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Reijman S, Christensen Vieira C, Wahl Haase T, Helmerhorst KOW, Pontoppidan M, Grosen SA, Egmose I, Røhder K, Skovgaard Vaever M. A randomized trial of the Caregiver Interaction Profile (CIP) training with childcare providers: the Copenhagen Daycare Project study protocol. BMC Psychol 2024; 12:127. [PMID: 38449031 PMCID: PMC10918888 DOI: 10.1186/s40359-024-01568-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Accepted: 02/01/2024] [Indexed: 03/08/2024] Open
Abstract
BACKGROUND Most young children (0-3 years) attend formal childcare in Denmark, many of them fulltime. Yet recent reports of the quality of Danish childcare centers have shown that in more than one-third of nurseries, the interactions between caregivers and young children (0-3 years) are of "insufficient" quality, which constitutes a risk for affected children's well-being and development. Effective interventions to improve childcare providers' interactive skills are necessary. METHODS In this randomized controlled trial, we test the effectiveness of the Caregiver Interaction Profile training, which focuses on improving six core interactive skills: sensitive responsiveness, respecting children's autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. We will recruit N = 200 childcare providers from nursery groups in Copenhagen (n = 100 training group, n = 100 waiting-list control group). Our primary outcomes are childcare providers' six interactive skills named above, observed from video-recorded interactions in the nursery groups. The secondary goal of our study is to test whether the training boosts children's social-emotional and linguistic development. To this end we aim to recruit N ≈ 500 children from participating childcare providers' nursery groups (n ≈ 250 training group, n ≈ 250 waiting-list control group). We measure social-emotional and linguistic development with various standardized questionnaires, filled out by parents and childcare providers. DISCUSSION If the training is effective at improving childcare providers' interactive skills, then this will be an important foundation for implementation efforts, such as offering the training as part of the educational program of childcare providers. Future research should also evaluate whether the Caregiver Interaction Profile training is effective for childcare providers of older children (3-5 years) in Danish kindergartens. TRIAL REGISTRATION This trial is registered at clinicaltrials.gov as "Testing the Effects of the Caregiver Interaction Profile Training on the Interactive Skills of Daycare Providers (CDP)" with registry ID NCT05654116. Registration date: 12/01/2022.
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Affiliation(s)
- Sophie Reijman
- Center for Early Intervention and Family Studies, University of Copenhagen, Copenhagen, Denmark.
| | | | - Tina Wahl Haase
- Center for Early Intervention and Family Studies, University of Copenhagen, Copenhagen, Denmark
| | - Katrien O W Helmerhorst
- Department of Pedagogy and Educational Sciences, Child and Family Welfare, University of Groningen, Groningen, The Netherlands
| | | | - Sofie Amalie Grosen
- Center for Early Intervention and Family Studies, University of Copenhagen, Copenhagen, Denmark
| | - Ida Egmose
- Center for Early Intervention and Family Studies, University of Copenhagen, Copenhagen, Denmark
| | - Katrine Røhder
- Center for Early Intervention and Family Studies, University of Copenhagen, Copenhagen, Denmark
| | - Mette Skovgaard Vaever
- Center for Early Intervention and Family Studies, University of Copenhagen, Copenhagen, Denmark
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Tulviste T, Schults A. How congruent are parent reports on 3-4-year-old children's language skills with other sources of data? Front Psychol 2023; 14:1179999. [PMID: 37575418 PMCID: PMC10420093 DOI: 10.3389/fpsyg.2023.1179999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2023] [Accepted: 07/14/2023] [Indexed: 08/15/2023] Open
Abstract
Background Parental report measures such as the MacArthur-Bates Communicative Development Inventories (CDIs) are frequently used to study communicative skills of children under 3 years of age. Less is known about the usability of such reports for assessing communication skills in older children due to their advanced language skills, and a higher variety of communicative partners and communication contexts. Aims To assess the concurrent and predictive validity of the Estonian (E) CDI-III at ages 3;0 and 4;0 years. The first research goal was to examine its concurrent variability-associations with teacher reports and directly measured language skills. The second goal of the study was to investigate the predictive validity of parent reports-the degree to which parent-and teacher-reported language scores for children at age 3;0 are useful for predicting examiner-administered language comprehension and production scores 1 year later. Methods Estonian monolingual children were investigated longitudinally at ages 3;0 (n = 104; M age = 35.77 months, SD = 0.84; 42% males) and 4;0 (n = 87; M age = 48.18 months, SD = 1.16; 42% males) years. Children were assessed with the parent-reported ECDI-III, with teacher-reported assessments on children's talkativeness, vocabulary size and grammatical skills, and the examiner-administered New Reynell Developmental Language Scales IV (NRDLS). Results Results indicated significant positive relationships between the ECDI-III total scores, teacher reports, and directly measured language comprehension and production scores, demonstrating concurrent validity of parental reports of children language skills at both ages. When controlling for mothers' education, children's gender, and reported language difficulties, parental and teacher reports were predictive of language production scores, whereas only parental reports predicted comprehension scores 1 year later. None of the controls was predictive of later language comprehension and production scores. Conclusion In sum, good concurrent and predictive validity of the ECDI-III shows that the instrument is a valid tool for assessing communicative skills in Estonian children. Results suggest that parent reports can offer useable information also about communicative skills of children older than three years.
