WorldWideScience

Sample records for child development learning

  1. Child Development: An Active Learning Approach

    Science.gov (United States)

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  2. Learning from Latinos: contexts, families, and child development in motion.

    Science.gov (United States)

    Fuller, Bruce; García Coll, Cynthia

    2010-05-01

    Two generations ago, Latino children and families were often defined as disadvantaged, even "culturally deprived," by psychologists, social scientists, and pediatric researchers. Since then, empirical work from several disciplines has yielded remarkable discoveries regarding the strengths of Latino families and resulting benefits for children. Theoretical advances illuminate how variation in the child's culturally bounded context or developmental niche reproduces differing socialization practices, forms of cognition, and motivated learning within everyday activities. This review sketches advances in 4 areas: detailing variation in children's local contexts and households among Latino subgroups, moving beyond Latino-White comparisons; identifying how parenting goals and practices in less acculturated, more traditional families act to reinforce social cohesion and support for children; identifying, in turn, how pressures on children and adolescents to assimilate to novel behavioral norms offer developmental risks, not only new opportunities; and seeing children's learning and motivation as situated within communities that exercise cognitive demands and social expectations, advancing particular forms of cognitive growth that are embedded within social participation and the motivated desire to become a competent member. This review places the articles that follow within such contemporary lines of work. Together they yield theoretical advances for understanding the growth of all children and adolescents, who necessarily learn and develop within bounded cultural or social-class groups.

  3. FPG Child Development Institute

    Science.gov (United States)

    ... Early Childhood Development, Teaching, and Learning The Frank Porter Graham Child Development Institute will partner with Zero ... Children with Disabilities October 12, 2016 More Frank Porter Graham Child Development Institute The University of North ...

  4. Child Development

    Science.gov (United States)

    As children grow older, they develop in several different ways. Child development includes physical, intellectual, social, and emotional changes. Children grow and mature at very different rates. It's ...

  5. Parental Schooling and Child Development: Learning from Twin Parents

    DEFF Research Database (Denmark)

    Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

    Why is it that parents with more schooling tend to have children with better outcomes? We use unique Danish administrative data for identical and fraternal twin parents and their children to estimate the effect of parental schooling on short-run and long-run outcomes for their children....... By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers' schooling has a positive causal effect on child schooling but mothers' does not. However, this is reversed for parents born after 1945, when mothers' schooling has...

  6. Contrastive Analysis of Impact by Affective Factors on Adult Foreign Lan-guage Learning and Child Language Development

    Institute of Scientific and Technical Information of China (English)

    田小丽

    2016-01-01

    Affective factors are the meaning of"decisive essence"in foreign language learning. Adult foreign language learning is much influenced by affective factors than children language development in the process of language development. In this pa-per, on the basis of a Krashen's"Affective Filter Hypothesis", the writer analyses the reasons, and analyses adult foreign lan-guage learning and child language development affect differently from four main affective factors:motivation, self-confidence, anxiety and empathy.

  7. Providing Education to Child Care Instructors: Matching Children's Learning Activities to Cognitive Development.

    Science.gov (United States)

    Desjardins, Margaret M.

    Child care instructors and their aides at the Good Shepherd Day Care Center, Punta Gorda, Florida, were taught skills needed to develop classroom activities matching the cognitive development of 3- and 4-year-old children. Through a program of in-service activity in child growth and development, instruction was provided to enable teachers to more…

  8. The child and adolescent psychiatry trials network (CAPTN: infrastructure development and lessons learned

    Directory of Open Access Journals (Sweden)

    Breland-Noble Alfiee

    2009-03-01

    Full Text Available Abstract Background In 2003, the National Institute of Mental Health funded the Child and Adolescent Psychiatry Trials Network (CAPTN under the Advanced Center for Services and Intervention Research (ACSIR mechanism. At the time, CAPTN was believed to be both a highly innovative undertaking and a highly speculative one. One reviewer even suggested that CAPTN was "unlikely to succeed, but would be a valuable learning experience for the field." Objective To describe valuable lessons learned in building a clinical research network in pediatric psychiatry, including innovations intended to decrease barriers to research participation. Methods The CAPTN Team has completed construction of the CAPTN network infrastructure, conducted a large, multi-center psychometric study of a novel adverse event reporting tool, and initiated a large antidepressant safety registry and linked pharmacogenomic study focused on severe adverse events. Specific challenges overcome included establishing structures for network organization and governance; recruiting over 150 active CAPTN participants and 15 child psychiatry training programs; developing and implementing procedures for site contracts, regulatory compliance, indemnification and malpractice coverage, human subjects protection training and IRB approval; and constructing an innovative electronic casa report form (eCRF running on a web-based electronic data capture system; and, finally, establishing procedures for audit trail oversight requirements put forward by, among others, the Food and Drug Administration (FDA. Conclusion Given stable funding for network construction and maintenance, our experience demonstrates that judicious use of web-based technologies for profiling investigators, investigator training, and capturing clinical trials data, when coupled to innovative approaches to network governance, data management and site management, can reduce the costs and burden and improve the feasibility of

  9. Child Development Associate. Child Growth and Development.

    Science.gov (United States)

    Oscar Rose Junior Coll., Midwest City, OK.

    The purpose of this Child Development Associate (CDA) training module, one of a series of 18, is to help the CDA intern understand the factors and principles which affect the total growth and development of children. Early sections of the module stipulate the module's competency-based objectives, define terms, and suggest procedures by which…

  10. Implementing Transfer of Learning in Training and Professional Development in a US Public Child Welfare Agency: What Works?

    Science.gov (United States)

    Strand, Virginia; Bosco-Ruggiero, Stephanie

    2011-01-01

    In-service training in public child welfare agencies in the United States has long been viewed as an important vehicle for the improvement of job satisfaction and organizational commitment, and therefore as important to retention in child welfare. This article examines the critical role of transfer of learning strategies in such training and…

  11. Strategies influence neural activity for feedback learning across child and adolescent development.

    Science.gov (United States)

    Peters, Sabine; Koolschijn, P Cédric M P; Crone, Eveline A; Van Duijvenvoorde, Anna C K; Raijmakers, Maartje E J

    2014-09-01

    Learning from feedback is an important aspect of executive functioning that shows profound improvements during childhood and adolescence. This is accompanied by neural changes in the feedback-learning network, which includes pre-supplementary motor area (pre- SMA)/anterior cingulate cortex (ACC), dorsolateral prefrontal cortex (DLPFC), superior parietal cortex (SPC), and the basal ganglia. However, there can be considerable differences within age ranges in performance that are ascribed to differences in strategy use. This is problematic for traditional approaches of analyzing developmental data, in which age groups are assumed to be homogenous in strategy use. In this study, we used latent variable models to investigate if underlying strategy groups could be detected for a feedback-learning task and whether there were differences in neural activation patterns between strategies. In a sample of 268 participants between ages 8 to 25 years, we observed four underlying strategy groups, which were cut across age groups and varied in the optimality of executive functioning. These strategy groups also differed in neural activity during learning; especially the most optimal performing group showed more activity in DLPFC, SPC and pre-SMA/ACC compared to the other groups. However, age differences remained an important contributor to neural activation, even when correcting for strategy. These findings contribute to the debate of age versus performance predictors of neural development, and highlight the importance of studying individual differences in strategy use when studying development.

  12. Family environment and child development

    Directory of Open Access Journals (Sweden)

    Tina Kavčič

    2005-04-01

    Full Text Available The paper presents an overview of research findings on influence of family environment, especially parental behaviour, on child's development. Contemporary authors question early socialization researchers' claims that family characteristics and parental behaviour have important influence on behaviour of their children. Later researchers examined the size and durability of possible effects of family environment on child development. In addition, they focused on establishing whether it is actually the parental behaviour that influences child's development or, on the contrary, parental behaviour represents mainly a reaction to child's characteristics. Behaviour genetic studies have provided evidence that many traditional measures of family environment, including measures of parental behaviour, show genetic influence, thus reflecting genetically influenced child characteristics. Behaviour geneticists also suggest that environmental influences on child (personality development include predominantly non-shared environment, i.e. individual child's specific experiences, his/her own perceptions and interpretations of objectively same events. Based on empirically determined significant genetic effects on most behavioural traits and inconclusive results of studies on effects of family environment on child development some authors believe that it is not the parents, but rather genetic factor and/or peers who have the key role in child development. With respect to findings of behaviour genetics numerous recent studies of relations between family environment and child development involve child specific measures of (extrafamilial environment and examine the interactions between characteristics of an individual and those of his/her environment.

  13. Child Development: An Annotated Bibliography.

    Science.gov (United States)

    Dickerson, LaVerne Thornton, Comp.

    This annotated bibliography focuses on recent publications dealing with factors that influence child growth and development, rather than the developmental processes themselves. Topics include: general sources on child development; physical and perceptual-motor development; cognitive development; social and personality development; and play.…

  14. Uncovering One Trilingual Child's Multi-Literacies Development across Informal and Formal Learning Contexts

    Science.gov (United States)

    Kim, Mi Song

    2016-01-01

    Due to globalisation and rapid technological change, today's educators need to help students develop multi-literacy competencies to enable them to function successfully in our culturally and linguistically diverse (CLD) and increasingly connected global and digital society. A qualitative, longitudinal case study attempted to uncover the…

  15. Psycho-Social Development of Child Labourers.

    Science.gov (United States)

    Alaraudanjoki, Esa

    This paper examines the psychosocial development of Nepalese child laborers. The findings are discussed in relation to the questions of where and how learning occurs, whether transfer or generalizations occur from specific skills to other activities, and what role the socialization process plays in the psychological well-being of the Nepalese…

  16. Learning & Growing Together: Understanding and Supporting Your Child's Development = Aprender y crecer juntos: Como comprender y fomentar el desarrollo de sus hijos [with] Tip Sheets: Ideas for Professionals in Programs That Serve Young Children and Their Families.

    Science.gov (United States)

    Lerner, Claire; Dombro, Amy Laura; Powers, Stefanie

    Based on the view that the primary caregivers for infants and toddlers are their own best resource for understanding and caring for their child and that parenting is a lifelong learning process, this book provides information and tools to help caregivers build a strong foundation for their child's development. The book, both in English and…

  17. Learning What Matters: Exploring the Factors Affecting Learning Transfers in Child Welfare Competencies and Career Interest in Child Welfare

    Science.gov (United States)

    Liao, Aries Meng-Wei

    2012-01-01

    The understanding of the factors impacting MSW students' interests and motivation to learn child welfare competencies, and how they affect learning transfer of the subject is important for the development of a knowledgeable, competent, and committed workforce that serves children and families in the United States. Practitioners need to attain…

  18. Selective Attention in the Learning Disabled Child.

    Science.gov (United States)

    Wooten, Ann M.

    The paper reviews literature relating to selective attention in the learning disabled child. Three processes related to the concept of selective attention (as proposed by D. Berlyne) are discussed: attention in learning, attention in remembering, and attention in performance. It is pointed out that verbal mediation, the use of verbal labels to…

  19. Child Care Subsidies and Child Development

    Science.gov (United States)

    Herbst, Chris M.; Tekin, Erdal

    2010-01-01

    Child care subsidies are an important part of federal and state efforts to move welfare recipients into employment. One of the criticisms of the current subsidy system, however, is that it overemphasizes work and does little to encourage parents to purchase high-quality child care. Consequently, there are reasons to be concerned about the…

  20. Child Care Subsidy Use and Child Development: Potential Causal Mechanisms

    Science.gov (United States)

    Hawkinson, Laura E.

    2011-01-01

    Research using an experimental design is needed to provide firm causal evidence on the impacts of child care subsidy use on child development, and on underlying causal mechanisms since subsidies can affect child development only indirectly via changes they cause in children's early experiences. However, before costly experimental research is…

  1. Threads: theory of Vygotsky to learning processes and child development in early childhood education mediated by toy construction

    Directory of Open Access Journals (Sweden)

    Fábio Tadeu Reina

    2016-05-01

    Full Text Available This article has the objectivity to point out some of the threads of the cultural historical theory of Vygotsky partner to the process of learning and development of children in early childhood education mediated by the construction of toys and games. In this direction, looking to approach the foundations of this theory in order to internalize the reader in his work in search of reflections and readings on the theme proposed here.

  2. Helping Your Child Learn Geography

    Science.gov (United States)

    ,

    1996-01-01

    By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy.

  3. Child Development and Neuroscience.

    Science.gov (United States)

    Nelson, Charles A.; Bloom, Floyd E.

    1997-01-01

    Two major advances in developmental brain sciences have implications for understanding development: (1) neuroimaging; and (2) molecular and cellular events that give rise to the developing brain and ways in which the brain is modified by experiences. Critical, new knowledge of behavioral development can be achieved by considering the…

  4. The negative effects of poverty & food insecurity on child development.

    Science.gov (United States)

    Chilton, Mariana; Chyatte, Michelle; Breaux, Jennifer

    2007-10-01

    This paper addresses the importance of the first three years of life to the developing child, examines the importance of early childhood nutrition and the detrimental effects on child health and development due to poverty and food insecurity. As development experts learn more about the importance of the first three years of life, there is growing recognition that investments in early education, maternal-child attachment and nurturance, and more creative nutrition initiatives are critical to help break the cycle of poverty. Even the slightest forms of food insecurity can affect a young child's development and learning potential. The result is the perpetuation of another generation in poverty. Conceptualizing the poorly developed child as an embodiment of injustice helps ground the two essential frameworks needed to address food insecurity and child development: the capability approach and the human rights framework. The capability approach illuminates the dynamics that exist between poverty and child development through depicting poverty as capability deprivation and hunger as failure in the system of entitlements. The human rights framework frames undernutrition and poor development of young children as intolerable for moral and legal reasons, and provides a structure through which governments and other agencies of the State and others can be held accountable for redressing such injustices. Merging the development approach with human rights can improve and shape the planning, approach, monitoring and evaluation of child development while establishing international accountability in order to enhance the potential of the world's youngest children.

  5. Stress and Child Development

    Science.gov (United States)

    Thompson, Ross A.

    2014-01-01

    Children's early social experiences shape their developing neurological and biological systems for good or for ill, writes Ross Thompson, and the kinds of stressful experiences that are endemic to families living in poverty can alter children's neurobiology in ways that undermine their health, their social competence, and their ability…

  6. Assessment for Learning: A Model for the Development of a Child's Self-Competence in the Early Years of Education

    Science.gov (United States)

    Blandford, Sonia; Knowles, Catherine

    2012-01-01

    In recent years, policy documents, curricula and other educational initiatives have promoted a pedagogy founded on the concept of independent learning. This is broadly defined as "having the belief in yourself to think through learning activities, problems or challenges, make decisions about your learning and act upon those decisions".…

  7. Child Development Associate. Social Science: Children in the Cosmos.

    Science.gov (United States)

    Oscar Rose Junior Coll., Midwest City, OK.

    This Child Development Associate (CDA) training module, one of a series of 18, is designed to help the CDA intern provide learning experiences in the social sciences for young children. The module stipulates competency-based objectives and provides essential information, suggestions, examples and learning activities on three topics related to the…

  8. Social support and child protection: Lessons learned and learning.

    Science.gov (United States)

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions.

  9. Analysis of the processes of inclusion, development and learning of a child with Down Syndrome enrolled in the common school

    Directory of Open Access Journals (Sweden)

    Jacqueline da Silva

    2011-10-01

    Full Text Available This research was conducted in a private school in the city of Barbacena-MG, Brazil, during 2010. We observed a student with Down syndrome, nine years, enrolled in the 2nd year of elementary school, seeking to understand the process of educational inclusion and the organizational and teaching strategies that influence his development and learning. Was also analyzed his cognitive, socio-emotional and psychomotor performance, in addition to the interaction between family and school. This case-study was characterized as qualitative and ethnographic in which was used the technique of participant observation. The active family participation in the student educational process, along with the interaction promoted by the school in its activities, made him reach a satisfactory level of development. The student showed good memory, could read both words in cursive as with capital letters and solve addition and subtraction when used concrete materials. We realized, therefore, that he is progressing at his own pace. However, it would require that the school had adopted activities directed and specified to him as well as measures of relaxation and streamlining of the curriculum, evaluating the student in a procedural approach. However he was valued by qualifying, which resulted in the retention of student in the same grade. We conclude therefore, that the pedagogical structuring and review of practices and evaluation methods in educational institutions may be necessary to ensure that best addresses the specific characteristics and necessities of the students, making no exception occurs in an environment that thinks be promoter of the inclusion.

  10. A Moving Child Is a Learning Child: How the Body Teaches the Brain to Think (Birth to Age 7)

    Science.gov (United States)

    Connell, Gill; McCarthy, Cheryl

    2014-01-01

    Grounded in best practices and current research, this hands-on resource connects the dots that link brain activity, motor and sensory development, movement, and early learning. The expert authors unveil the Kinetic Scale: a visual map of the active learning needs of infants, toddlers, preschoolers, and primary graders that fits each child's…

  11. Communication and community development: early child development programs.

    Science.gov (United States)

    Wood, F; Reinhold, A J

    1993-01-01

    Community-based groups are organized around particular aspects of early childhood development (ECD), such as literacy, parent education, and early childhood activities. In the Colombian national program, community households call upon women to devote a portion of their home to organized child care for minimal material reward. The Indian Child Development Service subsidizes the payment of organizers; and Kenyan parents construct basic preschool facilities, provide school lunches, and subsidize a teacher. In such cases the government plays a subordinate role, while the burden of program maintenance is carried by the community. These programs share the characteristics that children and adults learn side by side; adult learning ranges from women's literacy, to health, organizational issues, or small-scale economic development; a strong cultural component emphasizes mother tongue language learning, indigenous child-rearing practices, and local working models; physical structures are in homes; capacity-building for the adults is central which will be transferred to other spheres of community life. In the remote coastal villages of Colombia, an organization called Promesa works with mothers on designing their preschool children's educational activities. Promesa began to confront other priority needs in the villages, especially in environmental health and malaria control. A 1990 assessment related that participants' pride, self-confidence, and ability to solve problems regarding the healthy development of their children increased; groups learned to make use of the physical, human, and institutional resources from their environments; and participants' children remained in school and performed better. Conclusions from a decade of loose experimentation suggest that through communication community women can be organized to provide basic early education and early childhood activities can help rural children over the cultural barrier of school.

  12. Personal Affairs: Child Development Services

    Science.gov (United States)

    1997-07-15

    with AEI, appendix G. d. Air deodorizing machines should be installed in child activity rooms/modules serving nontoilet–trained children and all child...Plant Listing Non–Toxic Listing Abella, Abyssinian Sword Lily, African Daisy, African Palm, African Violet, Air Fern, Airplane Plant, Aluminum Plant

  13. Child Maltreatment and Adolescent Development

    Science.gov (United States)

    Trickett, Penelope K.; Negriff, Sonya; Ji, Juye; Peckins, Melissa

    2011-01-01

    Child abuse and neglect, often collectively called child maltreatment, are huge social problems affecting millions of children and adolescents in America. Adolescents are affected both by maltreatment which occurred during childhood with lingering effects and by maltreatment that continues into or begins in adolescence. Several decades of research…

  14. JING Qicheng wins award for child development

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    @@ Together with two US psychologists, Prof. JING Qicheng from the CAS Institute of Psychology (IP) has been honored with the Award for Distinguished Scientific Contributions to Child Development in 2007 by the US-based Society for Research in Child Development(SRCD).

  15. Developing Your Child's Self-Esteem

    Science.gov (United States)

    ... 1- to 2-Year-Old Developing Your Child's Self-Esteem KidsHealth > For Parents > Developing Your Child's Self-Esteem ... their ability to do well at things Why Self-Esteem Matters When children feel good about themselves, it ...

  16. Bilingual Competence and Bilingual Proficiency in Child Development

    Science.gov (United States)

    Francis, Norbert

    2011-01-01

    When two or more languages are part of a child's world, we are presented with a rich opportunity to learn something about language in general and about how the mind works. In this book, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. In…

  17. Child Social Development in Context

    Directory of Open Access Journals (Sweden)

    Godwin S. Ashiabi

    2015-06-01

    Full Text Available In his later writings, Bronfenbrenner revised his ecological theory, resulting in the bioecological model that gave prominence to proximal processes and the relationship between the context and individual characteristics. Drawing on the bioecological model, we hypothesized that (a contextual influences will be mediated by proximal processes, (b proximal processes will have a more powerful impact on children’s development than contextual factors, and (c the effect of contextual and proximal processes will vary as a function of child characteristic and developmental outcome. Data used were from a sample of 28,064 six- to eleven-year-olds in the 2007 National Survey of Children’s Health. A multigroup structural equation model that employed a process-person-context research design was used to analyze the data. In general, support was found for the meditational hypothesis and the hypothesis that the impact of contextual factors and proximal processes varies as a function of person and the developmental outcome. Partial support was found for the hypothesis that proximal processes exert a more powerful effect on development than contextual factors.

  18. Association between Exclusive Breastfeeding and Child Development

    Directory of Open Access Journals (Sweden)

    Ghaniyyatul Khudri

    2016-03-01

    Full Text Available Background: Child development highly correlates with child’s quality. The fastest child development period is during the first three years, also called golden period. This research was aimed to discover correlation between exclussive breastfeeding and child development in Cipacing Village Jatinangor, district of Sumedang. Methods: This research was conducted using cross-sectional method in thirteen Pos Pelayanan Terpadu (Posyandu Cipacing Village in Jatinangor. One hundred and two children aged 12−24 months with their caregiver were recruited as respondents by using cluster sampling method. Hist ory of exclusive breastfeeding was assessed with questionnaire while child development status was assesed with Kuesioner Pra Skrining Perkembangan (KPSP in September 2013 after informed consent was obtained. Chi-square test analysis was performed to determine correlation between exclusive breastfeeding and child development status. Results: Overall, children in Cipacing Village had non-exclusive breastfeeding history (83.3%, and only 16.7% respondents had exclusive breastfeeding history. Meanwhile, 89.2% of children had normal development status, and 10.8% had delayed development status. Statistic analysis using chi-square test in the level of 95% confidence between exclusive breastfeeding and child development showed p=0.686 and odds ratio 2.133. Conclusions: There is no significant relationship between history of exclusive breastfeeding and child development status.

  19. Child L2 learning of English in a bilingual setting

    OpenAIRE

    Fleta Guillén, María Teresa

    2004-01-01

    Learning a second language (L2) in a bilingual school can be compared to first language acquisition (L1) in that both processes develop in a natural and unconscious manner. In this paper I investigate the nature of early grammars in second language acquisition. One of the main concerns is whether child learners show a developmental process in L2 acquisition and, if they do, whether there is transference from the children’s L1, and whether the L2 acquisition process resembles the L1 acquisitio...

  20. A Commentary on Parent-Child Cognitive Learning Interaction Research: What Have We Learned from Two Decades of Research?

    Science.gov (United States)

    Harris, Yvette R; Almutairi, Seham

    2016-01-01

    The role of family influences on preschool and school age cognitive development has received considerable empirical attention from cognitive developmental psychology researchers in the last few decades. As a result of the interest, investigators have focused their attention on developing coding/observational systems to capture the interactions occurring between mothers and their young children. This paper reviews a select body of research on parent-child cognitive learning interactions with the goal of determining how the researchers have operationalized the behaviors that occur within learning interactions. The paper concludes with a discussion of the suggestions on next steps for conducting parent-child cognitive learning interaction research in the future.

  1. Bilinguality and SES: approaching non-singular factor to a childs cognitive development

    Directory of Open Access Journals (Sweden)

    Risa Rumentha Simanjuntak

    2015-02-01

    Full Text Available Article attempted to argue that bilingualism have positive contributions toward a childs cognitive development. By applying library research the discussion is focused on the contribution bilingualism had in mitigating socioeconomic detrimental effects on a childs learning. Article started with discussing aspects of cognition, especially those shown through speech productions, of a bilingual child, then moving forward to discuss previous findings and arguments from the research pertaining to the issue of low socioeconomic status (henceforth SES and cognition. Finally, the discussion concluded that bilingualism should be discussed as a complex system of learning and not as separate strands of a childs learning.

  2. The Impact of Learning About Child Abuse Trauma.

    Science.gov (United States)

    Jones, Karyn Dayle

    2002-01-01

    Many counselors attend graduate courses and seminars on the treatment of child abuse and neglect. Educators and trainers need to focus on the feelings and reactions elicited from exposure to the content of these courses. This article provides information on the impact of learning about the trauma of child abuse. (Author)

  3. Your Child's Development: 9 Months

    Science.gov (United States)

    ... For Parents MORE ON THIS TOPIC Your Baby's Growth: 9 Months Your Baby's Hearing, Vision, and Other Senses: 9 Months Your Child's Checkup: 9 Months Medical Care and Your 8- to 12-Month-Old Feeding Your 8- to 12-Month-Old Sleep and Your 8- to 12-Month-Old Contact ...

  4. Growing children's bodies and minds: maximizing child nutrition and development.

    Science.gov (United States)

    Engle, Patrice; Huffman, Sandra L

    2010-06-01

    For their optimal growth, and for greater long-term human capital development, children profit not only from improved nutrition but also from improved learning opportunities in the earliest years of life. This paper describes how actions to enhance optimal infant and young child nutrition can be linked with child development interventions for children under 3 years of age. In countries with high rates of malnutrition, linking these two components will result in synergies of program activities, and will bring about a greater impact at reduced cost than either activity conducted separately. New understanding of social marketing and communication strategies can increase effectiveness of linked interventions. Public-private partnerships to improve both child development and nutrition offer promise for sustainable interventions.

  5. No Child Left Behind: Implications for College Student Learning

    Science.gov (United States)

    Trolian, Teniell L.; Fouts, Kristin S.

    2011-01-01

    In 2002, former US President George W. Bush signed the No Child Left Behind Act (NCLB) into law, leading to a significant change in the way elementary and secondary teachers design curricula and instruct their students, as well as the ways in which students learn and view learning in and outside of the classroom. Most domestic students entering…

  6. 33 CFR 55.9 - Child development centers.

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Child development centers. 55.9... DEVELOPMENT SERVICES General § 55.9 Child development centers. (a) The Commandant may make child development services available at child development centers located at Coast Guard installations. (b) Regular...

  7. Jugando en el Pidi: Active Learning, Early Child Development and Interactive Radio Instruction. Supporting Caregivers, Parents, and Young Children. LearnTech Case Study Series, No. 4.

    Science.gov (United States)

    Bosch, Andrea; Crespo, Cecilia

    In 1993, Bolivia was selected as a site to pilot an interactive radio instruction (IRI) project that would provide practical support to adult caregivers and children around early childhood development. Through linkages with health and education networks, PIDI (Programa Integral de Desarrollo Infantil) provided young children under the age of six…

  8. Parental tobacco consumption and child development

    Directory of Open Access Journals (Sweden)

    Nadine F. Santos

    2015-08-01

    Full Text Available OBJECTIVE: To analyze the association between parental tobacco consumption and the prevalence of psychomotor development disorders in children between 6 and 22 months of age.METHOD: One hundred and nine mothers, fathers, and their babies participated in the study. The sociodemographic and clinical conditions were assessed using questionnaires. Tobacco consumption was assessed using the Fagerström Test for Nicotine Dependence (FTND. Child development was evaluated using the Scale of Psychomotor Development in Early Childhood.RESULTS: There was a significant negative correlation between the father's morning smoking (FTND and the child's language development quotient; r = -0.41, p = 0.005, r2 =0.15. The children of mothers without nicotine dependence had a higher mean language development quotient than children of mothers with nicotine dependence; F(1, 107 = 5.51, p = 0.021, ?p2 = 0.05.CONCLUSION: Parental smoking appears to have a detrimental effect on child development.

  9. Child Care and Development Fund (CCDF) Program. Final rule.

    Science.gov (United States)

    2016-09-30

    This final rule makes regulatory changes to the Child Care and Development Fund (CCDF) based on the Child Care and Development Block Grant Act of 2014. These changes strengthen requirements to protect the health and safety of children in child care; help parents make informed consumer choices and access information to support child development; provide equal access to stable, high-quality child care for low-income children; and enhance the quality of child care and the early childhood workforce.

  10. Child Care Quality and Children's Cognitive and Socio-Emotional Development: An Australian Longitudinal Study

    Science.gov (United States)

    Gialamas, Angela; Mittinty, Murthy N.; Sawyer, Michael G.; Zubrick, Stephen R.; Lynch, John

    2014-01-01

    There is growing evidence that high-quality non-parental child care can contribute to children's learning, development and successful transition to school. Research examining the quality of child care and the effect on children's development is not well documented outside the USA. We used data from the Longitudinal Study of Australian Children to…

  11. The Impact of Child Health and Family Inputs on Child Cognitive Develop-ment

    OpenAIRE

    Robert Kaestner; Hope Corman

    1995-01-01

    In this paper we extensively analyze the impact of child health and other family characteristics on the cognitive achievement of children between the ages of five and nine. We estimate both cross sectional and fixed effects models using data from the National Longitudinal Survey of Youth. Several of our results challenge the conclusions found in the existing literature. First, we find only a weak relationship between several measures of child health and child cognitive development. Second, we...

  12. A Child Survival and Development Revolution?

    Science.gov (United States)

    Halpern, Robert

    1986-01-01

    Addresses the problems of child survival and development in developing countries by discussing the biomedical causes and the concomitant social determinants of high infant mortality rates. Describes four intervention strategies recommended by UNICEF: growth monitoring, oral rehydration therapy, breast feeding, and immunization. (HOD)

  13. Maternal Work Conditions and Child Development

    Science.gov (United States)

    Felfe, Christina; Hsin, Amy

    2012-01-01

    How do maternal work conditions, such as psychological stress and physical hazards, affect children's development? Combining data from the Child Development Supplement of the Panel Study of Income Dynamics and the Occupational Information Network allows us to shed some light on this question. We employ various techniques including OLS with…

  14. Evolving Stories of Child Career Development

    Science.gov (United States)

    Watson, Mark; Nota, Laura; McMahon, Mary

    2015-01-01

    Herein, the contributions to this special issue and positions the field of child career development in terms of its past, present, and future are considered. There is an initial brief overview of past developments in the field, specifically as described in seminal reviews. The article then considers the present status of and future agenda for the…

  15. Community violence as it affects child development: issues of definition.

    Science.gov (United States)

    Trickett, Penelope K; Durán, Lorena; Horn, John L

    2003-12-01

    The state of the art of definition of community violence as it relates to child development was examined in terms of the definitions used in 23 empirical studies. In all cases community violence was defined in terms of what were assumed to be measurements obtained as linear combinations of a priori numerical weighting of responses to questions--asked either of a child or of the parent of a child--about experiencing and/or witnessing and/or hearing about instances of violence. Thus, the definitions can be seen to represent the perspectives of 2 kinds of observers--the child or the child's parent--and 3 levels of closeness to violence--experiencing, witnessing, or hearing about violence. Combining these perspectives and levels, the following 8 different definitions could be seen to be used in the practice of 1 or more of the 23 empirical studies: Child Self-Report (perception) of either (1) experiencing, or (2) witnessing, or (3) experiencing and witnessing, and hearing about violence; or Parent Report (perception) of the Child (4) experiencing, or (5) witnessing, or (6) experiencing and witnessing and hearing about violence, or (7) = (1) + (4), or (8) = (3) + (6). In almost all the examples of research definitions it was assumed implicitly and without test of the assumption that different violent events were interchangeable, and usually it was assumed (again without test) that the magnitudes of different violence events were equal. Usually, an unstated theory of stress appeared to guide the measurement definition, but in one study definitions were developed and tested in terms of a clearly-stated theory of learning. It was concluded that definition of community violence is a measurement problem; that very likely it is multidimensional; that it could be more nearly solved if better attention were given to specifying it in terms of theory that can be put to test and by attending to basic assumptions and principles of measurement.

  16. Child human model development: a hybrid validation approach

    NARCIS (Netherlands)

    Forbes, P.A.; Rooij, L. van; Rodarius, C.; Crandall, J.

    2008-01-01

    The current study presents a development and validation approach of a child human body model that will help understand child impact injuries and improve the biofidelity of child anthropometric test devices. Due to the lack of fundamental child biomechanical data needed to fully develop such models a

  17. Constructivism as a Model for Cognitive Development and (Eventually) Learning (Orange Juice Experiment): The Development of Proportional Reasoning in the Child and Adolescent.

    Science.gov (United States)

    Noelting, Gerald

    This study examined the development of the rational number concept as a ratio. Preliminary to the description of the study is an introduction discussing constructivism and equilibration. The study itself tests whether equilibration theory holds, and if so, what is the nature of its "phases" and whether these are found at each of the "periods" of…

  18. The Learning Tree Montessori Child Care: An Approach to Diversity

    Science.gov (United States)

    Wick, Laurie

    2006-01-01

    In this article the author describes how she and her partners started The Learning Tree Montessori Child Care, a Montessori program with a different approach in Seattle in 1979. The author also relates that the other area Montessori schools then offered half-day programs, and as a result the children who attended were, for the most part,…

  19. Learning Organisations and Child Protection Agencies: Post-Fordist Techniques?

    Science.gov (United States)

    Reich, Ann

    2002-01-01

    A study of child protection agencies in New South Wales shows how reforms involving a neoliberal interpretation of the learning organization, rather than encouraging teamwork and employee participation, are used to govern and control. Such new "technologies of training" demand changes in the character and identity of workers. (SK)

  20. Learning Design Development for Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    . How to develop a toolkit to support the model. 3. How to educate teacher advanced Blackboard functionality based on the learning design model and the toolkit. Learning outcome How to develop a learning design model and toolkit How to develop courses in Blackboard functionality based on a learning...

