scholarly journals Association between child maltreatment indicators and developmental problems in early childhood education

2014 ◽  
Vol 24 (2) ◽  
pp. 214
Author(s):  
Vanessa Ruiz Vaz Gomez ◽  
Marina Rezende Bazon
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Maltreatment ◽  
Developmental Problems ◽  
Childhood Education ◽  
Teacher’S Report Form ◽  
Violencia Domestica

Introdução: a experiência de maus tratos constitui-se em um importante fator de risco ao desenvolvimento humano, a curto e longo prazo. Objetivo: caracterizar uma amostra de crianças em início de escolarização quanto à presença de indicadores de maus tratos infantis e à de problemas emocionais e comportamentais e verificar a associação entre essas variáveis. Métodos: a amostra (n = 40) foi composta por todas as crianças do 1º ano de uma escola municipal cujos pais/responsáveis autorizaram, e seus respectivos professores (n = 6). Para a coleta de dados empregou-se o Inventário de Frases no Diagnóstico de Violência Doméstica contra Crianças e Adolescentes (IFVD) e o Teacher’s Report Form (TRF). Procedeu-se a análises descritivas e inferenciais. Resultados: a pontuação média no IFVD foi de 17,82, fora da faixa de risco, segundo as normas do instrumento. Porém, 30% da amostra obtiveram escore superior a 23, o preconizado para suspeitar de maus tratos. Com isso, estabeleceu-se 2 grupos para a comparação no TRF (crianças suspeitas de serem maltratadas/ crianças sem suspeita). Verificou-se diferenças significativas em Total de Problemas e em Problemas Internalizantes, ainda que em termos médios os dois grupos tenham apresentado performances em níveis normais, em todos os subitens. Conclusão: crianças apresentando indicadores de maus tratos apresentaram também indicadores de depressão e ansiedade, ainda que em níveis não clínicos, corroborando outros estudos. Deve-se, entretanto, considerar que a amostra formada por conveniência pode ter introduzido um viés no tocante à severidade/gravidade dos maus tratos abarcados no estudo. Outros estudos, com amostras maiores e mais diversificadas, devem ser realizados.

scholarly journals The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

AbstractThree to seven percent of preschoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2008, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyze bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model. In the adjusted analysis, preschoolers with special educational assistance had on average by 0.1 (0.03-0.16) standardized mean deviation weaker psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes. We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for preschoolers with developmental or behavior problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

scholarly journals The Effect of Special Educational Assistance In Early Childhood Education And Care On Psycho-Social Difficulties In Elementary School Children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

Abstract Background: Three to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. Methods: We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyse bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model.Results: In the adjusted analysis, pre-schoolers with special educational assistance had on average by 0.1 (0.04-0.16) standardised mean deviation fewer psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes.Conclusion: We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for pre-schoolers with developmental or behaviour problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Research in Early Childhood Education

1983 ◽  
Vol 28 (11) ◽  
pp. 874-875
Author(s):  
Joseph T. Lawton
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education
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