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Dede Yildirim E, Frosch CA, Santos AJ, Veríssimo M, Bub K, Vaughn BE. Antecedents to and outcomes associated with teacher-child relationship perceptions in early childhood: Further evidence for child-driven effects. Child Dev 2024; 95:679-698. [PMID: 37902065 DOI: 10.1111/cdev.14033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 07/10/2023] [Accepted: 09/10/2023] [Indexed: 10/31/2023]
Abstract
Preschool teachers' perceptions about relationships with students (teacher-child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher-child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.
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Liu Y, Wang W, Wei S, Wang P, Chen K, Liu J, Chen J. The correlations between parental warmth and children's approaches to learning: a moderated mediation model of self-efficacy and teacher-child closeness. Front Psychol 2024; 15:1290141. [PMID: 38562239 PMCID: PMC10982347 DOI: 10.3389/fpsyg.2024.1290141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 03/05/2024] [Indexed: 04/04/2024] Open
Abstract
Researchers have increasingly considered approaches to learning (ATL) a key indicator of school readiness. Our study purposed to examine the impacts of parental warmth on children's approaches to learning, and the mediating role of self-efficacy, as well as the moderating role of teacher-child closeness in this relationship. Using a whole-group sampling method, 414 Chinese children aged 5-6 years participated this research together with their parents and teachers. Parents of those children were asked to fill out in person questionnaires on parental warmth, children's approaches to learning, and self-efficacy. Children's teachers completed the questionnaire regarding teacher-child closeness. Results indicated that children with high parental warmth were more likely to get high approaches to learning and their self-efficacy played a partial mediating role in this link. In addition, teacher-child closeness moderated the correlation between parental warmth and children's self-efficacy. Specifically, the association between parental warmth and children's self-efficacy was stronger for children with high teacher-child closeness than those with low teacher-child closeness. The results extend our understanding of how parental warmth affects children's approaches to learning, revealing that strategies that could enhance self-efficacy would be effective in improving children's approaches to learning.
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Affiliation(s)
- Yongli Liu
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
- Department of Educational, Shanxi Datong University, Datong, China
| | - Wei Wang
- Department of Educational, Shanxi Datong University, Datong, China
| | - Sumei Wei
- Department of Education, Quzhou University, Quzhou, China
| | - Pengcheng Wang
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China
| | - Kun Chen
- Department of Educational, Shanxi Datong University, Datong, China
| | - Jing Liu
- School of Journalism, Shanxi Datong University, Datong, China
| | - Junjun Chen
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
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Paes TM, Duncan R, Purpura DJ, Schmitt SA. The relations between teacher-child relationships in preschool and children's outcomes in kindergarten. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2023]
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Lui CK, Witbrodt J, Li L, Tam CC, Williams E, Guo Z, Mulia N. Associations between early childhood adversity and behavioral, substance use, and academic outcomes in childhood through adolescence in a U.S. longitudinal cohort. Drug Alcohol Depend 2023; 244:109795. [PMID: 36774809 PMCID: PMC10089259 DOI: 10.1016/j.drugalcdep.2023.109795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/07/2022] [Revised: 01/30/2023] [Accepted: 01/31/2023] [Indexed: 02/05/2023]
Abstract
BACKGROUND Childhood adversity is strongly associated with adolescent substance use, but few epidemiologic studies have investigated early childhood adversity (ECA) before age 5. This study investigated pathways by which ECA is associated with adolescent alcohol and cannabis use and high school completion through childhood behavioral and academic mediators and their reciprocal effects. METHODS Data were from the National Longitudinal Survey of Youth 1979-Child/Young Adult Cohort which surveyed children born 1984-1999 and followed through 2016 (n = 5521). Outcomes included alcohol and cannabis use frequency at ages 15-18, and high school completion by age 19. ECA at ages 0-4 was a cumulative score of maternal heavy drinking/drug use, low emotional support, low cognitive stimulation, and household poverty. Multilevel path models were conducted with ECA, childhood mediators (behavioral (externalizing and internalizing problems) and academics (reading and math scores), accounting for demographics and confounders. RESULTS ECA was indirectly associated with adolescent cannabis frequency through mediators of externalizing/internalizing problems, low academics, and early cannabis onset before age 14. ECA was also indirectly associated with alcohol frequency via the same mediators, but not early alcohol onset. Greater behavioral problems elevated substance use risk; whereas, low academics reduced risk. Reciprocal effects were evident between childhood behavioral problems and cannabis frequency to high school completion. CONCLUSION Adversity from birth to age 4 is associated with childhood behavioral problems and lower academics, which increased adolescent alcohol and cannabis use and lowered high school completion. Early childhood interventions with parents and preschools/daycare may reduce early onset and adolescent substance use.