  1. Morphosyntactic Learning and the Development of Tense

    Science.gov (United States)

    Legate, Julie Anne; Yang, Charles

    2007-01-01

    In this article, we propose that the Root Infinitive (RI) phenomenon in child language is best viewed and explained as the interaction between morphological learning and syntactic development. We make the following specific suggestions: The optionality in RI reflects the presence of a grammar such as Chinese which does not manifest tense marking.…

  2. The Relationship between Child Care Subsidies and Children's Cognitive Development

    Science.gov (United States)

    Hawkinson, Laura E.; Griffen, Andrew S.; Dong, Nianbo; Maynard, Rebecca A.

    2013-01-01

    Child care subsidies help low-income families pay for child care while parents work or study. Few studies have examined the effects of child care subsidy use on child development, and no studies have done so controlling for prior cognitive skills. We use rich, longitudinal data from the ECLS-B data set to estimate the relationship between child…

  3. Child Care and Development Block Grant Participation in 2012

    Science.gov (United States)

    Matthews, Hannah; Reeves, Rhiannon

    2014-01-01

    The Child Care and Development Block Grant (CCDBG) is the primary funding source for federal child care subsidies to low-income working families, as well as improving child care quality. Based on preliminary state-reported data from the federal Office of Child Care, this fact sheet provides a snapshot of CCDBG program participation in 2012, noting…

  4. Effects of integrated child development and nutrition interventions on child development and nutritional status.

    Science.gov (United States)

    Grantham-McGregor, Sally M; Fernald, Lia C H; Kagawa, Rose M C; Walker, Susan

    2014-01-01

    We conducted a systematic review of studies that examined the effect of interventions combining a child development component with a nutrition one; in some cases the nutrition interventions also included health-promotion components. Only papers with both child development and nutrition outcomes and rated as moderate-to-good quality were included. Eleven efficacy and two nonrandomized trials, and eight program evaluations were identified. Only six trials examined interventions separately and combined. The trials showed nutritional interventions usually benefited nutritional status and sometimes benefited child development. Stimulation consistently benefited child development. There was no significant loss of any effect when interventions were combined, but there was little evidence of synergistic interaction between nutrition and stimulation on child development. Only three trials followed up the children after intervention. All at-scale program evaluations were combined interventions. Five benefited child development, but one did not, and two showed deficits. There was generally little benefit of at-scale programs to nutritional status. We found no rigorous evaluations of adding stimulation to health and nutrition services at scale and there is an urgent need for them. There is also a need to establish quality-control mechanisms for existing scaled-up programs and to determine their long-term effects. There is also a need to determine if there are any sustained benefits for the children after programs finish.

  5. Day-care attendance and child development:

    DEFF Research Database (Denmark)

    Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

    Earlier research suggests that children’s development is shaped in their early years of life. This paper examines whether differences in day-care experiences during pre-school age are important for children’s cognitive and language development at the age of 15. The analysis is based on class...... performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark......, of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children’s development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children’s background...

  6. A Child With Learning Disability:A Case Study

    Directory of Open Access Journals (Sweden)

    Mahin Sedaie

    2003-09-01

    Full Text Available This case can be placed in a neurologic classification. The patient is a child with learning disability in school activities. He was first referred to an audiological clinic because of a central auditory processing disorder (CAPD. His mother has noticed several hearing problems and this led us to the evaluations for his central auditory processing disorder. He has problems in hearing speech in noise and speech processing and need his friends repeat words during communication. no vestibular disorder was noticed nor any localization problem. The child has a good progress in school and only suffered problems in reading tasks. Intelligence quotient(IQ was also normal.

  7. Randomized Social Policy Experiments and Research on Child Development

    Science.gov (United States)

    Romich, Jennifer L.

    2006-01-01

    Randomized social policy experiments (SPEs) are an important methodology for investigating topics in child development. This article provides a framework for understanding how evidence from SPEs can add to knowledge about child development. The use of SPEs for child development questions to date is summarized and lessons from the applied economics…

  8. Learning Spring application development

    CERN Document Server

    Soni, Ravi Kant

    2015-01-01

    This book is intended for those who are interested in learning the core features of the Spring Framework. Prior knowledge of Java programming and web development concepts with basic XML knowledge is expected.

  9. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

    Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

    performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark......, of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children's development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children's background...... as well as an instrumental variable approach based on wider geographic area aggregates to test whether those correlations reveal unbiased causal effects. The identification of truly effective quality characteristics of day-care centres enhances policymakers' resource allocation to make all children...

  10. What could infant and young child nutrition learn from sweatshops?

    Directory of Open Access Journals (Sweden)

    Sagoe-Moses Isabella

    2011-05-01

    Full Text Available Abstract Background Adequate infant and young child nutrition demands high rates of breastfeeding and good access to nutrient rich complementary foods, requiring public sector action to promote breastfeeding and home based complementary feeding, and private sector action to refrain from undermining breastfeeding and to provide affordable, nutrient rich complementary foods. Unfortunately, due to a lack of trust, the public and private sectors, from both the North and the South, do not work well together in achieving optimal infant and young child nutrition. Discussion As the current debate in infant and young child nutrition is reminiscent of the "sweatshop" debate fifteen years ago, we argue that lessons from the sweatshops debate regarding cooperation between public and private sectors - and specific organizational experiences such as the Ethical Trading Initiative in which companies, trade unions, and civil society organizations work together to enhance implementation of labour standards and address alleged allegations - could serve as a model for improving cooperation and trust between public, civil society and private groups, and ultimately health, in infant and young child nutrition. Summary Lessons from the sweatshops debate could serve as a model to promote cooperation and trust between public and private groups, such that they learn to work together towards their common goal of improving infant and young child nutrition.

  11. Child Growth and Development: A Basis for Policy.

    Science.gov (United States)

    Roberts, Francis

    1980-01-01

    Reviews social, economic, educational, and commercial interests that compete for the control of resources allocated to young children. Proposes that public policy for the child be based on child growth and development, rather than on other factors. (Author/GC)

  12. A Commentary on Parent-Child Cognitive Interaction Research: What Have we Learned From Two Decades of Research

    Directory of Open Access Journals (Sweden)

    Yvette Renee Harris

    2016-08-01

    Full Text Available The role of family influences on preschool and school age cognitive development has received considerable empirical attention from cognitive developmental psychology researchers in the last few decades. As a result of the interest, investigators have focused their attention on developing coding/observational systems to capture the interactions occurring between mothers and their young children. This paper reviews a select body of research on parent child cognitive learning interactions with the goal of determining how the researchers have operationalized the behaviors that occur within learning interactions. The paper concludes with a discussion of the suggestions on next steps for conducting parent child cognitive learning interaction research in the future.

  13. Development of learning science after learning psychology

    OpenAIRE

    森, 敏昭

    2015-01-01

    Learning psychology began as a branch of psychology in the last couple of decades of the nineteenth century, and its history is therefore as long as that of psychology itself. However, learning science is a relatively young discipline: its development may be traced to 1991, when the first international conference was held and Journal of the Learning Sciences was first published. In the short subsequent period, learning science has grown rapidly as an interdisciplinary approach to learning and...

  14. Child Development in Developing Countries: Introduction and Methods

    Science.gov (United States)

    Bornstein, Marc H.; Britto, Pia Rebello; Nonoyama-Tarumi, Yuko; Ota, Yumiko; Petrovic, Oliver; Putnick, Diane L.

    2012-01-01

    The Multiple Indicator Cluster Survey (MICS) is a nationally representative, internationally comparable household survey implemented to examine protective and risk factors of child development in developing countries around the world. This introduction describes the conceptual framework, nature of the MICS3, and general analytic plan of articles…

  15. Essays on Child Development in Developing Countries

    Science.gov (United States)

    Humpage, Sarah Davidson

    2013-01-01

    This dissertation presents the results of three field experiments implemented to evaluate the effectiveness of strategies to improve the health or education of children in developing countries. In Guatemala, community health workers at randomly selected clinics were given patient tracking lists to improve their ability to remind parents when their…

  16. Child and Family Development Research. OPRE Report 2014-89

    Science.gov (United States)

    Administration for Children & Families, 2014

    2014-01-01

    This catalog provides short descriptions of major Division of Child and Family Development (DCFD) projects from Fiscal Year 2014. Multiple projects are described in the areas of child care, Head Start/Early Head Start, child welfare promotion, and the recognition of cultural diversity. An additional section features projects that fall into more…

  17. Millennium development goals and child undernutrition.

    Science.gov (United States)

    Patwari, A K

    2013-05-01

    Reduction in prevalence of underweight children (under five years of age) has been included as an indicator for one of the targets to eradicate extreme poverty and hunger (Goal 1) of the Millennium Development Goals (MDGs). The most recent MDG report of 2012 indicates that the target of reducing extreme poverty by half has been reached five years ahead of the 2015 deadline but close to one third of children in Southern Asia were underweight. In India, at the historical rate of decline the proportion of underweight children below 3 years, required to be reduced to 26% by 2015, is expected to come down only to about 33%. With barely 3 years left for achieving MDGs, the level of commitment to reduce child undernutrition needs to be gauged and effectiveness of current strategies and programmes ought to be reviewed. Undernutrition in children is not affected by food intake alone; it is also influenced by access to health services, quality of care for the child and pregnant mother as well as good hygiene practices. Would the scenario be different if child undernutrition was a part of Goal 4 of MDGs? What difference it would have made in terms of strategies and programmes if reduction in undernutrition in children underfive was a target instead of an indicator? It is time for nutrition to be placed higher on the development agenda. A number of simple, cost-effective measures to reduce undernutrition in the critical period from conception to two years after birth are available. There is a need for choosing nutrition strategies relevant in Indian context. Experiences from other countries should lead India toward innovative nutritional strategies to reduce underfive undernutrition in the country- that too on a fast track.

  18. A comparative analysis of early child health and development services and outcomes in countries with different redistributive policies

    NARCIS (Netherlands)

    van den Heuvel, Meta; Hopkins, Jessica; Biscaro, Anne; Srikanthan, Cinntha; Feller, Andrea; Bremberg, Sven; Verkuijl, Nienke; Flapper, Boudien; Ford-Jones, Elizabeth Lee; Williams, Robin

    2013-01-01

    Background: The social environment is a fundamental determinant of early child development and, in turn, early child development is a determinant of health, well-being, and learning skills across the life course. Redistributive policies aimed at reducing social inequalities, such as a welfare state

  19. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Brouns, Francis; Sloep, Peter

    2009-01-01

    Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and

  20. Multiple adverse experiences and child cognitive development.

    Science.gov (United States)

    Guinosso, Stephanie A; Johnson, Sara B; Riley, Anne W

    2016-01-01

    During childhood and adolescence, children's social environments shape their cognitive development. Children exposed to multiple adversities in their social environment are more likely to have poorer cognitive outcomes. These findings have prompted interest among pediatric and public health communities to screen and connect youth to appropriate interventions that ameliorate the detrimental effects of adverse exposures. Such intervention efforts can be improved with a stronger conceptual understanding of the relationship between multiple adverse exposures and child cognitive development. This includes disentangling adverse exposures from other risk factors or underlying mechanisms, specifying mechanisms of action, and determining when adverse exposures are most detrimental. This review summarizes findings from the literature on each of these areas and proposes a conceptual model to guide further research and intervention.

  1. Early Brain and Child Development: Connections to Early Education and Child Care

    Science.gov (United States)

    Romano, Judith T.

    2013-01-01

    The vast majority of young children spend time in settings outside of the home, and the nature of those settings directly impacts the child's health and development. The ecobiodevelopmental framework of early brain and child development serve as the backdrop for establishing quality. This article describes the use of quality rating systems,…

  2. Child Care Work Environments: The Relationship with Learning Environments

    Science.gov (United States)

    Lower, Joanna K.; Cassidy, Deborah J.

    2007-01-01

    The study explores the relationship between child care program administration, organizational climate, and global quality. The recently developed Program Administration Scale (PAS; Talan & Bloom, 2004) was utilized in the study. Both program administration and organizational climate were found to be positively correlated with preschool classroom…

  3. Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

    Science.gov (United States)

    Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

    2014-01-01

    This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries.

  4. Development of Perception of Child Maltreatment Scale

    Directory of Open Access Journals (Sweden)

    Sunday B. Fakunmoju

    2013-05-01

    Full Text Available This article presents reliability and validity analyses of the Perception of Child Maltreatment Scale (PCMS. The scale comprised 34 items that measure abusive behaviors related to emotional/psychological abuse (10 items, sexual abuse (6 items, child neglect (6 items, child labor (7 items, and physical abuse (5 items. Analysis was based on a convenience sample of 317 participants in Nigeria. Exploratory factor analysis with promax rotation was used to determine construct validity of its five-factor structure (subscales. The overall internal consistency of the PCMS was .95; subscales of Emotional/Psychological Abuse (.93 and Sexual Abuse (.91 were high, whereas those of Child Neglect (.89, Child Labor (.86, and Physical Abuse (.84 were good. Cutoff scores were computed categorizing scores into low/weak, medium/moderate, and high/strong perceptions of child maltreatment. Strengths and limitations as well as practical applications and implications of the scale for research were discussed.

  5. What can psychiatry learn from the Munro Review of Child Protection?

    Science.gov (United States)

    Cohen, Mark

    2016-02-01

    The Munro Review of Child Protection approached the problem of child protection from an understanding based upon systems analysis. Risk assessment in psychiatry has similarities to the assessment by social workers of child protection issues. Psychiatry as a profession could learn from the Review, and, in doing so, be supported in recovering and communicating the requirements for good clinical practice.

  6. Specialist Advocacy Services for Parents with Learning Disabilities Involved in Child Protection Proceedings

    Science.gov (United States)

    Tarleton, Beth

    2008-01-01

    Parents with learning disabilities frequently become involved with child protection and judicial proceedings. Parents report not understanding and being disempowered by the child protection system. This paper presents fourteen parents' views regarding how two specialist advocacy services supported them during child protection. The parents believed…

  7. Parents' Child-Directed Communication and Child Language Development: A Longitudinal Study with Italian Toddlers

    Science.gov (United States)

    Majorano, Marinella; Rainieri, Chiara; Corsano, Paola

    2013-01-01

    The present study focuses on the characteristics of parental child-directed communication and its relationship with child language development. For this purpose, thirty-six toddlers (18 males and 18 females) and their parents were observed in a laboratory during triadic free play at ages 1;3 and 1;9. The characteristics of the maternal and…

  8. Divorce, Single Parenting, and Child Development.

    Science.gov (United States)

    Crossman, Sharyn M.; Adams, Gerald R.

    1980-01-01

    Investigated whether a preschool intervention program for children from single-parent households could be effective in establishing the conditions appropriate for allowing the child to recover from the harmful consequences of divorce and limited adult-child interaction. (Author/DB)

  9. Language learning, socioeconomic status, and child-directed speech.

    Science.gov (United States)

    Schwab, Jessica F; Lew-Williams, Casey

    2016-07-01

    Young children's language experiences and language outcomes are highly variable. Research in recent decades has focused on understanding the extent to which family socioeconomic status (SES) relates to parents' language input to their children and, subsequently, children's language learning. Here, we first review research demonstrating differences in the quantity and quality of language that children hear across low-, mid-, and high-SES groups, but also-and perhaps more importantly-research showing that differences in input and learning also exist within SES groups. Second, in order to better understand the defining features of 'high-quality' input, we highlight findings from laboratory studies examining specific characteristics of the sounds, words, sentences, and social contexts of child-directed speech (CDS) that influence children's learning. Finally, after narrowing in on these particular features of CDS, we broaden our discussion by considering family and community factors that may constrain parents' ability to participate in high-quality interactions with their young children. A unification of research on SES and CDS will facilitate a more complete understanding of the specific means by which input shapes learning, as well as generate ideas for crafting policies and programs designed to promote children's language outcomes. WIREs Cogn Sci 2016, 7:264-275. doi: 10.1002/wcs.1393 For further resources related to this article, please visit the WIREs website.

  10. Surveillance of child development: practices of nurses after training

    Directory of Open Access Journals (Sweden)

    Altamira Pereira da Silva Reichert

    2015-03-01

    Full Text Available The aim of this study was to evaluate the perception of nurses regarding their practice in child care after training in child development surveillance, in the context of the Integrated Care for Childhood Prevalent Diseases. An exploratory study, using a qualitative approach, was developed between June and August 2009, by means of interviews with 11 nurses who participated in training workshops developed in João Pessoa, Paraíba, Brazil. The thematic analysis helped identify three categories: weaknesses in child development surveillance before training; post-training qualified perspective: professional motivation and empowerment; and a new behavior in child development surveillance. The training was considered to be a powerful strategy for professional qualification and for changing the attitude of primary care nurses, motivating nurses to adopt a new behavior in child development surveillance.

  11. Assessing Home Environment for Early Child Development in Pakistan

    Science.gov (United States)

    Nadeem, Sanober; Rafique, Ghazala; Khowaja, Liaquat; Yameen, Anjum

    2014-01-01

    Family environment plays a very important role in early child development and the availability of stimulating material in the early years of a child's life is crucial for optimising development. The Home Observation for Measurement of the Environment (HOME) inventory is one of the most widely used measures to assess the quality and quantity of…

  12. Inclusion of Children with Disabilities in Mainstream Child Development Research

    Science.gov (United States)

    Feldman, Maurice A.; Battin, Susan M.; Shaw, Olivia A.; Luckasson, Ruth

    2013-01-01

    This study investigated whether children with disabilities are excluded from mainstream child development research. Fifteen per cent of 533 articles from "Child Development" and "Developmental Psychology" (1996-2010) were randomly selected. The exclusion rate was 89.9% when no mention of participants with disabilities was…

  13. Society for Research in Child Development Newsletter, 2001.

    Science.gov (United States)

    Reid, Pamela Trotman, Ed.

    2001-01-01

    This document consists of the four 2001 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and information concerning advancements in child growth and development research. Each issue of the newsletter includes announcements and notices of…

  14. Society for Research in Child Development Newsletter, 2003.

    Science.gov (United States)

    Reid, Pamela Trotman, Ed.; Ehart, Bridget, Ed.

    2003-01-01

    This document consists of the four 2003 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and information concerning advancement in child growth and development research. Each issue of the newsletter includes announcements and notices of…

  15. Society for Research in Child Development Newsletter, 2002.

    Science.gov (United States)

    Reid, Pamela Trotman, Ed.; Tucker, Thelma, Ed.

    2002-01-01

    This document consists of the four 2002 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and information concerning advancement in child growth and development research. Each issue of the newsletter includes announcements and notices of…

  16. How Moroccan Mothers and Fathers View Child Development and Their Role in Their Children's Education

    Science.gov (United States)

    Zellman, Gail L.; Perlman, Michal; Karam, Rita

    2014-01-01

    Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose…

  17. Handclapping Songs: A Spontaneous Platform for Child Development among 5-10-Year-Old Children

    Science.gov (United States)

    Brodsky, Warren; Sulkin, Idit

    2011-01-01

    The impact of music activity on children's motor and cognitive skills has been investigated with music learning, instrument lessons and classroom music. While none have employed natural utterances, singing games or playground/street songs, these musical experiences of childhood are acknowledged as a major platform for child development. The…

  18. The development of associate learning in school age children.

    Directory of Open Access Journals (Sweden)

    Brian T Harel

    Full Text Available Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes.

  19. Parents' child-directed communication and child language development: a longitudinal study with Italian toddlers.

    Science.gov (United States)

    Majorano, Marinella; Rainieri, Chiara; Corsano, Paola

    2013-09-01

    The present study focuses on the characteristics of parental child-directed communication and its relationship with child language development. For this purpose, thirty-six toddlers (18 males and 18 females) and their parents were observed in a laboratory during triadic free play at ages 1 ; 3 and 1 ; 9. The characteristics of the maternal and paternal child-directed language (characteristics of communicative functions and lexicon as reported in psycholinguistic norms for Italian language) were coded during free play. Child language development was assessed during free play and at ages 2 ; 6 and 3 ; 0 using the Italian version of the MacArthur-Bates Communicative Development Inventory (2 ; 6) and the revised Peabody Picture Vocabulary Test (PPVT-R) (3 ; 0). Data analysis indicated differences between mothers and fathers in the quantitative characteristics of communicative functions and language, such as the mean length of utterances (MLU), and the number of tokens and types. Mothers also produced the more frequent nouns in the child lexicon. There emerged a relation between the characteristics of parental child-directed language and child language development.

  20. Your Child's Development: 1 Year (12 Months)

    Science.gov (United States)

    ... Kids For Parents MORE ON THIS TOPIC Your Child's Checkup: 1 Year (12 Months) Your Baby's Growth: 12 Months Your Baby's Hearing, Vision, and Other Senses: 12 Months Sleep and Your 8- to 12-Month-Old Growth ...

  1. Parent and Child Living Centers.

    Science.gov (United States)

    Pushaw, David R.

    1978-01-01

    Parent and child living centers offer a program to improve parenting skills with areas of learning including child growth and development, family management, home care and repair, and personal growth and development. (MM)

  2. Learning-Based Curriculum Development

    Science.gov (United States)

    Nygaard, Claus; Hojlt, Thomas; Hermansen, Mads

    2008-01-01

    This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students' learning processes. The article has three sections: Section "The role of higher…

  3. LETTING THE CHILD WORK: REAL LEARNING, REAL PLAY IN SCHOOL

    Directory of Open Access Journals (Sweden)

    Deb O’ROURKE

    2012-05-01

    Full Text Available Unschoolers, and those who practice democratic, free, and progressive education philosophies, are often uncomfortable with a particular choice their children make: as Summerhill’s A. S. Neill observed: “Every child under freedom plays most of the time for years” (1964, p. 116. Those who see children as active, motivated learners can be disappointed when, given an environment rich with fascinating choices, their children spend most of their time in fantasy. The families’ discomfort can result in a reversion to more conventional schooling. Beginning with an early encounter with educational democracy during the 1970s at Toronto’s ALPHA Alternative School, supported with commentary from educators from schools that took a parallel path, and from psychologists and education critics both historic and contemporary, this article gathers arguments that support play as not only a pleasure but a necessity for growth, learning and mental health.

  4. Internet Use and Child Development: The Techno-Microsystem

    Science.gov (United States)

    Johnson, Genevieve Marie

    2010-01-01

    Ecological systems theory assumes that child development is the consequence of ongoing reciprocal and spiraling interactions between the child and his/her microsystem (immediate home, school, and community environments). The increasing presence of digital technologies in children's immediate environments suggests the need for the proposed…

  5. Language Development in the Pre-School Child.

    Science.gov (United States)

    Lenskyj, Helen

    This brief overview of child language acquisition begins with a discussion of the affective and cognitive dimensions of the transition period from babbling to speech. Three theories of language acquisition--reinforcement theory, social learning theory, and "innate mechanism" theory--are reviewed. Several theories of the function of language,…

  6. Developing a Child Friendly Text-to-Speech System

    Directory of Open Access Journals (Sweden)

    Agnes Jacob

    2008-01-01

    Full Text Available This paper discusses the implementation details of a child friendly, good quality, English text-to-speech (TTS system that is phoneme-based, concatenative, easy to set up and use with little memory. Direct waveform concatenation and linear prediction coding (LPC are used. Most existing TTS systems are unit-selection based, which use standard speech databases available in neutral adult voices. Here reduced memory is achieved by the concatenation of phonemes and by replacing phonetic wave files with their LPC coefficients. Linguistic analysis was used to reduce the algorithmic complexity instead of signal processing techniques. Sufficient degree of customization and generalization catering to the needs of the child user had been included through the provision for vocabulary and voice selection to suit the requisites of the child. Prosody had also been incorporated. This inexpensive TTS system was implemented in MATLAB, with the synthesis presented by means of a graphical user interface (GUI, thus making it child friendly. This can be used not only as an interesting language learning aid for the normal child but it also serves as a speech aid to the vocally disabled child. The quality of the synthesized speech was evaluated using the mean opinion score (MOS.

  7. The effects of globalization on child labor in developing countries

    Directory of Open Access Journals (Sweden)

    Hakan Acaroglu

    2010-07-01

    Full Text Available This paper inquires the effects of globalization on child labor in developing countries via crosscountryanalysis by decomposing globalization to its components; foreign direct investment(FDI and trade. The findings reveal that the relationship between the child labor supply andgross domestic product per capita (PCGDP can be expressed as a U shape. The study indicatesthat the child labor increases in the developing countries whose PCGDP levels are above 7 500USD since the net effect of globalization is positive for the positive substitution effect is biggerthan the negative income effect. Data have been collected from UNICEF and World Bank.

  8. Child-Adult Differences in Implicit and Explicit Second Language Learning

    Science.gov (United States)

    Lichtman, Karen Melissa

    2012-01-01

    Mainstream linguistics has long held that there is a fundamental difference between adult and child language learning (Bley-Vroman, 1990; Johnson & Newport, 1989; DeKeyser, 2000; Paradis, 2004). This difference is often framed as a change from implicit language learning in childhood to explicit language learning in adulthood, which is…

  9. Child: A Learning Model and a Bi-directional Phenomenon.

    Science.gov (United States)

    Shastri, Priyvadan C

    2015-01-01

    Forty-five years of work with children has enriched my knowledge. Child development and psychology has made basic concepts of general psychology and abnormal psychology clearer. 'Meanings' have become more meaningful. It has made me a better professional; large number of communication and teaching skill has been the end result of such a long association with diverse groups of children who needed special care. Apart from professional skills as a clinician and as a teacher, it has made me a better person and a better parent. I have been fortunate to work with a large number and different groups of children who were in some way very special. Some were classified under various disabilities or diagnosed under different categories. I also had the privilege of working with different institutions, e.g., child guidance clinics run by a paediatrics department and a psychiatry department of a general hospital and a teaching hospital. Years of association with College of Special Work and Institute of Social Science have made me understand the very important facet of sociocultural influence on the development of human behaviour. I was further fortunate to work with children in closed and open institutions, residential care units and day care units, institutions where court committed children were observed, treated, trained and cared for, destitute children and delinquent children in remand homes, rescue homes and custodial care homes. I was fortunate to be part of the group which dealt with children who were in conflict with the law, belonging to diverse categories like street children, working children, child sex workers and sexually abused children. This paper is a reflection on experience gained over the decades.

  10. Child: A Learning Model and a Bi-directional Phenomenon

    Directory of Open Access Journals (Sweden)

    Priyvadan C Shastri

    2015-01-01

    Full Text Available Forty-five years of work with children has enriched my knowledge. Child development and psychology has made basic concepts of general psychology and abnormal psychology clearer. ′Meanings′ have become more meaningful. It has made me a better professional; large number of communication and teaching skill has been the end result of such a long association with diverse groups of children who needed special care. Apart from professional skills as a clinician and as a teacher, it has made me a better person and a better parent. I have been fortunate to work with a large number and different groups of children who were in some way very special. Some were classified under various disabilities or diagnosed under different categories. I also had the privilege of working with different institutions, e.g., child guidance clinics run by a paediatrics department and a psychiatry department of a general hospital and a teaching hospital. Years of association with College of Special Work and Institute of Social Science have made me understand the very important facet of sociocultural influence on the development of human behaviour. I was further fortunate to work with children in closed and open institutions, residential care units and day care units, institutions where court committed children were observed, treated, trained and cared for, destitute children and delinquent children in remand homes, rescue homes and custodial care homes. I was fortunate to be part of the group which dealt with children who were in conflict with the law, belonging to diverse categories like street children, working children, child sex workers and sexually abused children. This paper is a reflection on experience gained over the decades.

  11. [Multilingualism and child psychiatry: on differential diagnoses of language disorder, specific learning disorder, and selective mutism].

    Science.gov (United States)

    Tamiya, Satoshi

    2014-01-01

    Multilingualism poses unique psychiatric problems, especially in the field of child psychiatry. The author discusses several linguistic and transcultural issues in relation to Language Disorder, Specific Learning Disorder and Selective Mutism. Linguistic characteristics of multiple language development, including so-called profile effects and code-switching, need to be understood for differential diagnosis. It is also emphasized that Language Disorder in a bilingual person is not different or worse than that in a monolingual person. Second language proficiency, cultural background and transfer from the first language all need to be considered in an evaluation for Specific Learning Disorder. Selective Mutism has to be differentiated from the silent period observed in the normal successive bilingual development. The author concludes the review by remarking on some caveats around methods of language evaluation in a multilingual person.

  12. Divorce, single parenting, and child development.

    Science.gov (United States)

    Crossman, S M; Adams, G R

    1980-11-01

    Application of "crisis" and "social facilitation" theory to program intervention with preschool-age children was undertaken to asses the effects of a preschool education experience on recovery of psychological functions following divorce. A pretest-posttest control group design was completed using single-parent (n = 7) and two-parent (n = 8) children in an educational setting as the treatment groups and two-parent (n = 8) children at home as the control. Maternal reports on self-assesed childrearing and child's behavior were obtained during an interview, while intellectual assessments and observational data on social behavior were collected by trained observers and teachers. Little evidence could be noted that suggested weakened mother-child interaction as a function of divorce. Crisis intervention was observed to be an effective technique in assisting single-parent children toward cognitive recovery. However, it remains unclear whether social behavioral problems of single-parent children were positively affected by the crisis intervention program.

  13. The First Steps to Learning with a Child Who Has a Mental Illness

    Science.gov (United States)

    Baxter, Joanne

    2009-01-01

    This article shares the author's experience in dealing with her child who has a mental illness. The author hopes that other teachers and school administrators would find her experience helpful when dealing with mentally ill children. The author describes the first steps to learning with a child with a mental illness.

  14. The Life Mission Theory IV. Theory on Child Development

    Directory of Open Access Journals (Sweden)

    Soren Ventegodt

    2003-01-01

    Full Text Available We can identify five important needs that children have: the need for acknowledgment, acceptance, awareness or attention, respect, and care. If these needs are not met, children will modify themselves by denying central parts of their nature in order to adjust to their parents and the situation at large. When a child denies his or her talents, powers, and gender or aspects thereof, he or she loses quality of life, the ability to function, and physical or mental health. The loss of ability takes the form of diminished social ability, psychosexual potency, joy, energy, and fantasy while playing, as well as diminished ability to concentrate, focus, and learn. Many modifications result in a child with severely damaged self-confidence, self-worth, and poor performance. A child more or less deprived of self-worth cannot enjoy, give, or receive. A child deprived of emotions turns cold, rational, asocial, socially stiff, uncomfortable, and in the extreme case…... intentionally “evil”. When a child denies his or her own sex, it becomes invisible, uninteresting, and vague or becomes like the opposite sex in behavior and appearance. The general holistic solution to the vast diversity of symptoms in children with low quality of life is to improve the situation for the child and give the child the holding and support he or she needs. It is very important to realize that a negative belief often has survival value to the child as it helps the child to avoid taking responsibility for problems, which really belong to the parents or other adults. Children have a fine capability for spontaneous healing, and seem to enter this process more easily than adults, given sufficient holding. The symptoms of children with poor thriving ability are often difficult to understand, as they are caused by a complex combination of self-modification in five existential dimensions. This often leads to complex medical diagnosis, giving the idea that the child is sick and

  15. Child health insurance coverage and household activity toward child development in four South American countries.

    Science.gov (United States)

    Wehby, George L

    2014-05-01

    We evaluate the association between child health insurance coverage and household activities that enhance child development. We use micro-level data on a unique sample of 2,370 children from four South American countries. Data were collected by physicians via in-person interviews with the mothers. The regression models compare insured and uninsured children seen within the same pediatric care practice for routine well-child care and adjust for several demographic and socioeconomic characteristics. We also stratify these analyses by selective household demographic and socioeconomic characteristics and by country. We find that insurance coverage is associated with increasingly engaging the child in development-enhancing household activity in the total sample. This association significantly varies with ethnic ancestry and is more pronounced for children of Native or African ancestry. When stratifying by country, a significant positive association is observed for Argentina, with two other countries having positive but insignificant associations. The results suggest that insurance coverage is associated with enhanced household activity toward child development. However, other data and research are needed to estimate the causal relationship.

  16. Development and Psychometric Evaluation of the Child Neglect Questionnaire.

    Science.gov (United States)

    Stewart, Chris; Kirisci, Levent; Long, Abigail L; Giancola, Peter R

    2015-11-01

    Neglect poses a significant risk for children throughout their development and is often linked with serious consequences that reach into adulthood. The Child Neglect Questionnaire (CNQ) fills existing gaps by incorporating multiple perspectives from both parents and the child, as well as measuring the complex phenomenon of neglect multidimensionally. Furthermore, this measure addresses the need for an instrument specifically developed for late childhood (ages 10-12), as much of the extant evidence and corresponding measures focus on young children and their mothers. A panel of three psychologists, using Cicchetti's model of child neglect as a theoretical guide, began by selecting items from an existing database. Results of exploratory and confirmatory factor analyses and item response theory demonstrated the unidimensionality of physical, emotional, educational, and supervision neglect as well as a second-order construct of child neglect. Analyses controlling for risk status due to father's substance use disorder, socioeconomic status, and child's ethnicity demonstrated that father's and mother's (parental) neglect, particularly in the child's versions, had sound concurrent and predictive validity. Concurrently, at age 10-12, the child's version of both parents' neglect correlated with their parenting behaviors evaluated by other available measures. Prospectively, from 10-12 years of age to 11-13 years of age, parental neglect predicted child's drug use frequency with coexisting psychological dysregulation, psychiatric symptoms, antisocial behavior, non-normative sexual behavior, involvement with deviant peers and leisure activities thus demonstrating sound predictive validity. Also, internal consistency and inter-rater reliability were excellent. The CNQ, particularly the child's version, may thus be useful for detecting children at high risk for parental neglect.

