marie Anne Macadar ◽  
Maurício Gregianin Testa
Keyword(s):  
Human Development ◽  
Quality Of Working Life ◽  
The People ◽  
The Social ◽  
Information And Communication ◽  
Development Outcomes ◽  
Ict For Development ◽  
Different Levels ◽  
The Capability Approach

In the context of Information and Communication Technology (ICT) for development (ICT4D) the capability approach raises questions about the best way to generate human development outcomes through governments' implementation of ICT, encompassing specific demands of the people. Considering that quality of working life was an emergent value for the sociotechnical supporters and could foster human development, this perspective can also be used to explain the use of ICT in government. This research proposes a conceptual model to explain how governments' implementation of ICT contributes to improved human development through a sociotechnical perspective and its alignment with users' needs and expectations. The contribution of this study is the extending of the ICT4D research in a sociotechnical view and its impact in human development. By including the social context in the model, it emphasizes the differences between countries in different levels of development, the differences between users' demands and the differences in human development outcomes.

scholarly journals Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática

2020 ◽  
Vol 36 (2) ◽  
pp. 271-282
Author(s):  
Eva María Taboada Ares ◽  
Patricia María Iglesias Souto ◽  
Santiago López Gómez ◽  
Rosa María Rivas Torres
Keyword(s):  
Risk Factors ◽  
Wide Spectrum ◽  
Learning Difficulties ◽  
Inclusion Criteria ◽  
Revisión Sistemática ◽  
Factores De Riesgo ◽  
Diagnostic Label ◽  
Developmental Domains ◽  
Definition Of ◽  
Different Levels

Un número considerable de estudiantes presenta dificultades de aprendizaje y bajo rendimiento académico, sin embargo su evaluación no siempre deriva en un diagnóstico concreto. Son categorizados como inmaduros, pero no se determinan ni la naturaleza ni las características de sus dificultades. El objetivo de este estudio fue identificar los dominios evolutivos afectados en niños con retraso del desarrollo (RD) con la finalidad de valorar el concepto de dificultades neuroevolutivas como categoría comprensiva y perfil de las dificultades generalizadas de aprendizaje. Para ello, se realizó una revisión sistemática en las bases electrónicas Medline, PsycINFO, WOS, Eric, Dialnet y CSIC y, tras aplicar los criterios de inclusión, se seleccionaron 18 artículos. Los resultados confirman que RD se utiliza como etiqueta diagnóstica para caracterizar a niños con retrasos significativos en uno o varios ámbitos del desarrollo, pero no existe una definición de consenso ni criterios específicos para su diagnóstico, y solo sería de aplicación a niños de corta edad. Los dominios afectados coinciden con funciones neuroevolutivas y, en su etiología, destacan factores de riesgo biológico y ambiental. Las dificultades neuroevolutivas abarcarían un amplio espectro de déficits con distintos niveles de gravedad que, al interactuar entre sí, dan lugar a una variedad de perfiles. A considerable number of students have learning difficulties and low academic performance, yet their evaluation does not always lead to a concrete diagnosis. They are categorized as immature, but neither the nature nor the characteristics of their difficulties are determined. The aim of this study was to identify the developmental domains which are affected in children with developmental delay (DD) in order to assess the concept of neurodevelopmental difficulties as a comprehensive category and profile of generalized learning difficulties. To this end, a systematic review was carried out on the electronic databases Medline, PsycINFO, WOS, Eric, Dialnet and CSIC and, after applying the inclusion criteria, 18 articles were selected. The results confirm that DD is used as a diagnostic label to characterize children with significant delays in one or more developmental domains, but there is no definition of consensus nor specific criteria for its diagnosis, and it would only be applicable to young children. The affected domains coincide with neurodevelopmental functions, and biological and environmental risk factors stand out in their aetiology. Neurodevelopmental difficulties would encompass a wide spectrum of deficits with different levels of severity that, on interacting with each other, give rise to a variety of profiles.

Sensitive parenting is the foundation for secure attachment relationships and positive social-emotional development of children

2014 ◽  
Vol 9 (2) ◽  
pp. 165-176 ◽  
Author(s):  
Anja van der Voort ◽  
Femmie Juffer ◽  
Marian J. Bakermans-Kranenburg
Keyword(s):  
Emotional Development ◽  
Attachment Security ◽  
Current Knowledge ◽  
Developmental Outcomes ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Attachment Relationship ◽  
Content Type ◽  
Sensitive Parenting ◽  
Meta Analyses

Purpose – The quality of the attachment relationship between children and their parents is important for children's social-emotional development and can have profound consequences for adaptational processes in later life. The purpose of this paper is to give an overview of the current knowledge about sensitive parenting and its role in affecting infants’ attachment security, and developmental outcomes of attachment. The authors end with a brief discussion of evidence-based interventions aimed at improving sensitive parenting and the attachment relationship between children and parents. Design/methodology/approach – The authors refer to meta-analyses as quantitative reviews in which all available studies conducted on a particular subject (such as maternal sensitivity and attachment) are included. Findings – The authors conclude that numerous empirical studies and meta-analyses have confirmed the importance of sensitive parenting and attachment security for children's social-emotional development, providing a robust evidence base for translation, implementation, and intervention in practice. Originality/value – This paper gives an overview of the current knowledge about attachment security, the role of sensitive parenting and the developmental outcomes of attachment, and provides a brief discussion of attachment-based interventions.

scholarly journals Siblings’ Influence on the Development of Individuals with Down Syndrome

2020 ◽  
Author(s):  
Monica Cuskelly
Keyword(s):  
Down Syndrome ◽  
Identity Formation ◽  
Self Regulation ◽  
Developmental Outcomes ◽  
Sibling Relationship ◽  
Future Research ◽  
Typically Developing ◽  
Social Emotional ◽  
Starting Point

This chapter discusses the influences that siblings may have on developmental outcomes of children with Down syndrome including those related to cognition, language, self-regulation, social-emotional functioning, and identity formation. As there is very little research available that addresses sibling influences on individuals with Down syndrome, the literature related to sibling influence within sibships comprising typically developing children has been used to provide a starting point to the discussion. The influential roles of siblings may include teacher; model and social referent; friend and foe; contrast; and advocate, protector, and caregiver. The quality of the sibling relationship may also influence developmental outcomes. The few investigations that have been conducted suggest that siblings make an important contribution to developmental outcomes for individuals with Down syndrome. In conclusion, directions for future research are discussed.

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.

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