Niklas Ortelbach, I. Bovenschen, Jennifer Gerlach, C. Peter, H. Scheithauer
Due to an increasing number of children under the age of three attending early childhood education and care (ECEC), there is an increasing need for high-quality care settings. In addition to primary caregivers, ECEC teachers are important socializers of children’s emotional development and may become children’s attachment figures. Early preventive interventions bear the potential to reduce the risk for later maladaptive development in the social-emotional domain. The first objective of the present article is to introduce the Papilio-U3 program, a universal preventive intervention program to foster positive and sensitive teacher-child interactions, to foster children’s early social-emotional competence and secure child-teacher attachment relationships in ECEC, and to prevent children’s emotional and behavioral problems. Furthermore, we report the design and first results of the formative evaluation derived from the pilot evaluation study. The program was developed according to the Intervention Mapping Approach, and the present article describes the planning process comprising a needs assessment and description of the intervention context, the derivation of the logic model of change, a detailed account of the program design, production, implementation, and an overview of the program evaluation study (multi-centric, randomized-controlled trial). The total sample of the evaluation study comprised 125 teachers (age M= 34.0, SD = 10.1, 98.4 % female) from 55 ECEC centers. For the formative evaluation, teachers of the intervention group (n = 61) reported on training content, methods, material, organizational conditions, and potential challenges in the course of program implementation. Finally,we provide directions to revise the program and to guide future implementation of preventive intervention programs in the ECEC context.
{"title":"Design, Implementation, and Evaluation of a Preventive Intervention Program to Promote Social-Emotional Development and Attachment Security of Toddlers in Early Childhood Education and Care: The Papilio-U3 Program","authors":"Niklas Ortelbach, I. Bovenschen, Jennifer Gerlach, C. Peter, H. Scheithauer","doi":"10.3233/dev-220336","DOIUrl":"https://doi.org/10.3233/dev-220336","url":null,"abstract":"Due to an increasing number of children under the age of three attending early childhood education and care (ECEC), there is an increasing need for high-quality care settings. In addition to primary caregivers, ECEC teachers are important socializers of children’s emotional development and may become children’s attachment figures. Early preventive interventions bear the potential to reduce the risk for later maladaptive development in the social-emotional domain. The first objective of the present article is to introduce the Papilio-U3 program, a universal preventive intervention program to foster positive and sensitive teacher-child interactions, to foster children’s early social-emotional competence and secure child-teacher attachment relationships in ECEC, and to prevent children’s emotional and behavioral problems. Furthermore, we report the design and first results of the formative evaluation derived from the pilot evaluation study. The program was developed according to the Intervention Mapping Approach, and the present article describes the planning process comprising a needs assessment and description of the intervention context, the derivation of the logic model of change, a detailed account of the program design, production, implementation, and an overview of the program evaluation study (multi-centric, randomized-controlled trial). The total sample of the evaluation study comprised 125 teachers (age M= 34.0, SD = 10.1, 98.4 % female) from 55 ECEC centers. For the formative evaluation, teachers of the intervention group (n = 61) reported on training content, methods, material, organizational conditions, and potential challenges in the course of program implementation. Finally,we provide directions to revise the program and to guide future implementation of preventive intervention programs in the ECEC context.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43268802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Scheithauer, Markus Hess, Maryam Zarra-Nezhad, C. Peter, Ralf Wölfer
The development of social-emotional skills is crucial in early childhood. Behavior problems in early childhood are risk factors for difficulties throughout childhood and adolescence and beyond. Considering the importance of developing social and emotional skills during early childhood, this study introduced the Papilio-3to6 program into everyday early childhood education and care (ECEC) in Germany. The program combines measures of developmentally appropriate practice and measures of social-emotional learning with strategies of developmentally appropriate prevention of behavioral and emotional problems. The underlying theory, the components of the program, evaluation results, dissemination, and implementation into ECEC center in Germany are described. A total of 627 children (MAGE = 56.77 months at pretest; 49% girls) from 50 ECEC center groups participated in an effectiveness, randomized controlled trial. At the pre- and posttest, teachers completed questionnaires related to children’s behaviors. Teachers completed questionnaires measuring their levels of job satisfaction, self-efficacy (control variables) and program implementation. A multivariate-multi-level-analysis revealed that children in the intervention groups, compared to the control groups, showed a significant decrease in their hyperactivity/inattention symptoms, as well as emotional, peer relationship problems, and conduct problems. The results also showed a significant increase in children’s prosocial behavior. Teachers’ job satisfaction and self-efficacy had no influence on the effectiveness of the program. Results supported treatment fidelity and usability.