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Affiliation(s)
- Camillia K Lui
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA.
| | - Jane Witbrodt
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Libo Li
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Christina C Tam
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Edwina Williams
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Zihe Guo
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Nina Mulia
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
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Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2022.101063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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6
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Shi P, Feng X. Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives. Front Psychol 2022; 13:1017825. [PMID: 36478944 PMCID: PMC9721199 DOI: 10.3389/fpsyg.2022.1017825] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Accepted: 10/26/2022] [Indexed: 08/27/2023] Open
Abstract
OBJECTIVE There is a strong interaction between motor skills and cognitive benefits for children and young people. The aim of this paper is to explore the relationship between motor skill types and their development and the cognitive benefits of children and adolescents. In turn, on this basis, it proposes pathways and mechanisms by which motor skills improve cognition, and provide a basis for subsequent teaching of skills that follow the laws of brain cognitive development. METHODS This paper summarizes the research on the relationship between different types of motor skills and their development and cognitive benefits of children and adolescents. Based on these relationships, pathways, and mechanisms for motor skills to improve cognition are tentatively proposed. RESULTS There is an overall pattern of "open > closed, strategy > interception, sequence > continuous" between motor skill types and the cognitive benefits of children and adolescents. Long-term motor skill learning practice is accompanied by increased cognitive benefits as skill proficiency increases. The dynamic interaction between motor skills and physical activity exposes children and adolescents to environmental stimuli and interpersonal interactions of varying complexity, promoting the development of agility, coordination and cardiorespiratory fitness, enhancing their motor experience, which in turn improves brain structure and functional activity. CONCLUSION Motor skills training promote cognitive efficiency in children and adolescents. Motor skill interventions that are open-ended, strategic and sequential in nature are more effective. Environmental stimuli, interpersonal interaction, agility, coordination, and cardiorespiratory fitness can be considered as skill attribute moderators of motor skills to improve cognition.
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Affiliation(s)
- Peng Shi
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Xiaosu Feng
- Physical Education College, Liaoning Normal University, Dalian, China
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7
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Mukherjee D, Bhopal S, Bhavnani S, Sharma KK, Roy R, Divan G, Mandal S, Soremekun S, Kirkwood B, Patel V. The effect of cumulative early life adversities, and their differential mediation through hair cortisol levels, on childhood growth and cognition: Three-year follow-up of a birth cohort in rural India. Wellcome Open Res 2022; 7:74. [PMID: 35592545 PMCID: PMC9096148 DOI: 10.12688/wellcomeopenres.17712.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/18/2022] [Indexed: 11/09/2023] Open
Abstract
Background: Early adversities negatively impact children's growth and development, putatively mediated by chronic physiological stress resulting from these adverse experiences. We aimed to estimate the associations between prospectively measured cumulative early adversities with growth and cognition outcomes in rural Indian preschool children and to explore if hair cortisol concentration (HCC), a measure of chronic physiological stress, mediated the above association. Methods: Participants were recruited from the SPRING cRCT in rural Haryana, India. Adversities experienced through pregnancy and the first year of life were measured in 1304 children at 12-months. HCC was measured at 12-months in 845 of them. Outcome measures were height-for-age-z-score (HAZ), weight-for-age-z-score (WAZ) and cognition, measured in 1124 children followed up at 3-years. Cognition was measured using a validated tablet-based gamified tool named DEEP. Results: Cumulative adversities at 12-months were inversely associated with all outcomes measures at 3-years. Each unit increase in adversity score led to a decrease of 0·08 units [95% confidence interval (CI):-0·11,-0·06] in DEEP-z-score; 0·12 units [-0·14,-0·09] in HAZ and 0·11 units [-0·13,-0·09] in WAZ. 12-month HCC was inversely associated with DEEP-z-score (-0·09 [-0·16,-0·01]) and HAZ (-0·12 [-0·20,-0·04]), but the association with WAZ was not significant (p = 0·142). HCC marginally mediated the association between cumulative adversities and HAZ (proportion mediated = 0·06, p = 0·014). No evidence of mediation was found for the cognition outcome. Conclusions: Cumulative early adversities and HCC measured at 12-months have persistent negative effects on child growth and cognition at 3-years. The association between adversities and these two child outcomes were differentially mediated by HCC, with no evidence of mediation observed for the cognitive outcome. Future studies should focus on other stress biomarkers, and alternate pathways such as the immune, inflammation and cellular ageing pathways, to unpack key mechanisms underlying the established relationship between early adversities and poor child outcomes.
