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A lot of talented children aspire to be professional athletes. They spend many hours each week practicing and competing in the hope of achieving this. To what extent should a parent permit, encourage or even force them to do so? Professional sporting success provides substantial goods and rewards. However, trying to achieve it imposes many costs on children, such as the diminishment of important childhood goods. I argue that these costs outweigh the potential rewards, especially given the improbability of success, and so parents should not try to maximise their children's talents for professional success. I also show that how one weighs up the costs and rewards depends on one's conception of childhood. Finally, I suggest that parents, qua member of society, may well have good reason to maximise their child's talent, given the social benefits talent maximisation provides. I conclude by arguing that this does not outweigh parents' duty to provide a good childhood for their children, which talent maximisation undermines. [ABSTRACT FROM AUTHOR]

The average level of children's motor performance has decreased in the past decades. Therefore, it is important to identify risk- or enabling factors for motor performance. One such factor could be children's participation in leisure activities (LA). LA are non-obligatory and intrinsically motivated activities performed during free time. They include physical activities, such as individual and team sports and other types of activities, such as doing crafts, hanging out with friends, and playing musical instruments. The present study explores how participating in different combinations of LA (i.e. participation patterns) are related to children's motor performance using a person-centered approach. Ninety 6- to 8-year-old typically developing children (57.8% boys) were recruited from six Dutch primary schools. LA participation and motor performance were measured with the Children's Assessment of Participation and Enjoyment questionnaire and the Movement Assessment Battery for Children-2, respectively. Children were grouped in patterns using Cluster Analysis. Comparisons among patterns were performed with one-way multivariate analysis of variance. As hypothesized, children who participated in a greater variety of LA (i.e., higher participation diversity) and who engaged more frequently in each LA (i.e., higher participation intensity) scored better on manual dexterity, balance, and total motor performance compared to those with lower participation diversity and intensity. Based on these findings, coaches, physical educators, and parents should create opportunities for children to participate in a broad range of LA and to engage in these LA frequently. [ABSTRACT FROM AUTHOR]

Objective: To investigate speech recognition in school-age children with early-childhood otitis media (OM) in conditions with noise or speech maskers with or without interaural differences. To also investigate the effects of three otologic history factors. Design: Using headphone presentation, speech recognition thresholds (SRTs) were measured with simple sentences. As maskers, stationary speech-shaped noise (SSN) or two-talker running speech (TTS) were used. The stimuli were presented in a monaural and binaural condition (SSN) or a co-located and spatially separated condition (TTS). Based on the available medical records, overall OM duration, OM onset age, and time since the last OM episode were estimated. Study sample: 6–13-year-olds with a history of recurrent OM (N = 42) or without any ear diseases (N = 20) with normal tympanograms and audiograms at the time of testing. Results: Mixed-model regression analyses that controlled for age showed poorer SRTs for the OM group (Δ-value = 0.84 dB, p = 0.009). These appeared driven by the spatially separated, binaural, and monaural conditions. The OM group showed large inter-individual differences, which were unrelated to the otologic history factors. Conclusions: Early-childhood OM can affect speech recognition in different acoustic conditions. The effects of the otologic history warrant further investigation. [ABSTRACT FROM AUTHOR]

This paper examines the importance of parental communication with children in boarding pre-primary and primary schools to promote pupils’ holistic development, from the perspective of headteachers, class teachers, caregivers, and boarding children. Despite its importance, it remains unclear how parental communication with school management and children in boarding pre-primary and primary schools fosters holistic development and maintains a sense of belonging and family connection for pupils. Conducted in two selected boarding schools in the Dodoma region of Tanzania, the study utilised a qualitative approach and purposive sampling to engage 36 participants. Data were gathered through semi-structured interviews, focus group discussions, and documentary reviews while data analysis was conducted through familiarisation, data reduction, data display, and report writing. The findings revealed that boarding schools for children were unbefitting and untenable for early childhood holistic development. The findings revealed a lack of parental communication as the source of children’s expressions of isolation, abandonment, homesickness, and loneliness among pupils. The study recommends school management enhance parent-children communication to maintain a sense of belonging and family connection for boarding school pupils. In addition, the study recommends an educational policy that restricts enrollment of under seven-year-old children to boarding schools, as it might help prevent disconnection from families and loneliness in adulthood. The study findings contribute to a scholarly understanding of how parental communication with school management and children in boarding schools promotes the holistic development and withstands the connections of children to their parents and family members. [ABSTRACT FROM AUTHOR]

Background: Many refugee and asylum-seeker families perceive education as a gateway to a more secure future. Building literacy skills in a new language can be a way to help young people feel a greater connection with their new country and increase their chances of smooth integration. However, teachers can lack confidence when working with children and young people from refugee families, and schools are often under-resourced when it comes to meeting the needs of these learners. Purpose: A tutoring project was developed for children from a local refugee community in Scotland to support their educational achievement and sense of inclusion in school. This study sought to understand the views and perspectives of the tutored children and families. Methods: Qualitative data were collected through questionnaires and a focus group discussion. Eighteen parents and nineteen children shared their experiences. Reflexive thematic analysis was used to identify themes which emerged through both parent and child data. Findings: The project appeared to address areas of priority for parents, many of whom emphasised the importance of education. Data suggested a perceived positive impact on the children's achievement and confidence in school. The children appeared to enjoy and value the tutor sessions. Relationships between tutor and child were seen as fundamental to learning and confidence. The overwhelming response from both the children and their families was one of value, appreciation and a desire for the project to continue. Conclusion: Through its engagement with the voices of the children and families involved, this study makes an important contribution to the literature on interventions for children and young people from refugee families and confirms the value of projects that support the educational development and integration of these children and young people. Research that seeks the perspectives of the children, young people and families involved is essential if we are to gather well-rounded and meaningful data on the effectiveness of such interventions. [ABSTRACT FROM AUTHOR]