  17. Using Toys to Support Infant-Toddler Learning and Development

    Science.gov (United States)

    Guyton, Gabriel

    2011-01-01

    Choosing toys and activities that are suitable for infants and toddlers can challenge even the most experienced teacher. By being mindful of the basic principles of child development and the role of play, teachers can intentionally select toys to meet young children's unique needs and interests, supporting learning. It is also important to be…

  18. Globalization, democracy, and child health in developing countries.

    Science.gov (United States)

    Welander, Anna; Lyttkens, Carl Hampus; Nilsson, Therese

    2015-07-01

    Good health is crucial for human and economic development. In particular poor health in childhood is of utmost concern since it causes irreversible damage and has implications later in life. Recent research suggests globalization is a strong force affecting adult and child health outcomes. Yet, there is much unexplained variation with respect to the globalization effect on child health, in particular in low- and middle-income countries. One factor that could explain such variation across countries is the quality of democracy. Using panel data for 70 developing countries between 1970 and 2009 this paper disentangles the relationship between globalization, democracy, and child health. Specifically the paper examines how globalization and a country's democratic status and historical experience with democracy, respectively, affect infant mortality. In line with previous research, results suggest that globalization reduces infant mortality and that the level of democracy in a country generally improves child health outcomes. Additionally, democracy matters for the size of the globalization effect on child health. If for example Côte d'Ivoire had been a democracy in the 2000-2009 period, this effect would translate into 1200 fewer infant deaths in an average year compared to the situation without democracy. We also find that nutrition is the most important mediator in the relationship. To conclude, globalization and democracy together associate with better child health in developing countries.

  19. Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory

    NARCIS (Netherlands)

    Sun, He; Steinkrauss, Rasmus; van der Steen, Steffie; Cox, Ralf; de Bot, Kees

    2016-01-01

    The current study focuses on one child's (male, 3 years old) learning behaviors in an English as a Foreign Language classroom, and explores the coordination and developmental patterns of his nonverbal (gestures and body language) and verbal (verbal repetition and verbal responses) learning behaviors

  20. 33 CFR 55.11 - How are child development center fees established?

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false How are child development center... HOMELAND SECURITY PERSONNEL CHILD DEVELOPMENT SERVICES General § 55.11 How are child development center fees established? (a) Fees for the provision of services at child development centers shall be set...

  1. Parent-Child Communication and Its Perceived Effects on the Young Child's Developing Self-Concept.

    Science.gov (United States)

    Banham, Victoria; Hanson, Jane; Higgins, Alice; Jarrett, Michelle

    In Australia, an exploratory study was grounded in U. Bronfenbrenner's ecological perspective of human development and his principles of reciprocity, affective tone, and developmental opportunity and developmental risk. It used D. Baumrind's (1979) work on child rearing styles (authoritarian, authoritative, and permissive) to explore the effect of…

  2. Prevention of child abuse and neglect and improvements in child development

    DEFF Research Database (Denmark)

    Christoffersen, Mogens; DePanfilis, Diane

    2009-01-01

    . The questionnaire explored the impact of various interventions, including services geared to strengthen the child's network, but results indicated that the child displayed reduced risk of reactive symptoms only when parental behaviour improved and abuse and neglect were reduced.......The aim of the study was to evaluate the implementation of a section in the Danish Social Assistance Act which encourages local authorities to offer families services in order to support children at risk of child maltreatment. The specific purpose of the present paper is to answer the question......: Will the socio-psychological development of children known to social services be improved when abuse and neglect are reduced? A sample of 1,138 children was drawn at random from new social services cases starting in 1998. Subsequently, about 80 per cent were evaluated by local caseworkers on the basis...

  3. Integrating nutrition and child development interventions: scientific basis, evidence of impact, and implementation considerations.

    Science.gov (United States)

    Black, Maureen M; Pérez-Escamilla, Rafael; Rao, Sylvia Fernandez

    2015-11-01

    The Millennium Development Goals (MDGs) have contributed to unprecedented reductions in poverty and improvement in the lives of millions of men, women, and children in low- and middle-income countries. Yet, hundreds of millions of children under 5 y of age are not reaching their developmental potential. This article reviews the scientific basis for early childhood nutrition and child development interventions, the impact of integrated interventions on children's linear growth and cognitive development, and implementation strategies for integrated nutrition and child development programs. Advances in brain science have documented that the origins of adult health and well-being are grounded in early childhood, from conception through age 24 mo (first 1000 d) and extending to age 5 y (second 1000 d). Young children with adequate nutrition, nurturant caregiving, and opportunities for early learning have the best chances of thriving. Evidence from adoption, experimental, and quasi-experimental studies has shown that stunting prevention is sensitive during the first 1000 d, and sensitivity to child development interventions extends through the second 1000 d. Cognitive development responds to interventions post–1000 d with effect sizes that are inversely associated with initial age and length of program exposure. Integrated interventions need governance structures that support integrated policies and programming, with attention to training, supervision, and monitoring. The MDGs have been replaced by the Sustainable Development Goals (SDGs), with targets for the next 15 y. Achievement of the SDGs depends on children receiving adequate nutrition, nurturant caregiving, and learning opportunities from conception through age 5.

  4. Systematic Reading Training in the Family: Development, Implementation, and Initial Evaluation of the Berlin Parent-Child Reading Program

    Science.gov (United States)

    McElvany, Nele; Artelt, Cordula

    2009-01-01

    Drawing on knowledge about the development of reading comprehension, and empirical insights into the effects of training on students' learning strategies and reading-related metacognition, we developed a parent-child reading program for implementation in the home environment. The results of this first quasi-experimental evaluation study indicate…

  5. Real-Time Coaching with Bug-in-Ear Technology: A Practical Approach to Support Families in Their Child's Development

    Science.gov (United States)

    Ottley, Jennifer Riggie

    2015-01-01

    Variability in the quality of adult-child interactions among caregivers of young children can be problematic for children's development. However, professional development has been successful in improving caregivers' positive interactions with children. Blending principles of adult learning theory with technology-based coaching can provide a…

  6. The Transition to Grammar in a Bilingual Child: Positional Patterns, Model Learning, and Relational Words.

    Science.gov (United States)

    Vihman, Marilyn May

    1999-01-01

    Analysis of the first 4 months of word combinations recorded for an Estonian-English learning child suggests that meaning-based generativity may play a role in this important transition in that mixed language utterances, sequence reversals, and errors revealing early attempts at analysis provide clear evidence that distributional learning alone…

  7. Parenting a Child with Learning Disabilities: A Viewpoint for Teachers from a Teacher and Parent

    Science.gov (United States)

    Gross, Carol M.

    2011-01-01

    When the author adopted her son, she was an early childhood educator with a Master's Degree who had taught young children for eight years and directed a child care and infant-toddler center for seven. She thought she knew something about children. Actually, she had a great deal to learn. It took years for her to learn about his needs. He slowly…

  8. Effective Teaching and Learning in Interprofessional Education in Child Welfare

    Science.gov (United States)

    Whiteley, Robert F.; Gillespie, Judy; Robinson, Cathy; Watts, Wilda; Carter, Deb

    2014-01-01

    This article reports on research regarding interprofessional education (IPE) in child welfare conducted in 2009 and 2010. Pre service nursing, social worker and teacher education candidates participated in a workshop that "exposed" (Charles, Bainbridge & Gilbert, 2010) students to IPE in child welfare. This paper addresses a gap in…

  9. Fighting Child Pornography: A Review of Legal and Technological Developments

    Directory of Open Access Journals (Sweden)

    Jasmine Eggestein

    2014-12-01

    Full Text Available In our digitally connected world, the law is arguably behind the technological developments of the Internet age.  While this causes many issues for law enforcement, it is of particular concern in the area of child pornography in the United States.  With the wide availability of technologies such as digital cameras, peer-to-peer file sharing, strong encryption, Internet anonymizers and cloud computing, the creation and distribution of child pornography has become more widespread. Simultaneously, fighting the growth of this crime has become more difficult.  This paper explores the development of both the legal and technological environments surrounding digital child pornography.  In doing so, we cover the complications that court decisions have given law enforcement who are trying to investigate and prosecute child pornographers.  We then provide a review of the technologies used in this crime and the forensic challenges that cloud computing creates for law enforcement.  We note that both legal and technological developments since the 1990s seem to be working to the advantage of users and sellers of child pornography.  Before concluding, we provide a discussion and offer observations regarding this subject.

  10. Internationalizing Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

  11. As child survival and development advocates: the PFA/UNICEF experience.

    Science.gov (United States)

    Tirol, V G

    1989-07-01

    The Press Foundation of Asia was founded in 1968 by editors and publishers in Asia and the Pacific. Its activities include an editorial program which publishes several editions of DEPTHnews and a training program for training journalists and other communicators in the skills needed to report news stories in different fields, including child survival and development. The Press Foundation's programs are coordinated by the Foundation secretariate in Manila in coordination with national and regional associates throughout Asia and the Pacific. The UN Childrens Fund selected the Asian Press Foundation as its partner in the Communication Training Project in Support of Child Survival and Development. The objectives of the Project are to make journalists aware of child survival issues, to win the involvement of governments and nongovernmental organizations in child survival, and to create a desire for more information on the subject. The Project conducted a total of 21 workshops for training communicators and produces a monthly newsletter "Asian Women and Children." The workshops concentrate on the presentation of facts related to child survival, the conduction of discussion groups and field trips, and exercises in writing features for newspapers and radio, based on what was learned and seen. As a result of the Foundation's efforts, the city of Tacloban in the Philippines achieved 80% child immunization coverage, and comic book editors and publishers in the Philippines began running health features in comic book format. In order for the media to help in child survival, they must know of the plight of mothers and children, they must be given information in ready-to-use format, they must be dealt with openly, they must be made aware of contrary messages in the media, such as those of the milk companies, they must be given recognition and acknowledgment of their contributions, and they must get feedback.

  12. The Intergeneratonal Transmission of Parental Schooling and Child Development

    DEFF Research Database (Denmark)

    Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

    Understanding the causal relation between mothers and fathers schooling and child development is important to create polices raising schooling level. We use unique Danish administrative data with information on identical twins and their children to estimate the causal effect of parental schooling...... that endowments counts for a substantial part of the correlation between parents' schooling on the devel-opment of the child. Father's schooling increases children's length of schooling, but decreases 9th grade academic achievement. Mother's schooling increases short run outcomes and the probability of high...... school completion. We find substantial gender differences, but no stronger link between parents and children of same gender....

  13. Baby and the brain: advances in child development.

    Science.gov (United States)

    DiPietro, J A

    2000-01-01

    As child morbidity and mortality declined during the twentieth century, a corresponding increase occurred in the relevance of child psychological well-being to public health. Evidence of this trend is the proliferation of programs intended to ameliorate conditions that place children in jeopardy of poor developmental outcome. Most recently, neurobiologic information on brain function and structure has been used to promote strategies for optimizing child development. This review will evaluate the current state of knowledge relating early child development to brain research and illustrate the potential misuse of this information. It will also suggest the following: (a) the extrapolation of neuroscience results to early academic and social enrichment programs obscures the magnitude of potential effects of these programs relative to the vast burden of risk imposed by poverty, and (b) an emphasis on intellectual functioning misses the most compelling evidence on the role of the early social environment in mediating establishment of neural networks that regulate a child's response to stress and capacity for self-control.

  14. Child Care and Development Block Grant (CCDBG) Participation Continues to Fall

    Science.gov (United States)

    Matthews, Hannah; Schmit, Stephanie

    2014-01-01

    Child care subsidies help make quality child care affordable for low-income parents, allowing them to attend work or school to support their families while ensuring their children's healthy development. The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working…

  15. Creativity and the Child's Social Development.

    Science.gov (United States)

    Nabors, Martha L.; Edwards, Linda C.

    1994-01-01

    Presents three teacher-preschooler scenarios illustrating teacher actions that hinder creativity and social development. Discusses the connection between psychosocial and creative development in light of Erik Erikson's eight stages of psychosocial development. Suggests that teachers need to be flexible, consider children's feelings, foster…

  16. Formulas in First and Second Language Acquisition. Papers and Reports on Child Language Development, No. 18.

    Science.gov (United States)

    Vihman, Marilyn May

    The use of formulaic speech is seen as a learning strategy in children's first language (L1) acquisition to a limited extent, and to an even greater extent in their second language (L2) acquisition. While the first utterances of the child learning L1 are mostly one-word constructions, many of them are routine words or phrases that the child learns…

  17. Child development and genre preference: research for educational game design.

    Science.gov (United States)

    Sherry, John L; Lucas, Kristen; Greenberg, Bradley S; Holmstrom, Amanda

    2013-05-01

    As the movement to capitalize on unique affordances of video games for learning continues to grow, relatively little research in that area has examined how formal features, such as genre and game mechanics, draw and hold children's attention. This study examines which genres children prefer and the reasons why children prefer those genres by reporting on a video game uses and gratifications survey of children of various ages (n=685). Results show distinct patterns of game use and preference tied to typical child developmental ecology at each age, indicating that genre preference varies by age and developmental context. Implications for game research and educational gaming are provided.

  18. Maternal Conjugal Multiplicity and Child Development in Rural Jamaica

    Science.gov (United States)

    Dreher, Melanie; Hudgins, Rebekah

    2010-01-01

    Using field-based observations and standardized measures of the home environment and child development, the authors followed 59 rural Jamaican women and their offspring from birth to age 5. The findings suggest that conjugal multiplicity, a female reproductive pattern characterized by multiple unions, maternal unmarried status, and absent father,…

  19. Fatherhood in Kenyan Ethnic Communities: Implication for Child Development

    Science.gov (United States)

    Lasser, Jon; Fite, Kathleen; Wadende, Akinyi P.

    2011-01-01

    This article reviews the traditional and evolving constructions of fatherhood in Kenyan society, with an emphasis on fatherhood's impact on child development outcomes. Western influence and increased access to technology have changed the role of the Kenyan father, and in turn affected his role in the family. Special attention is given to…

  20. Using a Virtual Simulation Program to Teach Child Development

    Science.gov (United States)

    Zimmermann, Laura K.

    2013-01-01

    Interest in the use of technology in the classroom continues to grow. The current study included 100 students who registered for a 200 level child development class at a private university in Northern Virginia. Students were from 4 different sections taught by the same professor in different semesters. Two of the sections used a textbook. The…

  1. Some Growth Points in African Child Development Research

    Science.gov (United States)

    Serpell, Robert; Marfo, Kofi

    2014-01-01

    We reflect on ways in which research presented in earlier chapters responds to challenges of generating an African child development field and identify additional issues calling for the field's attention. The chapters collectively display a variety of African contexts and reflexive evidence of the authors' African cultural roots. Connecting…

  2. High School Child Development Courses Provide a Valuable Apprenticeship

    Science.gov (United States)

    McCombie, Sally M.

    2009-01-01

    The current media are laden with reports of the many significant problems facing today's youth. In fact, parenting has become a national topic of discussion. Parenting instruction, a responsibility that had previously rested in the home, has become part of educational curricula. Courses in child development are offered for high school students in…

  3. Some Growth Points in African Child Development Research

    Science.gov (United States)

    Serpell, Robert; Marfo, Kofi

    2014-01-01

    We reflect on ways in which research presented in earlier chapters responds to challenges of generating an African child development field and identify additional issues calling for the field's attention. The chapters collectively display a variety of African contexts and reflexive evidence of the authors' African cultural roots.…

  4. A Mechanism for Gratitude Development in a Child

    Science.gov (United States)

    Li, Shi

    2016-01-01

    Most scholars consider gratitude as a moral emotion, with only few seeing it as a character trait. As a result, no systematic mechanism has ever been attempted to develop gratitude in children. Given the social issue of widespread lack of gratitude in the one-child generations of China, this article attempts to outline a mechanism of parental…

  5. Child Development and Molecular Genetics: 14 Years Later

    Science.gov (United States)

    Plomin, Robert

    2013-01-01

    Fourteen years ago, the first article on molecular genetics was published in this journal: "Child Development, Molecular Genetics, and What to Do With Genes Once They Are Found" (R. Plomin & M. Rutter, 1998). The goal of the article was to outline what developmentalists can do with genes once they are found. These new directions for developmental…

  6. Child Development and Childcare in Japan

    Science.gov (United States)

    Anme, Tokie; Segal, Uma A.

    2010-01-01

    With increasing numbers of women joining the workforce, there is a need for quality childcare. This project, conducted in Japan and using a large number of participants, sought to standardize an evaluation scale to measure the development of children. The development of children under six years of age (N = 22,819) who are enrolled in childcare…

  7. Child obesity and motor development delays

    Science.gov (United States)

    Childhood obesity has been associated with delays in motor development using weight-for-length z-scores and subcutaneous fat. To study this further, percent body fat and motor development were assessed in children ages 3 to 24 months. Included were 455 children with a total of 1882 longitudinal obse...

  8. The Role of Oral Language Interactions in English Literacy Learning: A Case Study of a First Grade Korean Child

    Science.gov (United States)

    Kim, Kwangok

    2011-01-01

    This paper is a qualitative case study of a Korean first grade child. The primary purpose of this study was to investigate the nature of a first grade Korean child's oral language interactions with teachers, parents, peers, and community members and to examine how a child's oral language impacts his literacy learning in English. The data were…

  9. How Moroccan Mothers and Fathers View Child Development and Their Role in Their Children's Education

    Science.gov (United States)

    Zellman, Gail L.; Perlman, Michal; Karam, Rita

    2014-01-01

    Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose…

  10. Lessons in Developing Distance Learning.

    Science.gov (United States)

    Gant, Lenora Peters

    1996-01-01

    Describes the use of video teletraining (VTT) for distance learning in the Department of Defense. Topics include planning and organizing the VTT facility, staff development, site facilitators, the necessity of protocol, instructional design and development strategies, student involvement and interactivity, and evaluation and assessment. (LRW)

  11. Boosting Family Income to Promote Child Development

    Science.gov (United States)

    Duncan, Greg J.; Magnuson, Katherine; Votruba-Drzal, Elizabeth

    2014-01-01

    Families who live in poverty face disadvantages that can hinder their children's development in many ways, write Greg Duncan, Katherine Magnuson, and Elizabeth Votruba-Drzal. As they struggle to get by economically, and as they cope with substandard housing, unsafe neighborhoods, and inadequate schools, poor families experience more stress in…

  12. Consequences of Parental Divorce for Child Development

    Science.gov (United States)

    Kim, Hyun Sik

    2011-01-01

    In this article, I propose a three-stage estimation model to examine the effect of parental divorce on the development of children's cognitive skills and noncognitive traits. Using a framework that includes pre-, in-, and post-divorce time periods, I disentangle the complex factors affecting children of divorce. I use the Early Childhood…

  13. The Playing Learning Child: Towards a Pedagogy of Early Childhood

    Science.gov (United States)

    Samuelsson, Ingrid Pramling; Carlsson, Maj Asplund

    2008-01-01

    From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool…

  14. Household and context determinants of child labor in 156 districts of 11 developing countries

    NARCIS (Netherlands)

    Webbink, E.; Smits, J.P.J.M.; Jong, E. de

    2008-01-01

    We study household and context determinants of child labor for 150,000 children in 11 developing countries, with child labor rates ranging from 2 to over 20 percent. Multilevel analysis showed socio-economic factors to be still major determinants of child labor, with less child labor in households w

  15. [Preschool education impact on child development].

    Science.gov (United States)

    2016-10-01

    Presumed perinatal ischemic stroke is the term used for cases in which an old stroke is diagnosed by the consequences of it and not by the acute symptoms. Many presumed perinatal ischemic strokes have congenital hemiparesis as the first manifestation, which is usually noticed between the fourth and eighth month of life as early hand preference. That is why the clear and persistent handedness developed before one year of age must be assumed as a warning sign of probable motor sequelae. In this paper we review the medical records of 15 cases of presumed perinatal ischemic stroke to assess the age at which the consultation led to the diagnosis, reason for consultation and age at development of handedness.

  16. Child care quality and cognitive development: trajectories leading to better preacademic skills.

    Science.gov (United States)

    Côté, Sylvana M; Mongeau, Chantal; Japel, Christa; Xu, Qian; Séguin, Jean R; Tremblay, Richard E

    2013-01-01

    The associations between trajectories of child care quality from ages 2 to 4 years and children's cognitive performance at 4 years (n = 250) were tested. Distinct quality trajectories were identified: low and high ascending Teaching and Interactions trajectory; low and high Provision for Learning trajectory. Membership in the high ascending Teaching and Interactions trajectory was associated with better numeracy (effect size [ES] = .39, confidence interval [CI] = .21-.66), receptive vocabulary (ES = .41, CI = .14-.68), and school readiness (ES = .32, CI = .06-.58). The results suggest that a pattern of increasing quality of teacher-child interactions during the preschool years, particularly with regard to supporting the development of language, has a moderate impact on children's cognitive development.

  17. Preschool education impact on child development.

    Science.gov (United States)

    Gur, Gokce; Cakar, Nilgun; Kiremitci, Saba; Taktak, Aysel; Basaran, Ozge; Uncu, Nermin

    2016-10-01

    Henoch-Schonlein purpura (HSP) is the most common vasculitis in children. Vasculitic processes can involve the lung. Although diffuse alveolar hemorrhage may be seen as one of the manifestation of HSP, it is not a frequent presentation. Here we reported the case of a 10-year-old girl with HSP nephritis who developed pulmonary hemorrhage. The patient was treated successfully with intravenous methylprednisolone. A review of the literature revealed that young age may be a good prognostic sign and that immunosuppressive drugs and supportive management are essential in the treatment.

  18. Learning Joomla! 3 extension development

    CERN Document Server

    Plummer, Tim

    2013-01-01

    A practical guide with step-by-step examples that build on each other so you can learn by doing and get hands-on knowledge about creating your plugins, modules, and components in Joomla.""Learning Joomla! 3 Extension Development, Third Edition"" is for developers who want to create their own Joomla extensions. It is assumed you will have some basic PHP, HTML, and CSS knowledge, but you don't need any prior Joomla programming experience. This book will also be useful to people who just want to make minor customizations to existing Joomla extensions and build on the work of others in the open so

  19. Student Teachers' Learning about Child Sexual Abuse Strategies for Primary School: An Exploratory Study of Surface and Deep Learning

    Science.gov (United States)

    Goldman, Juliette D. G.

    2005-01-01

    This paper explores student teachers' understandings of child sexual abuse and strategies to deal with it that are appropriate for the primary school classroom. Evidence of surface and deep learning were obtained from a content analysis of student teachers' responses to an essay-type exam question, using Bloom's taxonomy of educational objectives.…

  20. Learning to talk: A non-imitative account of the replication of phonetics by child learners

    Science.gov (United States)

    Messum, Piers

    2005-04-01

    How is it that an English-speaking 5-year-old comes to: pronounce the vowel of seat to be longer than that of sit, but shorter than that of seed; say a multi-word phrase with stress-timed rhythm; aspirate the /p/s of pin, polite, and spin to different degrees? These are systematic features of English, and most people believe that a child replicates them by imitation. If so, he is paying attention to phonetic detail in adult speech that is not very significant linguistically, and then making the effort to reproduce it. With all the other communicative challenges he faces, how plausible is this? An alternative, non-imitative account of the replication of these features relies on two mechanisms: (1) emulation, and (2) the conditioning of articulatory activity by the developing characteristics of speech breathing. The phenomena above then become no more than expressions of how a child finds ways to warp his phonetic output in order to reconcile conflicting production demands. The criteria he uses to do this make the challenges both of learning to talk and then of managing the interaction of complex phonetic patterns considerably more straightforward than has been imagined.

  1. Learning and Teaching Development.

    Science.gov (United States)

    Short, Joseph

    1985-01-01

    The author introduces the concept of development education as a response to what he calls the "morally unacceptable fact of poverty, inequality, and human misery amidst the plentiful resources of the world." He describes the work of Oxfam America, which operates in the Third World to improve living conditions while promoting community…

  2. Statistical speech segmentation and word learning in parallel: scaffolding from child-directed speech

    Directory of Open Access Journals (Sweden)

    Daniel eYurovsky

    2012-10-01

    Full Text Available In order to acquire their native languages, children must learn richly structured systems with regularities at multiple levels. While structure at different levels could be learned serially, e.g. speech segmentation coming before word-object mapping, redundancies across levels make parallel learning more efficient. For instance, a series of syllables is likely to be a word not only because of high transitional probabilities, but also because of a consistently co-occurring object. But additional statistics require additional processing, and thus might not be useful to cognitively constrained learners. We show that the structure of child-directed speech makes this problem solvable for human learners. First, a corpus of child-directed speech was recorded from parents and children engaged in a naturalistic free-play task. Analyses revealed two consistent regularities in the sentence structure of naming events. These regularities were subsequently encoded in an artificial language to which adult participants were exposed in the context of simultaneous statistical speech segmentation and word learning. Either regularity was sufficient to support successful learning, but no learning occurred in the absence of both regularities. Thus, the structure of child-directed speech plays an important role in scaffolding speech segmentation and word learning in parallel.

  3. The effect of poverty on child development and educational outcomes.

    Science.gov (United States)

    Engle, Patrice L; Black, Maureen M

    2008-01-01

    Poverty affects a child's development and educational outcomes beginning in the earliest years of life, both directly and indirectly through mediated, moderated, and transactional processes. School readiness, or the child's ability to use and profit from school, has been recognized as playing a unique role in escape from poverty in the United States and increasingly in developing countries. It is a critical element but needs to be supported by many other components of a poverty-alleviation strategy, such as improved opportunity structures and empowerment of families. The paper reviews evidence from interventions to improve school readiness of children in poverty, both in the United States and in developing countries, and provides recommendations for future research and action.

  4. Child Development and Behavior Branch (CDBB), NIHCD, Report to the NACHHD Council

    Science.gov (United States)

    National Institute of Child Health and Human Development (NICHD), 2009

    2009-01-01

    The Child Development & Behavior (CDB) Branch of the National Institute of Child Health and Human Development (NICHD) seeks to improve the health and well-being of individuals from infancy through early adulthood by supporting research into healthy growth and development, including all aspects of child development. The study of typical child…

  5. Relationship between overall child development and caries severity in Chilean three-year-old preschool children.

    Directory of Open Access Journals (Sweden)

    Marcela Mufdi

    2016-11-01

    Full Text Available To determine the relationship between caries and overall child development in three-year-old children in the cities of Linares and Talca, Chile, 2014-2015. Method: Cross-sectional study conducted in a sample of 170 preschool children attending daycare centers in Linares and Talca. Four dimensions of child development (language, cognition, motor skills and socio-emotional development were qualitatively assessed using the child learning and development test (TADI, for its acronym in Spanish. Nutritional development was calculated with the weight/height index. Caries history was assessed by the dmft index and compromised tissue quantification. Statistical analysis was performed using Pearson's rho, ANOVA, Student’s t-test, Fisher’s exact test and Kruskal-Wallis. Results: A negative linear correlation was observed between dmft and total TADI score (r=-0.20, p=0.00, and the dimensions of language (r=-0.19, p=0.01, cognition (r=-0.18, p=0.02 and socio-emotional development (r=-0.21, p=0.01. Preschoolers with a dmft of >6.5 had a lower average TADI score than those with a dmft of <2.6 (p=0.009. There were no statistically significant differences in the level of compromised tissue quantification between preschool children with normal and altered development. No statistically significant association between dmft and nutritional development was found. Conclusion: A relationship between caries severity and overall child development in three-year-old preschool children was observed. Longitudinal studies are required to assess causality.

  6. Policy Development by the People: The Navajo Child Care Standards Project.

    Science.gov (United States)

    Keane, Coleen

    1980-01-01

    Traces the development of the Navajo Child Care Standards Project and also the Model Law and Regulations for Navajo Foster Care Providers. Describes the successful involvement of Indian Parents in the development of tribal standards for foster child care. (AN)

  7. Parents' Child-Directed Communication and Child Language Development: A Longitudinal Study with Italian Toddlers

    Science.gov (United States)

    Majorano, Marinella; Rainieri, Chiara; Corsano, Paola

    2013-01-01

    The present study focuses on the characteristics of parental child-directed communication and its relationship with child language development. For this purpose, thirty-six toddlers (18 males and 18 females) and their parents were observed in a laboratory during triadic free play at ages 1;3 and 1;9. The characteristics of the maternal and…

  8. Parenting in Families with a Child with Autism Spectrum Disorder and a Typically Developing Child: Mothers' Experiences and Cognitions

    Science.gov (United States)

    Meirsschaut, Mieke; Roeyers, Herbert; Warreyn, Petra

    2010-01-01

    The parenting experiences of mothers in a family with a child with autism spectrum disorder (ASD) and a typically developing (TD) child were studied using a qualitative analysis of mothers' perceptions of the impact of autism on family and personal life. An additional quantitative comparison was performed to evaluate the effect of ASD on mothers'…

  9. DEVELOPING LEARNING MATERIALS FOR SPECIFIC PURPOSES

    OpenAIRE

    2007-01-01

    Abstract: Teaching/learning materials is one of the very crucial elements that has to exist to conduct teaching/learning activities. This paper describes teaching/learning materials development for ESP. The description includes the definition, the principles, the procedure, and the practical undertaking of the materials development with the case of developing learning materials for ESP.

  10. DEVELOPING LEARNING MATERIALS FOR SPECIFIC PURPOSES

    Directory of Open Access Journals (Sweden)

    Y. M. Harsono

    2007-01-01

    Full Text Available Abstract: Teaching/learning materials is one of the very crucial elements that has to exist to conduct teaching/learning activities. This paper describes teaching/learning materials development for ESP. The description includes the definition, the principles, the procedure, and the practical undertaking of the materials development with the case of developing learning materials for ESP.

  11. The last commodity: child prostitution in the developing world.

    Science.gov (United States)

    Sachs, A

    1994-01-01

    growth of sex tourism in Asia during the Vietnam War, government complicity in the industry, and the need to develop political will to end child prostitution.

  12. EARLY DEVELOPMENT OF SPEECH AND INTERACTION BETWEEN MOTHER AND CHILD

    OpenAIRE

    Ana RADOJKOVIC; Slavica GOLUBOVIC; Dejan RADOJKOVIC

    1998-01-01

    Respecting the opinions of the modern researches which show that early interaction between mother and child has the crucial importance in child’s development, almost in all parts of child’s functions (speech, emotions, motor functions, intelligence). The authors did their own research that does not diffuse from the result got from former researches.Although this research is related to normal population of the children, also it is very important for speech in context of interaction between mot...

  13. The Self-Directed Learning Experience of Mothers Whose Child Has Had a Paediatric Stroke

    Science.gov (United States)

    Grover, Kenda S.

    2014-01-01

    This study employed qualitative research methodology to explore the experiences of mothers who self-directed their learning following their child's stroke diagnosis. Paediatric stroke, although rare, is among the top 10 causes of death in children in the USA, but information about the cause, treatment and long-term impact are difficult to…

  14. 75 FR 51827 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-08-23

    ... Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant... privacy. Name of Committee: National Institute of Child Health and Human Development Special Emphasis... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD...

  15. 77 FR 29675 - Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD); Notice of...

    Science.gov (United States)

    2012-05-18

    ... Kennedy Shriver National Institute of Child Health & Human Development (NICHD); Notice of Meeting Pursuant... given of a meeting of the National Advisory Child Health and Human Development Council. The meeting will... Committee: National Advisory Child Health and Human Development Council. Date: June 7, 2012. Open: June...

  16. 77 FR 26020 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-05-02

    ... Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to... Institute of Child Health and Human Development Special Emphasis Panel; Nature and Acquisition of Speech... Review, Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH,...

  17. 33 CFR 55.5 - Who is eligible for child development services?

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Who is eligible for child development services? 55.5 Section 55.5 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY PERSONNEL CHILD DEVELOPMENT SERVICES General § 55.5 Who is eligible for child development...

  18. Voyage through Childhood into the Adult World: A Guide to Child Development. Lifeways Series. Second Edition.

    Science.gov (United States)

    Frommer, Eva A.

    Originally written for students at St. Thomas' Hospital in London, this guide to child development offers an overview of child development for parents, teachers, and all adults concerned with raising children. Many of the book's ideas come from direct work with children and draw on Rudolf Steiner's approach to child development. The book's…

  19. Do multiple micronutrient interventions improve child health, growth, and development?

    Science.gov (United States)

    Ramakrishnan, Usha; Goldenberg, Tamar; Allen, Lindsay H

    2011-11-01

    Micronutrient deficiencies are common and often co-occur in many developing countries. Several studies have examined the benefits of providing multiple micronutrient (MMN) interventions during pregnancy and childhood, but the implications for programs remain unclear. The key objective of this review is to summarize what is known about the efficacy of MMN interventions during early childhood on functional outcomes, namely, child health, survival, growth, and development, to guide policy and identify gaps for future research. We identified review articles including meta-analyses and intervention studies that evaluated the benefits of MMN interventions (3 or more micronutrients) in children (child morbidity, anemia, and growth. Two studies found no effects on child mortality. The findings for respiratory illness and diarrhea are mixed, although suggestive of benefit when provided as fortified foods. There is evidence from several controlled trials (>25) and 2 meta-analyses that MMN interventions improve hemoglobin concentrations and reduce anemia, but the effects were small compared to providing only iron or iron with folic acid. Two recent meta-analyses and several intervention trials also indicated that MMN interventions improve linear growth compared to providing a placebo or single nutrients. Much less is known about the effects on MMN interventions during early childhood on motor and mental development. In summary, MMN interventions may result in improved outcomes for children in settings where micronutrient deficiencies are widespread.