{"title":"Developmentally Appropriate Prevention of Behavioral and Emotional Problems, Social-Emotional Learning, and Developmentally Appropriate Practice for Early Childhood Education and Care: The Papilio-3to6 Program","authors":"H. Scheithauer, Markus Hess, Maryam Zarra-Nezhad, C. Peter, Ralf Wölfer","doi":"10.3233/dev-220331","DOIUrl":"https://doi.org/10.3233/dev-220331","url":null,"abstract":"The development of social-emotional skills is crucial in early childhood. Behavior problems in early childhood are risk factors for difficulties throughout childhood and adolescence and beyond. Considering the importance of developing social and emotional skills during early childhood, this study introduced the Papilio-3to6 program into everyday early childhood education and care (ECEC) in Germany. The program combines measures of developmentally appropriate practice and measures of social-emotional learning with strategies of developmentally appropriate prevention of behavioral and emotional problems. The underlying theory, the components of the program, evaluation results, dissemination, and implementation into ECEC center in Germany are described. A total of 627 children (MAGE = 56.77 months at pretest; 49% girls) from 50 ECEC center groups participated in an effectiveness, randomized controlled trial. At the pre- and posttest, teachers completed questionnaires related to children’s behaviors. Teachers completed questionnaires measuring their levels of job satisfaction, self-efficacy (control variables) and program implementation. A multivariate-multi-level-analysis revealed that children in the intervention groups, compared to the control groups, showed a significant decrease in their hyperactivity/inattention symptoms, as well as emotional, peer relationship problems, and conduct problems. The results also showed a significant increase in children’s prosocial behavior. Teachers’ job satisfaction and self-efficacy had no influence on the effectiveness of the program. Results supported treatment fidelity and usability.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43656798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jari Planert, J. Krakowczyk, Brian P. Godor, Ruth Van der Hallen
When considering developmental psychology three concepts stand out; (1) resilience: the resistance to stress, (2) coping: the strategies used to reduce stress, and (3) sense of belonging: the connectedness towards peers. Although all three concepts are important for a child’s development, the academic literature lacks research on the interrelations and interplay between them. This study employed network analysis to investigate the interplay between resilience, coping, and sense of belonging in children. Three hundred and seventy-three children (aged 10-12; 51% boys, 49% girls) completed a pen-and-paper survey including the Resiliency Scales for Children and Adolescents (RSCA), Coping Orientation to Problems Experienced (Brief-COPE), and PISA sense of belonging scale. Results revealed resilience to be associated with both coping and sense of belonging, yet weaker associations emerged between coping and sense of belonging. Three striking node patterns of high interconnectedness were revealed that further deepen our understanding of the interplay between these concepts. Implications for research and practice and limitations of the current study are discussed.