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Affiliation(s)
- Debarati Mukherjee
- Life course Epidemiology, Indian Institute of Public Health-Bengaluru, Public Health Foundation of India, Bengaluru, Karnataka, 560023, India
| | - Sunil Bhopal
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, NE2 4AX, UK
- Maternal & Child Health Intervention Research Group, Department of Population Health, Faculty of Epidemiology & Population Health, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK
| | - Supriya Bhavnani
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Kamal Kant Sharma
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Reetabrata Roy
- Maternal & Child Health Intervention Research Group, Department of Population Health, Faculty of Epidemiology & Population Health, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Gauri Divan
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Siddhartha Mandal
- Center for Chronic Disease Control, C-1/52, 2ND FL, Safdarjung Development Area, New Delhi, 110016, India
| | - Seyi Soremekun
- Department of Infection Biology, Faculty of Infectious and Tropical Disease, London School of Hygiene and Tropical Medicine, London, WC1E 7HT, UK
| | - Betty Kirkwood
- Maternal & Child Health Intervention Research Group, Department of Population Health, Faculty of Epidemiology & Population Health, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK
| | - Vikram Patel
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
- Department of Global Health & Social Medicine, Harvard Medical School, 41 Huntington Ave, Boston, MA, 02115, USA
- Department of Global Health and Population, Harvard T H Chan School of Public Health, 655 Huntington Ave, Boston, MA, 02115, USA
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8
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Mukherjee D, Bhopal S, Bhavnani S, Sharma KK, Roy R, Divan G, Mandal S, Soremekun S, Kirkwood B, Patel V. The effect of cumulative early life adversities, and their differential mediation through hair cortisol levels, on childhood growth and cognition: Three-year follow-up of a birth cohort in rural India. Wellcome Open Res 2022; 7:74. [PMID: 35592545 PMCID: PMC9096148 DOI: 10.12688/wellcomeopenres.17712.2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/18/2022] [Indexed: 11/20/2022] Open
Abstract
Background: Early adversities negatively impact children’s growth and development, putatively mediated by chronic physiological stress resulting from these adverse experiences. We aimed to estimate the associations between prospectively measured cumulative early adversities with growth and cognition outcomes in rural Indian preschool children and to explore if hair cortisol concentration (HCC), a measure of chronic physiological stress, mediated the above association. Methods: Participants were recruited from the SPRING cRCT in rural Haryana, India. Adversities experienced through pregnancy and the first year of life were measured in 1304 children at 12-months. HCC was measured at 12-months in 845 of them. Outcome measures were height-for-age-z-score (HAZ), weight-for-age-z-score (WAZ) and cognition, measured in 1124 children followed up at 3-years. Cognition was measured using a validated tablet-based gamified tool named DEEP. Results: Cumulative adversities at 12-months were inversely associated with all outcomes measures at 3-years. Each unit increase in adversity score led to a decrease of 0·08 units [95% confidence interval (CI):-0·11,-0·06] in DEEP-z-score; 0·12 units [-0·14,-0·09] in HAZ and 0·11 units [-0·13,-0·09] in WAZ. 12-month HCC was inversely associated with DEEP-z-score (-0·09 [-0·16,-0·01]) and HAZ (-0·12 [-0·20,-0·04]), but the association with WAZ was not significant (p = 0·142). HCC marginally mediated the association between cumulative adversities and HAZ (proportion mediated = 0·06, p = 0·014). No evidence of mediation was found for the cognition outcome. Conclusions: Cumulative early adversities and HCC measured at 12-months have persistent negative effects on child growth and cognition at 3-years. The association between adversities and these two child outcomes were differentially mediated by HCC, with no evidence of mediation observed for the cognitive outcome. Future studies should focus on other stress biomarkers, and alternate pathways such as the immune, inflammation and cellular ageing pathways, to unpack key mechanisms underlying the established relationship between early adversities and poor child outcomes.