This paper considers the development of an early childhood education curriculum using an analytic framework informed by international perspectives on early childhood education curriculum development. In particular, the curriculum development framework model developed by Te Whaāriki New Zealand Ministry of Education in 1996 informed the analysis of documents concerned with the provision of early childhood education, specifically looking at how young children develop, grow and learn. The findings indicate that in order for the process of curriculum design and development to proceed effectively and efficiently, the context in which it is carried out must be carefully considered. A good curriculum is one which is drawn from society and embodied in the existing cultural norms, traditions and customs of the particular setting. For a curriculum to hold value, it must result from broad consultation and negotiation with a wide range of shareholders. Throughout, the paper considers how international perspectives of early childhood education curricula development and its enactment might offer possibilities for Tanzania to address concerns and issues relating to curriculum design and development that have been raised in the literature. [ABSTRACT FROM AUTHOR]

While active play in childcare settings is important for children's development and wellbeing, children with disabilities are frequently excluded from these experiences. This could be a consequence of the pre-service training provided to early childhood educators (ECEs). As such, this study investigated the quantity and content of inclusive active play offered within Canadian post-secondary early childhood education programs. An environmental scan and content analysis were conducted to assess course descriptions for 114 programs. Of the 2,610 courses examined, only 1% captured inclusive active play. Although content on disability inclusion and active play were captured uniquely, courses lacked intersections of these two topics. Future curriculum development is needed to support ECEs in the implementation of inclusive active play. Based on this research, four recommendations were provided. As Canada implements a new national childcare strategy, this study has implications for educators aiming to prioritize the inclusion of all children in high-quality care. [ABSTRACT FROM AUTHOR]

The aim of this study was to conduct a literature review to investigate the influence of physical activity on the cognitive and emotional development of preschool children. To this end, a search for articles and studies was conducted in various databases in order to select those that met the search requirements. These requirements included that the studies should be experimental or quasi-experimental, and should involve a sample of children under 6 years of age. Ten studies were selected that met these requirements. After analysing each of them, it was observed that most of the results obtained showed a positive relationship between physical activity and cognitive and emotional development. However, the need for further research on this topic is highlighted due to the scarcity of related studies at such young ages and some methodological shortcomings in the studies analysed. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that negatively impacts the social, communication and behavioural skills of individuals. However, communication is at the heart of the development of individuals, including those with ASD. While the effects of picture exchange communication system (PECS) on the development of children with ASD have been assessed in Western countries, such research is unavailable in non-Western societies. This study explored the perceptions of practitioners towards the effect of PECS on children with ASD in the United Arab Emirates (UAE). The study participants comprised 71 practitioners (teachers, special-education teachers and therapists) working in educational and rehabilitation institutions in the UAE. An instrument known as Perception towards Picture Exchange Communication was developed to collect data from the participants. According to the results, the practitioners held negative views towards the impact of PECS on the development of children with ASD. Other variables, such as years of experience supporting a child with ASD, child’s age and institutions of enrolment, provided additional insights into the perception of practitioners. The need for retraining of practitioners involved in the development of intervention for children with ASD was proposed and other implications of the findings were discussed. [ABSTRACT FROM AUTHOR]

AbstractThis systematic review aimed to assess the effectiveness of parenting education for adolescent parents and its potential impact on their children’s health and development. Only nine studies met the inclusion criteria. Results indicated that children of adolescent parents who received parenting education had better outcomes in academic achievement, emotional regulation, secure attachment styles, expressive language, and lower hospitalizations. Investing in parenting education may improve outcomes for children. [ABSTRACT FROM AUTHOR]

Spirituality is understood as an integral part of humanity; residing within every person alongside the other developmental domains. For leaders in Catholic schools in Western Australia (WA), spirituality becomes integrated with religion. However, for many leaders in a Catholic school, spirituality has not been a construct they are familiar with from a professional viewpoint. This paper reports the findings from research embedded within a year-long professional learning project aimed at pedagogical growth. Qualitative data from a pre and post questionnaire ascertained the leaders’ pedagogical growth. One component focussed on understanding spirituality and how children’s spirituality might be nurtured specifically when taking a holistic approach within the Catholic school context; these findings provide an original contribution to the field and are the focus of this paper. Specifically, findings affirmed the centrality of spirituality within child development and the need to intentionally address teacher (and leader) knowledge and skills in nurturing spirituality. [ABSTRACT FROM AUTHOR]

Prior research on COVID-related school disruptions focused mainly on primary or secondary, with limited studies on kindergarten children. Using a naturalistic quasi-experimental design, we examined whether school disruption during the first year of kindergarten (K1) affected early numeracy, literacy, and non-academic development. We also examined whether disruption during the first or second year of kindergarten (K2) was more detrimental to children's development. A cohort of K2 students from each of two consecutive years (N = 235, 4–5-year-old) were recruited from ten kindergartens in Hong Kong, which had long periods of COVID-related school disruptions. One cohort was assessed just before the onset of COVID-19; the other, one year later. K1 disruption did not affect performance at K2. In contrast, performance at K3 showed that K2 disruption had a more detrimental effect on physical performance than K1 disruption. Findings highlight the period and aspects of children's development that are particularly sensitive to schooling. [ABSTRACT FROM AUTHOR]

This study examines the impact of a seamless learning environment combined with a multicultural educational environment on the cognitive development of preschool children in Hong Kong (n = 200). Using a quasi-experimental design, this study compared the cognitive development of children in an experimental group exposed to continuous learning and multicultural elements with those in a control group using traditional teaching methods. The main methodology included the use of ANOVA (analysis of variance) to study the differences in cognitive development between these groups at three stages of testing. Initially, both groups showed similar results, with averages of about 49 points, providing a comparable starting point. However, over time, the experimental group exposed to seamless learning and a multicultural environment showed significant growth. Six months later, the average score in this group increased to 61.52 and reached 74.42 after one year, indicating a significant improvement in cognitive abilities. The intermediate and subsequent testing results showed remarkable cognitive improvements in the experimental group compared to the control group, indicating the effectiveness of a seamless multicultural learning environment in enhancing cognitive development. This research contributes to educational psychology by providing empirical evidence on the benefits of innovative and culturally diverse learning environments in preschool education. [ABSTRACT FROM AUTHOR]