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Marchman VA, Dale PS. The MacArthur-Bates Communicative Development Inventories: updates from the CDI Advisory Board. Front Psychol 2023; 14:1170303. [PMID: 37325729 PMCID: PMC10264806 DOI: 10.3389/fpsyg.2023.1170303] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 05/11/2023] [Indexed: 06/17/2023] Open
Affiliation(s)
| | - Philip S. Dale
- Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, NM, United States
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Zhang X, Ma Y, Feng T, Zhang V, Wu X, Li M, Li Q, Thani Z, Pappas L, Dill SE, Rozelle S. The home language environment and early language ability in rural Southwestern China. Front Psychol 2023; 13:1010442. [PMID: 37006716 PMCID: PMC10064000 DOI: 10.3389/fpsyg.2022.1010442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Accepted: 09/26/2022] [Indexed: 03/19/2023] Open
Abstract
Using premier Language Environment Analysis technology to measure and analyze the home language environment, this observational study aims to describe the home language environment and child language ability, drawing on empirical data from 77 households with children aged 18–24 months from rural China. The results show large variation in measures of the home language environment and early language ability, similar to other rural Chinese samples. Results also demonstrate significant correlations between child age and the home language environment, maternal employment and the home language environment, father’s educational attainment and the home language environment, adult–child conversations and early language ability, and child vocalizations and early language ability.
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Affiliation(s)
- Xinwu Zhang
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Yue Ma
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Tianli Feng
- School of Management and Economics, University of Electronic Science and Technology of China, Chengdu, Sichuan, China
- *Correspondence: Tianli Feng,
| | - Vincent Zhang
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Xiaoyang Wu
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Matthew Li
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Queenie Li
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Zahra Thani
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Lucy Pappas
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Sarah-Eve Dill
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
| | - Scott Rozelle
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA, United States
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Wilczyński J, Ślęzak G. Level of Vocabulary Development and Selected Elements Regarding Sensory Integration and Balance in 5-Year-Old Girls and Boys. CHILDREN (BASEL, SWITZERLAND) 2021; 8:200. [PMID: 33800019 PMCID: PMC7999570 DOI: 10.3390/children8030200] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 03/03/2021] [Accepted: 03/04/2021] [Indexed: 11/16/2022]
Abstract
The aim of this research was to assess relationships between the level of vocabulary and selected elements of sensory integration and balance in 5-year-old girls and boys, showing the differences between them. The study group consisted of 290 5-year-old children (172 boys and 118 girls) with different levels of vocabulary development and selected disturbances in sensory integration and balance processes. To evaluate the developmental deficits of speech with regard to vocabulary, the Children's Dictionary Test was used. The Clinical Test of Sensory Integration and Balance was also employed. In our research's overall assessment, 118 children, i.e., 41%, had a low level of vocabulary, while 108 (37%) had an average level and 64 (22%) had a high level. However, the average score of all examined children (3.71 stens) indicates a low level of vocabulary development. Less developed vocabulary skills included the ability to create subordinate words and define concepts. There were no significant differences in the level of vocabulary between girls and boys. We observed disorders concerning selected elements of sensory integration and balance in most of the children, and more often in boys. There were statistically significant relationships between the level of vocabulary and selected disorders of sensory integration and balance; however, they were not unambiguous. Children with the lowest level of vocabulary in overall assessment obtained significantly the worst results in the Clinical Test of Sensory Integration and Balance (CTSIB) open eyes, hard surface test. However, in the closed eyes, hard surface test, the lowest score was obtained by children with a high overall assessment. In turn, in the open eyes, soft surface test, the lowest score was noted for children with average overall assessment. In the complex CTSIB test, the lowest score was achieved by children with low ability to define concepts. The problem of the relationship between vocabulary level of and sensory integration as well as balance requires further research. The demonstrated significant relationships between some aspects of vocabulary level and selected elements of sensory integration as well as balance confirm the need to care for the overall psychomotor sphere of a child.