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Affiliation(s)
- Debarati Mukherjee
- Life course Epidemiology, Indian Institute of Public Health-Bengaluru, Public Health Foundation of India, Bengaluru, Karnataka, 560023, India
| | - Sunil Bhopal
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, NE2 4AX, UK
- Maternal & Child Health Intervention Research Group, Department of Population Health, Faculty of Epidemiology & Population Health, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK
| | - Supriya Bhavnani
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Kamal Kant Sharma
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Reetabrata Roy
- Maternal & Child Health Intervention Research Group, Department of Population Health, Faculty of Epidemiology & Population Health, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Gauri Divan
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
| | - Siddhartha Mandal
- Center for Chronic Disease Control, C-1/52, 2ND FL, Safdarjung Development Area, New Delhi, 110016, India
| | - Seyi Soremekun
- Department of Infection Biology, Faculty of Infectious and Tropical Disease, London School of Hygiene and Tropical Medicine, London, WC1E 7HT, UK
| | - Betty Kirkwood
- Maternal & Child Health Intervention Research Group, Department of Population Health, Faculty of Epidemiology & Population Health, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK
| | - Vikram Patel
- Child Development Group, Sangath, 451 Bhatkar Waddo, Succor, Bardez, Goa, 403501, India
- Department of Global Health & Social Medicine, Harvard Medical School, 41 Huntington Ave, Boston, MA, 02115, USA
- Department of Global Health and Population, Harvard T H Chan School of Public Health, 655 Huntington Ave, Boston, MA, 02115, USA
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Curenton SM, Rochester SE, Sims J, Ibekwe-Okafor N, Iruka IU, García-Miranda AG, Whittaker J. Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference. Child Dev 2022; 93:681-698. [PMID: 35503089 DOI: 10.1111/cdev.13779] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
This study used secondary data from the My Teaching Partner-Math/Science 2013-2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01-0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers' use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.
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Affiliation(s)
- Stephanie M Curenton
- Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts, USA
| | - Shana E Rochester
- Sherman Center for Early Learning, University of Maryland, Baltimore County, Baltimore, Maryland, USA
| | - Jacqueline Sims
- Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts, USA
| | - Nneka Ibekwe-Okafor
- Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts, USA
| | - Iheoma U Iruka
- Department of Public Policy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | | | - Jessica Whittaker
- Curry School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
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Blair C, Ku S. A Hierarchical Integrated Model of Self-Regulation. Front Psychol 2022; 13:725828. [PMID: 35317011 PMCID: PMC8934409 DOI: 10.3389/fpsyg.2022.725828] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 01/17/2022] [Indexed: 11/13/2022] Open
Abstract
We present a hierarchical integrated model of self-regulation in which executive function is the cognitive component of the model, together with emotional, behavioral, physiological, and genetic components. These five components in the model are reciprocally and recursively related. The model is supported by empirical evidence, primarily from a single longitudinal study with good measurement at each level of the model. We also find that the model is consistent with current thinking on related topics such as cybernetic theory, the theory of allostasis and allostatic load, and the theory of skill development in harsh and unpredictable environments, referred to as “hidden talents.” Next, we present literature that the integrative processes are susceptible to environmental adversity, poverty-related risk in particular, while positive social interactions with caregivers (e.g., maternal sensitivity) would promote self-regulatory processes or mitigate the adverse effect of early risk on the processes. A hierarchical integrative model of self-regulation advances our understanding of self-regulatory processes. Future research may consider broader social contexts of the integrative self-regulation system, such as neighborhood/community contexts and structural racism. This can be an integral step to provide children with equitable opportunities to thrive, even among children living in socioeconomically and psychosocially disadvantaged environments.