  20. Learning game for training child bicyclists' situation awareness.

    Science.gov (United States)

    Lehtonen, Esko; Sahlberg, Heidi; Rovamo, Emilia; Summala, Heikki

    2016-08-02

    Encouraging more children to bicycle would produce both environmental and health benefits, but bicycling accidents are a major source of injuries and fatalities among children. One reason for this may be children's less developed hazard perception skills. We assume that children's situation awareness could be trained with a computer based learning game, which should also improve their hazard perception skills. In this paper, we present a prototype for such a game and pilot it with 8-9year old children. The game consisted of videos filmed from a bicyclist's perspective. Using a touchscreen, the player's task was to point out targets early enough to gain points. The targets were either overt (other visible road users on a potentially conflicting course) or covert (occlusions, i.e. locations where other road users could suddenly emerge). If a target was missed or identified too late, the video was paused and feedback was given. The game was tested with 49 children from the 2nd grade of primary school (aged 8-9). 31 young adults (aged 22-34) played the game for comparison. The effect of the game on situation awareness was assessed with situation awareness tests in a crossover design. Similar videos were used in the tests as in the game, but instead of pointing out the targets while watching, the video was suddenly masked and participants were asked to locate all targets which had been present just before the masking, choosing among several possible locations. Their performance was analyzed using Signal Detection Theory and answer latencies. The game decreased answer latency and marginally changed response bias in a less conservative direction for both children and adults, but it did not significantly increase sensitivity for targets. Adults performed better in the tests and in the game, and it was possible to satisfactorily predict group membership based on the scores. Children found it especially difficult to find covert targets. Overall, the described version of the

  1. Gestural development and its relation to a child's early vocabulary.

    Science.gov (United States)

    Kraljević, Jelena Kuvač; Cepanec, Maja; Simleša, Sanja

    2014-05-01

    Gesture and language are tightly connected during the development of a child's communication skills. Gestures mostly precede and define the way of language development; even opposite direction has been found. Few recent studies have focused on the relationship between specific gestures and specific word categories, emphasising that the onset of one gesture type predicts the onset of certain word categories or of the earliest word combinations. The aim of this study was to analyse predicative roles of different gesture types on the onset of first word categories in a child's early expressive vocabulary. Our data show that different types of gestures predict different types of word production. Object gestures predict open-class words from the age of 13 months, and gestural routines predict closed-class words and social terms from 8 months. Receptive vocabulary has a strong mediating role for all linguistically defined categories (open- and closed-class words) but not for social terms, which are the largest word category in a child's early expressive vocabulary. Accordingly, main contribution of this study is to define the impact of different gesture types on early expressive vocabulary and to determine the role of receptive vocabulary in gesture-expressive vocabulary relation in the Croatian language.

  2. Influence of social factors on lead exposure and child development

    Energy Technology Data Exchange (ETDEWEB)

    Bornschein, R.L.

    1985-10-01

    A brief overview of current views of child development is provided, with particular attention given to the role the child's physical and social environment plays in influencing the developmental process. Examples from the recent literature are used to illustrate how these factors can influence lead exposure and most importantly how they might interact with lead to ameliorate or exacerbate possible lead effects. An example is provided which demonstrates that failure to control adequately and to adjust the data statistically to correct for the influence of these factors can lead one erroneously to attribute cognitive and behavioral changes to lead. Finally, data from the Cincinnati Prospective Lead Study are presented to illustrate the application of structural equation modeling as a means for unraveling the complex web of sociodemographic, environmental and behavioral influences on childhood lead exposure.

  3. The Intergenerational Transmission of Parental Schooling and Child Development

    DEFF Research Database (Denmark)

    Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

    . By applying within twin fixed effect techniques we are able to take heritable endowments transmitted from parent to child into account. We find OLS to be consistently upward biased due to endowments. Further, paternal schooling has no causal effect on infant and early childhood health but increases children......Understanding the causal relationship between parental schooling and child development is important to create polices raising schooling level. We use unique Danish administrative data with information on identical twins to estimate the effect of parental schooling on short-run and long-run outcomes......'s length of schooling; although the effect is small and not significant when fathers are born after WWII. Maternal schooling increases birth weight, the probability of high school completion and length of schooling, the latter, however, only when mothers are born after WWII....

  4. Language development in a non-vocal child.

    Science.gov (United States)

    Rogow, S M

    1994-01-01

    Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

  5. Neighborhood adversity, child health, and the role for community development.

    Science.gov (United States)

    Jutte, Douglas P; Miller, Jennifer L; Erickson, David J

    2015-03-01

    Despite medical advances, childhood health and well-being have not been broadly achieved due to rising chronic diseases and conditions related to child poverty. Family and neighborhood living conditions can have lasting consequences for health, with community adversity affecting health outcomes in significant part through stress response and increased allostatic load. Exposure to this "toxic stress" influences gene expression and brain development with direct and indirect negative consequences for health. Ensuring healthy child development requires improving conditions in distressed, high-poverty neighborhoods by reducing children's exposure to neighborhood stressors and supporting good family and caregiver functioning. The community development industry invests more than $200 billion annually in low-income neighborhoods, with the goal of improving living conditions for residents. The most impactful investments have transformed neighborhoods by integrating across sectors to address both the built environment and the social and service environment. By addressing many facets of the social determinants of health at once, these efforts suggest substantial results for children, but health outcomes generally have not been considered or evaluated. Increased partnership between the health sector and community development can bring health outcomes explicitly into focus for community development investments, help optimize intervention strategies for health, and provide natural experiments to build the evidence base for holistic interventions for disadvantaged children. The problems and potential solutions are beyond the scope of practicing pediatricians, but the community development sector stands ready to engage in shared efforts to improve the health and development of our most at-risk children.

  6. 45 CFR 1306.30 - Provisions of comprehensive child development services.

    Science.gov (United States)

    2010-10-01

    ... socialization activities is to help meet the child's development needs and to foster the child's social... 45 Public Welfare 4 2010-10-01 2010-10-01 false Provisions of comprehensive child development... CHILDREN, YOUTH AND FAMILIES, HEAD START PROGRAM HEAD START STAFFING REQUIREMENTS AND PROGRAM OPTIONS...

  7. 77 FR 10758 - National Institute of Child Health and Human Development Proposed Collection; Comment Request...

    Science.gov (United States)

    2012-02-23

    ... HUMAN SERVICES National Institutes of Health National Institute of Child Health and Human Development... Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Building 6100... comment on proposed data collection projects, the National Institute of Child Health and ]...

  8. 75 FR 7484 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-02-19

    ... Development Special Emphasis Panel; Changing Parental Relationships and Child Well-Being. Date: March 5, 2010... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child...

  9. Child mental health: an e-learning resource for student CYP nurses.

    Science.gov (United States)

    Clark, Mary

    2009-02-01

    This paper outlines a small action research work-based study. Its aim was to ascertain the content of an e-learning resource designed to help student children and young people's (CYP) nurses promote young children's mental health. Recent policy stresses the importance of this area of health promotion. The setting for the study was a higher education institution and the data collection methods were a focus group and semi-structured interviews.The key stakeholders involved in the study were four student CYP nurses, a child health programme leader, a child health lecturer, a child and adolescent mental health lecturer and an e-learning expert.The results suggest that attachment theory, assessment framework and Bronfenbrenner's ecology model should be included in the learning resource in order to promote a holistic approach toward young children's mental health promotion. Further research is required into what training is required for student CYP nurses regarding child mental health and how CYP nurses can be prepared for their role in skill-mixed health visiting teams.

  10. Learning Laravel 4 application development

    CERN Document Server

    Dangar, Hardik

    2014-01-01

    This book is written in a simple and easy-to-understand manner, with each chapter contributing as a standalone project that will give you as a reader something to reflect on as you're learning.This book is aimed at amateur PHP developers with a desire to get a firm understanding of the Lavarel 4 framework. Basic knowledge of PHP will be helpful, however in-depth knowledge is not a must.

  11. Investigating the effects of child maltreatment and household dysfunction on child physical development in a British birth cohort

    OpenAIRE

    Denholm, R. E.

    2013-01-01

    Recent evidence suggests adverse childhood experiences (maltreatment and household dysfunction) may have long-term effects on adult health. One possible pathway is through physical development. This thesis investigated the prevalence of child maltreatment and household dysfunction in a population sample, and assessed their association with child-to-adult height and pubertal development. The 1958 British birth cohort includes all children (≈17,000) born in one week, March 1958, followed-up to ...

  12. Developing and establishing online student learning communities.

    Science.gov (United States)

    Tilley, Donna Scott; Boswell, Carol; Cannon, Sharon

    2006-01-01

    Developing effective learning communities is an important component of Web-based courses. Learning communities offer a social context for learning that greatly enhances the knowledge acquisition of all involved parties. This article describes the development of an effective learning community among Web-based RN-BSN students. The characteristics of the cohort leading to an effective learning community included supportiveness, open sharing of oneself, and socialization.

  13. Learning preferences among neonatal and maternal child nurses.

    Science.gov (United States)

    Pilcher, Jobeth

    2013-01-01

    How do you prefer to learn? Do you prefer to attend a lecture or complete a self-study? Do you enjoy looking up material on the Internet? Do you participate in online nursing continuing education (CE) activities, blogs, or forums? How about podcasts, webinars, or simulations? We asked these types of questions to nurses attending the Twelfth Neonatal Nurses Conference and the Fifteenth National Mother Baby Nurses Conference in Chicago in September 2012. This article includes an overview of their responses as well as a discussion regarding how the information can be applied to the learning environment.

  14. Impact of parenting practices on parent-child relationships in children with specific learning disability

    Directory of Open Access Journals (Sweden)

    S Karande

    2011-01-01

    Full Text Available Background: Parents of children with specific learning disability (SpLD undergo stress in coping up with their child′s condition. Aims: To document the parenting practices of parents having a child with newly diagnosed SpLD and to analyze their impact on parent-child relationships. Settings and Design: Cross-sectional questionnaire-based study in our clinic. Materials and Methods: From May 2007 to January 2008, 150 parents (either mother or father of children consecutively diagnosed as having SpLD were enrolled. Parenting practices and parent-child relationships were measured by the Alabama Parenting Questionnaire-Parent Form (APQ-PF and the Parent Child Relationship Questionnaire (PCRQ, respectively. Statistical Analysis Used: Pearson correlation coefficients between subscales of APQ-PF and PCRQ were computed. Multiple regression analysis was carried out for statistical significance of the clinical and demographic variables. Results: Parents who were: (i "involved" in parenting had a good "personal relationship and disciplinary warmth," (ii practicing "positive parenting" had good "warmth, personal relationship and disciplinary warmth," (iii "poorly supervising" their child′s activities lacked "warmth and personal relationship," (iv practicing "inconsistent discipline′ had a higher "power assertion" and (v practicing "corporal punishment" lacked "warmth" and had a higher "power assertion and possessiveness" in their relationships with their child. Parent being poorly educated or currently ill and child having all three types of SpLD present concomitantly or a sibling or a sibling with a chronic disability or being in class standard IX to XI were variables that independently predicted a poor parenting or parent-child relationship subscale score. Conclusions: The present study has identified parenting practices that need to be encouraged or excluded for improving parent-child relationships. Initiating these measures would help in the

  15. Learn Java for Android Development

    CERN Document Server

    Friesen, J

    2010-01-01

    Android development is hot, and many programmers are interested in joining the fun. However, because this technology is based on Java, you should first obtain a solid grasp of the Java language and its foundational APIs to improve your chances of succeeding as an Android app developer. After all, you will be busy learning the architecture of an Android app, the various Android-specific APIs, and Android-specific tools. If you do not already know Java fundamentals, you will probably end up with a massive headache from also having to quickly cram those fundamentals into your knowledge base. Lear

  16. Develop a Professional Learning Plan

    Science.gov (United States)

    Journal of Staff Development, 2013

    2013-01-01

    A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

  17. Meeting the Needs of a Child with Mild Learning Problems.

    Science.gov (United States)

    Gilhool, Nancy; Ginn, Ruth

    1982-01-01

    The article describes the diagnostic prescriptive teacher program, an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular…

  18. Knowledge Creation in Strategic Alliance: Case of ‘Child Business’ Learning from ‘Parent Partner’

    Directory of Open Access Journals (Sweden)

    Zuraina Dato Mansor

    2012-04-01

    Full Text Available Alliance is becoming an essential feature in today’s intensely competitive market as a means of facilitating market entry, acquiring new technology, leveraging economies of scale, and enhancing new product development capabilities.Recently, alliances have been linked to the organizational learning literature where alliances create environments for learning and knowledge transfer. This phenomenon is the main purpose of this paper, where it will define and discuss the key facilitating learning elements in strategic alliances. The study used an in-depth case study method. Two respondent organizations were used to gather data for the purpose of the study. One case was from the manufacturing sector and the other is from the service sector. Both entered into alliances with learning from foreign parent partner as one of the key objectives. The final part of the paper will summarize the findings and suggest key elements promoting learning from foreign parent partner to the ‘child businesses in the case of international strategic alliance which include learning as one of their alliance objectives

  19. The influence of causal attribution of parents on developing the child enuresis

    Directory of Open Access Journals (Sweden)

    Jerković Ivan

    2003-01-01

    Full Text Available Causal attributions are affirmed as a cognitive element able to explain emotional and motivational aspects of behaviour of some categories of adult psychiatric patients, primarily depressive ones. Theoretical and practical success of cognitive ideas in explaining the origination of depressive disorders, and in the monitoring of depressive patient treatment has led to further development of theory, but also to the attempt to apply the learning about causal attributions to various problems. Characteristic attempts are those that the problems of child abuse, children’s depression, upbringing problems, school failure, hyperactivity, enuresis, and long-term effects of different child treatment, too, are analysed from the point of view of causal attributions. By assessing parent causal attributions regarding child night urination, we wanted to establish to what extent specific attributions for child behaviour differentiate the parents of children having this problem from those parents whose children have established control. Parents were assessed in terms of four dimensions of causal attributions for child’s problem. Those are the dimensions of globality, counter-lability, internality, and the stability of the cause of child’s problem. The analysis of parent causal attributions show that mothers and fathers in both assessed groups similarly experience the cause of enuretic problems of their children. Enuresis is seen as caused by specific, internal, and instable causes. Such a system of dimensions could correspond to the belief that the main etiological factor of the enuresis is maturing. For more reliable verification of this attitude, longitudinal strategy in research is necessary, especially to comprehend whether parental attributions have been developed as an effect of persistent enuresis, or whether the enuresis is developed as an effect of parental attributions.

  20. Economic Pressure, Parent Personality and Child Development: An Interactionist Analysis

    Science.gov (United States)

    Conger, Rand D.; Schofield, Thomas K.; Conger, Katherine J.; Neppl, Tricia K.

    2010-01-01

    The current economic downturn in the U.S. and around the world has refocused attention on the processes through which families and children are affected by economic hardship. This study examines the response to economic pressure of a cohort of youth first studied 20 years ago as adolescents and now grown to adulthood. A total of 271 of the original G2 adolescents (M age = 25.6 years) participated in the study with their young child (G3, M age = 2.31 years at the first time of assessment) and the child’s other parent in 81% of the cases. Data analyses were guided by the interactionist model which proposed that positive G2 personality attributes during adolescence would predict lower economic pressure during adulthood and would diminish the negative family processes related to economic pressure expected to disrupt competent G3 development. The findings were consistent with this social selection aspect of the interactionist model. The model also predicted that economic pressure and other aspects of the related family stress process would affect G3 development net of earlier G2 personality. This social causation aspect of the interactionist model also received support. The findings suggest that the relationship between economic conditions and child development reflect a dynamic process of selection and causation that plays out over time and generations. PMID:21209795

  1. Timing of High-Quality Child Care and Cognitive, Language, and Preacademic Development

    Science.gov (United States)

    Li, Weilin; Farkas, George; Duncan, Greg J.; Burchinal, Margaret R.; Vandell, Deborah Lowe

    2013-01-01

    The effects of high- versus low-quality child care during 2 developmental periods (infant-toddlerhood and preschool) were examined using data from the National Institute of Child Health and Human Development Study of Early Child Care. Propensity score matching was used to account for differences in families who used different combinations of child…

  2. Assessment of the learning process through the Maternal and Child Nursing Specialists health care practice

    Directory of Open Access Journals (Sweden)

    Norma Mur Villar

    2010-11-01

    Full Text Available The curriculum of the Maternal and Child Nursing Specialty is aimed to prepare professionals with theoretical and practical training that enables them to assume the responsibility of the health care of mothers and children as well as to contribute to the training of nurses at different levels. This study has been conducted in the province of Cienfuegos in order to determine the regularities that have been taking place in the learning process through the health care practice and to enable, if it is necessary, a change in the professional performance. As final considerations we have the inadequacies in the learning process as to the integration of health care problems in the formation of graduates of this specialty, according to the new missions of the Medical University and the health services in the area of maternal and child care.

  3. Distributional effects of Oportunidades on early child development.

    Science.gov (United States)

    Figueroa, José Luis

    2014-07-01

    The Mexican Oportunidades program is designed to increase human capital through investments in education, health, and nutrition for children in extreme poverty. Although the program is not expressly designed to promote a child's cognitive and non-cognitive development, the set of actions carried out by the program could eventually facilitate improvements in these domains. Previous studies on the Oportunidades program have found little impact on children's cognition but have found positive effects on their non-cognitive development. However, the majority of these studies use the average outcome to measure the impact of the program and thus overlook other "non-average" effects. This paper uses stochastic dominance methods to investigate results beyond the mean by comparing cumulative distributions for both children who are and children who are not aided by the program. Four indicators of cognitive development and one indicator of non-cognitive development are analyzed using a sample of 2595 children aged two to six years. The sample was collected in rural communities in Mexico in 2003 as part of the program evaluation. Similar to previous studies, the program is found to positively influence children's non-cognitive abilities: children enrolled in the program manifest fewer behavioral problems compared with children who are not enrolled. In addition, different program effects are found for girls and boys and for indigenous and non-indigenous children. The ranges where the effect is measured cover a large part of the outcome's distribution, and these ranges include a large proportion of the children in the sample. With regard to cognitive development, only one indicator (short-term memory) shows positive effects. Nevertheless, the results for this indicator demonstrate that children with low values of cognitive development benefit from the program, whereas children with high values do not. Overall, the program has positive effects on child development, especially for

  4. Progress in developing an infant and child feeding index

    OpenAIRE

    Arimond, Mary; Ruel, Marie T., ed.

    2002-01-01

    "Feeding practices are an important determinant of the nutritional status of infants and children. It is therefore useful to measure and describe infant and child feeding practices in a number of contexts. Such measurements could enable (1) international comparisons of the adequacy of infant and child feeding, (2) research linking infant and child feeding to determinants or outcomes, (3) advocacy regarding the importance of adequate infant and child feeding, and (4) monitoring and evaluation ...

  5. Parent-child mediated learning interactions as determinants of cognitive modifiability: recent research and future directions.

    Science.gov (United States)

    Tzuriel, D

    1999-05-01

    The main objectives of this article are to describe the effects of mediated learning experience (MLE) strategies in mother-child interactions on the child's cognitive modifiability, the effects of distal factors (e.g., socioeconomic status, mother's intelligence, child's personality) on MLE interactions, and the effects of situational variables on MLE processes. Methodological aspects of measurement of MLE interactions and of cognitive modifiability, using a dynamic assessment approach, are discussed. Studies with infants showed that the quality of mother-infant MLE interactions predict later cognitive functioning and that MLE patterns and children's cognitive performance change as a result of intervention programs. Studies with preschool and school-aged children showed that MLE interactions predict cognitive modifiability and that distal factors predict MLE interactions but not the child's cognitive modifiability. The child's cognitive modifiability was predicted by MLE interactions in a structured but not in a free-play situation. Mediation for transcendence (e.g., teaching rules and generalizations) appeared to be the strongest predictor of children's cognitive modifiability. Discussion of future research includes the consideration of a holistic transactional approach, which refers to MLE processes, personality, and motivational-affective factors, the cultural context of mediation, perception of the whole family as a mediational unit, and the "mediational normative scripts."

  6. Learning Centers: Development and Operation.

    Science.gov (United States)

    Bennie, Frances

    There has been in recent years a growing acceptance of individualized learning concepts. Learning Centers have come to be viewed as an economical and viable strategy for accommodating diverse learning styles and needs. This book provides the educator with an understanding of the learning center concept, its origins, present manifestations, and…

  7. Cooperative Learning: Developments in Research

    Science.gov (United States)

    Gillies, Robyn M.

    2014-01-01

    Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from kindergarten through to college level and across different subject areas. Cooperative learning involves students working together to achieve common goals or complete group tasks. Interest in cooperative learning has…

  8. Congenital Heart Disease and Impacts on Child Development

    Directory of Open Access Journals (Sweden)

    Mariana Alievi Mari

    2016-02-01

    Full Text Available Abstract Objective: To evaluate the child development and evaluate a possible association with the commitment by biopsychosocial factors of children with and without congenital heart disease. Methods: Observational study of case-control with three groups: Group 1 - children with congenital heart disease without surgical correction; Group 2 - children with congenital heart disease who underwent surgery; and Group 3 - healthy children. Children were assessed by socio-demographic and clinical questionnaire and the Denver II Screening Test. Results: One hundred and twenty eight children were evaluated, 29 in Group 1, 43 in Group 2 and 56 in Group 3. Of the total, 51.56% are girls and ages ranged from two months to six years (median 24.5 months. Regarding the Denver II, the children with heart disease had more "suspicious" and "suspect/abnormal" ratings and in the group of healthy children 53.6% were considered with "normal" development (P≤0.0001. The biopsychosocial variables that were related to a possible developmental delay were gender (P=0.042, child's age (P=0.001 and income per capita (P=0.019. Conclusion: The results suggest that children with congenital heart disease are likely to have a developmental delay with significant difference between children who have undergone surgery and those awaiting surgery under clinical follow-up.

  9. The effects of poverty on child health and development.

    Science.gov (United States)

    Aber, J L; Bennett, N G; Conley, D C; Li, J

    1997-01-01

    Poverty has been shown to negatively influence child health and development along a number of dimensions. For example, poverty-net of a variety of potentially confounding factors-is associated with increased neonatal and postneonatal mortality rates, greater risk of injuries resulting from accidents or physical abuse/neglect, higher risk for asthma, and lower developmental scores in a range of tests at multiple ages. Despite the extensive literature available that addresses the relationship between poverty and child health and development, as yet there is no consensus on how poverty should be operationalized to reflect its dynamic nature. Perhaps more important is the lack of agreement on the set of controls that should be included in the modeling of this relationship in order to determine the "true" or net effect of poverty, independent of its cofactors. In this paper, we suggest a general model that should be adhered to when investigating the effects of poverty on children. We propose a standard set of controls and various measures of poverty that should be incorporated in any study, when possible.

  10. Quality reform and "the learning pre-school child" in the making

    DEFF Research Database (Denmark)

    Krejsler, John B.

    2012-01-01

    The article argues that Early Childhood Education & Care (ECEC) is being redesigned based on quality reform discourse with references to global knowledge economy across Nordic countries and the EU. This takes place in policy processes that extend from transnational agents like the OECD and EU to ...... playing, and the learning pre-school child emerges. Put together, this situation represents a paradigmatic challenge to professionals and the struggle about their autonomy and discretion....

  11. Between practice and theory: Melanie Klein, Anna Freud and the development of child analysis.

    Science.gov (United States)

    Donaldson, G

    1996-04-01

    An examination of the early history of child analysis in the writings of Melanie Klein and Anna Freud reveals how two different and opposing approaches to child analysis arose at the same time. The two methods of child analysis are rooted in a differential emphasis on psychoanalytic theory and practice. The Kleinian method derives from the application of technique while the Anna Freudian method is driven by theory. Furthermore, by holding to the Freudian theory of child development Anna Freud was forced to limit the scope of child analysis, while Klein's application of Freudian practice has led to new discoveries about the development of the infant psyche.

  12. Support for Effective Teaching: Two Child Development-based Approaches.

    Science.gov (United States)

    Woodruff, Darren

    1999-01-01

    Developmentally oriented teacher support teams and home-school partnerships are critical to learning environments that promote children's total development. The former focuses on supporting effective teaching and classroom management, preventing school and individual problems, and intervening early and intensively to avoid crises. The latter…

  13. Children who experience difficulties with learning: mother and child perceptions of social competence.

    Science.gov (United States)

    Carman, Sarah N; Chapparo, Christine J

    2012-10-01

    There is an emphasis on the social competence of children who have difficulties with learning as a significant percentage also experience reduced social skills. Social competence in the classroom is becoming increasingly important as the school curriculum incorporates group work and socially directed activities for purposes of learning. A goal of occupational therapy for children with learning difficulties and their parents is that they 'fit' into their social group and form friendships. While teachers are able to identify social skills that are required for life at school, less is known about how children perceive their interactions. This study aimed to explore social interaction during occupational performance at school and at home from the perception of children with learning difficulties and their mothers. Participants included 10, 8- to 12-year-old children who had difficulties with learning and their 10 mothers. Children were interviewed using semi-structured focus groups. Mothers participated in semi-structured interviews. Four main themes emerged from this study, including the importance of social skills, effects of poor social skills, difficulties with planning and problem solving in social situations and impact of social competence on a child's occupational performance. The study revealed that social participation is perceived to be an integral part of the child's ability to participate in occupational performance, and that children have definite perspectives on the importance of social competence. Children in this study indicated that their social skills were adequate when in an one-to-one situation but not in a group.

  14. A population-level approach to promoting healthy child development and school success in low-income, urban neighborhoods: impact on parenting and child conduct problems.

    Science.gov (United States)

    Dawson-McClure, Spring; Calzada, Esther; Huang, Keng-Yen; Kamboukos, Dimitra; Rhule, Dana; Kolawole, Bukky; Petkova, Eva; Brotman, Laurie Miller

    2015-02-01

    Minority children living in disadvantaged neighborhoods are at high risk for school dropout, delinquency, and poor health, largely due to the negative impact of poverty and stress on parenting and child development. This study evaluated a population-level, family-centered, school-based intervention designed to promote learning, behavior, and health by strengthening parenting, classroom quality, and child self-regulation during early childhood. Ten schools in urban districts serving primarily low-income Black students were randomly assigned to intervention or a "pre-kindergarten education as usual" control condition. Intervention included a family program (a 13-week behavioral parenting intervention and concurrent group for children) and professional development for early childhood teachers. The majority (88 %) of the pre-kindergarten population (N = 1,050; age 4) enrolled in the trial, and nearly 60 % of parents in intervention schools participated in the family program. This study evaluated intervention impact on parenting (knowledge, positive behavior support, behavior management, involvement in early learning) and child conduct problems over a 2-year period (end of kindergarten). Intent-to-treat analyses found intervention effects on parenting knowledge, positive behavior support, and teacher-rated parent involvement. For the highest-risk families, intervention also resulted in increased parent-rated involvement in early learning and decreased harsh and inconsistent behavior management. Among boys at high risk for problems based on baseline behavioral dysregulation (age 4, 23 % of sample), intervention led to lower rates of conduct problems at age 6. Family-centered intervention at the transition to school has potential to improve population health and break the cycle of disadvantage for low-income, minority families.

  15. Papers and Reports on Child Language Development, Volume 27. Proceedings of the Annual Child Language Research Forum (20th, Stanford University, California, April 8-10, 1988).

    Science.gov (United States)

    Clark, Eve V., Ed.; Matsumoto, Yo, Ed.

    The proceedings include the following papers: "Why We Study Child Language"; "Children's Use of Information in Word Learning"; "An Examination of the Initial Mapping of Verb Meanings"; "Evidence for the VP Constituent from Child Korean"; "The Role of Stress, Position, and Intonation in the…

  16. Prematurity as a factor of damaged child development

    Directory of Open Access Journals (Sweden)

    Chukhutova G.L.

    2015-03-01

    Full Text Available At present time prematurity is the main reason for disability in children, which can be exemplified by the fact that 2/3 of educatees of children' homes for blind and deaf are preterm children. The most drastic consequences of prematurity is cerebral palsy with spastic diplegia; blindness or poor vision as a result of retina detachment; auditory inefficiency connected with the nerve deafness, decline in general cognitive and speech development; difficulties in coordination and planning serial operations; psycho-emotional impairments like autism. The distinctive features of appearance (failure to thrive, microcephalism with deformation of the shape of the head and behavior (stereotyped movements, lack in initiative purposeful activity make these children recognizable and let us talk about naturally determined set of impairments connected with the main reason — prematurity. The article regards the influence of preterm birth on child's nervous system and it's remote effect on his/her psychic development.

  17. Child is father of the man: child abuse and development of future psychopathology.

    Science.gov (United States)

    Lecic-Tosevski, D; Draganic-Gajic, S; Pejovic-Milovancevic, M; Popovic-Deusic, S; Christodoulou, N; Botbol, M

    2014-01-01

    Available epidemiological data indicate that the abuse of children within families is a very common phenomenon, and is still on the rise. Among others, abuse includes direct physical and emotional violence to the child, as well as the indirect emotional trauma of witnessing interparental violence. These early trauma experienced within the context of the family can influence the development of the child's personality as well as predispose towards the development of mental disorders in adulthood. There are some important factors influencing the occurrence of abuse, or the conditions predisposing it: certain parental personality traits appear to be instrumental, and the presence of individual psychopathology of parents is also connected with different forms of family dysfunction as a system, representing a variable which is interpolated in the quality of parenthood as the most important factor that determines long-term consequences on children and possible future psychopathology. The complex but tangible effects of parents' personality traits on the psychological development of children may contribute to the transgenerational transmission of abuse and violence. The phenomenon of domestic violence and abuse can be described from the perspective of the psychological and systemic theoretical postulates. According to systemic theory and practice, dysfunctional communication in the family is a significant predictor for domestic violence. Characteristics of dysfunctional communication include low levels of verbal expressiveness and emotional responsiveness, low tolerance to criticism and its interpretation as a threat or intimidation, and consequently increased anxiety and subsequent escalation of an argument into violence. Overall it seems that there may be a complex connection between parental personality and family interaction patterns, leading to dysfunctional communication which further amplifies the detrimental characteristics of family dynamics, and eventually

  18. Beginning to communicate after cochlear implantation: oral language development in a young child.

    Science.gov (United States)

    Ertmer, David J; Strong, Lynette M; Sadagopan, Neeraja

    2003-04-01

    This longitudinal case study examined the emergence of a wide range of oral language skills in a deaf child whose cochlear implant was activated at 20 months. The main purposes of this study were to determine "Hannah's" rate of spoken language development during her second to fourth year of implant experience and to estimate the efficiency of her progress by comparing her performance to that of typically developing children. Mother-child interactions were also examined to determine changes in Hannah's communication competence. Normal or above-normal rates of development were observed in the following areas: (a) decreased production of nonwords, (b) increased receptive vocabulary, (c) type-token ratio, (d) regular use of word combinations, and (e) comprehension of phrases. Below-normal rates of development were observed in the following areas: (a) speech intelligibility, (b) number of word types and tokens, and (c) mean length of utterance in morphemes. Analysis of parent-child interactions showed a large increase in responses to questions during the third year of implant use. Data from Hannah's first post-implantation year (D. J. Ertmer & J. A. Mellon, 2001) indicated that some early language milestones were attained quite rapidly (e.g., canonical vocalizations and emergence of first word combinations). In contrast, the current study revealed that progress had slowed for related, but more advanced skills (e.g., production of intelligible speech and consistent use of word combinations). These changes in rate of development suggest that any advantages for language learning due to Hannah's advanced maturity (or other unknown factors) decreased with time and increasing linguistic complexity.

  19. The epigenetics of maternal cigarette smoking during pregnancy and effects on child development.

    Science.gov (United States)

    Knopik, Valerie S; Maccani, Matthew A; Francazio, Sarah; McGeary, John E

    2012-11-01

    The period of in utero development is one of the most critical windows during which adverse intrauterine conditions and exposures can influence the growth and development of the fetus as well as the child's future postnatal health and behavior. Maternal cigarette smoking during pregnancy remains a relatively common but nonetheless hazardous in utero exposure. Previous studies have associated prenatal smoke exposure with reduced birth weight, poor developmental and psychological outcomes, and increased risk for diseases and behavioral disorders later in life. Researchers are now learning that many of the mechanisms whereby maternal smoke exposure may affect key pathways crucial for proper fetal growth and development are epigenetic in nature. Maternal cigarette smoking during pregnancy has been associated with altered DNA methylation and dysregulated expression of microRNA, but a deeper understanding of the epigenetics of maternal cigarette smoking during pregnancy as well as how these epigenetic changes may affect later health and behavior remain to be elucidated. This article seeks to explore many of the previously described epigenetic alterations associated with maternal cigarette smoking during pregnancy and assess how such changes may have consequences for both fetal growth and development, as well as later child health, behavior, and well-being. We also outline future directions for this new and exciting field of research.

  20. The Development of Learning to Learn in Spain

    Science.gov (United States)

    Moreno, Amparo; Martin, Elena

    2007-01-01

    In this article, we describe how the concept of "learning to learn" has developed in Spain, and give you an overview of relevant Spanish projects. First, we sketch out how this approach has developed in Spanish educational laws. We then give examples of research projects, assessment instruments and instructional programmes pertinent to…

  1. Adult and Child Development in the Zone of Proximal Development: Socratic Dialogue in a Playworld

    Science.gov (United States)

    Ferholt, Beth; Lecusay, Robert

    2010-01-01

    This article analyses adult and child development in the zone of proximal development in an educational practice based in Vygotsky's theories of play: the playworld educational practice. The playworld educational practice is a central component of a Scandinavian play pedagogy that promotes shared responsibility amongst adults and children for…

  2. The Impact of the Developmental Training Model on Staff Development in Air Force Child Development Programs

    Science.gov (United States)

    Bird, Candace Maria Edmonds

    2010-01-01

    In an effort to standardize training delivery and to individualize staff development based on observation and reflective practice, the Air Force implemented the Developmental Training Model (DTM) in its Child Development Programs. The goal of the Developmental Training Model is to enhance high quality programs through improvements in the training…

  3. Copying the development: mirror neurons in child development.

    Science.gov (United States)

    Herrera Morban, Demian Arturo; Montero Cruz, Nathalia Caridad

    2016-06-10

    Since intrauterine life, our brain is exposed to diverse internal and external factors that generate epigenetic changes affecting the neural networks and thus modifying the properties of the mirror neurons of the developing infant. We consider that changes on the mirror neurons may play a role on the neuro-developmental pathologies of an infant where no structural brain lesion is observed.