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Affiliation(s)
- Jacek Wilczyński
- Laboratory of Posturology, Collegium Medicum, Jan Kochanowski University in Kielce, Al. IX Wieków Kielc 19, 25–317 Kielce, Poland
| | - Grzegorz Ślęzak
- Municipal Psychological and Pedagogical Clinic Complex, Kielce, 75–215 Koszalin, Poland;
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Slot PL, Bleses D, Jensen P. Infants' and Toddlers' Language, Math and Socio-Emotional Development: Evidence for Reciprocal Relations and Differential Gender and Age Effects. Front Psychol 2020; 11:580297. [PMID: 33329234 PMCID: PMC7732521 DOI: 10.3389/fpsyg.2020.580297] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Accepted: 10/31/2020] [Indexed: 12/02/2022] Open
Abstract
Toddlerhood is characterized by rapid development in several domains, such as language, socio-emotional behavior and emerging math skills all of which are important precursors of school readiness. However, little is known about how these skills develop over time and how they may be interrelated. The current study investigates young children’s development at two time points, with about 7 months in between, assessing their language, socio-emotional and math language and numeracy skills with teacher ratings. The sample includes 577 children from 18 until 36 months of age of 86 childcare classrooms. The results of the autoregressive path analyses showed moderate to strong stability of language, socio-emotional and math language and numeracy skills, although the magnitude of associations was smaller for the latter. The cross-lagged path analyses highlighted the importance of language and socio-emotional skills for development in the other domains. Differential relations were found for the autoregressive and cross-lagged paths depending on gender and age. Language skills appeared a stronger predictor of boys’ socio-emotional and math language and numeracy skill development compared to girls. Girls’ socio-emotional skills predicted growth in math. For boys, socio-emotional and math language and numeracy skills appeared to be unrelated. Language skills showed stronger relations with the development of math language and numeracy skills for younger children as compared to older children. Also, for older children math language and numeracy skills negatively predicted growth in their socio-emotional skills. The findings provide more insights in how language, math language and numeracy skills and socio-emotional skills co-develop in the early years and as such have important implications for interventions aimed to support children’s development.
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Affiliation(s)
- Pauline L Slot
- Department of Clinical Child, Family and Education Studies, Utrecht University, Utrecht, Netherlands
| | - Dorthe Bleses
- School of Communication and Culture, Aarhus University, Aarhus, Denmark.,TrygFonden's Centre for Child Research, Aarhus University, Aarhus, Denmark.,Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark.,Centre for Integrated Register-based Research, CIRRAU, Aarhus University, Aarhus, Denmark
| | - Peter Jensen
- TrygFonden's Centre for Child Research, Aarhus University, Aarhus, Denmark.,Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark
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Westerling A, Juhl P. Collaborative instrumentalization of family life: How new learning agendas disrupt care chains in the Danish welfare state. NORDIC PSYCHOLOGY 2020. [DOI: 10.1080/19012276.2020.1817768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Allan Westerling
- Department of People & Technology, Roskilde University, Roskilde, Denmark
| | - Pernille Juhl
- Department of People & Technology, Roskilde University, Roskilde, Denmark
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Duncan LG, Gollek C, Potter DD. eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play Settings. Front Psychol 2020; 11:1813. [PMID: 32849070 PMCID: PMC7412886 DOI: 10.3389/fpsyg.2020.01813] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Accepted: 07/01/2020] [Indexed: 11/13/2022] Open
Abstract
Intervention in the early years can help to mitigate the risks that early language and communication difficulties pose for later learning and well-being. Critical to this is the capacity of early years educators to evaluate language development accurately in the classroom in order to target individual support effectively. This article reports on the development and testing of the Early Language in Play Settings (eLIPS) tool, an observational measure of child language. An action research model was used in the design of the tool with the result that the methodology adopted was compatible with an early years child-centered approach. Observations of children in play settings were used to gather information about early language through subscales measuring social communication, receptive and expressive language. A series of preliminary trials with 3- to 5-year-olds, established that the eLIPS measures have concurrent validity with scores from a standardized language assessment, the Clinical Evaluation of Language Fundamentals-Preschool 2 UK . Investigation of internal consistency showed reliability for use by researchers and early years educators together with inter-rater reliability across these groups. It was concluded that eLIPS has potential as a tool to assist early years educators in understanding individual patterns of language acquisition in a play-based environment and for framing team discussions about approaches to early language support.