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Affiliation(s)
- Clancy Blair
- Department of Population Health, New York University School of Medicine, New York, NY, United States
- Department of Applied Psychology, New York University, New York, NY, United States
- *Correspondence: Clancy Blair
| | - Seulki Ku
- Department of Population Health, New York University School of Medicine, New York, NY, United States
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11
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Oeri N, Roebers CM. Adversity in early childhood: Long-term effects on early academic skills. CHILD ABUSE & NEGLECT 2022; 125:105507. [PMID: 35101773 DOI: 10.1016/j.chiabu.2022.105507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Revised: 01/07/2022] [Accepted: 01/12/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The dimensional adversity model (McLaughlin & Sheridan, 2016) proposes that deprivation and threat affect child development differently. However, empirical support for the dimensional adversity model stems predominately from adolescent samples. OBJECTIVE We aimed to examine if deprivation and threat experiences in infancy have differential effects on pre-academic skills in early childhood. Furthermore, we addressed the effect of chronic vs. temporary adversity exposure in infancy. PARTICIPANTS AND SETTING The population-based sample consisted of 3481 infants (49% girls). New-borns and their families were followed longitudinally (6 months to 6 years of age). METHODS Based on parental information, we computed four deprivation variables and three threat variables. Pre-academic cognitive and social-emotional skills were measured with a math and a vocabulary test and parental questionnaires on emotion regulation and behavioral problems. RESULTS Results showed that infant deprivation (but not threat) is negatively associated with math scores (β = -0.06) and language skills (β = -0.04) in kindergarten. However, infant threat and deprivation were both associated with behavioral problems (β = 0.06; β = 0.04) and emotion-regulation difficulties (β = 0.04; β = 0.03) in kindergarten. Analyses comparing chronic vs. temporary adversity exposure showed that chronic exposure was strongly related to all cognitive and social-emotional outcomes. CONCLUSIONS We found partial support for the differential effects of deprivation and threat on pre-academic skills. Furthermore, the results suggest that particularly chronic adversity poses a potential risk for development - across domains of cognition and emotions.
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Affiliation(s)
- Niamh Oeri
- Department of Developmental Psychology, Institute of Psychology, University of Bern, Fabrikstrasse 8, CH-3012 Bern, Switzerland.
| | - Claudia M Roebers
- Department of Developmental Psychology, Institute of Psychology, University of Bern, Fabrikstrasse 8, CH-3012 Bern, Switzerland
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12
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Wang CC, Sun YC, Zhang Y, Xin YW, Gao WX, Jia LP, Liu XQ. An ERP study on the influence of mental abacus calculation on subthreshold arithmetic priming in children. Neuroreport 2022; 33:116-128. [PMID: 35139060 DOI: 10.1097/wnr.0000000000001761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The objective of this study was to investigate the influence of mental abacus calculation training (MACT) on subliminal cognitive processes. METHODS Twenty children with intensive MACT (MACT group) and 20 children without MACT (non-MACT group) were selected. The two groups of children were matched in age, sex, handedness and academic grade. The participants were tested with subthreshold arithmetic priming task while their neural activities were recorded with a 32-channel electroencephalogram system. RESULTS We found that MACT changed the subliminal cognitive mechanism of computational processing, speeding up the computation. MACT affected the computational processing mode. Specifically, in the identification stage, both groups of children adopted the visual space processing mode, while in the computing stage, the MACT group adopted a visual space processing mode, but the non-MACT group adopted a semantic processing mode. Moreover, MACT improved children's executive functions. CONCLUSION These results yielded insights into the effect of early abacus training on children's cognitive processing, providing a theoretical basis for the development and promotion of abacus training.