Evidence-based parenting programmes (EBPP) are known to promote child development and family well-being, even among families of children with disabilities. Co-parenting is a relevant feature in family adjustment, but there is scarce evidence on how such contents are addressed in EBPP. To address this knowledge gap, we conducted a scoping review to identify EBPP for parents of children with disabilities, mapping those addressing co-parenting. Following the PRISMA guidelines and JBI recommendations for scoping reviews, we systematically searched the scientific and grey literature to identify studies addressing the delivery of EBPP to parents of children with disabilities. From 3399 records retrieved, 28 studies reporting on 22 EBPP were deemed eligible to be included in the review. Contents regarding co-parenting were only identified in the programme Autism Parent Navigators. Our work suggests the need for increased investment in developing and validating programmes for parents of children with disabilities that also address co-parenting. [ABSTRACT FROM AUTHOR]

The arts have been connected to well-being by scientists, philosophers, and laypeople for thousands of years. However, studies focused on childhood dance participation as conduits for well-being have received little attention. We examined the connections between dance participation and well-being in children aged 7–12 years old using open-ended questions given to children and parents (N = 65), and qualitative interviews conducted with teachers (N = 17). Data were thematically analyzed and coded for emergent themes using an emic phenomenological coding approach. Thematic findings suggest dance contributes to children’s physical well-being and psychological well-being by acting as a platform for children to express themselves. Other emergent themes suggest dance participation contributes to well-being through promoting self-confidence, self-understanding, and positive identity development, particularly concerning children’s understanding of their marginalized identities. Findings suggest areas for future study and have implications for parents, arts educators, and arts education policy. [ABSTRACT FROM AUTHOR]

There is a substantial body of evidence which indicates that early childhood programmes have a positive effect on children's school readiness, academic achievement, and social and emotional development. Indeed, these benefits can last into adulthood. Based on this evidence base, many countries that strive to build their early childhood education offer to enhance later chances of prosperity. LINKS is an NIHR-funded study, carried out by a team from Queen's University Belfast and Ulster University, with support from UNICEF. The project aims to explore the impact of early childhood development programmes on social cohesion/peacebuilding in six conflict-affected low- and middle-income countries (LMICs); Timor-Leste, Viet Nam, Mali, Egypt, Kyrgyzstan and Tajikistan. This paper will focus on research carried out as part of the LINKS study in Timor-Leste which aimed to evaluate the impact of UNICEF community-based alternative pre-schools (CBAPs) in Timor-Leste. This research, carried out in 2020, employed a quasi-experimental pre- post-test design with a public pre-school control group. A total of 607 children were recruited to participate from 33 pre-schools: 508 completed post-tests after nine months of pre-school exposure to the CBAP programme. The East-Asia Pacific Early Childhood Development Scales (EAP-ECDS) were used to assess the development of children in the current study. Results of the post-test suggest that despite differences in time children spend in pre-school and infrastructure between the school types, attendance at CBAPs appears to close the developmental gap seen at the pre-test (baseline) between children in the two groups. The findings underline the importance of pre-school access and early learning experiences to the development of children at the highest risk of not reaching their developmental potential. The results point to the need to scale the intervention and to carry out an experimental effectiveness evaluation of this promising programme. [ABSTRACT FROM AUTHOR]

The main purpose of this study was to investigate developmental differences in Korean infants based on parenting knowledge and parental caregiving anxiety experienced during the COVID-19 pandemic. The study targeted infants aged 0 to 42 months residing in S City, Gyeonggi Province, South Korea.Frequency analysis was conducted to examine the general characteristics of the study participants, and Cronbach’s α was calculated to assess the reliability of the measurement tools. Cross-tabulation analyses were performed to address research questions, and when cells had expected frequencies of less than 5 and accounted for more than 25% of the total, Fisher-Freeman-Halton exact tests were applied. Subsequently, Bonferroni tests were conducted as nonparametric post-hoc tests when significant differences were identified.The summarized results of the analysis based on the research questions are as follows:Firstly, regarding the differences in developmental levels of infants according to parenting knowledge, a significant difference was found in the social-emotional development domain of children. Secondly, concerning the differences in developmental levels of infants based on parental caregiving anxiety, significant differences were observed in the language and social-emotional domains.These results are expected to help raise awareness of the importance of parental psychological factors children’s language development, beyond just parental caregiving anxiety. It is anticipated that this will serve as a meaningful foundational study for understanding the influence of various psychological factors of parents on their children’s language development. [ABSTRACT FROM AUTHOR]

In this paper we describe our Berkeley colleague Mary Main's intellectual contributions to our program of creating and evaluating couples group interventions for parents of young children. The first section presents the theoretical model and the projects at the heart of our research program. The second section illustrates how the Adult Attachment Interview, a Couple Attachment Interview, or a questionnaire describing attachment styles helped us to understand how internal working models of both parent-child and couple relationships added to our observational measures of couple and parenting behavior to provide unique information. In a third section, we conclude that we did not have the kind of impact on Mary's thinking that Mary had on ours, but we are heartened by seeing increasing attempts of some developmental attachment theorists to include fathers in their studies and others who focus on the effects of the quality of relationship between the parents on their children's development. [ABSTRACT FROM AUTHOR]

Mary Main's written work profoundly changed the direction of attachment research through her publications and through her teachings. The current study describes the scientific impact of her her published and unpublished work. We identified 85 such works. Web of Sciences contained k = 7,571 citations to these works from by 13,398 unique authors. The topics of citing work clustered around clinical psychological research, early dyadic relationships, romantic attachment, traumatic experiences, and the adult attachment interview itself. Based on co-citation patterns, Main shared an intellectual space with authors known for developmental psychopathology and child development, parent–child relationships, adult attachment, psychodynamic theorizing, and reciprocity in interaction and infant mental health. We discuss the impact of the "move to the level of representation" and how new ties with researchers unfamiliar with these ideas will be important to realize unused potential in the ideas and methods given to the field by Mary Main. [ABSTRACT FROM AUTHOR]