{"title":"Just Deal With It: A Network Analysis of Resilience, Coping, and Sense of Belonging Among Children","authors":"Jari Planert, J. Krakowczyk, Brian P. Godor, Ruth Van der Hallen","doi":"10.3233/dev-221324","DOIUrl":"https://doi.org/10.3233/dev-221324","url":null,"abstract":"When considering developmental psychology three concepts stand out; (1) resilience: the resistance to stress, (2) coping: the strategies used to reduce stress, and (3) sense of belonging: the connectedness towards peers. Although all three concepts are important for a child’s development, the academic literature lacks research on the interrelations and interplay between them. This study employed network analysis to investigate the interplay between resilience, coping, and sense of belonging in children. Three hundred and seventy-three children (aged 10-12; 51% boys, 49% girls) completed a pen-and-paper survey including the Resiliency Scales for Children and Adolescents (RSCA), Coping Orientation to Problems Experienced (Brief-COPE), and PISA sense of belonging scale. Results revealed resilience to be associated with both coping and sense of belonging, yet weaker associations emerged between coping and sense of belonging. Three striking node patterns of high interconnectedness were revealed that further deepen our understanding of the interplay between these concepts. Implications for research and practice and limitations of the current study are discussed.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adults, preschool children, and infants gesture more with their right hand than with their left hand. Since gestures and speech are related in production, it is possible that this right-hand preference reflects left-hemisphere lateralization for gestures and speech. The primary purpose of the present study was to test if children between the ages of 6 and 10 years show a right-hand preference in referential gestures while telling a story. We also tested four predictors of children’s degree of right-hand preference: 1) bilingualism, 2) language proficiency, 3) age, and 4) sex. Previous studies have shown that these variables are related to the degree of speech lateralization. Twenty-five English monolingual (17 girls; Mage = 8.0, SDage = 1.4), 21 French monolingual (12 girls; Mage = 7.3, SDage = 1.4,) and 25 French-English bilingual (11 girls; Mage = 8.5, SDage = 1.4) children watched a cartoon and told the story back. The bilinguals did this once in each language. The referential gestures were coded for handedness. Most of the participants showed a right-hand preference for gesturing. In English, none of the predictor variables was clearly related to right-hand preference. In French, the monolinguals showed a stronger right-hand preference than the bilinguals. These inconsistent findings across languages raise doubts as to whether the right-hand preference is linked to lateralization for speech.
{"title":"Hand Preference in Children’s Referential Gestures During Storytelling: Testing for Effects of Bilingualism, Language Ability, Age, and Sex","authors":"E. Nicoladis, Haylee Gourlay","doi":"10.3233/dev-199467","DOIUrl":"https://doi.org/10.3233/dev-199467","url":null,"abstract":"Adults, preschool children, and infants gesture more with their right hand than with their left hand. Since gestures and speech are related in production, it is possible that this right-hand preference reflects left-hemisphere lateralization for gestures and speech. The primary purpose of the present study was to test if children between the ages of 6 and 10 years show a right-hand preference in referential gestures while telling a story. We also tested four predictors of children’s degree of right-hand preference: 1) bilingualism, 2) language proficiency, 3) age, and 4) sex. Previous studies have shown that these variables are related to the degree of speech lateralization. Twenty-five English monolingual (17 girls; Mage = 8.0, SDage = 1.4), 21 French monolingual (12 girls; Mage = 7.3, SDage = 1.4,) and 25 French-English bilingual (11 girls; Mage = 8.5, SDage = 1.4) children watched a cartoon and told the story back. The bilinguals did this once in each language. The referential gestures were coded for handedness. Most of the participants showed a right-hand preference for gesturing. In English, none of the predictor variables was clearly related to right-hand preference. In French, the monolinguals showed a stronger right-hand preference than the bilinguals. These inconsistent findings across languages raise doubts as to whether the right-hand preference is linked to lateralization for speech.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47676780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Eyuboglu, D. Eyuboglu, Karzan Nazlı Ece, Ferhat Yaylacı, Engin Karadağ, D. Arslantaş
This study examined the new parent-report assessment’s reliability and validity, the Eyuboglu Sensory Reactivity Scale (ESRS), in children with ASD. The ESRS was designed to assess the frequency of sensory behaviors in children with ASD. A total of 167 (age 2–18, M = 6.4±4.1 years, 79.6 % male) children and their families were included. Parents were asked to fill in the ESRS and the Autism Behavior Checklist (ABC). In addition, the Childhood Autism Rating Scale (CARS) was administered by the clinician. The psychometric properties were examined through reliability and validity analyses. According to explorative factor analysis, the ESRS consists of a 15 five-point Likert-type that has acceptable internal consistency and good validity for children aged 2 through 18. Cronbach’s alpha of the scale was 0.85. The scale also showed good concurrent and convergent validity. The ESRS has the potential to measure unusual sensory reactions and can be used to follow up sensory interventions in children with ASD.