  4. An overview of child physical abuse: developing an integrated parent-child cognitive-behavioral treatment approach.

    Science.gov (United States)

    Runyon, Melissa K; Deblinger, Esther; Ryan, Erika E; Thakkar-Kolar, Reena

    2004-01-01

    This article reviews and summarizes the extant literature regarding child physical abuse (CPA). Literature is summarized that describes the wide range of short- and long-term effects of CPA on children as well as the documented characteristics of parents/caregivers who engage in physically abusive parenting practices. Although the reviewed research documents that interventions geared only toward the parent have been found to produce significant improvements with respect to parenting abilities, parent-child interactions, and children's behavior problems, there is a paucity of research examining the efficacy of interventions developed specifically to target the child's emotional and behavioral difficulties. Based on the few studies that have shown emotional and behavioral gains for children who have participated in treatment, an integrated parent-child cognitive-behavioral therapy (CBT) approach is proposed here to address the complex issues presented by both parent and child in CPA cases. The direct participation of the child in treatment also may improve our ability to target posttraumatic stress disorder (PTSD), depressive symptoms as well as anger control and dysfunctional abuse attributions in the children themselves. Implications for practice, public policy, and research are also addressed.

  5. Learning Design for Efficient Educational Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    The ‘learning design’ approach to educational development is becoming popular among educational developers as a systematic, effective, and potentially also efficient approach to implementing educational technology in higher education. However, in order to assess whether a learning design...... is efficient a concept of ‘efficient learning design’ and a methodology for assessing it need to be developed. This paper presents the provisional answer to the doctoral research question: ‘How can efficient learning design for science higher education be conceptualised and assessed?’ by developing...... and providing a concept of ‘learning design in practice’, providing a provisional understanding of the concept of ‘efficient learning design’, and a methodology for assessing the efficiency of learning design interventions. The developed concept and assessment methodology are works in progress and form...

  6. Development and initial standardization of Ayurveda child personality inventory

    Directory of Open Access Journals (Sweden)

    S P Suchitra

    2014-01-01

    Full Text Available Background: Ayurveda inventories for prakriti (constitution have been developed and validated for adults. Children, however, require different categories of quarter and questions, for example, to assess the intelligence, the questions can be related to their scholastic performances. Objective: To develop and standardize an inventory to assess the prakriti of the children, and to compare with Child Personality Questionnaire (CPQ. Materials and Methods: A 135-item  Ayurveda child personality inventory (ACPI scale was developed on the basis of translation of Sanskrit verses describing vataja (A, pittaja (B, and kaphaja prakriti (C characteristics and by taking the opinions of experts (ten Ayurveda experts and three psychologists. Study was carried out in Maxwell public school, Bangalore. The scale was administered on parents of children of the age group 6-12 years . CPQ was administered on children of the age group 8-12 years. Results: The ACPI was associated with excellent internal consistency. The Cronbach′s alpha for A, B, and C scales were 0.77, 0.55, and 0.84, respectively, and the Split-half reliability scores were 0.66.0.39 and 0.84, respectively. Factor validity coefficient scores on each items was above 0.5. Scores on vataja, pittaja and kaphaja scales were inversely correlated. Items of V, P, and K scales showed significant correlation (values ranging from 0.39 to 0.84 with subscales of CPQ, which indicates that Eastern and Western psychology concept have good correspondence. Conclusions: The prakrti of the children can be measured consistently by this instrument. Scores on V and P scale showed good correlation with the anxiety primary scale of CPQ.

  7. The Place of the Arts in Early Childhood Learning and Development

    OpenAIRE

    French, Geraldine

    2013-01-01

    This paper has been commissioned by Arts Council Ireland to inform the development of a national strategy for early childhood arts in Ireland. The paper is based on contemporary thinking and knowledge of child psychology, early learning and development and childhood studies, in particular the theoretical principles and pedagogical approaches to early childhood art-based learning. It begins with an exploration of the concept of pedagogy. International research on the importance of effective pe...

  8. A longitudinal investigation of maternal influences on the development of child hostile attributions and aggression.

    Science.gov (United States)

    Healy, Sarah J; Murray, Lynne; Cooper, Peter J; Hughes, Claire; Halligan, Sarah L

    2015-01-01

    Aggression in children is associated with an enhanced tendency to attribute hostile intentions to others. However, limited information is available regarding the factors that contribute to the development of such hostile attribution tendencies. We examined factors that contribute to individual differences in child hostile attributions and aggression, focusing on potential pathways from maternal hostile attributions via negative parenting behavior. We conducted a longitudinal study of 98 mothers and children (47 male, 51 female), recruited from groups experiencing high and low levels of psychosocial adversity. Maternal hostile attributions, observed parenting, and child behaviour were assessed at 18 months and 5 years child age, and child hostile attributions were also examined at 5 years. Independent assessments of maternal and child processes were utilized where possible. Analyses provided support for a direct influence of maternal hostile attributions on the development of child hostile attributions and aggressive behaviour. Maternal hostile attributions were also associated with negative parenting behaviour, which in turn influenced child adjustment. Even taking account of possible parenting influences and preexisting child difficulties, hostile attributions in the mother showed a direct link with child aggression at 5 years. Maternal hostile attributions were themselves related to psychosocial adversity. We conclude that maternal hostile attributions are prevalent in high-risk samples and are related to less optimal parenting behaviour, child hostile attributions, and child aggression. Targeting hostile maternal cognitions may be a useful adjunct to parenting programs.

  9. 77 FR 19677 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-04-02

    ... & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Institute of Child Health and Human Development Special Emphasis Panel, ZHD1 DSG-H 53 1. Date: April 16-17... Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd.,...

  10. 78 FR 70309 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-11-25

    ... & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Boulevard, Room 5B01... of Committee: National Institute of Child Health and Human Development Special Emphasis...

  11. 75 FR 71449 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2010-11-23

    ... & Human Development; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act, as... Child Health & Human Development, including consideration of personnel qualifications and performance... Institute of Child Health and Human Development, NIH, 9000 Rockville Pike, Building 31, Room 2A50,...

  12. Child Development Laboratory Schools as Generators of Knowledge in Early Childhood Education: New Models and Approaches

    Science.gov (United States)

    McBride, Brent A.; Groves, Melissa; Barbour, Nancy; Horm, Diane; Stremmel, Andrew; Lash, Martha; Bersani, Carol; Ratekin, Cynthia; Moran, James; Elicker, James; Toussaint, Susan

    2012-01-01

    Research Findings: University-based child development laboratory programs have a long and rich history of supporting teaching, research, and outreach activities in the child development/early childhood education fields. Although these programs were originally developed in order to conduct research on children and families to inform policy and…

  13. A Child Development Point of View: Excerpts from the Writings of James L. Hymes, Jr.

    Science.gov (United States)

    Hymes, James L., Jr.

    1998-01-01

    Discusses concerns of child development as a field of study, meeting a child's educational needs in developmentally appropriate ways, and encouraging children's growth by meeting their needs through basic decency. Notes that children's development proceeds most efficiently when teachers and caregivers observe children's natural development,…

  14. School-Based Health Education Programmes, Health-Learning Capacity and Child Oral Health--related Quality of Life

    Science.gov (United States)

    Freeman, Ruth; Gibson, Barry; Humphris, Gerry; Leonard, Helen; Yuan, Siyang; Whelton, Helen

    2016-01-01

    Objective: To use a model of health learning to examine the role of health-learning capacity and the effect of a school-based oral health education intervention (Winning Smiles) on the health outcome, child oral health-related quality of life (COHRQoL). Setting: Primary schools, high social deprivation, Ireland/Northern Ireland. Design: Cluster…

  15. Expert meeting on Child Growth and Micronutrient Deficiencies--New Initiatives for Developing Countries to Achieve Millennium Development Goals: executive summary report.

    Science.gov (United States)

    Usfar, Avita A; Achadi, Endang L; Martorell, Reynaldo; Hadi, Hamam; Thaha, Razak; Jus'at, Idrus; Atmarita; Martianto, Drajat; Ridwan, Hardinsyah; Soekirman

    2009-01-01

    Undernutrition in early childhood has long-term physical and intellectual consequences. Improving child growth should start before the age of two years and be an integrated effort between all sectors, covering all aspects such as diet and nutrient intake, disease reduction, optimum child care, and improved environmental sanitation. To discuss these issues, the Indonesian Danone Institute Foundation organized an expert meeting on Child Growth and Micronutrient Deficiencies: New Initiatives for Developing Countries to Achieve Millennium Development Goals. The objective of the meeting was to have a retrospective view on child growth: lessons learned from programs to overcome under-nutrition in the developed countries and to relate the situation to the Indonesian context, as well as to discuss implications for future programs. Recommendations derived from the meeting include focus intervention on the window of opportunity group, re-activation of the Integrated Health Post at the village level, improvement of infant and young child feeding, expand food fortification intervention programs, strengthen supplementation programs with multi-micronutrient, and strengthening public and private partnership on food related programs.

  16. Helping Your Child Learn Math: Math Tips for Parents

    Science.gov (United States)

    Nebraska Department of Education, 2010

    2010-01-01

    This paper presents tips, activities, resources, and games that parents can use to help their children become more proficient in math. Some helpful tips offered are: (1) Be positive; (2) Play family games; (3) Avoid stereotypes; (4) Choose gifts that develop problem solving skills; (5) Expand your children's horizons; (6) Buy or borrow library…

  17. Henri Wallon's Theory of Early Child Development: The Role of Emotions

    Science.gov (United States)

    Veer

    1996-12-01

    The present paper gives an account of part of the stage theory of early child development of the French theorist Henri Wallon (1879-1962). Unlike his contemporary Jean Piaget, Wallon concentrated his efforts upon a description of the child's emotional development and the role emotions play in establishing the bond between child and caregiver. The description of Wallon's stage theory is preceded by biographical information and a presentation of his methodological views. It is argued that Wallon's theory is unique in its focus, exerted influence upon theorists such as Lev Vygotsky, and is basically compatible with modern insights about the nature of child development and the growth of intersubjectivity.

  18. What Can We Do to Bring the Sparkle Back into This Child's Eyes? Child Rights/Community Development Principles: Key Elements for a Strengths-Based Child Protection Practice

    Science.gov (United States)

    Young, Susan; McKenzie, Margaret; Schjelderup, Liv; Omre, Cecilie; Walker, Shayne

    2014-01-01

    Working from practice experiences, Social Work educators from Aotearoa/New Zealand, Norway and Western Australia have developed a framework for child welfare work . The framework brings together the Rights of the Child, Community Development and Child Protection. This article describes the principles and theoretical underpinnings of this…

  19. The development of causality in the young child

    Science.gov (United States)

    Campbell, Brian David

    The concepts of action and reaction, force and movement, prediction and reason have been central to scientific thinking since the time of Aristotle. It has been argued that the development of causal thinking is pivotal in the evolution of an individual making predictions and creating explanatory theories for phenomena. It follows that an understanding of the development of causal thinking is central to the understanding of scientific thinking. This work explores the development of causal thinking in the young child. Six Piagetian-type tasks were developed to investigate causal explanations and 101 subjects were independently interviewed. The subjects were from a rural Iowa elementary school. The academic grade of the subjects ranged from kindergarten through third. The three research hypotheses tested yielded the following results: (1) Subjects in this study showed a difference in task performance along academic grade levels on four of the tasks but not on two. The results showed that, as grade level increased for four of the six tasks, performance on those tasks tended to improve. (2) The four tasks analyzed with the Chilton modified Guttman Scalogram Analysis did form a unidimensional scale. Two tasks could not be analyzed. (3) Subjects in the study showed no statistically significant difference between gender and performance on the tasks.

  20. Perinatal Maternal Mental Health, Fetal Programming and Child Development

    Directory of Open Access Journals (Sweden)

    Andrew J. Lewis

    2015-11-01

    Full Text Available Maternal mental disorders over pregnancy show a clear influence on child development. This review is focused on the possible mechanisms by which maternal mental disorders influence fetal development via programming effects. This field is complex since mental health symptoms during pregnancy vary in type, timing and severity and maternal psychological distress is often accompanied by higher rates of smoking, alcohol use, poor diet and lifestyle. Studies are now beginning to examine fetal programming mechanisms, originally identified within the DOHaD framework, to examine how maternal mental disorders impact fetal development. Such mechanisms include hormonal priming effects such as elevated maternal glucocorticoids, alteration of placental function and perfusion, and epigenetic mechanisms. To date, mostly high prevalence mental disorders such as depression and anxiety have been investigated, but few studies employ diagnostic measures, and there is very little research examining the impact of maternal mental disorders such as schizophrenia, bipolar disorder, eating disorders and personality disorders on fetal development. The next wave of longitudinal studies need to focus on specific hypotheses driven by plausible biological mechanisms for fetal programming and follow children for a sufficient period in order to examine the early manifestations of developmental vulnerability. Intervention studies can then be targeted to altering these mechanisms of intergenerational transmission once identified.

  1. Perinatal Maternal Mental Health, Fetal Programming and Child Development.

    Science.gov (United States)

    Lewis, Andrew J; Austin, Emma; Knapp, Rebecca; Vaiano, Tina; Galbally, Megan

    2015-11-26

    Maternal mental disorders over pregnancy show a clear influence on child development. This review is focused on the possible mechanisms by which maternal mental disorders influence fetal development via programming effects. This field is complex since mental health symptoms during pregnancy vary in type, timing and severity and maternal psychological distress is often accompanied by higher rates of smoking, alcohol use, poor diet and lifestyle. Studies are now beginning to examine fetal programming mechanisms, originally identified within the DOHaD framework, to examine how maternal mental disorders impact fetal development. Such mechanisms include hormonal priming effects such as elevated maternal glucocorticoids, alteration of placental function and perfusion, and epigenetic mechanisms. To date, mostly high prevalence mental disorders such as depression and anxiety have been investigated, but few studies employ diagnostic measures, and there is very little research examining the impact of maternal mental disorders such as schizophrenia, bipolar disorder, eating disorders and personality disorders on fetal development. The next wave of longitudinal studies need to focus on specific hypotheses driven by plausible biological mechanisms for fetal programming and follow children for a sufficient period in order to examine the early manifestations of developmental vulnerability. Intervention studies can then be targeted to altering these mechanisms of intergenerational transmission once identified.

  2. Effects of posttraumatic stress disorder and child sexual abuse on self-efficacy development.

    Science.gov (United States)

    Diehl, Amy S; Prout, Maurice F

    2002-04-01

    The symptoms of child sexual abuse and posttraumatic stress disorder (PTSD) affect a child's self-efficacy. A child's self-efficacy beliefs impact the course and treatment of PTSD, because perceived self-efficacy plays a mediating role in children's ability to cope with trauma. Self-efficacy research indicates that emotional competence can be learned and may provide treatment for PTSD that provides symptom reduction as well as a means of substituting problem-solving coping skills for emotion-focused coping skills.

  3. Storytelling as an approach to evaluate the child's level of speech development

    Directory of Open Access Journals (Sweden)

    Ljubica Marjanovič Umek

    2004-05-01

    Full Text Available Both in developmental psychology and in linguistics, the child's storytelling is an interesting topic of research from the point of view of evaluating the child's level of speech development, especially of its pragmatic component, and from the point of view of teaching and learning in the preschool period. In the present study, children's storytelling in different situational contexts was analyzed and evaluated: with a picture book without any text, after listening to a text from a picture book, and after a suggested story beginning (ie., with the introductory sentence given to them. The sample included children of three age groups, approximately 4, 6 and 8 years; each age group had approximately the same numbers of boys and girls. A total of over 300 stories were collected, which were subsequently analyzed and evaluated using a set of story developmental level criteria. Two key criteria were used: story coherence and cohesion. Comparisons by age and gender, as well as by context of storytelling, show significant developmental differences in story content and structure for different age groups, and the important role of storytelling context. Differences in storytelling between boys and girls did not prove statistically significant. The findings also suggest new options and approaches for further stimulations of speech development within preschool and primary school curricula might be considered.

  4. Teaching child growth and development: the Christmas shoebox.

    Science.gov (United States)

    Epp, Sheila M; McAulay, Judy E

    2008-01-01

    Teaching growth and development to nursing students can be dry, uninteresting, and labor-intensive. Engaging students in learning this material was the challenge of a short, 4-week pediatric experience. Students use growth and development knowledge to select toys and activities that fit in a shoebox and explain to their classmates the rationale for their selection. The Christmas shoebox activity increases their ability to transfer knowledge to both the examination questions and the clinical setting and provides a charitable service to the community.

  5. The role of omega-3 fatty acids in child development*

    Directory of Open Access Journals (Sweden)

    Osendarp Saskia JM

    2011-11-01

    Full Text Available Omega-3 long chain polyunsaturated fatty acids (n-3 LCPUFA are important constituents of the maturing brain and therefore considered crucial for brain development in utero and in early infancy. However, it is uncertain whether n-3 LCPUFA supplementation during pregnancy and lactation can have beneficial, sustainable effects on visual or cognitive development. Beneficial effects on child cognitive function after supplementation with EPA and DHA during pregnancy and lactation were observed at 4 years of age, but not at 3, 6 months or 7 years. In term infants LCPUFA when given in relative high dosages, seems to improve visual acuity, but not cognitive function. Evidence for an effect of LCPUFA supplementation of preterm infants remains inconclusive. In children older than 2 years of age, epidemiological evidence suggests an association between psychiatric or neurodevelopmental disorders and omega-3 fatty acid deficiencies. However, the evidence from randomized controlled trials exploring the impact of omega-3 fatty acids on cognitive performance or brain function in school-aged children is not conclusive. In conclusion, n-3 LCPUFA are highly present in the maturing brain and are important for normal brain functioning and development. When provided in relative high dosages, n-3 LCPUFA may improve visual acuity in term infants. However, it remains unclear whether supplementation with n-3 LCPUFA during pregnancy, early infancy, and childhood can improve cognitive function.

  6. Learning about a child's gay or lesbian sexual orientation: parental concerns about societal rejection, loss of loved ones, and child well being.

    Science.gov (United States)

    Conley, Cynthia L

    2011-01-01

    This article reports the results of a study examining heterosexual parents' concerns upon learning about their children's gay or lesbian sexual orientations. Three areas of parental concern are noted: (a) those about what society thinks of them because they have gay or lesbian children, (b) those about being rejected by loved ones, and (c) concerns for their child's physical and psychological well being. Results indicate that parents' concerns about having gay or lesbian children differ depending on the gender of the parent, gender of the child, awareness of stigma, and perceptions of parents' own gender role attributes.

  7. Case Study: Investigating the Impact of the Child Development Associate Credentialing Process on Child Care Provider Performance

    Science.gov (United States)

    McBride, Vickie

    2013-01-01

    The purpose of this case study was to investigate what impact the child development associate (CDA) credential has on the performance of childcare providers in the 6 CDA competency areas. Each participant was interviewed using 9 open-ended questions regarding their experience. Over the past few years, a number of studies have examined the effects…

  8. Transformative Role of Epigenetics in Child Development Research: Commentary on the Special Section

    Science.gov (United States)

    Keating, Daniel P.

    2016-01-01

    Lester, Conradt, and Marsit (2016) have assembled a set of articles that bring to readers of "Child Development" the scope and impact of the exponentially growing research on epigenetics and child development. This commentary aims to place this work in a broader context of theory and research by (a) providing a conceptual framework for…

  9. [Child Development, Parenting and Family Issues: Publications of the Mississippi Cooperative Extension Service.

    Science.gov (United States)

    Barnes, Norine R.; Frazier, Billie H.

    This series of single- and double-sheet articles is designed to help parents better understand the role of parents, the skills and constraints involved in parenting, the effects of parenting on child development, and the effects of child development on parenting. The series contains a set of articles which address general aspects of parenting,…

  10. 77 FR 12599 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-03-01

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5b01, Bethesda, MD...

  11. 77 FR 37424 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2012-06-21

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act, as... Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5C01, Bethesda, MD 20892, (703)...

  12. 75 FR 55807 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-09-14

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01,...

  13. 76 FR 40738 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-07-11

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee..., Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive...

  14. 77 FR 19676 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-04-02

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room...

  15. 75 FR 12244 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-03-15

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Scientific Review, Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH,...

  16. 75 FR 34457 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-06-17

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee..., National Institute of Child Health, And Human Development, 6100 Executive Boulevard, Room 5B01,...

  17. 76 FR 65516 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-10-21

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Rockville, MD...

  18. 76 FR 40737 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-07-11

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd.,...

  19. 75 FR 12243 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-03-15

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd. Room 5B01, Bethesda,...

  20. 77 FR 61418 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-10-09

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5b01, Bethesda, MD...

  1. 76 FR 77544 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2011-12-13

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act, as... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room...

  2. 77 FR 58854 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-09-24

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Officer, Division of Scientific Review, National Institute of Child Health and Human Development,...

  3. 77 FR 66076 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-11-01

    ... Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  4. 77 FR 21789 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2012-04-11

    ... Sciences and Career Development, NCMRR, Eunice Kennedy Shriver National Institute of Child Health and Human... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act,...

  5. 76 FR 61721 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-10-05

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  6. 78 FR 18998 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2013-03-28

    ... Officer, Division of Scientific Review, National Institute of Child Health and Human Development, 6100... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act,...

  7. 77 FR 34393 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-06-11

    ... Institute o Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  8. 75 FR 16151 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2010-03-31

    ... Children's Study, Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act,...

  9. 77 FR 27468 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-05-10

    ... Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01-G, Bethesda, MD 20892, 301-435... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  10. 76 FR 18566 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-04-04

    ... National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  11. 77 FR 73036 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-12-07

    ... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5b01... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  12. 76 FR 67469 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-11-01

    ... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5b01... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  13. 77 FR 5035 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-02-01

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  14. 76 FR 5593 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-02-01

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Rockville, MD, 301... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  15. 78 FR 18997 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-03-28

    ... Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Boulevard... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  16. 75 FR 36101 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-06-24

    ... of Scientific Review, National Institute of Child Health and Human Development, NIH, 6100 Executive... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  17. 76 FR 12125 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-03-04

    ... Review, Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  18. 75 FR 63498 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-10-15

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01G, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  19. 76 FR 67468 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-11-01

    ... Review, Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  20. 76 FR 53686 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2011-08-29

    ... privacy. Name of Committee: National Advisory Child Health and Human Development Council; NACHHD... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act,...

  1. 75 FR 7485 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-02-19

    ..., National Institute For Child Health & Development, 6100 Executive Boulevard, Room 5B01, Bethesda, MD 20812... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  2. 76 FR 8372 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-02-14

    ... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  3. 76 FR 64092 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-10-17

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  4. 78 FR 18996 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-03-28

    ... Institute of Child Health And Human Development, 6100 Executive Boulevard, Rockville, MD 20892-9304, (301... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  5. 76 FR 35226 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2011-06-16

    ... National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5C01, Bethesda... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act,...

  6. 75 FR 20853 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2010-04-21

    ...., Biological Sciences and Career Development, NCMRR, Eunice Kennedy Shriver, National Institute of Child Health... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act,...

  7. 77 FR 16845 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2012-03-22

    ... Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5C01, Bethesda, MD 20892, (703) 902... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act,...

  8. 77 FR 34394 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-06-11

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Boulevard, Room 5B01, Bethesda, MD... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  9. 77 FR 64817 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-10-23

    ... Child Health And Human Development, NIH, 6100 Executive Blvd., Room 5B01-G, Bethesda, MD 20892, 301-435... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  10. 75 FR 36100 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-06-24

    ... Development Special Emphasis Panel National Childrens Study. Date: July 12, 2010. Time: 8 a.m. to 5 p.m... of Scientific Review, National Institute of Child Health and Human Development, 6100 Executive... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child...

  11. New Policies Allow High School Child Development Programs to Provide CDA Licensure

    Science.gov (United States)

    Langlais, Amanda G.

    2012-01-01

    Recent changes made by the Council for Professional Recognition to the Child Development Associate (CDA) credentialing program create an opportunity to redesign high school child development programs. On April 1, 2011, the Council for Professional Recognition lifted the age restriction in the CDA credentialing requirements, now allowing students…

  12. 76 FR 5594 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-02-01

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  13. 77 FR 27468 - Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed...

    Science.gov (United States)

    2012-05-10

    ... Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01-G... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  14. 77 FR 64818 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-10-23

    ... Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  15. 76 FR 76169 - Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Meeting

    Science.gov (United States)

    2011-12-06

    ... Institute of Child Health and Human Development, 6100 Executive Boulevard, ] Rockville, MD 20892-9304, (301... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act,...

  16. Research on Child and Adolescent Development and Public Policy in Latin America

    Science.gov (United States)

    Narea, Marigen

    2016-01-01

    This commentary discusses the implication of child and adolescent development research for public policy in Latin America. As illustrated by the articles in this special issue, even though the research of child and adolescent development in Latin America is making significant progress, still more research is needed. Developmental research in the…

  17. 76 FR 13651 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-03-14

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01-G, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  18. 76 FR 13649 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-03-14

    ..., Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  19. Building Bridges between Physical and Behavioral Health: The Child Development Specialist in Pediatric Practice

    Science.gov (United States)

    Lerner, Claire; Hamburger, Ellie

    2007-01-01

    This article uses the case study of 3-year-old Anna and her parents to illustrate how a child development specialist can be integrated into a private pediatric practice. First, pediatrician Hamburger describes how she and other members of her practice integrated a child development specialist into their pediatric practice. Second, Anna's parents…

  20. 76 FR 11800 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-03-03

    ... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  1. 75 FR 29774 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-05-27

    ... Scientific Review, Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  2. 75 FR 61765 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-10-06

    ... Child Health and Human Development Special Emphasis Panel; ``Reproductive Panel''. Date: November 3-5... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  3. 75 FR 36661 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-06-28

    ... National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  4. Language development in early childhood in relation to child's gender and parental education

    Directory of Open Access Journals (Sweden)

    Urška Fekonja

    2005-04-01

    Full Text Available Many studies show that parental education and child's gender are the factors that influence child's language development. The purpose of the longitudinal study was to examine the effect of parental education and child's gender on language competence of children aged 3 to 4 years. The sample included 80 randomly chosen children, 39 girls and 41 boys, who were included in one of 13 preschool institutions from different regions of Slovenia. The average age of the children was 3;1 years at the first assessment and 4;1 years at the second assessment, one year later. The characteristics of child'slanguage development were assessed by 3 assessors in 3 different social contexts, in test situation by a trained examiner, in child's home environment by his mother and in the preschool institution by his preschool teacher. Results show a positive effect of mother's educational level on some of the measures of child's language development, e.g. achievements on Language development scale; developmental level of storytelling, mother's estimation of child's language competence, while the father's educational level had no significant effect on any of the obtained measures. Child's gender had only a small effect on his achievements on language expression subscale at the age of 3 and 4 as well as on the preschool teacher's estimations of child's language competence at 4 years of age.

  5. Serious Games for Learning: Games-Based Child Sexual Abuse Prevention in Schools

    Science.gov (United States)

    Scholes, Laura; Jones, Christian; Stieler-Hunt, Colleen; Rolfe, Ben

    2014-01-01

    In spite of research demonstrating conceptual weakness in many child sexual abuse (CSA) prevention programmes and outdated modes of delivery, students continue to participate in a diversity of initiatives. Referring to the development of a games-based approach to CSA prevention in Australia, this paper examines empirically based attributes of…

  6. Mental imagery, emotion and psychopathology across child and adolescent development.

    Science.gov (United States)

    Burnett Heyes, S; Lau, J Y F; Holmes, E A

    2013-07-01

    Mental imagery-based interventions are receiving increasing interest for the treatment of psychological disorders in adults. This is based on evidence that mental imagery potently influences the experience of emotion in non-clinical samples, and that a number of psychological disorders are marked by syndrome-specific, distressing abnormalities in mental imagery. During childhood and adolescence, neurocognitive development impacting mental imagery processes may moderate its relationship with clinically-relevant emotional symptoms at a number of potential loci. Crucially, these changes could impact vulnerability to distressing mental imagery and the efficacy of mental imagery-based clinical interventions. This review synthesises evidence pertaining to developmental changes in the role and content of mental imagery, and in the cognitive sub-processes required to generate and sustain mental images. Subsequently, we discuss implications for understanding the developmental relationship between mental imagery, emotion and psychopathology. Translational cognitive neuroscience research investigating the content, emotional impact and neurocognitive substrates of mental imagery across development may reveal insights into trajectories of vulnerability to symptoms of a number of psychological disorders. If proper consideration is given to developmental factors, techniques based on mental imagery may be valuable as part of a treatment armoury for child and adolescent clinical populations and those at risk of emotional disorders.

  7. Evolution of paradigms of child health in developing countries.

    Science.gov (United States)

    Mohs, E

    1985-01-01

    In 1982 Costa Rica had an infant mortality of 18 per 1000 live births and a life expectancy at birth of 76 years for women and 72 years for men. In the evolution of infant health in Costa Rica two paradigms were identified. One developed in the decades before 1970 and the other during the 1970s. The necessity of conceptualizing a third new paradigm compatible with health needs of the present and the immediate future is recognized. The first or "malnutrition paradigm" was orthodox in its derivation; it identified the lack of food as the underlying base for the major health problems and placed its emphasis on institutional medicine. The paradigm was influenced by foreign schools of nutrition and pediatrics and led to the development of an infrastructure for the delivery of medical services and the programs for food distribution. The "infectious disease paradigm" recognized infectious diseases as the main determinants of morbidity, mortality and malnutrition in childhood. The strategies derived from such a revolutionary paradigm aimed at the control and eradication of infectious diseases, and they resulted in a rapid improvement of child nutrition and health. However, the infectious disease paradigm does not seem to reduce infant mortality below the present level.(ABSTRACT TRUNCATED AT 250 WORDS)

  8. Materials Development for Language Learning and Teaching

    Science.gov (United States)

    Tomlinson, Brian

    2012-01-01

    This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of…

  9. Learning Analytics: drivers, developments and challenges

    Directory of Open Access Journals (Sweden)

    Rebecca Ferguson

    2014-12-01

    Full Text Available Learning analytics is a significant area of Technology-Enhanced Learning (TEL that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it examines developing areas of learning analytics research, and identifies a series of future challenges.

  10. Integrated learning through student goal development.

    Science.gov (United States)

    Price, Deborah; Tschannen, Dana; Caylor, Shandra

    2013-09-01

    New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty.

  11. Development of the System on the Internet for Pre-Assessment of Child Abuse Prevention

    Science.gov (United States)

    Honma, Satoru; Wakamatsu, Hidetoshi; Ueda, Reiko

    Some assessments have been applied to find possible factors that might lead to child abuse. PACAP is a new method proposed by Ueda and others as a pre-assessment of the concerning child abuse, which reduces its false-positive misclassification. The Internet PACAP is developed to reduce the laborious work of nurses and health care workers for the necessary processing and classifying the scores of the pre-assessment. The present system is expected to prevent the child abuse more effectively.

  12. QAP collaborates in development of the sick child algorithm.

    Science.gov (United States)

    1994-01-01

    Algorithms which specify procedures for proper diagnosis and treatment of common diseases have been available to primary health care services in less developed countries for the past decade. Whereas each algorithm has usually been limited to a single ailment, children often present with the need for more comprehensive assessment and treatment. Treating just one illness in these children leads to incomplete treatment or missed opportunities for preventive services. To address this problem, the World Health Organization has recently developed a Sick Child Algorithm (SCA) for children aged 2 months-5 years. In addition to specifying case management procedures for acute respiratory illness, diarrhea/dehydration, fever, otitis, and malnutrition, the SCA prompts a check of the child's immunization status. The specificity and sensitivity of this SCA were field-tested in Kenya and the Gambia. In Kenya, the Malaria Branch of the US Centers for Disease Control and Prevention tested the SCA under typical conditions in Siaya District. The Quality Assurance Project of the Center for Human Services carried out a parallel facility-based systems analysis at the request of the Malaria Branch. The assessment which took place in September-October 1993, took the form of observations of provider/patient interactions, provider interviews, and verification of supplies and equipment in 19 rural health facilities to determine how current practices compare to actions prescribed by the SCA. This will reveal the type and amount of technical support needed to achieve conformity to the SCA's clinical practice recommendations. The data will allow officials to devise the proper training programs and will predict quality improvements likely to be achieved through adoption of the SCA in terms of effective case treatment and fewer missed immunization opportunities. Preliminary analysis indicates that the primary health care delivery in Siya deviates in several significant respects from performance

  13. Home Literacy Environment and Head Start Children's Language Development: The Role of Approaches to Learning

    Science.gov (United States)

    Meng, Christine

    2015-01-01

    Research Findings: This study examined whether approaches to learning moderate the association between home literacy environment and English receptive vocabulary development. The Head Start Family and Child Experiences Survey (2003 cohort) was used for analysis. Latent growth curve modeling was utilized to test a quadratic model of English…

  14. How Prenatal Depression, Anxiety, and Stress May Affect Child Outcome: The Placenta and Child Development

    Science.gov (United States)

    Glover, Vivette; O'Connor, T. G.; O'Donnell, K.; Capron, Lauren

    2014-01-01

    There is good evidence that if a woman is depressed, anxious, or stressed while she is pregnant, then there is an increased risk that her child will have emotional, behavioral, or cognitive problems. Her own biology must cause these effects, but it is not known how. One important line of research suggests that the function of the placenta changes…

  15. The Impact of an Unconditional Cash Transfer on Early Child Development: The Zambia Child Grant Program

    Science.gov (United States)

    Seidenfeld, David; Prencipe, Leah; Handa, Sudhanshu; Hawkinson, Laura

    2015-01-01

    Little research has been conducted on unconditional cash transfers (UCTs) despite their growing prevalence in Africa, including South Africa, Zambia, Zimbabwe, Kenya, Malawi, Lesotho, and Uganda. In this study, researchers implemented a randomized control trial with over 2,500 households to investigate the impact of Africa's child grant program on…

  16. Perspectives on mobile robots as tools for child development and pediatric rehabilitation.

    Science.gov (United States)

    Michaud, François; Salter, Tamie; Duquette, Audrey; Laplante, Jean-François

    2007-01-01

    Mobile robots (i.e., robots capable of translational movements) can be designed to become interesting tools for child development studies and pediatric rehabilitation. In this article, the authors present two of their projects that involve mobile robots interacting with children: One is a spherical robot deployed in a variety of contexts, and the other is mobile robots used as pedagogical tools for children with pervasive developmental disorders. Locomotion capability appears to be key in creating meaningful and sustained interactions with children: Intentional and purposeful motion is an implicit appealing factor in obtaining children's attention and engaging them in interaction and learning. Both of these projects started with robotic objectives but are revealed to be rich sources of interdisciplinary collaborations in the field of assistive technology. This article presents perspectives on how mobile robots can be designed to address the requirements of child-robot interactions and studies. The authors also argue that mobile robot technology can be a useful tool in rehabilitation engineering, reaching its full potential through strong collaborations between roboticists and pediatric specialists.