Traditionally, children have generally been considered as developmentally immature and unable to experience spirituality. However, more recent studies seem to indicate the opposite. This article aims 1) explore how religiosity and spirituality evolve in the developing person; (2) describe the perceptions of children about God; (3) explore how spirituality and religiosity are related to mental health; and (4) describe the relevant theories of faith development in children and adolescents and (5) make recommendations to foster spirituality and religiosity among children in order to promote healthier youth and a better society. The results of more recent studies show that children have an inborn spiritual nature and a craving to learn more about God or other spiritual themes, which seems to be a natural part of their development. Related studies analysed here show a synergistic positive association between spirituality and mental health. It seems spiritual development is an integral part of human development and cannot be studied in isolation, ignoring the other dimensions of one's being. Parents and educators need to take into consideration all aspects of human development including the spiritual one, and nurture children's spirituality as it can provide support and inner resilience at difficult times. [ABSTRACT FROM AUTHOR]

Grounded in Multidimensional Grief Theory, this study examined the cross-sectional associations between child-reported caregiver grief facilitation behaviors (ongoing connection, grief expression, existential continuity and support, grief inhibition/avoidance) and positive youth development outcomes (future orientation, gratitude, social responsibility) in treatment-seeking bereaved children ages 7 to 18 (N = 170; 54.1% girls; 35.9% Hispanic/Latinx, 24.9% White, 17.8% Black) from the United States. Results indicate that higher levels of perceived caregiver existential continuity and support (behaviors theorized to promote the continuity of child routines and reassurance of a positive future after experiencing a death) were associated with greater future orientation and social responsibility values among participants. Findings suggest that in the wake of a death, structured and supportive caregiver responses may be related to children's positive outlook on their future and commitment to others. [ABSTRACT FROM AUTHOR]

Digital literacy development begins in early childhood and contributes to a widening digital divide. The present study examines the complex interplay between family socioeconomic status (SES), home digital resources (HDR), parental mediation (PM), and early digital literacy development in young children. A survey titled Home Digital Practice Survey (HDPS) was responded to by 1,876 Chinese parents of preschoolers (Mage = 4.28 years, SD = 0.98, 48.8% girls). Results, derived from both correlation analysis and structural equation modeling, established that (1) there was a significant correlation between family SES and early digital literacy in children (β =.102, p <.01), and (2) HDR (β = 0.285, p <.001) and PM (β = 0.290, p <.001) served as simultaneous mediators linking family SES and early digital literacy. The findings are discussed as relevant to minimizing the digital divide and enhancing children's digital literacy. [ABSTRACT FROM AUTHOR]

Contrary to previous studies, the present qualitative ethnographic study focuses on free play during primary school recess with an emphasis on the significance of the interaction between play and the socio-cultural environment and the active role of the children in their play. The aim of the study was to investigate children's perspectives about play during school recess. The study took place in a primary school in Athens, Greece and the participants were 300 children and 21 educators. The data were collected through participant observation and informal interviews with the pupils at the school yard during a seven-month period. Data analysis showed that the necessary and desired conditions for satisfaction during primary school recess play included four contexts: (1) the human, (2) the moral, (3) the institutional, and (4) the material context. These findings provide a useful framework for recess play to contribute to the children's development and education at school. [ABSTRACT FROM AUTHOR]

Research Findings: Parental supervision, parental risk perception, and parental risk attitudes constitute an important parenting environment for the development of young children. To examine the mechanisms of Chinese parenting environment on young children's risk-taking behaviors, this study first established a four-factor model and surveyed 497 parents of preschoolers. The results indicated that: (1) Chinese young children's risk-taking was at moderately low level, and parental risk perceptions, parental attitudes and parental supervision were at moderately high level; (2) parental supervision completely mediated the relationship from parental risk perception to children's risk-taking behavior (β = -0.139,95%CI [−0.267, −0.062], p <.001); (3) parental supervision partially mediated the relationship from parental risk attitudes to children's risk-taking behavior (β = -0.068, 95%CI [−0.162, −0.027], p <.001); (4) this mediation model remained stable cross genders of children (∆χ2 = 12.022, p =.799). Practice or Policy: The findings indicated that sufficient support and guidance for parenting should be provided to improve parental risk perceptions, attitudes and supervision which in turn create an environment safe and appropriate for risk-taking of Chinese young children. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and methodsResultsConclusion\nIMPLICATIONS FOR REHABILITATIONThe range of impairments in children with neurodisability (ND) complicates data collection, yet individualising materials and procedures could enable more children to self-report. This study introduces the Cognitive Accessibility Tracking Questionnaire (CATQ), designed to monitor changes enhancing accessibility (“adaptations”) in interview-administered patient-reported outcome measures (PROMs). The CATQ is used in a longitudinal study of mental health and participation in children with ND investigating adaptation use and its utility in assessing the risk of bias introduced by these adaptations.The 13-item CATQ was developed with experts in ND and augmentative and alternative communication. Predictors of PROM adaptations were analysed using linear regression; the overall change was tested with a t-test and item-specific agreement with Cohen’s weighted kappa and proportion of agreement.Six interviewers conducted 69 interviews, interviewing 43 children once or twice. Common adaptations included explaining/replacing concepts (56.5% of interviews), exemplifying (60.9%), or repeating questions/instructions (50.7%). Child age, seizure history, verbal communication abilities, adaptive behaviour, and interviewer identity predicted adaptation use. Adaptation use did not differ between the two data collection points, 13 months apart.The CATQ enhances methodological rigor by tracking adaptations and facilitating risk-of-bias-assessment by analysing adaptation changes and factors affecting their use.More children with neurodisability may be able to report their subjective experiences by allowing some level of individualisation of interview-administered patient-reported outcomes.A novel interviewer-rated questionnaire called the Cognitive Accessibility Tracking Questionnaire (CATQ) can be used to keep track of such changes.CATQ can help researchers and clinicians monitor adaptations, assess the cognitive and communicative accessibility of PROMs, and evaluate assessment training.More children with neurodisability may be able to report their subjective experiences by allowing some level of individualisation of interview-administered patient-reported outcomes.A novel interviewer-rated questionnaire called the Cognitive Accessibility Tracking Questionnaire (CATQ) can be used to keep track of such changes.CATQ can help researchers and clinicians monitor adaptations, assess the cognitive and communicative accessibility of PROMs, and evaluate assessment training. [ABSTRACT FROM AUTHOR]