{"title":"Development and Validation of the Parent-Rated Sensory Reactivity Scale for Children with Autism Spectrum Disorder","authors":"M. Eyuboglu, D. Eyuboglu, Karzan Nazlı Ece, Ferhat Yaylacı, Engin Karadağ, D. Arslantaş","doi":"10.3233/dev-210317","DOIUrl":"https://doi.org/10.3233/dev-210317","url":null,"abstract":"This study examined the new parent-report assessment’s reliability and validity, the Eyuboglu Sensory Reactivity Scale (ESRS), in children with ASD. The ESRS was designed to assess the frequency of sensory behaviors in children with ASD. A total of 167 (age 2–18, M = 6.4±4.1 years, 79.6 % male) children and their families were included. Parents were asked to fill in the ESRS and the Autism Behavior Checklist (ABC). In addition, the Childhood Autism Rating Scale (CARS) was administered by the clinician. The psychometric properties were examined through reliability and validity analyses. According to explorative factor analysis, the ESRS consists of a 15 five-point Likert-type that has acceptable internal consistency and good validity for children aged 2 through 18. Cronbach’s alpha of the scale was 0.85. The scale also showed good concurrent and convergent validity. The ESRS has the potential to measure unusual sensory reactions and can be used to follow up sensory interventions in children with ASD.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43974924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most research on developmental prevention programs stems from Anglo-American countries. However, in German-speaking European countries, there is also a broad range of family-oriented programs to promote child development and prevent behavioral problems. This article presents a meta-analysis of n = 79 studies on family-based prevention that had a comparison group and were performed in Germany, Austria, or Switzerland. Overall, the data contained 10,667 parents and showed a significant positive mean effect of the programs (d = 0.31). The mean effect for parent related outcomes (d = 0.40) was larger than for measures of child behavior (d = 0.20). There was much heterogeneity across studies and very few had follow-ups of more than one year. Moderator analyses revealed particular influences of methodological study characteristics, e.g. larger effects in smaller samples and less well-controlled studies. Most results of our meta-analysis are similar to what has been found in the English-speaking world. However, as in international practice, the evaluated programs seem to be not representative for everyday prevention reality where many programs are not evaluated at all. Our study confirms the need for more high-quality and long-term evaluation as well as cross-national comparisons and replicated moderator analyses.
{"title":"Meta-Analysis on the Effects of Family- Oriented Prevention in German-Speaking Countries: A Contribution to Cross-Cultural Generalization","authors":"M. Weiss, Martin Schmucker, F. Lösel","doi":"10.3233/dev-210320","DOIUrl":"https://doi.org/10.3233/dev-210320","url":null,"abstract":"Most research on developmental prevention programs stems from Anglo-American countries. However, in German-speaking European countries, there is also a broad range of family-oriented programs to promote child development and prevent behavioral problems. This article presents a meta-analysis of n = 79 studies on family-based prevention that had a comparison group and were performed in Germany, Austria, or Switzerland. Overall, the data contained 10,667 parents and showed a significant positive mean effect of the programs (d = 0.31). The mean effect for parent related outcomes (d = 0.40) was larger than for measures of child behavior (d = 0.20). There was much heterogeneity across studies and very few had follow-ups of more than one year. Moderator analyses revealed particular influences of methodological study characteristics, e.g. larger effects in smaller samples and less well-controlled studies. Most results of our meta-analysis are similar to what has been found in the English-speaking world. However, as in international practice, the evaluated programs seem to be not representative for everyday prevention reality where many programs are not evaluated at all. Our study confirms the need for more high-quality and long-term evaluation as well as cross-national comparisons and replicated moderator analyses.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45993858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Assessment of Language in Adults using Self-reported Skills (ALASS) is an online tool aimed at providing a rapid indication of language-related skills at two levels: basic performance and social use. In Study 1, we have developed and validated a new tool with two objective measures: a lexical decision test and a grammaticality judgement test, completed online by 280 participants (204 men, 69 female, 7 undisclosed, age: M = 24.4 years; SD = 11.1). Results show that ALASS is a good predictor of the outcomes for reaction times in the objective measures. In study 2, we have run further analyses with a subset of 209 adults (157 women, 47 men, 5 undisclosed; age: M = 20.9 years; SD = 5.8) to validate the social implications of ALASS with another online study, also showing a considerable explanatory power in this case, and strengthening the divergent nature of language when it is used with a social purpose against a more cognitive function (i.e. literacy and language production and comprehension). Considering its explanatory power for lexical performance, we believe that the scale has a potential applicability in the assessment of adults that could have missed a diagnosis of Developmental Language Disorder during childhood.