  17. A social pedagogy approach to residential care: balancing education and placement in the development of an innovative child welfare residential program in Ontario, Canada.

    Science.gov (United States)

    Gharabaghi, Kiaras; Groskleg, Ron

    2010-01-01

    This paper chronicles the exploration and development of a residential program of the child welfare authority of Renfrew County in Ontario, Canada. Recognizing that virtually its entire population of youth in care was failing to achieve positive outcomes in education, Renfrew County Family and Children Services embarked on a program development process that included many unique elements within the Ontario child welfare context. This process introduced the theoretical framework of social pedagogy to the provision of residential care, and it replaced the idea of psychotherapy as the primary agent of change for youth with the concept of living and learning. The result is a template for the Ottawa River Academy, a living and learning program for youth in care that exemplifies the possibilities embedded in creative thought, attention to research and evidence, and a preparedness to transcend traditional assumptions with respect to service designs and business models for residential care in child welfare.

  18. Development and application of social learning theory.

    Science.gov (United States)

    Price, V; Archbold, J

    This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

  19. Statistical learning across development: Flexible yet constrained

    Directory of Open Access Journals (Sweden)

    Lauren eKrogh

    2013-01-01

    Full Text Available Much research in the past two decades has documented infants’ and adults' ability to extract statistical regularities from auditory input. Importantly, recent research has extended these findings to the visual domain, demonstrating learners' sensitivity to statistical patterns within visual arrays and sequences of shapes. In this review we discuss both auditory and visual statistical learning to elucidate both the generality of and constraints on statistical learning. The review first outlines the major findings of the statistical learning literature with infants, followed by discussion of statistical learning across domains, modalities, and development. The second part of this review considers constraints on statistical learning. The discussion focuses on two categories of constraint: constraints on the types of input over which statistical learning operates and constraints based on the state of the learner. The review concludes with a discussion of possible mechanisms underlying statistical learning.

  20. Development of cooperative learning process scale (CLPS

    Directory of Open Access Journals (Sweden)

    Erdal Bay

    2012-02-01

    Full Text Available One of the most important components of social constructivist learning environment is that learners are in co-operation. Effectiveness of cooperative learning process also depends on implementing the requirements of cooperative learning by the learners. The key components of cooperative learning are those positive dependence, personal responsibility, face-to-face supportive interaction, group process, interpersonal social skills. The purpose of this study has taken place to determine the psychometric properties of the measurement tool that was developed to examine effectiveness of cooperative learning process. The study was carried out on 177 students at the Gaziantep University, Faculty of Education. Learning environment was instructed under the social constructivist approach and the students have done their assigned tasks in cooperation with. 48-item test was applied to students. Factor analysis was implemented to the obtained data. Results of the study indicated that measurement tool should be used to measure process of cooperative learning.

  1. Peer contagion in child and adolescent social and emotional development.

    Science.gov (United States)

    Dishion, Thomas J; Tipsord, Jessica M

    2011-01-01

    In this article, we examine the construct of peer contagion in childhood and adolescence and review studies of child and adolescent development that have identified peer contagion influences. Evidence suggests that children's interactions with peers are tied to increases in aggression in early and middle childhood and amplification of problem behaviors such as drug use, delinquency, and violence in early to late adolescence. Deviancy training is one mechanism that accounts for peer contagion effects on problem behaviors from age 5 through adolescence. In addition, we discuss peer contagion relevant to depression in adolescence, and corumination as an interactive process that may account for these effects. Social network analyses suggest that peer contagion underlies the influence of friendship on obesity, unhealthy body images, and expectations. Literature is reviewed that suggests how peer contagion effects can undermine the goals of public education from elementary school through college and impair the goals of juvenile corrections systems. In particular, programs that "select" adolescents at risk for aggregated preventive interventions are particularly vulnerable to peer contagion effects. It appears that a history of peer rejection is a vulnerability factor for influence by peers, and adult monitoring, supervision, positive parenting, structure, and self-regulation serve as protective factors.

  2. Developing organizational learning in the NHS.

    Science.gov (United States)

    Nutley, S M; Davies, H T

    2001-01-01

    Learning has been identified as a central concern for a modernized NHS. Continuing professional development has an important role to play in improving learning but there is also a need to pay more attention to collective (organizational) learning. Such learning is concerned with the way organizations build and organize knowledge. Recent emphasis within the NHS has been on the codification of individual and collective knowledge - for example, guidelines and National Service Frameworks. This needs to be balanced by more personalized knowledge management strategies, especially when dealing with innovative services that rely on tacit knowledge to solve problems. Having robust systems for storing and communicating knowledge is only one part of the challenge. It is also important to consider how such knowledge gets used, and how routines become established within organizations that structure the way in which knowledge is deployed. In many organizations these routines favour the adaptive use of knowledge, which helps organizations to achieve incremental improvements to existing practices. However, the development of organizational learning in the NHS needs to move beyond adaptive (single loop) learning, to foster skills in generative (double loop) learning and meta-learning. Such learning leads to a redefinition of the organization's goals, norms, policies, procedures or even structures. This paper argues that moving the NHS in this direction will require attention to the cultural values and structural mechanisms that facilitate organizational learning.

  3. Organisational learning by way of organisational development

    DEFF Research Database (Denmark)

    Elkjær, Bente

    project contributes toorganisational learning. The point of departure is a municipality in Denmark workingtoward digitalising its administration. The conclusion is that the success of such aprocess very much depends on an organisation's ability to encompass severalunderstandings of organisational......In the paper, the idea is explored of organisational learning as the opening andclosure of organisational space for inquiry or reflective thinking, as a way toconstruct organisational learning as an object for research. This is done by asking thequestion of whether an organisational development...

  4. Developmental stimulation in child care centers contributes to young infants' cognitive development.

    Science.gov (United States)

    Albers, Esther M; Riksen-Walraven, J Marianne; de Weerth, Carolina

    2010-12-01

    This study examined whether the quality of caregiver behavior in child care centers contributes to infant cognitive development at 9 months of age. Sixty-four infants (34 boys) were observed with their primary caregivers in child care centers at 3, 6, and 9 months of age. Caregiver behavior was rated for sensitivity and for stimulation of infant development during one-to-one caregiving interactions. Infant cognitive development was assessed using the Bayley Scales of Infant Development-II (Mental Development Index). Higher levels of developmental stimulation in the centers predicted higher levels of infant cognitive development at 9 months, beyond infant cognitive development at 3 months (just before entering child care), parental education, and maternal sensitivity. The results suggest that even small increases in developmental stimulation provided in child care centers in the first year of life may foster infants' cognitive development.

  5. The application of social and adult learning theory to training in community pediatrics, social justice, and child advocacy.

    Science.gov (United States)

    DeWitt, Thomas G

    2003-09-01

    Perhaps the greatest challenge we face today in medical education is how to establish a conceptual framework for conveying the context of community pediatrics and issues related to child health equity and social justice to practicing pediatricians and pediatricians in training. This will require a new infrastructure and approach to training to allow pediatricians to think and practice differently. The application of social and adult learning theory to the development and implementation of community pediatrics curricula will be necessary to succeed in these endeavors. In particular, we also will need to understand the educational processes required to motivate adult learners to acquire knowledge, attitudes, and skills outside the context and framework of their previous experiences and perceived professional needs.

  6. Development of directives in child language: A case study of Czech

    Directory of Open Access Journals (Sweden)

    Chejnová Pavla

    2015-06-01

    Full Text Available In this article, the longitudinal development of directives in first-language acquisition is described, and examples of the development of directive speech acts in one Czech child from the ages of 2.8 to 4.1 are included. The results show that the child acquires communicative strategies gradually and that he usually prefers one concrete strategy initially, which is later replaced by a new strategy corresponding with the acquisition of morphological categories. The child’s grammatical development is divided into two stages: the stage of protomorphology, when the child acquires basic morphological categories, and the stage of morphology proper / modular morphology, when the child uses a variety of grammatical means. In the stage of morphology proper, pragmatic factors become more influential as the child is no longer limited by a lack of grammatical competence.

  7. Who is "Dada?" Some Aspects of the Semantic and Phonological Development of a Child's First Words.

    Science.gov (United States)

    Greenfield, Patricia Marks

    When sound takes on meaning for the first time in the life of a child, a giant and prototypic step in the development of his symbolic capacities has taken place. This step is worthy of careful scientific scrutiny. This paper seeks first to describe the steps by which the author's child discovered the existence of meaning in sound, and second, to…

  8. Biliteracy and Bilingual Development in a Second-Generation Korean Child: A Case Study

    Science.gov (United States)

    Ro, Yeonsun Ellie; Cheatham, Gregory A.

    2009-01-01

    Through case study methodology, this study examined how a second-generation bilingual child developed his two languages and associated literacies, the role of the parents' and child's goals as well as the family's daily effort to attain those goals, and the influences of environmental, social, and cultural factors. Based on sociocultural…

  9. Developmental stimulation in child care centers contributes to young infants’ cognitive development

    NARCIS (Netherlands)

    Albers, E.M.; Riksen-Walraven, J.M.A.; Weerth, C. de

    2010-01-01

    This study examined whether the quality of caregiver behavior in child care centers contributes to infant cognitive development at 9 months of age. Sixty-four infants (34 boys) were observed with their primary caregivers in child care centers at 3, 6, and 9 months of age. Caregiver behavior was rate

  10. Development and Evaluation of an Integrated Pest Management Toolkit for Child Care Providers

    Science.gov (United States)

    Alkon, Abbey; Kalmar, Evie; Leonard, Victoria; Flint, Mary Louise; Kuo, Devina; Davidson, Nita; Bradman, Asa

    2012-01-01

    Young children and early care and education (ECE) staff are exposed to pesticides used to manage pests in ECE facilities in the United States and elsewhere. The objective of this pilot study was to encourage child care programs to reduce pesticide use and child exposures by developing and evaluating an Integrated Pest Management (IPM) Toolkit for…

  11. Associating Parental to Child Psychological Symptoms: Investigating a Transactional Model of Development

    Science.gov (United States)

    Fanti, Kostas A.; Panayiotou, Georgia; Fanti, Savvas

    2013-01-01

    The current study investigated the longitudinal transactional association among paternal and maternal depressive symptoms and child internalizing and externalizing difficulties. Data were collected on preschool- to adolescent-age youth via a total of six assessments. The sample (National Institute of Child Health and Human Development [NICHD]…

  12. 75 FR 10491 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-03-08

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  13. 75 FR 4577 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-01-28

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  14. 76 FR 19999 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-04-11

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Review Officer, Division of Scientific Review, National Institute of Child Health and Human...

  15. 77 FR 61419 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-10-09

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  16. 78 FR 12767 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-02-25

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  17. 77 FR 37421 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-06-21

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  18. 77 FR 64815 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-10-23

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  19. 76 FR 61719 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-10-05

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  20. 77 FR 5036 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-02-01

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  1. 75 FR 49500 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-08-13

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  2. 76 FR 76169 - Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed...

    Science.gov (United States)

    2011-12-06

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  3. Implementing the Child Care and Development Block Grant Reauthorization: A Guide for States

    Science.gov (United States)

    Matthews, Hannah; Schulman, Karen; Vogtman, Julie; Johnson-Staub, Christine; Blank, Helen

    2015-01-01

    In November 2014, with broad bipartisan support, Congress reauthorized CCDBG [Child Care and Development Block Grant] (the major federal child care program) for the first time since 1996. The new law strengthens CCDBG's dual role as a major early childhood education program and a work support for low-income families. This implementation guide is…

  4. 77 FR 27471 - Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed...

    Science.gov (United States)

    2012-05-10

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  5. 76 FR 61720 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-10-05

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  6. 76 FR 5595 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-02-01

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  7. 76 FR 64091 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-10-17

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory Committee... clearly unwarranted invasion of personal privacy. Name of Committee: National Institute of Child...

  8. 77 FR 5031 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-02-01

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... clearly unwarranted invasion of personal privacy. Name of Committee: National Institute of Child...

  9. 78 FR 18998 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-03-28

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  10. The Continued Effects of Home Intervention on Child Development Outcomes in the Kingdom of Bahrain

    Science.gov (United States)

    Hadeed, Julie

    2011-01-01

    This article presents the continued effects of a home-based intervention programme on child development outcomes and parenting practices in Bahrain. The intervention is the "Mother-Child Home Education Programme" (MOCEP) which was implemented in Arabic in the Kingdom of Bahrain beginning in 2001. One hundred and sixty-seven poor,…

  11. Happiness is 0 to 6 from 7 to 5: Coosa Valley's Child Development Program

    Science.gov (United States)

    Appalachia, 1973

    1973-01-01

    The Carterville and Calhoun centers are representative of the 6 local child development programs in rural northwest Georgia. The day care centers are for the children of working mothers. The outreach program provides workers who go into the homes to help nonworking mothers improve their child-rearing skills. (FF)

  12. Dual Development of Conversational and Narrative Discourse: Mother and Child Interactions during Narrative Co-Construction

    Science.gov (United States)

    Kelly, Kimberly Reynolds; Bailey, Alison L.

    2013-01-01

    We investigated longitudinally the co-constructed narratives of 31 mother-child dyads collected when the children were 3-, 4-, and 5-years old, examining the dual development of child conversational and narrative discourse skills and the impact of maternal verbal assistance. Linear mixed-model analysis revealed that children's developmental…

  13. Internet Use and Child Development: Validation of the Ecological Techno-Subsystem

    Science.gov (United States)

    Johnson, Genevieve Marie

    2010-01-01

    Johnson and Puplampu recently proposed the "ecological techno-subsystem", a refinement to Bronfenbrenner's theoretical organization of environmental influences on child development. The ecological techno-subsystem includes child interaction with both living (e.g., peers) and nonliving (e.g., hardware) elements of communication,…

  14. State Developments in Child Care, Early Education, and School-Age Care, 2001.

    Science.gov (United States)

    Ewen, Danielle; Blank, Helen; Hart, Katherine; Schulman, Karen

    This report provides highlights and updates regarding state actions on child care, early education, and school-age care issues during 2001. It is intended to serve as a supplement to "State Developments in Child Care, Early Education, and School-Age Care 2000" and various reports published on this issue between 1997 and 1999. Information in the…

  15. Development and Validation of a Measure of Organizational Culture in Public Child Welfare Agencies

    Science.gov (United States)

    Westbrook, Tonya M.; Ellett, Alberta J.; Deweaver, Kevin W.

    2009-01-01

    Objective: To develop and explore the validity characteristics of a new measure of organizational culture in public child welfare agencies. Method: Multiple validation methods were used, including expert judgment and criterion-related validity procedures using a statewide sample of 1,033 child welfare caseworkers, supervisors, and administrators.…

  16. 76 FR 43334 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-07-20

    ... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and Human Development Special Emphasis Panel, Children in Rural Poverty. Date: August 9, 2011. Time: 9 a.m. to 5 p.m... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child...

  17. Internet Use and Child Development: Validation of the Ecological Techno-Subsystem

    Science.gov (United States)

    Johnson, Genevieve Marie

    2010-01-01

    Johnson and Puplampu recently proposed the "ecological techno-subsystem", a refinement to Bronfenbrenner's theoretical organization of environmental influences on child development. The ecological techno-subsystem includes child interaction with both living (e.g., peers) and nonliving (e.g., hardware) elements of communication, information, and…

  18. 75 FR 66771 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-10-29

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  19. The Continued Effects of Home Intervention on Child Development Outcomes in the Kingdom of Bahrain

    Science.gov (United States)

    Hadeed, Julie

    2011-01-01

    This article presents the continued effects of a home-based intervention programme on child development outcomes and parenting practices in Bahrain. The intervention is the "Mother-Child Home Education Programme" (MOCEP) which was implemented in Arabic in the Kingdom of Bahrain beginning in 2001. One hundred and sixty-seven poor, disadvantaged…

  20. 75 FR 17150 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-04-05

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... clearly unwarranted invasion of personal privacy. Name of Committee: National Institute of Child...

  1. 76 FR 11801 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-03-03

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  2. 75 FR 65496 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-10-25

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  3. 76 FR 13650 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-03-14

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  4. 75 FR 36662 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-06-28

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... unwarranted invasion of personal privacy. Name of Committee: National Institute of Child Health and...

  5. Effects of Child Maltreatment and Inherited Liability on Antisocial Development: An Official Records Study

    Science.gov (United States)

    Jonson-Reid, Melissa; Presnall, Ned; Drake, Brett; Fox, Louis; Bierut, Laura; Reich, Wendy; Kane, Phyllis; Todd, Richard D.; Constantino, John N.

    2010-01-01

    Objective: Evidence is steadily accumulating that a preventable environmental hazard, child maltreatment, exerts causal influences on the development of long-standing patterns of antisocial behavior in humans. The relationship between child maltreatment and antisocial outcome, however, has never previously been tested in a large-scale study in…

  6. Disparities in Under-Five Child Injury Mortality between Developing and Developed Countries: 1990–2013

    Directory of Open Access Journals (Sweden)

    Yun Huang

    2016-07-01

    Full Text Available Objective: Using estimates from the 2013 Global Burden of Disease (GBD study, we update evidence on disparities in under-five child injury mortality between developing and developed countries from 1990 to 2013. Methods: Mortality rates were accessed through the online visualization tool by the GBD study 2013 group. We calculated percent change in child injury mortality rates between 1990 and 2013. Data analysis was conducted separately for <1 year and 1–4 years to specify age differences in rate changes. Results: Between 1990 and 2013, over 3-fold mortality gaps were observed between developing countries and developed countries for both age groups in the study time period. Similar decreases in injury rates were observed for developed and developing countries (<1 year: −50% vs. −50% respectively; 1–4 years: −56% vs. −58%. Differences in injury mortality changes during 1990–2013 between developing and developed nations varied with injury cause. There were greater reductions in mortality from transport injury, falls, poisoning, adverse effects of medical treatment, exposure to forces of nature, and collective violence and legal intervention in developed countries, whereas there were larger decreases in mortality from drowning, exposure to mechanical forces, and animal contact in developing countries. Country-specific analysis showed large variations across countries for both injury mortality and changes in injury mortality between 1990 and 2013. Conclusions: Sustained higher child injury mortality during 1990–2013 for developing countries merits the attention of the global injury prevention community. Countries that have high injury mortality can benefit from the success of other countries.

  7. A Bilingual Child Learns Social Communication Skills through Video Modeling-A Single Case Study in a Norwegian School Setting

    Directory of Open Access Journals (Sweden)

    Meral Özerk

    2015-09-01

    Full Text Available Video modeling is one of the recognized methods used in the training and teaching of children with Autism Spectrum Disorders (ASD. The model’s theoretical base stems from Albert Bandura's (1977; 1986 social learning theory in which he asserts that children can learn many skills and behaviors observationally through modeling. One can assume that by observing others, a child with ASD can construct an idea of how new behaviors are performed, and on later occasions this mentally and visually constructed information will serve as a guide for his/her way of behaving. There are two types of methods for model learning: 1 In Vivo Modeling and 2 Video Modeling. These can be used a to teach children with ASD skills that are not yet in their behavioral repertoire and / or b to improve the children's emerging behaviors or skills. In the case of linguistic minority children at any stage of their bilingual development, it has been presumed that some of their behaviors that can be interpreted as attitude or culture-related actions. This approach, however, can sometimes delay referral, diagnosis, and intervention. In our project, we used Video Modeling and positive targeted results with regard to teaching social communication skills and target behavior to an eleven year-old bilingual boy with ASD. Our study also reveals that through Video Modeling, children with ASD can learn desirable behavioral skills as by-products. Video Modeling can also contribute positively to the social inclusion of bilingual children with ASD in school settings. In other words, bilingual children with ASD can transfer the social communication skills and targeted behaviors they learn through second-language at school to a first-language milieu.

  8. E-learning and school development

    DEFF Research Database (Denmark)

    Skov Hansen, Line; Sunnevåg, Anne-Karin; Kostøl, Anne

    2011-01-01

    This paper intends to focus on the strengths and challenges of capacity building in school development projects. The paper is based on practical experiences with three different projects CLL (Classroom Management, Learning and Teaching Authority) in Norway, the implementation of the LP- (learning...

  9. How to develop vocabulary learning strategies

    Institute of Scientific and Technical Information of China (English)

    董振

    2010-01-01

    @@ Due to limited class time,students will not be able to learn all the vocabulary simply from class teaching.Thus we need to help students develop items vocabulary learning strategies so that they can effectively acquire more vocabulary on their own,especially outside the class.Below are some strategies.

  10. Benchmarking Learning and Teaching: Developing a Method

    Science.gov (United States)

    Henderson-Smart, Cheryl; Winning, Tracey; Gerzina, Tania; King, Shalinie; Hyde, Sarah

    2006-01-01

    Purpose: To develop a method for benchmarking teaching and learning in response to an institutional need to validate a new program in Dentistry at the University of Sydney, Australia. Design/methodology/approach: After a collaborative partner, University of Adelaide, was identified, the areas of teaching and learning to be benchmarked, PBL…

  11. Early grade learning: The role of teacher-child interaction and tutor-assisted intervention

    NARCIS (Netherlands)

    Zijlstra, A.H.

    2015-01-01

    The current dissertation focused on two pedagogical and instructional challenges in the beginning phases of primary school learning. First, the combination of increased classroom instruction, novice status in formal learning, and less developed self-regulatory skills makes young children highly sens

  12. Florida's Work-Based Learning and Child Labor Law. Resource Guide.

    Science.gov (United States)

    Florida State Univ., Tallahassee. School-to-Work Clearinghouse.

    This guide was developed to address issues related to work-based learning experiences at an employer's worksite and to explain when and how federal and state (Florida) labor laws and minimum wage provisions apply. It includes the following documents: "Definitions of Terms--Work Based Learning" (Institute for Workforce Competitiveness);…

  13. Dynamic Models of Learning That Characterize Parent-Child Exchanges Predict Vocabulary Growth

    Science.gov (United States)

    Ober, David R.; Beekman, John A.

    2016-01-01

    Cumulative vocabulary models for infants and toddlers were developed from models of learning that predict trajectories associated with low, average, and high vocabulary growth rates (14 to 46 months). It was hypothesized that models derived from rates of learning mirror the type of exchanges provided to infants and toddlers by parents and…

  14. GRAPH THEORETICAL AND NETWORKS APPROACH FOR THE DEVELOPMENT OF A LEARNING MODEL – A CASE STUDY

    Directory of Open Access Journals (Sweden)

    PROF. DR. P. K. SRIMANI

    2012-08-01

    Full Text Available This paper deals with the graph theoretical approach for developing a framework for the Learning model used to optimise the Mathematical Pathway in children at the elementary level and verifying it by usingNetworks model. Data collected pertaining to the mathematical concepts a child needs to learn at elementary level [Class I to VII] is represented by using Concept Flow Graphs and are optimized by using graph theory techniques and algorithms by rearranging nodes as per the learning progression, partitioning the graphs into subgraphsto represent levels of learning, optimizing the sub-graphs using merging and elimination technique and identifying / marking the optional nodes. The design of the framework by using the graph theoretical approach is validated by the application of the Networks approach and this is used to design the Mathematical Pathwaydriver which is the core component of the Learning model. This approach is novel and the Learning model developed is highly accurate.

  15. Uncertainty: A little bit not sure. Parental concern about child growth or development.

    Science.gov (United States)

    Mulcahy, Helen; Savage, Eileen

    2016-09-01

    Delays in child growth or development are significant problems for children, their families and population health. Eliciting parental concerns as early as possible to promote child growth and development requires close collaborative working with parents. There is evidence that parents delay expressing concern and that health-care professionals are not always effective at eliciting and attending to parental concerns. The aim of this study was to understand the experiences of parents of preschool children who had expressed a child growth or development concern. An Interpretative Phenomenological Analysis (IPA) study design was used with a purposive sample of parents of 15 preschool children in Ireland. Data were collected by semi-structured interviews and analysed using IPA. One key superordinate theme - Uncertainty - 'a little bit not sure' captured how parents made sense of their concerns about their child's growth and development. In addition to watching, comparing and wondering, parents assessed whether their child could 'do other things' or if something in particular could have caused the growth or development problem. Parents, particularly mothers, grapple with uncertainty associated with unfamiliar cues in the complex and multifaceted nature of child growth and development in their efforts to make sense of what is happening with their child.

  16. Capacity building in the health sector to improve care for child nutrition and development.

    Science.gov (United States)

    Yousafzai, Aisha K; Rasheed, Muneera A; Daelmans, Bernadette; Manji, Sheila; Arnold, Caroline; Lingam, Raghu; Muskin, Joshua; Lucas, Jane E

    2014-01-01

    The effectiveness of interventions promoting healthy child growth and development depends upon the capacity of the health system to deliver a high-quality intervention. However, few health workers are trained in providing integrated early child-development services. Building capacity entails not only training the frontline worker, but also mobilizing knowledge and support to promote early child development across the health system. In this paper, we present the paradigm shift required to build effective partnerships between health workers and families in order to support children's health, growth, and development, the practical skills frontline health workers require to promote optimal caregiving, and the need for knowledge mobilization across multiple institutional levels to support frontline health workers. We present case studies illustrating challenges and success stories around capacity development. There is a need to galvanize increased commitment and resources to building capacity in health systems to deliver early child-development services.

  17. 42 CFR 68c.1 - What is the scope and purpose of the National Institute of Child Health and Human Development...

    Science.gov (United States)

    2010-10-01

    ... Institute of Child Health and Human Development (NICHD) Contraception and Infertility Research Loan... purpose of the National Institute of Child Health and Human Development (NICHD) Contraception and... payments under the National Institute of Child Health and Human Development (NICHD) Contraception...

  18. 75 FR 54158 - Eunice Kennedy Shriver National Institute of Child Health and Human Development; Notice of Closed...

    Science.gov (United States)

    2010-09-03

    ... Kennedy Shriver National Institute of Child Health and Human Development; Notice of Closed Meeting... Committee: National Institute of Child Health and Human Development Initial Review Group; Biobehavioral and... National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01,...

  19. Child's Attachment to Mother as the Basis of Mental Development Typology

    Directory of Open Access Journals (Sweden)

    Galina V. Burmenskaya

    2009-01-01

    Full Text Available The article shows the role of the attachment system (child-mother interactions in development of a wide spectrum of individual personality characteristics. Emotional attachment of the child to mother is considered as a complicated system of internal regulation and a basis of typology of mental development. Results of a series of empirical studies show the connection between the type of attachment, formed at the early stages of child development, and characteristics of his/her autonomy, consciousness (self-concept and self-esteem and empathy in preschool and middle childhood.

  20. Developments in cooperative learning: review of research

    Directory of Open Access Journals (Sweden)

    Robyn M. Gillies

    2014-10-01

    Full Text Available Cooperative learning, where students work in small groups to accomplish shared goals, is widely recognized as a teaching strategy that promotes learning and socialization among students from kindergarten through college and across different subject domains. It has been used successfully to promote reading and writing achievements, understanding and conceptual development in science classes, problem-solving in mathematics, and higher-order thinking and learning to name just a few. It has been shown to enhance students' willingness to work cooperatively and productively with others with diverse learning and adjustment needs and to enhance intergroup relations with those from culturally and ethnically different backgrounds. It has also been used as a teaching strategy to assist students to manage conflict and to help students identified as bullies learn appropriate interpersonal skills. In fact, it has been argued that cooperative learning experiences are crucial to preventing and alleviating many of the social problems related to children, adolescents, and young adults. There is no doubt that the benefits attributed to cooperative learning are widespread and numerous and it is the apparent success of this approach to learning that has led to it being acclaimed as one of the greatest educational innovations of recent times. The purpose of this paper is not only to review developments in research on cooperative learning but also to examine the factors that mediate and moderate its success. In particular, the review focuses on the types of student and teacher interactions generated and the key role talk plays in developing student thinking and learning, albeit through the expression of contrasting opinions or constructed shared meaning. The intention is to provide additional insights on how teachers can effectively utilize this pedagogical approach to teaching and learning in their classrooms.

  1. A Development of Learning Widget on M-Learning and E-Learning Environments

    Science.gov (United States)

    Kim, SooHwan; Kim, HyeonCheol; Han, SeonKwan

    2013-01-01

    This article describes the development of learning widget on m-learning and e-learning environments. A widget is a small, simple and useful application supporting user-oriented contents. The user may select and install widgets that are convenient as well as an auto-updating application including weather or calendar. These widgets are especially…

  2. A Preliminary Investigation of the Relationship between Parenting, Parent-Child Shared Reading Practices, and Child Development in Low-Income Families

    Science.gov (United States)

    Dexter, Casey A.; Stacks, Ann M.

    2014-01-01

    This study examined relations between parenting, shared reading practices, and child development. Participants included 28 children (M = 24.66 months, SD = 8.41 months) and their parents. Measures included naturalistic observations of parenting and shared reading quality, assessments of child cognitive and language development, and home reading…

  3. Swift Development of Immersive Learning Scenarios

    NARCIS (Netherlands)

    Nadolski, Rob; Kurvers, Hub

    2010-01-01

    Nadolski, R. J., & Kurvers, H. J. (2010, 23 March). Swift Development of Immersive Learning Scenarios. Presentation during a workshop with Sector5, Heerlen, The Netherlands: Open University of the Netherlands; iCoper.

  4. Designing open learning environments for professional development

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting. April, 9, 2011, Amsterdam, The Netherlands: Open University in the Netherlands.

  5. Developing Transferable Management Skills through Action Learning

    Science.gov (United States)

    Yeadon-Lee, Annie; Hall, Roger

    2013-01-01

    There has been increasing criticism of the relevance of the Master of Business Administration (MBA) degree in developing skills and competencies. Action learning, devised to address problem solving in the

  6. Students’ Learning Strategies for Developing Speaking Ability

    OpenAIRE

    Sofyan A. Gani; Dian Fajrina; Rizaldy Hanifa

    2015-01-01

    This study was done to study the learning strategies used by both low and high performance speaking students in developing their speaking skills as well as the differences between the learning strategies used by both groups of learners. The reason for conducting this research was the fact that the competency of many students in speaking English was still considered unsatisfactory in Banda Aceh. We postulated that one aspect involved in the process of developing speaking skills was the learnin...

  7. Family Resources and the Development of Child Competence.

    Science.gov (United States)

    Amato, Paul R.; Ochiltree, Gay

    1986-01-01

    Survey assessed the relative contributions of family structure resources and family process resources to child reading ability, self-esteem, everyday skills, and social competence. Reading ability was related to structural resources and interpersonal process resources, self-esteem with interpersonal process resources and everyday-skills weakly…

  8. Development of a validated aircraft child restraint model

    NARCIS (Netherlands)

    Pipino, M.; Mugnai, A.; DeWeese, R.L.

    1999-01-01

    Studies conducted at the FAA Civil Aeromedical Institute have shown that when used in aircraft, automotive Child Restraint Devices (CRDs) do not always provide the level of safety desired. Various factors that contribute to poor performance, such as seat belt anchor location, cushion stiffness, and

  9. The Many Worlds of the Child and Moral Development.

    Science.gov (United States)

    Garanzini, Michael J.

    1985-01-01

    Views school-age children living in five distinct worlds, each with their own operational modes. Discusses the negative repercussions of failing to recognize the child's worlds. Reviews Lawrence Kohlberg's, Eliot Turiel's, and Carol Gilligan's positions concerning moral education. Recommends a broad definition of morality, including justice and…

  10. Development, Reliability, and Validity of a Child Dissociation Scale.

    Science.gov (United States)

    Putnam, Frank W.; And Others

    1993-01-01

    Evaluation of the Child Dissociative Checklist found it to be a reliable and valid observer report measure of dissociation in children, including sexually abused girls and children with dissociative disorder and with multiple personality disorder. The checklist, which is appended, is intended as a clinical screening instrument and research measure…

  11. 78 FR 29441 - Child Care and Development Fund (CCDF) Program

    Science.gov (United States)

    2013-05-20

    ... systems for child care quality improvement. This proposed rule is driven by the same priorities and vision... into better alignment with the current knowledge in the field, result in a more comprehensive vision of... administration of the program. These proposed changes represent minimum, common-sense standards for the...

  12. A Comprehensive Child Development Program; Title XX, Final Report.

    Science.gov (United States)

    Whatley, Juanita T.

