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This paper studies the association between caregiver–child interactions and early childhood development in literacy and numeracy in West and Central Africa. Data comes from Multiple Cluster Indicator Surveys (MICS) conducted in Central African Republic, Chad, Democratic Republic of the Congo, Gambia, Ghana, Guinea-Bissau, Sierra Leone, and Togo between 2017 and 2020. A multilevel logistic regression is used to estimate the likelihood of being developmentally on track for 35,752 children aged 3–4 years. The results indicate that cognitively stimulating interactions with caregivers such as reading and telling stories are correlated with a higher likelihood of being developmentally on track. Interactions with mothers are associated with significantly higher odds of being developmentally on track but not interactions with fathers. [ABSTRACT FROM AUTHOR]

The transition from early intervention to preschool is a major early milestone for children with multiple disabilities and their families and the first of many transitions they will experience across the lifespan. However due to the low-incidence nature of multiple disabilities, this group has been largely left out of the literature surrounding this transition. Thus, in this paper we review the existing literature in order to better understand the barriers families face during the transition from EI to preschool, and how this transition could be improved for parents of children with complex physical, medical and educational needs. Several challenges experienced by families as well as beneficial systems of support are presented. Implications for practice and further research examining the specific needs of families of children with multiple disabilities during transition are discussed. [ABSTRACT FROM AUTHOR]

Co-regulation refers to warm, receptive, and supportive interactions between caregiver and child that provide guidance and modulation of the child's emotions, behaviours, and thoughts. This study identifies basic elements of co-regulation between parents and children in relatively well-functioning interactions. The data material consists of 24 video clips of eight dyadic parent-child relationships (child age = 2-8 years), drawn from the Marte Meo therapeutic method. The video analysis indicates that parental responses to an initiative, negotiation, and parental attunement emerge as basic elements and form part of a complex interplay with each other. The findings further imply that parental attunement represents a key element in defining the quality of the processes of initiation and negotiation between children and adults. The issue of balance between power/responsibility vested in adults and children's right to autonomy during these co-regulative interactions is also discussed. The paper ends with potential avenues for future research. [ABSTRACT FROM AUTHOR]