{"title":"The Divergent Nature of Language Performance and Social Use of Language: An Online Scale for the Assessment of Language in Adults Using Self-reported Skills (ALASS)","authors":"Hannah E. Joyce, J. Aguado-Orea","doi":"10.3233/dev-210316","DOIUrl":"https://doi.org/10.3233/dev-210316","url":null,"abstract":"The Assessment of Language in Adults using Self-reported Skills (ALASS) is an online tool aimed at providing a rapid indication of language-related skills at two levels: basic performance and social use. In Study 1, we have developed and validated a new tool with two objective measures: a lexical decision test and a grammaticality judgement test, completed online by 280 participants (204 men, 69 female, 7 undisclosed, age: M = 24.4 years; SD = 11.1). Results show that ALASS is a good predictor of the outcomes for reaction times in the objective measures. In study 2, we have run further analyses with a subset of 209 adults (157 women, 47 men, 5 undisclosed; age: M = 20.9 years; SD = 5.8) to validate the social implications of ALASS with another online study, also showing a considerable explanatory power in this case, and strengthening the divergent nature of language when it is used with a social purpose against a more cognitive function (i.e. literacy and language production and comprehension). Considering its explanatory power for lexical performance, we believe that the scale has a potential applicability in the assessment of adults that could have missed a diagnosis of Developmental Language Disorder during childhood.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46939163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
African American youth are more likely to experience racial discrimination, which contributes to greater sensitivity to disrespect and aggressive behavior. However, little is known about possible reciprocal relationships among discrimination, disrespect sensitivity, and aggression. This study investigated these reciprocal relationships and whether they vary by sex in predominantly African American youth. A total of 75 urban adolescents (52% female; 97% African American) reported on perceived disrespect sensitivity, racial discrimination, and aggression at two time points (average ages 16.1, SD = 1.11 and 17.8, SD = 1.14). Results from an autoregressive cross-lagged model indicated that racial discrimination at age 16 predicted greater disrespect sensitivity at age 18, whereas greater disrespect sensitivity predicted lower levels of racial discrimination over time. Analyses of sex differences showed that sensitivity to disrespect predicted lower levels of racial discrimination more strongly in females compared to males. These findings may inform interventions for African American adolescents who experience racial discrimination.
{"title":"Reciprocal Relationships between Disrespect Sensitivity, Racial Discrimination, and Aggression in African American Youth","authors":"Carlos N Espinoza, M. Goering, S. Mrug","doi":"10.3233/dev-210319","DOIUrl":"https://doi.org/10.3233/dev-210319","url":null,"abstract":"African American youth are more likely to experience racial discrimination, which contributes to greater sensitivity to disrespect and aggressive behavior. However, little is known about possible reciprocal relationships among discrimination, disrespect sensitivity, and aggression. This study investigated these reciprocal relationships and whether they vary by sex in predominantly African American youth. A total of 75 urban adolescents (52% female; 97% African American) reported on perceived disrespect sensitivity, racial discrimination, and aggression at two time points (average ages 16.1, SD = 1.11 and 17.8, SD = 1.14). Results from an autoregressive cross-lagged model indicated that racial discrimination at age 16 predicted greater disrespect sensitivity at age 18, whereas greater disrespect sensitivity predicted lower levels of racial discrimination over time. Analyses of sex differences showed that sensitivity to disrespect predicted lower levels of racial discrimination more strongly in females compared to males. These findings may inform interventions for African American adolescents who experience racial discrimination.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42817115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With implemented school closures, the global crisis of COVID-19 has caused drastic changes in the dynamics and routines of children and their families. The rapid transition to homeschooling and social distancing measures have been particularly challenging for schoolchildren and their parents. In the adverse situation of COVID-19, children are more vulnerable to contextual factors such as familial risks, leading to unfavorable outcomes in children’s mental health, their emotional and psychosocial development. The present study aimed to synthesize available literature on psychosocial outcomes in schoolchildren (ages 6–13 years) who were exposed to family-related stressors during mandatory school closures. A systematic review was carried out, following the PRISMA guideline. A total of 419 records were retrieved from electronic databases, journals, and reference lists of primary studies and reviews. Studies were analyzed by the interrelation of negative child outcomes and parent-related variables during the period of school closure. Ten studies were included in this review. Studies varied in quality, in the combination of psychosocial factors, and child outcomes. Identified psychosocial variables impacting children included parental mental health, parental stress, parent-child interaction, and parenting stress. Identified negative outcomes in children encompassed emotional problems, behavioral problems, hyperactivity, anxiety and depression. Overall, results highlighted the link between children’s psychological response and parent-related variables during school closures. Results show that pandemic-related school closures had a considerable effect on children. However, findings cannot be interpreted conclusive as studies measured other factors, that contributed to a child’s psychological status quo.