Artificial Intelligence is spreading in most daily activities. However, its development and deployment raise issues related to biases, such as gender and disability, mainly stemming from biased or incomplete datasets and lack of transparency and accountability in its algorithms. To overcome these issues, it is necessary to revert to a human-centred mindset, trying to educate algorithms rather than only train them. Adopting a human-centred approach in AI has been a first step, but it is necessary a step ahead. Indeed, recent theoretical perspectives suggest that educating AI algorithms also need a profound understanding of the context of use in which it operates, adopting an approach like those in which a child is educated from birth following its developmental trajectory. By incorporating well-established educational models into the training of AI algorithms, intelligent systems based on those AI algorithms can better align with human learning trajectories, reducing biases and making them more contextually aware. This paper goes in this direction, presenting an educational human-centred approach as a design methodology for artificial intelligence algorithms used within the European FRACTAL project. This proposal would pave the way toward developing more educated artificial intelligence algorithms since they are adapted to the real context of use. [ABSTRACT FROM AUTHOR]

Implementing a multilingual family language policy can raise many language development concerns for parents. In this study, we report on the types of concerns held by Australian parents of multilingual children aged 0–4. Drawing on both questions from the Parents’ Evaluation of Developmental Status (PEDS) questions and our own custom measures, we surveyed 223 parents who were subdivided into two groups: those flagged by the PEDS as having children at risk of a language delay, and those who were not. The study finds that parents who report language concerns on the PEDS were much more likely to be concerned about their child’s language development on a range of custom measures than those without PEDS concerns. However, both groups reported similar rates of concerns about refusal to speak their home language. We also explored the extent to which parents sought advice about language development concerns, finding only a minority chose to discuss their language concerns with their Maternal and Child Health (MCH) nurse. Given the importance of language development screening in the early years, we argue that MCH nurses require more support and training to address language development concerns, particularly when negotiating concerns about potential atypical language development in multilingual children. [ABSTRACT FROM AUTHOR]

Peer collaboration is a complex skill that emerges in early childhood. However, researchers and practitioners lack a shared understanding/definition of what peer collaboration means and how to observe it in early educational settings. This review aimed to examine definitions of peer collaboration and the behaviours observed in research on peer collaboration in children zero to six years of age. The current scoping review follows the Joanna Briggs Institute’s methodology. The search syntax was applied in PsycInfo, Education Resource, ERIC, and Child Development and Adolescent Studies. This scoping review includes 123 articles on children engaged in peer collaboration in early educational settings. Inductive and deductive thematic coding was conducted, followed by descriptive statistics. Four domains from the definitions of peer collaboration were identified. These were: “Achieving a Greater Objective”, “Verbal Communication”, “Prosocial Skills”, and “Knowledge Exchange”. Co-occurrences between these domains were identified using a network analysis. The following six domains, describing how collaboration was observed in young children, were identified across the literature: “Interactive Characteristics”, “Communication”, “Activity Structure”, “Assessment of Performance”, “Reciprocity”, and “Cognitive Skills”. Finally, we identified whether observations of collaboration focused on collaborative processes (i.e. behaviours occurring during collaboration) or products (i.e. outcomes). We found that peer collaboration in early educational settings was more commonly viewed as a collaborative process (although this varied by domain). We conclude by offering a synthesised definition of collaboration and a framework to begin thinking about measuring collaboration based on the findings from this study. [ABSTRACT FROM AUTHOR]

This study examined if considerably different caregiving experiences in infancy influence socio–emotional development later in childhood. We included children aged 6–9 years who were, immediately after birth, placed in quality state-run institutions (N = 24) or quality state–run foster care with one family (N = 23). All children have lived in stable families since their adoption before 15 months of age. Children in the comparison group have always lived with their biological parents (N = 25). We found that the previously institutionalized group had significantly more behavioral problems, more dissociative symptoms, and lower empathic behavior scores than the comparison group. The previously fostered group also exhibited more behavioral problems and dissociative symptoms than the comparison group but, notably, significantly fewer behavioral problems than the previously institutionalized group. The findings underscore the beneficial role of foster care compared to institutional care and that quality and consistency of early caregiving play a crucial role in later socio-emotional development. [ABSTRACT FROM AUTHOR]

The optimization on the cloud-based data structures is carried out using Adaptive Level and Skill Rate-based Child Drawing Development Optimization algorithm (ALSR-CDDO). Also, the overall cost required in computing and communicating is reduced by optimally selecting these data structures by the ALSR-CDDO algorithm. The storage of the data in the cloud platform is performed using the Divide and Conquer Table (D&CT). The location table and the information table are generated using the D&CT method. The details, such as the file information, file ID, version number, and user ID, are all present in the information table. Every time data is deleted or updated, and its version number is modified. Whenever an update takes place using D&CT, the location table also gets upgraded. The information regarding the location of a file in the Cloud Service Provider (CSP) is given in the location table. Once the data is stored in the CSP, the auditing of the data is then performed on the stored data. Both dynamic and batch auditing are carried out on the stored data, even if it gets updated dynamically in the CSP. The security offered by the executed scheme is verified by contrasting it with other existing auditing schemes. [ABSTRACT FROM AUTHOR]

SYNOPSISObjective. To synthesize existing theory and research into a novel interdisciplinary framework for understanding and investigating family storytelling as a critical developmental process for family and individual well-being, and to introduce this special issue that includes six new empirical articles on family storytelling. Design. Through theoretical integration and review of extant empirical findings, the authors explicate a model of intergenerational family storytelling. Results. A review across the developmental psychology and communication literatures reveal similarities as well as novel interpretations of the role of family storytelling in child development and family functioning. The review raises questions about issues of culture and silence in family storytelling, which are addressed in the empirical articles to follow in this issue. Conclusions. The new theoretical framework, review of existing literature, and preview of the findings presented in this special issue illustrate the power and potential of family stories and family storytelling for both individual and family well-being across generations. [ABSTRACT FROM AUTHOR]