    This booklet describes the Comprehensive Child Day Care Program for the Atlanta Public School System, a Title XX Program. This program provided day care services for children of clients in various categories. The program goals for 1975-76 were geared toward providing comprehensive day care to encompass social services to the family and…

  13. Your Child's Development: 1.5 Years (18 Months)

    Science.gov (United States)

    ... Kids For Parents MORE ON THIS TOPIC Your Child's Checkup: 1.5 Years (18 Months) Feeding Your 1- to 2-Year-Old Medical Care and Your 1- to 2-Year-Old Movement, Coordination, and Your 1- to 2-Year-Old Sleep and Your 1- to 2-Year-Old Growth and Your 1- to 2-Year-Old Communication ...

  14. Joint effects of child temperament and maternal sensitivity on the development of childhood obesity.

    Science.gov (United States)

    Wu, Tiejian; Dixon, Wallace E; Dalton, William T; Tudiver, Fred; Liu, Xuefeng

    2011-05-01

    The interplay between child characteristics and parenting is increasingly implicated as crucial to child health outcomes. This study assessed the joint effects of children's temperamental characteristics and maternal sensitivity on children's weight status. Data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development were utilized. Infant temperament, assessed at child's age of 6 months by maternal report, was categorized into three types: easy, average, and difficult. Maternal sensitivity, assessed at child's age of 6 months by observing maternal behaviors during mother-child semi-structured interaction, was categorized into two groups: sensitive and insensitive. Children's height and weight were measured longitudinally from age 2 years to Grade 6, and body mass index (BMI) was calculated. BMI percentile was obtained based on the Centers for Disease Control and Prevention's BMI charts. Children, who had a BMI ≥ the 85th percentile, were defined as overweight-or-obese. Generalized estimating equations were used to analyze the data. The proportions of children overweight-or-obese increased with age, 15.58% at 2 years old to 34.34% by Grade 6. The joint effects of children's temperament and maternal sensitivity on a child's body mass status depended on the child's age. For instance, children with difficult temperament and insensitive mothers had significantly higher risks for being overweight-or-obese during the school age phase but not during early childhood. Specific combinations of child temperament and maternal sensitivity were associated with the development of obesity during childhood. Findings may hold implications for childhood obesity prevention/intervention programs targeting parents.

  15. E-Learning and Economic Development

    Directory of Open Access Journals (Sweden)

    Kelly CAREY

    2005-01-01

    Full Text Available E-Learning and Economic Development Kelly CAREY West Valley College Saratoga, CA, USA Stanko BLATNIK Institute for Symbolic Analysis and Development of Information Technologies Velenje, SLOVENIA ABSTRACT In this article, our experience in the development and realization of e-Learning courses in Slovenia is described and discussed. Slovenia, the most developed republic of former Yugoslavia, became an EU member in May 2004. In 1991, after its independence from Yugoslavia, Slovenia’s transition to a free market economy resulted in lost jobs and an unemployment rate of 12%. In 1999, as the Institute for Symbolic Analysis and Development of Information Technologies, located in Velenje, Slovenia, we decided to offer several online courses to help unemployed people gain the skills and knowledge needed for employability in information technology. We drew on our previous experience teaching online courses at Sarajevo University after the Bosnian war and on the experience of West Valley College from Saratoga, Silicon Valley in e-Learning. Over the last four years, we organized and delivered e-Learning courses in digital media design and production, with good results. Several students found jobs and changed their perception and attitude as they became more self-confident. We believe e-Learning can efficiently enhance lifelong learning and support economic development, especially in new member countries transitioning from former socialistic to free market economies.

  16. A curriculum based on social learning theory emphasizing fruit exposure and positive parent child-feeding strategies: a pilot study.

    Science.gov (United States)

    Gribble, Laura Siem; Falciglia, Grace; Davis, Angela M; Couch, Sarah C

    2003-01-01

    This study examined the effectiveness of a nutrition intervention program to enhance children's knowledge, preference, and intake of whole fruit and to decrease parents' use of controlling child-feeding behaviors. Subjects were fifth- and sixth-grade students (children aged 10-12 years) from Cincinnati, Ohio. Nine parent-child pairs completed the study. Seventeen parent-child pairs who expressed interest but were unable to attend more than one session served as controls. Based on the Social Learning Theory, the curriculum combined child-focused interactive lessons and skill-building activities with parent-focused lessons on child-feeding strategies to increase the fruit intake of children. Change in children's knowledge, preference, and intake of fruit and parents' use of controlling child-feeding strategies were measured in a pretest/posttest manner using validated questionnaires. There was a significant increase in knowledge scores and fruit intake by children in the experimental vs the control group. Fruit preference scores were similar between groups. Additionally, there was a significant decrease in use of controlling child-feeding strategies by parents in the intervention vs the control group.

  17. Learning to live with a child with diabetes--problems related to immigration and cross-cultural diabetes care

    DEFF Research Database (Denmark)

    Povlsen, Lene; Ringsberg, Karin C

    2009-01-01

    perceived learning to live with a child with diabetes. This was done in order to identify potential problems related to immigration and cross-cultural care which should be considered in the provision of diabetes care to immigrant families. Data were collected by semi-structured interviews with Arabic...

  18. The Importance of Vestibular Input and the Environment to Early Child Development as Determined Through Psychophysical Principles

    Science.gov (United States)

    Hannan, Patricia; Reschke, Millard F.; Galanter, Eugene

    2016-01-01

    Adaptation to the gravitational vector must be considered in the ecology of early child development. Proprioceptive/vestibular interactions occur as early as the first synapse in the brain. This interaction, is a critical catalyst to the proper development and functioning, required for efficient learning and movement ability. The recent rise of sensory processing issues coinciding with demands for STEM literacy requires us to consider how recent cultural changes have impacted a child's natural experience within the gravitational vector and how changes driven by this interaction may be impacting the quality of future learning and movement ability. Viewing human development through the lens of psychophysical principles will illustrate the critical impact gravity has upon optimal sensory system function and physical development. We will present a psychophysical model that demonstrates how gravity profoundly affects the form and function of human development. Sensory systems require gravity to function optimally and have critical periods for development. Core motor, sensory, perception and cognitive systems are in place and develop relatively rapidly after birth. Through a complex choreography of quantity and quality of experiences within the gravity vector a human develops the sensory processing systems necessary for efficiently navigating the psychosensory field and body field. Analyzing human development utilizing our knowledge of neural navigation architecture, planes of space, axis of motion and haptic awareness we can employ a psychophysical model providing a new platform for observing, measuring and analyzing human development. Technological and medical advancements and an increasingly mobile society is affecting the natural trajectory of human development. Screen time replacing physical play, infants sleeping on backs instead of in prone, and restrictive devices including car seats all limit a child's mobility within the gravity vector. Repetition and intensity

  19. professional development through informal learning' : workshop

    NARCIS (Netherlands)

    Kools, Quinta

    2013-01-01

    professional development through informal learning In planning professional development for teachers or teacher educators, very often a formal course or training is offered. There is a lack of attention for the fact that a lot of professional development takes place at work through so-called workpl

  20. Breaking bad news--parents' experience of learning that their child has leukaemia.

    LENUS (Irish Health Repository)

    Oshea, J

    2012-02-03

    This study aimed to seek parents\\' experiences of how they learned their child had leukaemia and therefore identify ways of improving this process. To achieve this task a questionnaire was designed to ask parents about specific elements of the initial interview and give them opportunity to add their thoughts and feelings on the subject. All children with a diagnosis of leukaemia over an eighteen-year period were identified and parents of those children still alive were invited to partake in the study. 49 out of 50 families agreed to participate of which 35 (72%) returned completed questionnaires. The majority 29 (83%) expressed overall satisfaction. Their replies confirmed some findings of previous studies, and also offered some new insights. Examples of new findings or expansion on previous findings include observations on the presence of young children at the initial interview; the importance of the language used in conveying the diagnosis and prognostic information, and a preference for actuarial terms when discussing prognosis. Telling parents their child has leukaemia is a challenging and important task. The experience of parents gives us valuable insights into our own communication skills and highlights areas of possible improvement in this difficult area.

  1. 77 FR 64815 - Eunice Kennedy Shriver National Institute of Child Health and Human Development; Notice of Meeting

    Science.gov (United States)

    2012-10-23

    ... Institute of Child Health & Human Development, including consideration of personnel qualifications and... National Institute of Child Health and Human Development, NIH, 9000 Rockville Pike, Building 31, Room 2A46... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child...

  2. The impact of nutrition on child development at 3 years in a rural community of India

    Directory of Open Access Journals (Sweden)

    Syed Sadat Ali

    2014-01-01

    Conclusion: Breast feeding has a positive effect on the overall development of the child and should be promoted in the present generation. In India, child malnutrition is responsible for a higher percentage of the country′s burden of disease. Undernutrition also affects cognitive and motor development and undermines educational attainment; and ultimately impacts on productivity at work and at home, with adverse implications for income and economic growth.

  3. Relation between Cord Blood Mercury Levels and Early Child Development in a World Trade Center Cohort

    OpenAIRE

    Lederman, Sally Ann; Jones, Robert L.; Caldwell, Kathleen L.; Rauh, Virginia; Sheets, Stephen E.; Tang, Deliang; Viswanathan, Sheila; Becker, Mark; Stein, Janet L.; Wang, Richard Y; Perera, Frederica P.

    2008-01-01

    Objective This study was designed to determine whether prenatal mercury exposure, including potential releases from the World Trade Center (WTC) disaster, adversely affects fetal growth and child development. Methods We determined maternal and umbilical cord blood total mercury of nonsmoking women who delivered at term in lower Manhattan after 11 September 2001, and measured birth outcomes and child development. Results Levels of total mercury in cord and maternal blood were not significantly...

  4. Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

    Science.gov (United States)

    Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

    2014-02-01

    Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

  5. Using participatory design to develop structured training in child and adolescent psychiatry

    DEFF Research Database (Denmark)

    Davis, Deborah J; Ringsted, Charlotte; Bonde, Mie

    2009-01-01

    CONTEXT: Learning during residency in child and adolescent psychiatry (CAP) is primarily work-based and has traditionally been opportunistic. There are increasing demands from both postgraduate trainees and medical organisations for structured programmes with defined learning outcomes. OBJECTIVES....... Several other types of professionals within the healthcare team perform many of the tasks a CAP postgraduate trainee has to learn. Participants had difficulties describing how learning takes place and what postgraduate trainees need to learn in CAP. The partnership between researchers and practitioners...... identified three key issues to consider in CAP residencies: (1) Preparation for tasks postgraduate trainees are expected to fulfil, (2) Ensuring acquisition of physician-specific knowledge and skills, and (3) Clarifying roles and professional identity within the team. A structured training programme...

  6. Collaborative Leadership Learning; Developing Facilitation Skills for Collaborative Learning in Leadership Learning Groups.

    OpenAIRE

    James, Kim; Mann, Jasbir; Creasy, Jane

    2003-01-01

    many organisations working for example, with less hierarchical structures, with cross- organisational partners, or in professional environments. Leadership at all levels must be supported by leaders in top executive positions who develop their own capabilities both as leaders and in their role of leading the learning of leadership throughout their organisations. Their ideas of their role in leading learning will be shaped by their own leadership development experiences. Collaborative learning...

  7. Child Vocabulary, Maternal Behavior, and Inhibitory Control Development Among Spanish-Speaking Children

    Science.gov (United States)

    Peredo, Tatiana Nogueira; Owen, Margaret Tresch; Rojas, Raúl; Caughy, Margaret O’Brien

    2015-01-01

    Research Findings The roles of child lexical diversity and maternal sensitivity in the development of young children’s inhibitory control were examined in 100 low-income Hispanic Spanish-speaking children. Child communication utterances at age 2½ years were transcribed from 10-min mother–child interactions to quantify lexical diversity. Maternal behavior was rated independently from the interactions. Inhibitory control was measured with a battery of tasks at ages 2½ and 3½. Greater maternal sensitivity was correlated with higher vocabulary at 2½. Greater vocabulary predicted positive growth in child inhibitory control skills from ages 2½ to 3½ in multivariable regression models that controlled for maternal education, family income, the home environment, and mothering quality. Practice or Policy These findings suggest that supporting vocabulary development in low-income Spanish-speaking children is important for the development of inhibitory control skills, an important foundation for school readiness and academic success. PMID:26306074

  8. Leadership Skills Development Through Service Learning

    Directory of Open Access Journals (Sweden)

    James A. Ejiwale

    2013-08-01

    Full Text Available The engagement of students in service learning will help them acquire and improve on necessary leadership skills required of them upon graduation. This is essential to help prepare and put the graduates of STEM programs at the forefront of employment in the new industrial revolution. It is therefore important that STEM majors should participate in service learning so as to discharge their civic responsibility and to improve their leadership skills. This paper addresses the forms, assessment and the need for service learning in STEM programs and how it can help develop the leadership skills of  the participants.

  9. Learning words and learning sounds: Advances in language development.

    Science.gov (United States)

    Vihman, Marilyn M

    2017-02-01

    Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating 'perceptual narrowing' in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches.

  10. Parental perfectionism and overcontrol: examining mechanisms in the development of child anxiety.

    Science.gov (United States)

    Affrunti, Nicholas W; Woodruff-Borden, Janet

    2015-04-01

    It has been theorized that perfectionistic parents will engage in behaviors characterized by overcontrol, which then increase child anxiety. Previous research has yet to test this theory within a single study. The current study investigated the proposed theory in a single model, examining the mediational roles of parent perfectionism and overcontrol in the association between parent and child anxiety. Participants were 77 parent-child dyads, with 46 parents and 40 children diagnosed with an anxiety disorder. Children were between 3 and 12 years old (57.1% female, 76.6% Caucasian, 22.1% African American). Path analysis indicated that the overall model fit the data well. Analyses showed that parental overcontrol mediated the relation between parental perfectionism and child anxiety and parental perfectionism mediated the relation between parental anxiety and parental overcontrol. Further, parental perfectionism and overcontrol sequentially mediated the parent to child anxiety relation. However, when parental perfectionism was accounted for in the model, parental overcontrol did not mediate the relation between parent and child anxiety. The findings suggest that parent perfectionism and overcontrol, together, may represent a specific pathway of risk for the development of anxiety disorders in children. The implications of these findings are reviewed in the context of previous theory on parental perfectionism, overcontrol, and the development of child anxiety. The clinical importance of the findings and future directions are also discussed.

  11. An Assessment of the Validity of the ECERS-R with Implications for Measures of Child Care Quality and Relations to Child Development

    Science.gov (United States)

    Gordon, Rachel A.; Fujimoto, Ken; Kaestner, Robert; Korenman, Sanders; Abner, Kristin

    2013-01-01

    The Early Childhood Environment Rating Scale-Revised (ECERS-R) is widely used to associate child care quality with child development, but its validity for this purpose is not well established. We examined the validity of the ECERS-R using the multidimensional Rasch partial credit model (PCM), factor analyses, and regression analyses with data from…

  12. Development of Machine Learning Tools in ROOT

    Science.gov (United States)

    Gleyzer, S. V.; Moneta, L.; Zapata, Omar A.

    2016-10-01

    ROOT is a framework for large-scale data analysis that provides basic and advanced statistical methods used by the LHC experiments. These include machine learning algorithms from the ROOT-integrated Toolkit for Multivariate Analysis (TMVA). We present several recent developments in TMVA, including a new modular design, new algorithms for variable importance and cross-validation, interfaces to other machine-learning software packages and integration of TMVA with Jupyter, making it accessible with a browser.

  13. L.S. Vygotsky's Principle "One Step in Learning — A Hundred Steps in Development": In Search of Evidence

    Directory of Open Access Journals (Sweden)

    V.K. Zaretsky

    2015-10-01

    Full Text Available On the basis of L.S. Vygotsky's published works the paper attempts to trace the dynamics of his concepts of child development and to provide evidence supporting Vygotsky's statement that one step in learning equals a hundred in development, which is one of the key principles of culturalhistorical theory in its application to child development. This statement is put in a row with two other major principles: one arguing that learning precedes development and the other referring to the zone of proximal development. The paper outlines a multivector model of the zone of proximal development as one of the conceptual tools of the reflective and activity approach to helping children overcome learning difficulties and promoting their development. The paper also describes a case study in which an orphan child with a disability received psychological and educational support that obviously contributed to the child's development. It is argued that L.S. Vygotsky's idea of the specific relationship between learning and development has fundamental theoretical and practical implications, in particular, for working with children with special needs

  14. Learning in wind turbine development

    NARCIS (Netherlands)

    Kamp, Linda Manon

    2002-01-01

    Both the Netherlands and Denmark started to develop wind energy in the 1970s. Reasons were the oil crisis and the Club of Rome report, which warned of imminent shortages of traditional energy sources like oil and gas. Both countries started this development around 1975 and their governments gave act

  15. Learning about Vertebrate Limb Development

    Science.gov (United States)

    Liang, Jennifer O.; Noll, Matthew; Olsen, Shayna

    2014-01-01

    We have developed an upper-level undergraduate laboratory exercise that enables students to replicate a key experiment in developmental biology. In this exercise, students have the opportunity to observe live chick embryos and stain the apical ectodermal ridge, a key tissue required for development of the vertebrate limb. Impressively, every…

  16. Teachers' Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes

    Science.gov (United States)

    Kyndt, Eva; Gijbels, David; Grosemans, Ilke; Donche, Vincent

    2016-01-01

    Although a lot is known about teacher development by means of formal learning activities, research on teachers' everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes. In…

  17. Treatment for Child Abusers

    Science.gov (United States)

    Tracy, James J.; Clark, Elizabeth H.

    1974-01-01

    Staff of a child abuse program in a Philadelphia hospital worked with parents in their own homes to help them develop greater competence as adults and as parents. This article describes the use of social learning theory, with some techniques of behavior therapy, as the basis for treatment. (Author)

  18. The Child Whisperer

    Science.gov (United States)

    Peters, Dane L.

    2012-01-01

    Unquestionably, Maria Montessori's insights into child development were both innate and learned, derived from her many years of working with children. Her work, practices, philosophy, and passion have staying power that, so far, spans a century and are a testament to her dedication and abilities. In this article, the author explains why he sees…

  19. Conceptualizing science learning as a collective social practice: changing the social pedagogical compass for a child with visual impairment

    Science.gov (United States)

    Fleer, Marilyn; March, Sue

    2015-09-01

    The international literature on science learning in inclusive settings has a long history, but it is generally very limited in scope. Few studies have been undertaken that draw upon a cultural-historical reading of inclusive pedagogy, and even less in the area of science education. In addition, we know next to nothing about the science learning of preschool children with visual impairment using cultural-historical theory. This paper seeks to fill this gap by presenting a study of one child with Albinism who participated in a unit of early childhood science where fairy tales were used for learning about the concepts of sound and growth. This paper reports upon the social and material conditions that were created to support learning in the preschool, whilst also examining how the learning of growth and sound were supported at home. The study found three new pedagogical features for inclusion: Imagination in science; Ongoing scientific narrative; and Scientific mirroring. It was found that when a dialectical reading of home and centre practices feature, greater insights into inclusive pedagogy for science learning are afforded, and a view of science as a collective enterprise emerges. It is argued that a cultural-historical conception of inclusion demands that the social conditions, rather than the biology of the child, is foregrounded, and through this greater insights into how science learning for children with visual impairment is gained.

  20. 78 FR 70311 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-11-25

    ... & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Health and Human Development Special Emphasis Panel; Male Contraceptive Development. Date: December 2... Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd.,...

  1. Learn C++ for game development

    CERN Document Server

    Sutherland, Bruce

    2014-01-01

    An Apress entry on C++ skills accumulation book for Game developers. Retail/Trade sales potential exists in addition to the more likely sales to come from books as database engines as both C++ and Game Development are relevant terms. Charles River Media book out of print or no longer supported directly by the Publisher/sold direct by Publisher on Amazon anymore. This Apress book takes its place at least. Author is an expert game developer/programmer. C++ is still the primary programming language that the majority of game applications/apps rely upon in today's market.

  2. Function if Cooperative Learning in Developing Positive Affect

    Institute of Scientific and Technical Information of China (English)

    佟玉平

    2008-01-01

    This paper focus on the function of cooperative learning in developing positive affect, Including reducing anxiety, increasing motivation, facilitating the development of positive attitudes toward learning and language learning, promoting serf- esteem, as well as supporting different learning styles and encouraging perseverance in the difficult and confusing process of learning a foreign language.

  3. Engendering Development: Some Methodological Perspectives on Child Labour

    Directory of Open Access Journals (Sweden)

    Erica Burman

    2006-01-01

    Full Text Available In this article I address when and why it is useful to focus on gender in the design and conceptualisation of developmental psychological research. Since methodological debates treated in the abstract tend to lack both the specificity and rigour that application to a particular context or topic imports, I take a particular focus for my discussion: child labour. In doing so I hope to highlight the analytical and practical gains of bringing gendered agendas alongside, and into, developmental research. While child labour may seem a rather curious topic for discussion of developmental psychological research practice, this article will show how it indicates with particular clarity issues that mainstream psychological research often occludes or forgets. In particular, I explore analytical and methodological benefits of exploring the diverse ways gender structures notions of childhood, alongside the developmental commonalities and asymmetries of gender and age as categories. I suggest that the usual assumed elision between women and children is often unhelpful for both women and children. Instead, an analytical attention to the shifting forms and relations of children's work facilitates more differentiated perspectives on how its meanings reflect economic and cultural (including gendered conditions, and so attends better to social inequalities. These inequalities also structure the methodological conditions and paradigms for research with children, and so the article finishes by elaborating from this discussion of child labour four key principles for engendering psychological research with and about children, which also have broader implications for conceptualisations of the relations between gender, childhood, culture and families. URN: urn:nbn:de:0114-fqs060111

  4. Impact of a group intervention with mothers and babies on child development

    Directory of Open Access Journals (Sweden)

    Beatriz Oré

    2011-06-01

    Full Text Available This study evaluates the impact on child development of a group intervention with mothers and their eight-month-old babies from a marginal urban district of Lima. The groups, control and treatment, were randomized and child development was assessed before and after with the BSID-II. The intervention had a general positive impact in the children’s development, but no significant differences were found between both groups in the Mental Development Index or the Psychomotor Development Index. There was a significant effect (p < .05 in two of the BSID-II Behavioral Scale factors.

  5. Developing E-Learning Materials for Software Development Course

    CERN Document Server

    Shi, Hao

    2010-01-01

    Software Development is a core second-year course currently offered to undergraduate students at Victoria University at its five local and international campuses. The project aims to redesign the existing course curriculum to support student-centred teaching and learning. It is intended to provide a learning context in which learners can reflect on new material, discuss their tentative understandings with others, actively search for new information, develop skills in communication and collaboration, and build conceptual connections to their existing knowledge base. The key feature of the cross-campus curriculum innovation is the use of Blackboard, short for Blackboard Learning System, to assist in course content organization and online delivery. A well-defined and integrated case study is used throughout the course to provide realistic practical experience of software development. It allows students to take control of their own learning while at the same time providing support to those students who have parti...

  6. Mechanisms for the Association Between Maternal Employment and Child Cognitive Development

    OpenAIRE

    John Cawley; Feng Liu

    2007-01-01

    Recent research has found that maternal employment is associated with worse child performance on tests of cognitive ability. This paper explores mechanisms for that correlation. We estimate models of instrumental variables using a unique dataset, the American Time Use Survey, that measure the effect of maternal employment on the mother's allocation of time to activities related to child cognitive development. We find that employed women spend significantly less time reading to their children,...

  7. Control of iron deficiency in the first 1000 days in life: prevention of impaired child development

    OpenAIRE

    S. Chang

    2012-01-01

    Evidence indicates that the first 1000 days of life (the period from the woman’s pregnancy continuing into the child’s second year) is the most critical period. This is where nutritional deficiencies have a significant and often irreversible adverse impact on child survival and growth affecting their ability to learn in school and productivity in later life. Sufficient iron supply and intake during pregnancy and in children under two years of age are an important component for nut...

  8. Dance-movement therapy for movement development of a child with attention deficit and hyperactivity disorder

    OpenAIRE

    Sernec, Tamara

    2016-01-01

    Movement is a basic need of children that allows them to learn appropriate responses and control behavior. The research problem refers to the observation of the qualitative aspect of the movement of a child with attention deficit disorder and hyperactivity. The main purpose of the study was to verify the effects of the dance-movement therapy on movement repertoire and expression and also movement competence in different situations. The survey was conducted as action research. Case-study was b...

  9. Learning to learn from stories: children's developing sensitivity to the causal structure of fictional worlds.

    Science.gov (United States)

    Walker, Caren M; Gopnik, Alison; Ganea, Patricia A

    2015-01-01

    Fiction presents a unique challenge to the developing child, in that children must learn when to generalize information from stories to the real world. This study examines how children acquire causal knowledge from storybooks, and whether children are sensitive to how closely the fictional world resembles reality. Preschoolers (N = 108) listened to stories in which a novel causal relation was embedded within realistic or fantastical contexts. Results indicate that by at least 3 years of age, children are sensitive to the underlying causal structure of the story: Children are more likely to generalize content if the fictional world is similar to reality. Additionally, children become better able at discriminating between realistic and fantastical story contexts between 3 and 5 years of age.

  10. Learning Metasploit exploitation and development

    CERN Document Server

    Balapure, Aditya

    2013-01-01

    A practical, hands-on tutorial with step-by-step instructions. The book will follow a smooth and easy-to-follow tutorial approach, covering the essentials and then showing the readers how to write more sophisticated exploits.This book targets exploit developers, vulnerability analysts and researchers, network administrators, and ethical hackers looking to gain advanced knowledge in exploitation development and identifying vulnerabilities. The primary goal is to take readers wishing to get into more advanced exploitation discovery and reaching the next level.Prior experience exploiting basic st

  11. [Child health care and its development in Vrsac].

    Science.gov (United States)

    Sljapić, Ziva; Sljapić-Roganović, Miljana

    2002-01-01

    Documents concerning history of medicine during the Turkish reign (1552-1716) are very rare. However, there is evidence of plague epidemic in 18th century and colera epidemic in the 19th century. The first medical institutions: The German Communal Hospital, The Serbian Hospital and the Pharmacy were founded in the second half of the 18th century. In the year 1803, children were vaccinated against variola. The first Serbian book about child care--"Cadoljub" was written by Dr. Gavrilo Pekarović (1812-1851) during his studies of medicine in Budapest. In 1927 the city founded a dispensary for the newborn. The Polyclinic for schoolchildren was established as a part of the Health Center in 1934. After World War II, Children's Department was opened in the Health Center, later on it was turned into Mother and Child Center. At the beginning of 1955, a provisional children's ward with 18 beds was established in the former sanatorium, whereas till the end of the year it had 49 beds. In May 1965, it was moved into a new hospital building. After integration of Hospital and the Health Center into a Medical Center in 1967, a department for children was founded and it consisted of the emergency center and a hospital. Parents counseling, dispensary for children and dispensary for schoolchildren were founded in August 1971.

  12. What Learning for What Development?

    Science.gov (United States)

    Daniel, John

    2014-01-01

    After reviewing the evolution of attitudes to poverty and education we note how it influenced the early provision of schooling and the emergence of a global agenda for international development and universal education. At first, this agenda was grounded in the Enlightenment values that inspired the Universal Declaration of Human Rights but…

  13. Intergenerational Learning and Curriculum Development.

    Science.gov (United States)

    Strom, Robert

    1988-01-01

    Presents rationale for education of grandparents and format of innovative program. Discusses these elements of grandparent curriculum: sharing feelings and ideas with peers, listening to perspective of young people, studying life-span personal development, improving family communication skills, and focusing self-evaluation on relevant behavior.…

  14. You Can Motivate Your Child to Learn! Ten Fun and Easy Tips [and] Usted puede motivar a sus hijos a aprender! Diez sugerencias faciles y divertidas.

    Science.gov (United States)

    1997

    This booklet presents parents with 10 "easy and fun" tips for helping their children be motivated to learn, value learning, and achieve his or her best. The 10 tips in the booklet are: be a model of curiosity; encourage your child's natural curiosity; praise and reward efforts to learn; solve real problems; lay out the steps to success; show…

  15. Developing E-Learning Materials for Software Development Course

    Directory of Open Access Journals (Sweden)

    Hao Shi

    2010-05-01

    Full Text Available Software Development is a core second-year course currently offered to undergraduate students atVictoria University at its five local and international campuses. The project aims to redesign the existingcourse curriculum to support student-centred teaching and learning. It is intended to provide a learningcontext in which learners can reflect on new material, discuss their tentative understandings with others,actively search for new information, develop skills in communication and collaboration, and buildconceptual connections to their existing knowledge base. The key feature of the cross-campus curriculuminnovation is the use of Blackboard, short for Blackboard Learning System, to assist in course contentorganization and online delivery. A well-defined and integrated case study is used throughout the courseto provide realistic practical experience of software development. It allows students to take control oftheir own learning while at the same time providing support to those students who have particularlearning difficulties. In this paper, the developed curriculum and the learning outcome are described. Thee-Learning material and various Blackboard tools used for teaching and learning activities arepresented. Finally, conclusion is drawn from classroom experience.

  16. Learning Aids in Chemistry: Design and Development

    Directory of Open Access Journals (Sweden)

    TienTien Lee

    2012-09-01

    Full Text Available Electrochemistry is found to be a difficult topic to learn due to its abstract concepts that involve the macroscopic, microscopic and symbolic representation levels. Research showed that animation and simulation using Information and Communication Technology (ICT can help students to visualize and hence enhance students’ understanding in learning abstract chemistry topics. As a result, Interactive Multimedia Module with Pedagogical Agent (IMMPA named EC Lab was developed in order to assist students in the learning of the Electrochemistry topic. KemGerly Model (combination of Kemp Model, Gerlach and Ely Model were combined as instructional design models for the design of IMMPA EC Lab. Pedagogical Agents (PAs were added in IMMPA EC Lab to facilitate learning in computer-mediated learning environments. The information delivery and the flow of content follow the Needham phases in constructivism theory. It is hoped that the IMMPA EC Lab would be able to assist students in the learning of Electrochemistry in terms of concept understanding and motivation level.

  17. The Dynamics of Emergent Self-Organisation: Reconceptualising Child Development in Teacher Education

    Science.gov (United States)

    Kim, Minkang; Sankey, Derek

    2010-01-01

    For more than half a century, child development has endured as one of the main components of teacher education. But if children do develop, as developmentalists claim, what precisely is it that develops and how? Traditionally, within education, answers to these questions have drawn heavily on the theories of Jean Piaget and Lev Vygotsky. Piaget…

  18. 76 FR 13650 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-03-14

    ... Development Special Emphasis Panel; Human Capital Interventions Across Childhood and Adolescence. Date: April... & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Kennedy Shriver National Institute of Child Health and ] Human Development, NIH, 6100 Executive...

  19. 77 FR 10759 - Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD); Notice...

    Science.gov (United States)

    2012-02-23

    ... and Human Development (NICHD); Notice of Meeting Pursuant to the NIH Reform Act of 2006 (42 U.S.C. Sec... and Human Development (NICHD) will host a meeting to enable public discussion of the Institute's... of Child Health and Human Development. Dates and Times: March 7, 2012, at 3 p.m. Place:...

  20. 75 FR 12242 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-03-15

    ... & Human Development; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory Committee... and Human Development Special Emphasis Panel, Pharmacokinetics and Pharmacodynamics of Antibiotics in... Scientific Review, National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd....

  1. 76 FR 65517 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-10-21

    ... & Human Development; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory Committee... and Human Development, Special Emphasis Panel, Reproductive Science Centers. Date: November 2, 2011... Institute of Child Health And Human Development, NIH, 6100 Executive Blvd., Room 5B01, Rockville, MD...

  2. 75 FR 12245 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2010-03-15

    ... & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Development Special Emphasis Panel; Human Capital Interventions Across Childhood and Adolescence. Date: April... Kennedy Shriver National Institute of Child Health and Human Development, NIH, 6100 Executive Blvd.,...

  3. 78 FR 37233 - Eunice Kennedy Shriver National Institute Of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-06-20

    ... & Human Development; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory Committee... Development Special Emphasis Panel; Biomedical Analysis of Human Specimens for Despr. Date: July 10, 2013... Institute of Child Health and Human Development, 6100 Executive Boulevard, Rockville, MD 20892-9304,...

  4. 78 FR 37232 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2013-06-20

    ... & Human Development; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act, as... Health and Human Development Special Emphasis Panel; Cardio-metabolic risk and epigenetic differences... Officer, Division of Scientific Review, National Institute of Child Health and Human Development,...

  5. 77 FR 12604 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-03-01

    ... & Human Development; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory Committee... and Human Development Initial Review Group; Biobehavioral and Behavioral Sciences Subcommittee. Date... Institute of Child Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD...

  6. Early phonetic development in typically developing children: A longitudinal investigation from Cypriot-Greek child data.

    Science.gov (United States)

    Petinou, Kakia; Theodorou, Eleni

    2016-01-01

    The current longitudinal study examined the acquisition of consonantal singleton segments in Cypriot-Greek. The study's aims were: (a) to determine the acquisition of segments for manner and place of articulation as a function of age and word position, (b) to provide preliminary normative data, and (c) to further support the cross-linguistic data pool regarding developmental phonology patterns. Participants were 14 Cypriot-Greek speaking typically developing toddlers, examined at ages 24, 28, 32 and 36 months. Spontaneously produced and elicited glossable utterances were used in constructing each child's inventory. Findings revealed an increase of segmental acquisition across all age levels. Group trend analysis for manner and place of articulation indicated bilabial and alveolar stops and nasals to be among the earlier segments to develop. A word medial position advantage was also evident. The findings are discussed in terms of phonological universals and language-specific factors. Implications for early evidence-based phonetic assessment are discussed.