{"title":"School Closures During the COVID-19 Pandemic: Psychosocial Outcomes in Children - a Systematic Review","authors":"Juliane Lehmann, V. Lechner, H. Scheithauer","doi":"10.3233/dev-220322","DOIUrl":"https://doi.org/10.3233/dev-220322","url":null,"abstract":"With implemented school closures, the global crisis of COVID-19 has caused drastic changes in the dynamics and routines of children and their families. The rapid transition to homeschooling and social distancing measures have been particularly challenging for schoolchildren and their parents. In the adverse situation of COVID-19, children are more vulnerable to contextual factors such as familial risks, leading to unfavorable outcomes in children’s mental health, their emotional and psychosocial development. The present study aimed to synthesize available literature on psychosocial outcomes in schoolchildren (ages 6–13 years) who were exposed to family-related stressors during mandatory school closures. A systematic review was carried out, following the PRISMA guideline. A total of 419 records were retrieved from electronic databases, journals, and reference lists of primary studies and reviews. Studies were analyzed by the interrelation of negative child outcomes and parent-related variables during the period of school closure. Ten studies were included in this review. Studies varied in quality, in the combination of psychosocial factors, and child outcomes. Identified psychosocial variables impacting children included parental mental health, parental stress, parent-child interaction, and parenting stress. Identified negative outcomes in children encompassed emotional problems, behavioral problems, hyperactivity, anxiety and depression. Overall, results highlighted the link between children’s psychological response and parent-related variables during school closures. Results show that pandemic-related school closures had a considerable effect on children. However, findings cannot be interpreted conclusive as studies measured other factors, that contributed to a child’s psychological status quo.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44220812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children, just like adults, conform to peer testimony when making ostensibly easy decisions. Yet, some are more prone to conform than others and little is known about which factors contribute to this variability. In the current study, we aimed to investigate the reasons for individual differences in conformity by examining potential correlates of experimentally-elicited conformity in a sample of Swedish 3.5-year-olds (N = 55; 56%girls). Specifically, we asked whether conformity was socialized by parents via their parental style and whether conformity is correlated with the behaviors of anonymous sharing or obedience, which might each share a common motivation with conformity. Our data showed that children’s conformity was associated with fathers’, but not mothers’, authoritarian parental style and with anonymous sharing, but not obedience. The findings lend support to the notions that authoritarian parental style encourages conformist behavior, and that conformity is correlated with anonymous sharing behavior.
{"title":"How Does Preschoolers’ Conformity Relate to Parental Style, Anonymous Sharing, and Obedience?","authors":"K. Hellmer, Gunilla Stenberg, Christine Fawcett","doi":"10.3233/dev-210313","DOIUrl":"https://doi.org/10.3233/dev-210313","url":null,"abstract":"Children, just like adults, conform to peer testimony when making ostensibly easy decisions. Yet, some are more prone to conform than others and little is known about which factors contribute to this variability. In the current study, we aimed to investigate the reasons for individual differences in conformity by examining potential correlates of experimentally-elicited conformity in a sample of Swedish 3.5-year-olds (N = 55; 56%girls). Specifically, we asked whether conformity was socialized by parents via their parental style and whether conformity is correlated with the behaviors of anonymous sharing or obedience, which might each share a common motivation with conformity. Our data showed that children’s conformity was associated with fathers’, but not mothers’, authoritarian parental style and with anonymous sharing, but not obedience. The findings lend support to the notions that authoritarian parental style encourages conformist behavior, and that conformity is correlated with anonymous sharing behavior.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49346557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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