The association between parents' work–family conflicts and children's academic outcomes is an understudied topic. The present research investigates the role of quadratic measures—parental working hours' scale, parental age, parental interaction quality, and learning materials at home—in children's cognitive outcomes. It employs a community sample of 91 children aged 4–5 years, their parents and their kindergarten teachers. The results indicate that parents' interaction quality and learning materials at home are the main factors affecting children's academic outcomes. Notably, mothers provide higher interaction quality than fathers. Parental education and age play roles in children's academic outcomes, but probably in a less direct manner and likely indirectly through learning materials. "Working hours" is a factor associated with the interaction quality affecting mothers to a higher degree. The results are discussed in terms of resource allocation modality; they emphasize the importance of parental interaction quality in shaping children's cognitive environment and development. [ABSTRACT FROM AUTHOR]

Background: The attachment between father and infant is essential to a child's later development and well-being; yet, hardly any research has examined father-to-infant attachment during the outbreak of COVID-19. This study, therefore, aims to examine psychological, interpersonal, and health-related factors associated with father-to-infant attachment at 3–12 months postpartum during the pandemic. Method: An online cross-sectional study was conducted between June and December 2021. A total of 775 fathers with at least one child aged 3–12 months were recruited. Participants completed measures of depression, COVID-19-related distress, relationship satisfaction, social support and other health-related factors including COVID-19 diagnosis and hospitalisation. Data on psycho-socio-demographic, obstetric, and COVID-19-related characteristics were also collected. Results: Findings demonstrated that paternal depression (β = -.33, p <.001); relationship satisfaction (β =.19, p <.001); COVID-19-related psychological distress (β = -.14, p <.001) and social support (β =.13, p <.001) had a significant effect on father-to-infant attachment. Fathers who were multiparous, had COVID-19 diagnosis, and hospitalised due to COVID-19 were more likely to report poorer father-to-infant attachment. Paternal depression was the most influential factor on father-to-infant attachment, which attenuated the strength of the relationships between marital status, prematurity, history of trauma, sleep quality, and father-to-infant attachment once included into the analyses. No significant associations between educational level, employment, socioeconomic status, delivery mode, and father-to-infant attachment were observed. Conclusion: These findings highlight the critical role of paternal psychological well-being in establishing healthy father-to-infant attachment and the relevance of having satisfied interpersonal relationships in promoting this early relationship particularly during crises such as COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

There is insufficient Swedish research on giftedness and home-school collaboration and meeting gifted children's needs in early childhood education. This qualitative study explored these issues by interviewing parents of gifted children. The thematic analysis examined parents' descriptions of children's early development, asynchronicity, and differences from their peers. The parents' stories of their children's first encounters with the Swedish school system evoked reports of contentment, suffering, and exhaustion. Adopting Bronfenbrenner's ecological systems theory, the study shows how the parents positioned enabling and limiting factors for their children's acceptance and further development at different system levels. Positive learning conditions in preschool (unlike primary school), and respectful home–school communication were identified as crucial to gifted children's development and well-being. [ABSTRACT FROM AUTHOR]

Just as children have fairly consistent attachment styles toward parents, we argue that parents have fairly consistent attachment styles toward children. It generally will be easiest for gifted children to develop their gifts and display them successfully if their parents were securely attached to them. But the children who have experienced insecure forms of attachment from their parents—avoidant, anxious, or inconsistent/fearful—may be able to turn these forms of insecure attachment into bases that actually enhance their creative work. [ABSTRACT FROM AUTHOR]

The experience of family violence is one of harm that is traumatic and cumulative, leaving children with trauma-related negative core beliefs that have long-lasting effects on their brains and bodies. These core constructs determined by the impact of the violator, while adaptive at the time in organizing the children's development around survival, are developmentally unhelpful understandings of their experience. Developmental trauma changes core constructions about people, the world, safety, relationships, and the future. It is proposed that personal construct psychology has a role in psychotherapy for child survivors of family violence. The paper will acknowledge two personal construct models for treating trauma. Through the presentation of a therapeutic case study of an eleven-year-old survivor of family violence, the account will attempt to demonstrate the usefulness of these models in treating family violence. This approach is one of credulously exploring the children's reactive responses to traumatic distress, with the focus of the psychotherapy on understanding the core constructions of self-versus-other, of self-other permanency, and of self-other constancy which are central to a constructivist conceptualization of trauma (Leitner, Faidley, & Celentana, 2000). Meanings are changed by elaborating the traumatic experiences, and reconstructing core constructs through sociality. [ABSTRACT FROM AUTHOR]

There is evidence that mastery motivation contributes to developmental outcomes, both for typically developing individuals and for those with disabilities such as Down syndrome. Mastery motivation appears to be a stable trait, at least during early childhood, but research with adults has been restricted by the absence of an appropriate measure. The current study investigated the stability and consistency of parent-reported mastery motivation for 21 individuals with Down syndrome across 20 years. Parents completed the Dimensions of Mastery Motivation Questionnaire (DMQ) when their child was aged 4–6 years and 11–15 years. They completed the Dimensions of Adult Mastery Motivation Questionnaire (DAMMQ) when their son or daughter was 23–27 years old. There were strong positive correlations among measures of mastery motivation across the three time points. Persistence decreased significantly from early childhood to adolescence but increased from adolescence to adulthood. Most individual profiles fitted this pattern, with only one of the 21 participants showing continual declines in persistence. For individuals with Down syndrome, patterns of mastery motivation may be developed early in life and sustained into adulthood. [ABSTRACT FROM AUTHOR]

Moral reasoning and theory of mind (ToM) are two distinct but related aspects of social cognition. While past research has clearly documented serious delays in ToM development for children with autism spectrum disorders (ASD) both cross-sectionally (e.g. Happe, 1995) and longitudinally (Peterson & Wellman, 2020) much less is known about the timing of ASD children's development of moral reasoning. The present study addresses this knowledge gap with a special focus on three key research questions: (a) Is moral judgement delayed (in parallel with ToM) among children with ASD or is its timing comparable to that of typically-developing (TD) children their age? (b) Do ToM and moral reasoning significantly interconnect with one another among children with ASD? (c) If so, is the pattern of linkages the same as for TD children? [ABSTRACT FROM AUTHOR]