  7. Child development surveillance: intervention study with nurses of the Family Health Strategy1

    Science.gov (United States)

    Reichert, Altamira Pereira da Silva; Collet, Neusa; Eickmann, Sophie Helena; Lima, Marília de Carvalho

    2015-01-01

    Objective: to evaluate the effectiveness of an educational action in child development surveillance performed by nurses working in primary health care. Methods: interventional study with a before-and-after type of design, carried out with 45 nurses and 450 mothers of children under 2 years of age. Initially, it was evaluated the practices and knowledge of nurses on child development surveillance and the mothers were interviewed about these practices. Subsequently, workshops were carried out with nurses and four months later, the knowledge of nurses and the maternal information were reevaluated. Results: after intervention there was significant increase in the frequency of the following aspects: from 73% to 100%, in relation to the practice of nurses of asking the opinion of mothers about their children's development; from 42% to 91%, regarding the use of the systematized instrument of evaluation; from 91% to 100% with respect to guidance to mothers on how to stimulate child development. Conclusions: the intervention contributed to the increase of knowledge of nurses and implementation of child development surveillance, showing the importance of this initiative to improve the quality of child health care. PMID:26487147

  8. Child development surveillance: intervention study with nurses of the Family Health Strategy

    Directory of Open Access Journals (Sweden)

    Altamira Pereira da Silva Reichert

    2015-10-01

    Full Text Available Objective: to evaluate the effectiveness of an educational action in child development surveillance performed by nurses working in primary health care.Methods: interventional study with a before-and-after type of design, carried out with 45 nurses and 450 mothers of children under 2 years of age. Initially, it was evaluated the practices and knowledge of nurses on child development surveillance and the mothers were interviewed about these practices. Subsequently, workshops were carried out with nurses and four months later, the knowledge of nurses and the maternal information were reevaluated.Results: after intervention there was significant increase in the frequency of the following aspects: from 73% to 100%, in relation to the practice of nurses of asking the opinion of mothers about their children's development; from 42% to 91%, regarding the use of the systematized instrument of evaluation; from 91% to 100% with respect to guidance to mothers on how to stimulate child development.Conclusions: the intervention contributed to the increase of knowledge of nurses and implementation of child development surveillance, showing the importance of this initiative to improve the quality of child health care.

  9. Shared Principles of Ethics for Infant and Young Child Nutrition in the Developing World

    Directory of Open Access Journals (Sweden)

    Daar Abdallah S

    2010-06-01

    Full Text Available Abstract Background The defining event in the area of infant feeding is the aggressive marketing of infant formula in the developing world by transnational companies in the 1970s. This practice shattered the trust of the global health community in the private sector, culminated in a global boycott of Nestle products and has extended to distrust of all commercial efforts to improve infant and young child nutrition. The lack of trust is a key barrier along the critical path to optimal infant and young child nutrition in the developing world. Discussion To begin to bridge this gap in trust, we developed a set of shared principles based on the following ideals: Integrity; Solidarity; Justice; Equality; Partnership, cooperation, coordination, and communication; Responsible Activity; Sustainability; Transparency; Private enterprise and scale-up; and Fair trading and consumer choice. We hope these principles can serve as a platform on which various parties in the in the infant and young child nutrition arena, can begin a process of authentic trust-building that will ultimately result in coordinated efforts amongst parties. Summary A set of shared principles of ethics for infant and young child nutrition in the developing world could catalyze the scale-up of low cost, high quality, complementary foods for infants and young children, and eventually contribute to the eradication of infant and child malnutrition in the developing world.

  10. Como ayudar a su hijo a aprender a leer ingles como segunda lengua. (How Can I Help My Child Learn to Read English as a Second Language.)

    Science.gov (United States)

    Garcia, Ricardo L.; Deyoe, Rita Maxine

    Suggestions for ways in which parents can help their children learn to read English are contained in this short booklet written in Spanish. Activities to be performed in the home, such as listening to and talking to the child in any language, reading aloud, reading for oneself, obtaining books for the home, and organizing study time for the child,…

  11. Learning in Networks for Sustainable Development

    NARCIS (Netherlands)

    Lansu, Angelique; Boon, Jo; Sloep, Peter; Van Dam-Mieras, Rietje

    2010-01-01

    The didactic model of remote internships described in this study provides the flexibility needed to support networked learners, i.e. to facilitate the development and subsequent assessment of their competences. The heterogeneity of the participants (students, employers, tutors) in the learning netwo

  12. Staff Development in Problem-based Learning.

    Science.gov (United States)

    Murray, Ian; Savin-Baden, Maggi

    2000-01-01

    Argues that, for problem-based learning (PBL) to succeed, a sound program of staff development is required and describes the introduction of PBL into Nursing and Midwifery curricula at the University of Dundee (Scotland) including key components and evaluatory evidence to support its efficacy. (DB)

  13. Internationalising Experiential Learning for Sustainable Development Education

    Science.gov (United States)

    Lee, Young S.; Schottenfeld, Matthew A.

    2012-01-01

    The article discusses the internationalising of informal experiential learning as a pedagogical intervention for sustainable development education in the curriculum of built environment disciplines in the United States (US). A group of American students in the School of Planning, Design and Construction at Michigan State University participated in…

  14. Developing Citizen Leaders through Action Learning

    Science.gov (United States)

    Foley, Dolores

    2006-01-01

    This is an account of a programmer utilizing the application of action learning to the development of capacities of citizens. The Citizen Leadership for Democratic Governance is designed to equip citizens with the skills to get involved and handle the difficult tasks of governance in their communities in South Africa. After a history of apartheid…

  15. Does Maternal Prenatal Stress Adversely Affect the Child's Learning and Memory at Age Six?

    Science.gov (United States)

    Gutteling, Barbara M.; de Weerth, Carolina; Zandbelt, Noortje; Mulder, Eduard J. H.; Visser, Gerard H. A.; Buitelaar, Jan K.

    2006-01-01

    Prenatal maternal stress has been shown to affect postnatal development in animals and humans. In animals, the morphology and function of the offspring's hippocampus is negatively affected by prenatal maternal stress. The present study prospectively investigated the influence of prenatal maternal stress on learning and memory of 112 children (50…

  16. How to Help Your Child Make a Difference in the World through Service-Learning

    Science.gov (United States)

    Terry, Alice W.

    2012-01-01

    How can parents help their children develop the sensitivity and compassion of people like Henry David Thoreau, Mahatma Gandhi, Rachel Carson, and Martin Luther King, Jr.? Participation for gifted students in service-learning programs, both in and out of school, may be one helpful method. In the last two decades, there has been a resurgence of…

  17. Developing an English Mobile Learning Attitude Scale for Adult Learners

    Science.gov (United States)

    Liu, Tzu-Ying

    2017-01-01

    In recent years, with the rapid development of mobile devices, mobile learning (m-learning) has becoming another popular topic. There is a strong need for both researchers and educators to be aware of adult learners' attitudes toward English mobile learning, yet relevant studies on mobile learning to promote English learning for adult learners are…

  18. Undergraduate Child Psychiatry Teaching in Melbourne, Australia

    Science.gov (United States)

    Gough, Jenny K.; McCallum, Zoe; Bevan, Catherine; Vance, Alasdair

    2010-01-01

    Objective: The teaching of child psychiatry in Australian medical schools is under review: the content, the placement of the field within medical curricula, and the appropriate teaching and learning methods are all contested. The authors developed a 1-day program in the 9-week child and adolescent health course conducted in the final two semesters…

  19. The Child's Right to Education and the Development of Knowledge of Child Psychology.

    Science.gov (United States)

    Leontiev, A. N.; Elkonine, D. B.

    1979-01-01

    Reviews research since the beginning of the 20th century in the field of childrens' mental development and relates this research to current attempts in Europe and the United States to modernize elementary education. (DB)

  20. Water, sanitation, and hygiene (WASH), environmental enteropathy, nutrition, and early child development: making the links.

    Science.gov (United States)

    Ngure, Francis M; Reid, Brianna M; Humphrey, Jean H; Mbuya, Mduduzi N; Pelto, Gretel; Stoltzfus, Rebecca J

    2014-01-01

    There is scarce research and programmatic evidence on the effect of poor water, sanitation, and hygiene (WASH) conditions of the physical environment on early child cognitive, sensorimotor, and socioemotional development. Furthermore, many common WASH interventions are not specifically designed to protect babies in the first 3 years of life, when gut health and linear growth are established. We review evidence linking WASH, anemia, and child growth, and highlight pathways through which WASH may affect early child development, primarily through inflammation, stunting, and anemia. Environmental enteropathy, a prevalent subclinical condition of the gut, may be a key mediating pathway linking poor hygiene to developmental deficits. Current early child development research and programs lack evidence-based interventions to provide a clean play and infant feeding environment in addition to established priorities of nutrition, stimulation, and child protection. Solutions to this problem will require appropriate behavior change and technologies that are adapted to the social and physical context and conducive to infant play and socialization. We propose the concept of baby WASH as an additional component of early childhood development programs.

  1. Poverty and Child Development: A Longitudinal Study of the Impact of the Earned Income Tax Credit.

    Science.gov (United States)

    Hamad, Rita; Rehkopf, David H

    2016-05-01

    Although adverse socioeconomic conditions are correlated with worse child health and development, the effects of poverty-alleviation policies are less understood. We examined the associations of the Earned Income Tax Credit (EITC) on child development and used an instrumental variable approach to estimate the potential impacts of income. We used data from the US National Longitudinal Survey of Youth (n = 8,186) during 1986-2000 to examine effects on the Behavioral Problems Index (BPI) and Home Observation Measurement of the Environment inventory (HOME) scores. We conducted 2 analyses. In the first, we used multivariate linear regressions with child-level fixed effects to examine the association of EITC payment size with BPI and HOME scores; in the second, we used EITC payment size as an instrument to estimate the associations of income with BPI and HOME scores. In linear regression models, higher EITC payments were associated with improved short-term BPI scores (per $1,000, β = -0.57; P = 0.04). In instrumental variable analyses, higher income was associated with improved short-term BPI scores (per $1,000, β = -0.47; P = 0.01) and medium-term HOME scores (per $1,000, β = 0.64; P = 0.02). Our results suggest that both EITC benefits and higher income are associated with modest but meaningful improvements in child development. These findings provide valuable information for health researchers and policymakers for improving child health and development.

  2. The generational transmission of socioeconomic inequalities in child cognitive development and emotional health.

    Science.gov (United States)

    Najman, Jake M; Aird, Rosemary; Bor, William; O'Callaghan, Michael; Williams, Gail M; Shuttlewood, Gregory J

    2004-03-01

    Socioeconomic inequalities in the health of adults have been largely attributed to lifestyle inequalities. The cognitive development (CD) and emotional health (EH) of the child provides a basis for many of the health-related behaviours which are observed in adulthood. There has been relatively little attention paid to the way CD and EH are transmitted in the foetal and childhood periods, even though these provide a foundation for subsequent socioeconomic inequalities in adult health. The Mater-University of Queensland Study of Pregnancy (MUSP) is a large, prospective, pre-birth cohort study which enrolled 8556 pregnant women at their first clinic visit over the period 1981-1983. These mothers (and their children) have been followed up at intervals until 14 years after the birth. The socioeconomic status of the child was measured using maternal age, family income, and marital status and the grandfathers' occupational status. Measures of child CD and child EH were obtained at 5 and 14 years of age. Child smoking at 14 years of age was also determined. Family income was related to all measures of child CD and EH and smoking, independently of all other indicators of the socioeconomic status of the child. In addition, the grandfathers' occupational status was independently related to child CD (at 5 and 14 years of age). Children from socioeconomically disadvantaged families (previous generations' socioeconomic status as well as current socioeconomic status) begin their lives with a poorer platform of health and a reduced capacity to benefit from the economic and social advances experienced by the rest of society.

  3. Addressing inequity to achieve the maternal and child health millennium development goals: looking beyond averages

    Directory of Open Access Journals (Sweden)

    Ruhago George M

    2012-12-01

    Full Text Available Abstract Background Inequity in access to and use of child and maternal health interventions is impeding progress towards the maternal and child health Millennium Development Goals. This study explores the potential health gains and equity impact if a set of priority interventions for mothers and under fives were scaled up to reach national universal coverage targets for MDGs in Tanzania. Methods We used the Lives Saved Tool (LiST to estimate potential reductions in maternal and child mortality and the number of lives saved across wealth quintiles and between rural and urban settings. High impact maternal and child health interventions were modelled for a five-year scale up, by linking intervention coverage, effectiveness and cause of mortality using data from Tanzania. Concentration curves were drawn and the concentration index estimated to measure the equity impact of the scale up. Results In the poorest population quintiles in Tanzania, the lives of more than twice as many mothers and under-fives were likely to be saved, compared to the richest quintile. Scaling up coverage to equal levels across quintiles would reduce inequality in maternal and child mortality from a pro rich concentration index of −0.11 (maternal and −0.12 (children to a more equitable concentration index of −0,03 and −0.03 respectively. In rural areas, there would likely be an eight times greater reduction in maternal deaths than in urban areas and a five times greater reduction in child deaths than in urban areas. Conclusions Scaling up priority maternal and child health interventions to equal levels would potentially save far more lives in the poorest populations, and would accelerate equitable progress towards maternal and child health MDGs.

  4. Evaluation of cluster-randomized trials on maternal and child health research in developing countries

    DEFF Research Database (Denmark)

    Handlos, Line Neerup; Chakraborty, Hrishikesh; Sen, Pranab Kumar

    2009-01-01

    To summarize and evaluate all publications including cluster-randomized trials used for maternal and child health research in developing countries during the last 10 years. METHODS: All cluster-randomized trials published between 1998 and 2008 were reviewed, and those that met our criteria...... for inclusion were evaluated further. The criteria for inclusion were that the trial should have been conducted in maternal and child health care in a developing country and that the conclusions should have been made on an individual level. Methods of accounting for clustering in design and analysis were......, and the trials generally improved in quality. CONCLUSIONS: Shortcomings exist in the sample-size calculations and in the analysis of cluster-randomized trials conducted during maternal and child health research in developing countries. Even though there has been improvement over time, further progress in the way...

  5. Development of a prediction model for child maltreatment recurrence in Japan: A historical cohort study using data from a Child Guidance Center.

    Science.gov (United States)

    Horikawa, Hiroyuki; Suguimoto, S Pilar; Musumari, Patou Masika; Techasrivichien, Teeranee; Ono-Kihara, Masako; Kihara, Masahiro

    2016-09-01

    To develop a prediction model for the first recurrence of child maltreatment within the first year after the initial report, we carried out a historical cohort study using administrative data from 716 incident cases of child maltreatment (physical abuse, psychological abuse, or neglect) not receiving support services, reported between April 1, 1996 through March 31, 2011 to Shiga Central Child Guidance Center, Japan. In total, 23 items related to characteristics of the child, the maltreatment, the offender, household, and other related factors were selected as predictive variables and analyzed by multivariate logistic regression model for association with first recurrence of maltreatment. According to the stepwise selection procedure six factors were identified that include 9-13year age of child (AOR=3.43/95%CI=1.52-7.72), maltreatment during childhood (AOR=2.56/95%CI=1.31-4.99), household financial instability or poverty (AOR=1.64/95%CI=1.10-2.45), absence of someone in the community who could watch over the child (AOR=1.68/95%CI=1.16-2.44), and the organization as the referral source (AOR=2.21/95%CI=1.24-3.93). Using these six predictors, we generated a linear prediction model with a sensitivity and specificity of 45.2% and 82.4%, respectively. The model may be useful to assess the risk of further maltreatment and help the child and family welfare administrations to develop preventive strategies for recurrence.

  6. Household and Context Determinants of Child Labor in 221 Districts of 18 Developing Countries

    Science.gov (United States)

    Webbink, Ellen; Smits, Jeroen; de Jong, Eelke

    2013-01-01

    We develop a new theoretical framework that explains the engagement in child labor of children in developing countries. This framework distinguishes three levels (household, district and nation) and three groups of explanatory variables: Resources, Structure and Culture. Each of the three groups refers to another strand of the literature;…

  7. Child Development in Cultural Contexts: Implications of Cultural Psychology for Early Childhood Teacher Education

    Science.gov (United States)

    Lee, Kyunghwa; Johnson, Amy S.

    2007-01-01

    In this article we argue that early childhood educators, under the influence of last century's grand universal theories of child development, have not been attentive enough to the centrality of culture in children's development. We discuss how the exploration of contemporary developmental perspectives is critical to the field and illustrate…

  8. Conservation in Physics Teaching, History of Science and in Child Development.

    Science.gov (United States)

    Speltini, Cristina; Ure, Maria Celia Dibar

    2002-01-01

    Reports on an exploratory study of the ideas that students in the fourth semester of engineering have about conservation. Reviews the Piagetian position on the importance of conservations in logical operational structures in child development. Discusses the development of conservations in science during the 17th, 18th, and 19th centuries and…

  9. 75 FR 2150 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2010-01-14

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act, as... Human Development Council. The meeting will be open to the public, with attendance limited to...

  10. 77 FR 58855 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-09-24

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Human Development, NIH, 6100 Executive Blvd., Room 5B01-G, Bethesda, MD 20892, 301-435-6878,...

  11. 78 FR 19498 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2013-04-01

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Health And Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892,...

  12. 77 FR 17080 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-03-23

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... and Human Development, 6100 Executive Boulevard, Rockville, MD 20892-9304, (301) 435-6680,...

  13. 77 FR 33474 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-06-06

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Health and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892, 301-435-...

  14. 77 FR 33473 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-06-06

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Health And Human Development, NIH, 6100 Executive Boulevard, Room 5B01, Bethesda, MD 20892-7510,...

  15. 76 FR 27651 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-05-12

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892, 301-435- 8382,...

  16. 76 FR 72957 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2011-11-28

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... And Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892, (301)...

  17. 77 FR 61420 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-10-09

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Health And Human Development, NIH, 6100 Executive Boulevard, Room 5B01, Bethesda, MD 20892-7510,...

  18. 77 FR 61421 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-10-09

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892, 301-496-1487,...

  19. 78 FR 12765 - Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed...

    Science.gov (United States)

    2013-02-25

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... and Human Development, NIH, 6100 Executive Blvd., Room 5B01, Bethesda, MD 20892, 301-496-1487,...

  20. 77 FR 37422 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-06-21

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Health and Human Development, NIH, 6100 Executive Boulevard, Room 5B01, Bethesda, MD 20892-7510,...

  1. 78 FR 60294 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting

    Science.gov (United States)

    2013-10-01

    ... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Meeting Pursuant to section 10(a) of the Federal Advisory Committee Act, as... Human Development, NIH, 6100 Executive Blvd., Room 3A01, Bethesda, MD 20892, (301) 594-1302....

  2. Evaluation of Follow-Up Effects of the International Child Development Programme on Caregivers in Mozambique

    Science.gov (United States)

    Skar, Ane-Marthe Solheim; Sherr, Lorraine; Clucas, Claudine; von Tetzchner, Stephen

    2014-01-01

    Parenting programs have been used to good effect in many settings, yet few are systematically introduced and evaluated in developing countries. This study explores the relative long-term effect of participation in the International Child Development Programme (ICDP) in a group of caregivers in Mozambique. A quasi-experimental design was used to…

  3. The Role of Parenting Styles and Socio-Economic Status in Parents' Knowledge of Child Development

    Science.gov (United States)

    September, Shiron Jade; Rich, Edna Grace; Roman, Nicolette Vanessa

    2016-01-01

    Early childhood development (ECD) has been recognised to be the most important contributor to long-term social and emotional development. Therefore, positive parenting is paramount to foster quality parent-child interaction. Previous research shows that for parents to adopt a positive parenting style, some degree of parental knowledge is required.…

  4. 77 FR 43096 - Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed...

    Science.gov (United States)

    2012-07-23

    ... Development Special Emphasis Panel; Donald Compton: Connections Among Reading Comprehension, Math Problem... HUMAN SERVICES National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health & Human Development; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory...

  5. Child Psychopathy: Theories, Measurement, and Relations with the Development and Persistence of Conduct Problems

    Science.gov (United States)

    Kotler, Julie S.; McMahon, Robert J.

    2005-01-01

    To develop more accurate explanatory and predictive models of child and adolescent conduct problems, interest has grown in examining psychopathic traits in youth. The presence or absence of these traits may help to identify unique etiological pathways in the development of antisocial behavior. The current review provides a detailed summary and…

  6. Developing Prognosis Tools to Identify Learning Difficulties in Children Using Machine Learning Technologies.

    Science.gov (United States)

    Loizou, Antonis; Laouris, Yiannis

    2011-09-01

    The Mental Attributes Profiling System was developed in 2002 (Laouris and Makris, Proceedings of multilingual & cross-cultural perspectives on Dyslexia, Omni Shoreham Hotel, Washington, D.C, 2002), to provide a multimodal evaluation of the learning potential and abilities of young children's brains. The method is based on the assessment of non-verbal abilities using video-like interfaces and was compared to more established methodologies in (Papadopoulos, Laouris, Makris, Proceedings of IDA 54th annual conference, San Diego, 2003), such as the Wechsler Intelligence Scale for Children (Watkins et al., Psychol Sch 34(4):309-319, 1997). To do so, various tests have been applied to a population of 134 children aged 7-12 years old. This paper addresses the issue of identifying a minimal set of variables that are able to accurately predict the learning abilities of a given child. The use of Machine Learning technologies to do this provides the advantage of making no prior assumptions about the nature of the data and eliminating natural bias associated with data processing carried out by humans. Kohonen's Self Organising Maps (Kohonen, Biol Cybern 43:59-69, 1982) algorithm is able to split a population into groups based on large and complex sets of observations. Once the population is split, the individual groups can then be probed for their defining characteristics providing insight into the rationale of the split. The characteristics identified form the basis of classification systems that are able to accurately predict which group an individual will belong to, using only a small subset of the tests available. The specifics of this methodology are detailed herein, and the resulting classification systems provide an effective tool to prognose the learning abilities of new subjects.

  7. Learn Objective-C for Java Developers

    CERN Document Server

    Bucanek, James

    2009-01-01

    Learn Objective-C for Java Developers will guide experienced Java developers into the world of Objective-C. It will show them how to take their existing language knowledge and design patterns and transfer that experience to Objective-C and the Cocoa runtime library. This is the express train to productivity for every Java developer who dreamt of developing for Mac OS X or iPhone, but felt that Objective-C was too intimidating. So hop on and enjoy the ride!

  8. Exposures Resulting in Safety and Health Concerns for Child Laborers in Less Developed Countries.

    Science.gov (United States)

    Shendell, Derek G; Noomnual, Saisattha; Chishti, Shumaila; Sorensen Allacci, MaryAnn; Madrigano, Jaime

    2016-01-01

    Objectives. Worldwide, over 200 million children are involved in child labor, with another 20 million children subjected to forced labor, leading to acute and chronic exposures resulting in safety and health (S&H) risks, plus removal from formal education and play. This review summarized S&H issues in child labor, including forced or indentured domestic labor as other sectors of child labor. Specifically, we focused on exposures leading to S&H risks. Methods. We used PubMed, Scopus, Science Direct, and Google Scholar. References were in English, published in 1990-2015, and included data focused on exposures and S&H concerns of child labor. Results. Seventy-six journal articles were identified, 67 met criteria, 57 focused on individual countries, and 10 focused on data from multiple countries (comparing 3-83 countries). Major themes of concern were physical exposures including ergonomic hazards, chemical exposure hazards, and missed education. Childhood labor, especially forced, exploitative labor, created a significant burden on child development, welfare, and S&H. Conclusions. More field researche data emphasizing longitudinal quantitative effects of exposures and S&H risks are needed. Findings warranted developing policies and educational interventions with proper monitoring and evaluation data collection, plus multiple governmental, international organization and global economic reform efforts, particularly in lower-income, less developed countries.

  9. Exposures Resulting in Safety and Health Concerns for Child Laborers in Less Developed Countries

    Directory of Open Access Journals (Sweden)

    Derek G. Shendell

    2016-01-01

    Full Text Available Objectives. Worldwide, over 200 million children are involved in child labor, with another 20 million children subjected to forced labor, leading to acute and chronic exposures resulting in safety and health (S&H risks, plus removal from formal education and play. This review summarized S&H issues in child labor, including forced or indentured domestic labor as other sectors of child labor. Specifically, we focused on exposures leading to S&H risks. Methods. We used PubMed, Scopus, Science Direct, and Google Scholar. References were in English, published in 1990–2015, and included data focused on exposures and S&H concerns of child labor. Results. Seventy-six journal articles were identified, 67 met criteria, 57 focused on individual countries, and 10 focused on data from multiple countries (comparing 3–83 countries. Major themes of concern were physical exposures including ergonomic hazards, chemical exposure hazards, and missed education. Childhood labor, especially forced, exploitative labor, created a significant burden on child development, welfare, and S&H. Conclusions. More field researche data emphasizing longitudinal quantitative effects of exposures and S&H risks are needed. Findings warranted developing policies and educational interventions with proper monitoring and evaluation data collection, plus multiple governmental, international organization and global economic reform efforts, particularly in lower-income, less developed countries.

  10. The Influence of Parents' Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners' English Lexical Development

    Science.gov (United States)

    Petchprasert, Anongnad

    2014-01-01

    This study investigated parents' backgrounds and their beliefs about English language learning, and compared the receptive English vocabulary development of three to six year-old-Thai children before and after participating in a parent-child reading program with the dialogic reading (DR) method. Fifty-four single parents of 54 children voluntarily…

  11. The Development of Professional Learning Community in Primary Schools

    Science.gov (United States)

    Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

    2015-01-01

    The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

  12. Developing systems to support organisational learning in product development organisations

    OpenAIRE

    Donnellan, Brian; Fitzgerald, Brian

    2003-01-01

    peer-reviewed There are aspects of New Product Development (NPD) business processes that pose particularly difficult challenges to Organizational Learning systems. Short product and process life cycles compress the available time window for recouping the expenses associated with product development. Cross-functional collaboration in product development organizations requires the merging of knowledge from diverse disciplinary and personal skills-based perspectives. Cross-institutio...

  13. Development, Validation and Parametric study of a 3-Year-Old Child Head Finite Element Model

    Science.gov (United States)

    Cui, Shihai; Chen, Yue; Li, Haiyan; Ruan, ShiJie

    2015-12-01

    Traumatic brain injury caused by drop and traffic accidents is an important reason for children's death and disability. Recently, the computer finite element (FE) head model has been developed to investigate brain injury mechanism and biomechanical responses. Based on CT data of a healthy 3-year-old child head, the FE head model with detailed anatomical structure was developed. The deep brain structures such as white matter, gray matter, cerebral ventricle, hippocampus, were firstly created in this FE model. The FE model was validated by comparing the simulation results with that of cadaver experiments based on reconstructing the child and adult cadaver experiments. In addition, the effects of skull stiffness on the child head dynamic responses were further investigated. All the simulation results confirmed the good biofidelity of the FE model.

  14. Developing an Undergraduate Applied Learning Experience

    Directory of Open Access Journals (Sweden)

    Denise C. Nelson-Hurwitz

    2015-02-01

    Full Text Available To foster student development, critical thinking, and application skills among public health students at the University of Hawai‘i at Mānoa, a 3-course capstone series was developed as a key component of the public health Bachelor of Arts degree program. Over the course of 1.5 academic years students are actively involved in developing an interdisciplinary project proposal, then executing and presenting an independent, supervised, applied learning project. In the first course, students are introduced to a diverse range of public health projects and methods while working to develop their own project proposal- the foundation for the Applied Learning Experience. The project execution course is designed to allow students to execute their proposed applied learning projects. This experience focuses on the application and integration of public health knowledge, skills, and practice acquired during the bachelor’s degree course of study. Finally, students will be involved in reflecting on, finalizing, and sharing their completed projects in an undergraduate capstone seminar. Through implementation of this series, the program hopes to provide students with the opportunity to actively apply academic skills to real-world application.

  15. 78 FR 56240 - Eunice Kennedy Shriver National Institute of Child Health and Human Development; Notice of Meeting

    Science.gov (United States)

    2013-09-12

    ... and Human Development; Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Child Health and Human Development Special Emphasis Panel; Further Investigation into the Causes of..., Division of Scientific Review, National Institute of Child Health and Human Development, 6100...

  16. 76 FR 65516 - Eunice Kennedy Shriver National Institute of Child Health and Human Development Notice of Meeting

    Science.gov (United States)

    2011-10-21

    ... and Human Development Notice of Meeting Pursuant to section 10(d) of the Federal Advisory Committee... Institute of Child Health & Human Development, including consideration of personnel qualifications and... National Institute of Child Health and Human Development, NIH, 9000 Rockville Pike, Building 31, Room...

  17. Secondment as a means of practice development for Community Learning Disability Nurses working with children.

    Science.gov (United States)

    Cheseldine, Sally; Brown, Marie; Wilkie, Fiona

    2010-10-01

    Many Community Learning Disability Nurses (CLDNs) in Scotland who work with children will have had some child health input during their registered nurse education programme, but often not specific to the needs of children who might be referred to them now as result of population changes, community care policy and improved methods of diagnosis (PHIS, 2004). Community nurses have relatively poor skills in detecting and managing mental health problems and identify training as a means of addressing this (Fox et al., 2003). To address the practice development needs identified by CLDNs through their Personal Development Plans (PDPs), secondments were provided to a Child and Adolescent Mental Health Service (CAMHS) for children and young people with learning disabilities for 2 days a week for six months. This was taken up by five CLDNs over a period of 3 years. The goals they set in their secondments were evaluated using Goal Attainment Scaling (GAS). This paper aims to discuss the use of GAS within secondments, as a means of identifying learning needs and developing practice in the area of CAMH nursing. The background to the paper, work based learning, health needs of children with LD and GAS are highlighted. Recommendations for future development are made.

  18. Child neglect and the development of externalizing behavior problems: associations with maternal drug dependence and neighborhood crime.

    Science.gov (United States)

    Manly, Jody Todd; Oshri, Assaf; Lynch, Michael; Herzog, Margaret; Wortel, Sanne

    2013-02-01

    Given the high prevalence of child neglect among maltreatment subtypes, and its association with exposure to additional environmental adversity, understanding the processes that potentiate child neglect and link neglect to subsequent child externalizing psychopathology may shed light on key targets for preventive intervention. Among 170 urban low-income children (ages 4-9) and their mothers, this 5-year prospective study examined the effects of early neglect severity and maternal substance abuse, as well as neighborhood crime, on children's later externalizing behavior problems. Severity of child neglect (up to age 6 years) mediated the relation between maternal drug dependence diagnosis (MDDD), determined at children's age of 4 years, and children's externalizing behavior problems at age 9. Rates of neighborhood crime mediated the link between presence of child neglect and children's externalizing behavior problems. The roles of MDDD, child neglect, and community violence in the development of child psychopathology are discussed in terms of their implications for intervention.

  19. Ending preventable child deaths from pneumonia and diarrhoea by 2025. Development of the integrated Global Action Plan for the Prevention and Control of Pneumonia and Diarrhoea.

    Science.gov (United States)

    Qazi, Shamim; Aboubaker, Samira; MacLean, Rachel; Fontaine, Olivier; Mantel, Carsten; Goodman, Tracey; Young, Mark; Henderson, Peggy; Cherian, Thomas

    2015-02-01

    Despite the existence of low-cost and effective interventions for childhood pneumonia and diarrhoea, these conditions remain two of the leading killers of young children. Based on feedback from health professionals in countries with high child mortality, in 2009, WHO and Unicef began conceptualising an integrated approach for pneumonia and diarrhoea control. As part of this initiative, WHO and Unicef, with support from other partners, conducted a series of five workshops to facilitate the inclusion of coordinated actions for pneumonia and diarrhoea into the national health plans of 36 countries with high child mortality. This paper presents the findings from workshop and post-workshop follow-up activities and discusses the contribution of these findings to the development of the integrated Global Action Plan for the Prevention and Control of Pneumonia and Diarrhoea, which outlines the necessary actions for elimination of preventable child deaths from pneumonia and diarrhoea by 2025. Though this goal is ambitious, it is attainable through concerted efforts. By applying the lessons learned thus far and continuing to build upon them, and by leveraging existing political will and momentum for child survival, national governments and their supporting partners can ensure that preventable child deaths from pneumonia and diarrhoea are eventually eliminated.

  20. Learning to live with a child with diabetes--problems related to immigration and cross-cultural diabetes care.

    Science.gov (United States)

    Povlsen, Lene; Ringsberg, Karin C

    2009-09-01

    Diabetes in childhood is a serious chronic disease. Having a different ethnic background is described as a risk factor for poor metabolic control and quality of life. The aim of the study was to explore variations in how parents living as immigrants in Denmark and in their native country had perceived learning to live with a child with diabetes. This was done in order to identify potential problems related to immigration and cross-cultural care which should be considered in the provision of diabetes care to immigrant families. Data were collected by semi-structured interviews with Arabic-speaking immigrant parents of six children with diabetes in Denmark and matched Egyptian parents of six children in Cairo. The children were 7-16 years old and had been diagnosed in 2003-2005. Data were analysed using a phenomenographic approach, focussing on describing variations in the parents' perceptions of the phenomenon 'Learning to live with a child with diabetes'. The findings show that the parents in the two countries shared many reactions and concerns, but that they responded and were affected in different ways. Above all, the immigrant parents experienced their parental role and the life of the child with diabetes, in a more doubtful and negative way. The findings further indicate that the establishment of a trustful relationship between the immigrant families and the health-care professionals should be given high priority. The study concludes that parents with an immigrant background are likely to require special pedagogic, psychological and social support to learn to adapt and come to terms with the diagnosis of a chronic disease in a child.