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Affiliation(s)
- Lynne G Duncan
- Psychology, School of Social Sciences, University of Dundee, Dundee, United Kingdom
| | - Conny Gollek
- School of Education and Social Sciences, University of the West of Scotland, Paisley, United Kingdom
| | - Douglas D Potter
- Psychology, School of Social Sciences, University of Dundee, Dundee, United Kingdom
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Huang Y, He M, Li A, Lin Y, Zhang X, Wu K. Personality, Behavior Characteristics, and Life Quality Impact of Children with Dyslexia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17041415. [PMID: 32098297 PMCID: PMC7068303 DOI: 10.3390/ijerph17041415] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/17/2020] [Revised: 02/19/2020] [Accepted: 02/19/2020] [Indexed: 02/05/2023]
Abstract
Dyslexia is one of the most common neurobehavioral disorders. Children with dyslexia usually suffer from negative, behavior personality problems, and impacted life quality. We aimed to identify family environment factors for dyslexia, and to evaluate the personality, behavior characteristics and life quality of children with dyslexia. A total of 60 children diagnosed with dyslexia and 180 normal children that were aged 7-12 who speak Chinese were recruited from four primary schools in Shantou City, China. Self-designed questionnaire, children's edition of the Eysenck Personality Questionnaire (EPQ), Conners' Parent Rating Scale (CPRS), and Quality of Life scale for children and adolescents (QLSCA) were employed for investigation. Multiple logistic regressions show that antenatal training (OR = 0.36), higher household income, higher parents' educational levels, and parents engaging in white-collar jobs were negatively associated with dyslexia; while, family members also suffering from dyslexia (OR = 12.17), lower frequency of communication between parents and children, and worse parent-child relationship were positively associated with dyslexia. Children with dyslexia scored higher in psychoticism and neuroticism (p = 0.040, 0.008), but lower in extroversion and dissimulation than normal children (p = 0.025, 0.007) in the EPQ test. They tended to be more introversion (68.3% vs. 43.0%), psychoticism (25.0% vs. 13.3%), and neuroticism (46.7% vs. 18.8%) than the controls. In addition, children with dyslexia had higher scores in conduct problem, learning problem, hyperactivity, and Conners' index of hyperactivity (CIH) in CPRS test; and, lower scores of psychosocial function, physical and mental health, and satisfaction of living quality in QLSCA test (all p < 0.05). Several family environment and parenting factors were associated with children's dyslexia significantly. Children with dyslexia had the personality of psychoticism, neuroticism, introversion, and more behavioral problems. Dyslexia significantly impacted the children's quality of life. Our findings provide multiple perspectives for early intervention of dyslexia in children, particularly in family factors and the parenting environment.
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Affiliation(s)
- Yanhong Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (Y.H.); (Y.L.); (X.Z.)
| | - Meirong He
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China; (M.H.); (A.L.)
| | - Anna Li
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China; (M.H.); (A.L.)
| | - Yuhang Lin
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (Y.H.); (Y.L.); (X.Z.)
| | - Xuanzhi Zhang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (Y.H.); (Y.L.); (X.Z.)
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China; (M.H.); (A.L.)
- Correspondence: ; Tel.: +86-754-8890-0445
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