This study analyzed the cognitive, motor, language, and auditory development; feeding behaviour; and physical growth of infants discharged from the NICU. They were followed up at a public service and compared to healthy full-term infants. A total of 30 infants aged six to 18 months were divided into a study group (SG) and a control group (CG) and assessed using growth measurements, a developmental assessment scale (Bayley-III), a feeding protocol, and auditory behavioural tests. The groups showed statistically significant differences in gestational age and birth weight. However, from six to 18 months of age, the groups showed no significant difference in weight; length; eating behaviour; and cognitive, motor, language, and auditory developments. We conclude the groups were similar due to care in a reference service, from newborn care to follow-up, with family guidance on proper nutrition and developmental stimulation, which mitigated the initial risks. [ABSTRACT FROM AUTHOR]

Physical education is the only school subject that provides access to psychomotor learning opportunity for all students, and, thus, should be the primary content identified in physical education standards. Half of the recently released 2024 SHAPE America National Physical Education Standards now focus specifically on social and personal development. This further diminishes the central place of physical education's core content (i.e., fundamental motor skills, fitness, sport, dance, and outdoor pursuits). To counter this development, this article will provide all physical education professionals with a set of alternative learning standards and content learning outcomes that more accurately reflect our profession's true and unique subject matter. Part 1 introduces readers to alternative Learning Standards. These are placed in the context of instructional alignment between unit objectives, instructional content, and assessment of students learning. Responses are also presented to questions that readers may pose after familiarizing themselves with these alternative PreK-12 physical education standards. [ABSTRACT FROM AUTHOR]

Although we cannot see or touch time, across many cultures, we use spatial representations to think about this abstract concept. Spatial representations of time are thought to support temporal concepts that might otherwise be difficult to represent and reason about, such as the temporal component of episodic memory. One common form of spatially representing time is the mental timeline, which is a linear projection of time onto space. Adults and older children from many cultures spontaneously activate the mental timeline when remembering the order of events. However, the mental timeline develops slowly throughout early childhood as children gain increasing experience with formal schooling and cultural artifacts. Here, we explored how individual differences in the development of American children's mental timelines relate to their memory for temporal order (N = 96, Mage = 6.22 years). We first tested children's memory for the order and location of events through a memory task involving short videos. We then tested children's spontaneous spatial representations of temporal order using an open-ended timeline construction task. The linearity of children's timeline arrangements predicted their memory for temporal order but not memory for locations: children who spontaneously represented time linearly had significantly better temporal memory performance than children who represented time nonlinearly, but there was no difference in location memory performance. These data provide preliminary evidence that the development of the mental timeline may support the development of temporal memory. [ABSTRACT FROM AUTHOR]

In Australia, it has been well documented that the leading preventable cause of nongenetic neurodevelopmental disability (NDD) is Fetal Alcohol Spectrum Disorder (FASD). This review explores literature informing Australian social work in the context of FASD. It highlights the need for increased social work research to inform evidence-based practice (EBP) in FASD diagnosis and management using the biopsychosocial-spiritual-cultural (BPSSC) framework. Social workers are often first to identify children's emotional, behavioural, and learning difficulties that may be a characteristic of FASD. Nonetheless, there is limited knowledge and understanding about how social workers in Australia address FASD. We argue that research about FASD and social work practice can improve social workers' understanding of the BPSSC characteristics and management of FASD across the life course and contribute to EBP development in these areas in Australian social work. IMPLICATIONS Social workers have an emerging role in the holistic assessment, diagnosis, and management of FASD in Australia. Social workers are well placed in being first to recognise and identify an individual's emotional, behavioural, sociocultural, and learning difficulties that are characteristics of FASD. Social workers can contribute to ongoing care in a tailored FASD management plan that links the caregivers to appropriate local community resources, service provision, and disability supports. [ABSTRACT FROM AUTHOR]

Background: Potential clinical interventions to mitigate or eliminate symptoms of Down syndrome (DS) continue to be an active area of pre-clinical and clinical research. However, views of members of the DS community have yet to be fully explored. Methods: We conducted a survey with parents/caregivers of people with DS (n = 532) to explore interest in potential therapeutic approaches during fetal development or childhood that may improve neurocognition and modulate the DS phenotype. We qualitatively analyzed open-ended responses. Results: Some respondents rejected the development of therapies for DS categorically as being fundamentally ableist and promoting the erasure of diverse individuals. Many reflected tensions between the desire to improve quality of life and an aversion to erasure of a child's personality. Conclusion: Findings suggest that views on identity, personality, and disability may influence the acceptance of new interventions, especially if they are thought to mitigate positive attributes of the phenotype or negatively influence social acceptance of people with DS. LAY SUMMARY: Prenatal and pediatric approaches to reduce the signs of Down syndrome are being investigated. Parents of children with Down syndrome expressed conflicted feelings about the idea of removing signs of Down syndrome from their child. Many parents expressed that Down syndrome was a valued part of their child and should not be taken away. Findings suggest that greater communication between the Down syndrome community and the research community is necessary to ensure that research aligns with their values and priorities of the patient community. [ABSTRACT FROM AUTHOR]

Objective: Growing research suggests that adversity experienced early in life can affect young children's development, with implications for health-related outcomes years later. This study explored long-term associations between early life adversity before age 5 (ELA) and later substance use outcomes, and racial and ethnic differences in associations. Method: Data are from children born 1984–2000 to female participants in the U.S. National Longitudinal Study of Youth-1979 cohort (N = 4582 children nested within 2683 mothers, with 1.4–1.8 outcome observations on average for each child in each age period). ELA at ages 0–4 was measured through home observations and maternal surveys, and included high parental conflict and maternal hazardous drinking/drug use (threat-related exposures), and low cognitive stimulation, low emotional support, and household poverty (deprivation-related exposures). Alcohol and cannabis use frequency were measured in biennial adolescent and young adult surveys through 2016. Analyses involved multilevel regression and interactions accounting for demographics, birth cohort, and family history of alcoholism. Results: ELA-threat exposure was associated with greater alcohol and cannabis use frequency in mid-adolescence and at ages 22–25 and 26–32 [exp( β ^ )'s = 1.05 to 1.13, p's < 0.05]. Associations of ELA-deprivation with substance use were either null or negative. There were pronounced racial and ethnic inequities in ELA exposure but no evidence of racial and ethnic differences in associations between ELA and later substance use. Conclusions: Broadening substance use research to focus on early childhood conditions appears warranted. Studies that identify intervening pathways to outcomes could inform early, targeted substance use prevention. Efforts are needed to eliminate racial and ethnic inequities in early life conditions. [ABSTRACT FROM AUTHOR]