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Affiliation(s)
- Cong-Cong Wang
- Department of Psychology, Weifang Medical University, Weifang, Shandong, China
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13
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Wang Y, Chen X. Early childhood relational contexts contribute to executive function in first grade. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2021.101367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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14
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Simões C, Santos AC, Lebre P, Daniel JR, Branquinho C, Gaspar T, Matos MGD. Assessing the impact of the European resilience curriculum in preschool, early and late primary school children. SCHOOL PSYCHOLOGY INTERNATIONAL 2021. [DOI: 10.1177/01430343211025075] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.
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Affiliation(s)
- Celeste Simões
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Portugal
| | - Anabela C. Santos
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Portugal; ISCTE – Instituto Universitário de Lisboa (IUL), CIS-IUL, Portugal
| | - Paula Lebre
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; ISCTE – Instituto Universitário de Lisboa (IUL), CIS-IUL, Portugal
| | - João R. Daniel
- William James Center for Research, ISPA – Instituto Universitário, Portugal
| | - Cátia Branquinho
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Portugal
| | - Tânia Gaspar
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Portugal; Escola de Psicologia, Universidade Lusíada, CLISSIS, Portugal
| | - Margarida G. de Matos
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Portugal
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Morris AS, Hays-Grudo J, Kerr KL, Beasley LO. The heart of the matter: Developing the whole child through community resources and caregiver relationships. Dev Psychopathol 2021; 33:533-544. [PMID: 33955346 PMCID: PMC8108681 DOI: 10.1017/s0954579420001595] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Numerous developmental scholars have been influenced by the research, policies, and thinking of the late Edward Zigler, who was instrumental in founding Head Start and Early Head Start. In line with the research and advocacy work of Zigler, we discuss two models that support the development of the whole child. We begin by reviewing how adverse and protective experiences "get under the skin" and affect developmental trajectories and risk and resilience processes. We then present research and examples of how experiences affect the whole child, the heart and the head (social, emotional, cognitive, and physical development), and consider development within context and across domains. We discuss examples of interventions that strengthen nurturing relationships as the mechanism of change. We offer a public health perspective on promoting optimal development through nurturing relationships and access to resources during early childhood. We end with a discussion of the myth that our current society is child-focused and argue for radical, essential change to make promoting optimal development for all children the cornerstone of our society.
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Evans D, Field AP. Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education. ROYAL SOCIETY OPEN SCIENCE 2020; 7:200975. [PMID: 33204463 PMCID: PMC7657886 DOI: 10.1098/rsos.200975] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 09/09/2020] [Indexed: 05/09/2023]
Abstract
Maths attainment is essential for a wide range of outcomes relating to further education, careers, health and the wider economy. Research suggests a significant proportion of adults and adolescents are underachieving in maths within the UK, making this a key area for research. This study investigates the role of children's perceptions of the school climate (children's affect towards school and student-teacher relationships), their attitudes towards maths and teacher characteristics as predictors of maths attainment trajectories, taking the transition from primary to secondary education into consideration. Two growth models were fit using secondary data analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). The first model, which looked at predictors of maths attainment in primary education, found significant associations only between positive maths attitudes and increased maths attainment. The second model, which looked at predictors of maths attainment in secondary education, found significant associations between increased maths attainment and positive maths attitudes, decreased school belonging, positive student-teacher relationships and increased teacher fairness. The findings suggest that the secondary education school environment is particularly important for maths attainment.
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