The primary focus of this article is to investigate the impact of community-based efforts to provide education and child development programs and service in China's migrant communities, specifically as it pertains to the prospects of addressing sociocultural and socioeconomic inequalities in education and child development in urban China. Building on frameworks of dimensions of citizenship, this article examines the work of migrant educator-activists who provide community-based education and child development service in Beijing's migrant communities. Their efforts to address inequalities in child development for migrant children enrich the understanding of citizenship in the Chinese context. [ABSTRACT FROM AUTHOR]

Although more is known about how general parenting practices predict social–emotional strengths in children, less research has looked at parent involvement in education and children's social–emotional strengths. This study examined the extent to which parent involvement, specifically home-based involvement, parent–teacher trust, and home–school communication, predicted children's social–emotional strengths in kindergarten. The study featured both parent (n = 120) and teacher ratings (n = 156) of children's social–emotional strengths. We examined the association between parent involvement and social emotional strengths while controlling for child age and gender, socioeconomic status, and general parenting (positive verbal discipline and harsh/inconsistent discipline). Parents' reports of home-based involvement were a moderate to strong positive predictor of their child's social–emotional strengths over the kindergarten year. For teacher ratings of social–emotional strengths, parents' trust of the teacher was associated with higher social–emotional strengths. The findings may inform essential components in parenting or school-based interventions for social–emotional development, as well as differences in what parents and teachers perceive as related to social–emotional development in young children. Impact Statement Parents play an important role in children's social–emotional development. The current study demonstrate parents perceive home-based involvement activities are associated with child social–emotional strengths, while teachers perceive a trusting relationship between home and school as most important. Results highlight ways to support schools and families working together to support social–emotional strengths. [ABSTRACT FROM AUTHOR]

AbstractAimsMethodsResultsConclusionsChildren in foster care (CFC) have prevalent developmental health needs. Comprehensive health assessments (CHA) that include development evaluation are recommended for CFC. The impact of adding occupational therapy (OT) to multidisciplinary CHA teams is unknown. We aimed to describe findings from OT evaluations performed as part of CHA for CFC and determine if OT evaluation influences developmental health recommendations.Retrospective study at a clinic for CFC that included 335 children with OT evaluation during their CHA and 217 without OT evaluation due to limited availability. OTs performed developmental components of CHA using observation and standardized testing. We used descriptive statistics, and chi-square and Fisher’s exact tests to compare developmental health recommendations between patients with and without OT assessment.Median age was 8.3 years (range 0, 19). At least one aspect of development was delayed in 230/335 (69%) children evaluated by OT. OTs provided strategies to strengthen development to 74% of evaluated youth. Children seen by OT received significantly more developmental referrals compared to controls (38% versus 58%, p<.001).Our findings suggest rehabilitation specialists such as OTs can enhance detection of developmental needs and provide strategies to strengthen development when included in CHA for CFC. [ABSTRACT FROM AUTHOR]

Aim: The Test of Gross Motor Development Third Edition (TGMD-3) is used to assess the development of fundamental movement skills in children from 3 to 10 years old. This study aimed to evaluate the intra-rater, inter-rater, and test-retest reliability and to determine the minimal detectable change (MDC) value of the TGMD-3 in children with developmental coordination disorder (DCD). Methods: The TGMD-3 was administered to 20 children with DCD. The child's fundamental movement skills were recorded using a digital video camera. Reliability was assessed at two occasions by three raters using the generalizability theory. Results: The TGMD-3 demonstrates good inter-rater reliability for the locomotor skills subscale, the ball skills subscale, and the total score (φ = 0.77 − 0.91), while the intra-rater reliability was even higher (φ = 0.94 − 0.97). Test-retest reliability was also shown to be good (φ = 0.79-0.93). The MDC95 was determined to be 10 points. Conclusion: This study provides evidence that the TGMD-3 is a reliable test when used to evaluate fundamental movement skills in children with DCD and suggests that an increase of 10 points represents a significant change in the motor function of a child with DCD. [ABSTRACT FROM AUTHOR]

Aim: To compare bimanual coordination in children with bilateral cerebral palsy (BCP) with that of children with typical development (TD) and correlate bimanual coordination with clinical measures of hand function. Methods: 3-D kinematic data were collected from 14 children with BCP (mean age 13 years 1 month; range 7.3–17.2 years, 5 females) and 14 age-matched children with TD (mean age 13 years 1 month, range 7.0–16.0 years, 7 females) as they opened a drawer with one hand and activated a switch inside it with the other hand at self-paced and as-fast-as-possible speeds. Hand roles varied in each condition. Participants' hand function levels were classified using the Manual Ability Classification System. Unimanual dexterity and bimanual performance were evaluated using the Box and Blocks Test and Both Hands Assessment respectively. Results: Participants with BCP performed the bimanual task more slowly (p < 0.001) and sequentially, as evidenced by greater time differences between the two hands achieving the end goal (p = 0.01). Faster speeds, particularly when the less affected hand opened the drawer, facilitated time-related measures of bimanual coordination (p < 0.05). Bimanual coordination correlated with all clinical measures of hand function (p < 0.05). Conclusion: For children with BCP, speed and hand used for each subcomponent of the task influence bimanual coordination. Better bimanual coordination is associated with less impairment of both hands. [ABSTRACT FROM AUTHOR]

The NIH Toolbox is used extensively in various research settings, including clinical trials, observational studies, and longitudinal studies. Its validity and reliability have been systematically appraised only in adults. The current study systematically evaluated the validity and reliability of the NIH Toolbox for assessing neurocognitive, motor and emotional-behavioral functioning in children. Based on 22 studies including over 60,000 participants, sufficient evidence was found for the validity and reliability of most tests in the Cognition Battery and Motor Battery. However, there was insufficient evidence to assess the validity and reliability of the Emotion Battery. Thus, this review supports the use of the NIH Toolbox Cognition and Motor Batteries in assessing neurocognitive functioning in 3–17-year-olds. [ABSTRACT FROM AUTHOR]