C. Longobardi, L. E. Prino, F. Gastaldi, T. Jungert
This study focused on parents’ perceptions of the quality of sibling relationship and its association with some behavioral and emotional characteristics of the typically developing sibling. The participants were parents of children with autism spectrum disorder and typically developing siblings. The sample size was 43. The group comprised 14 fathers (32.6%) and 29 mothers (67.4%) aged 33–53 years ( ; SD = 5.23). The parents completed measures of siblings’ emotional and behavioral difficulties, siblings’ personality, and sibling relationships and their impact on families and siblings. The results showed that behavioral difficulties such as emotional symptoms, conduct problems, hyperactivity/inattention, and peer relationship problems were significantly associated with negative sibling relationships—characterized by rivalry, aggression, avoidance, and teaching behavior toward the brother or sister with an autism spectrum disorder. The implications are that sibling-focused interventions should focus on improving negative sibling relationships to reduce the impact on the difficulties of the typical development of the sibling of both genders and shape the content and delivery framework accordingly. This can be done by providing skills and approaches for enhancing sibling relationships so both parties benefit.
{"title":"Sibling Relationships, Personality Traits, Emotional, and Behavioral Difficulties in Autism Spectrum Disorders","authors":"C. Longobardi, L. E. Prino, F. Gastaldi, T. Jungert","doi":"10.1155/2019/9576484","DOIUrl":"https://doi.org/10.1155/2019/9576484","url":null,"abstract":"This study focused on parents’ perceptions of the quality of sibling relationship and its association with some behavioral and emotional characteristics of the typically developing sibling. The participants were parents of children with autism spectrum disorder and typically developing siblings. The sample size was 43. The group comprised 14 fathers (32.6%) and 29 mothers (67.4%) aged 33–53 years ( ; SD = 5.23). The parents completed measures of siblings’ emotional and behavioral difficulties, siblings’ personality, and sibling relationships and their impact on families and siblings. The results showed that behavioral difficulties such as emotional symptoms, conduct problems, hyperactivity/inattention, and peer relationship problems were significantly associated with negative sibling relationships—characterized by rivalry, aggression, avoidance, and teaching behavior toward the brother or sister with an autism spectrum disorder. The implications are that sibling-focused interventions should focus on improving negative sibling relationships to reduce the impact on the difficulties of the typical development of the sibling of both genders and shape the content and delivery framework accordingly. This can be done by providing skills and approaches for enhancing sibling relationships so both parties benefit.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2019/9576484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41644364","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}
Background. Though Ethiopia has made impressive progress in reducing child mortality in the past two decades, the reduction of under-five mortalities is a major concern for the Sustainable Development Goals (SDGs) introduced in 2016 targeted to reduce under-5 mortality rate below 25 deaths of under-5 per 1,000 live births by 2030. This study aims to assess the risk factors attributed to under-five mortalities in Ethiopia region based on Ethiopian Demographic Health Survey 2016 dataset. Methods. The study was a secondary analysis of 2016, Ethiopian Demographic Health Survey and the information collected from 10,274 children born five years preceding the survey was considered in the study, and variables like maternal social and demographic characteristics, child demographic characteristics, and cultural and environmental factors were considered as determinants of under-five deaths. The study used descriptive statistics and logistic regression model to explore significant risk factors accredited to under-five deaths in Ethiopia. Results. Maternal education attainment, women age at first birth, women current age, child birth order, preceding birth interval, birth type, and occupation of mother were found significant predictors of under-five mortalities. Being born to mother with no education (OR=2.610, 95% CI: 1.598, 4.265), short birth spacing 1 to 18 months birth intervals (OR=2.164, 95% CI: 1.821, 2.570), birth order of five and above, and 11 to 17 years ages at birth (OR=1.556, 95% CI: 1.243, 1.949) were factors significantly associated with increased risk of under-five mortalities. Conclusion. The magnitude of under-five deaths in the study area was decreasing. However, under-five mortality rates have stayed higher in some regions. Therefore, interventions that focus on birth spacing, mothers living in Affar and Gambela, and uneducated mothers are required for improving child survival in Ethiopia.
{"title":"Socioeconomic, Demographic, and Environmental Determinants of Under-5 Mortality in Ethiopia: Evidence from Ethiopian Demographic and Health Survey, 2016","authors":"B. Woldeamanuel","doi":"10.1155/2019/1073782","DOIUrl":"https://doi.org/10.1155/2019/1073782","url":null,"abstract":"Background. Though Ethiopia has made impressive progress in reducing child mortality in the past two decades, the reduction of under-five mortalities is a major concern for the Sustainable Development Goals (SDGs) introduced in 2016 targeted to reduce under-5 mortality rate below 25 deaths of under-5 per 1,000 live births by 2030. This study aims to assess the risk factors attributed to under-five mortalities in Ethiopia region based on Ethiopian Demographic Health Survey 2016 dataset. Methods. The study was a secondary analysis of 2016, Ethiopian Demographic Health Survey and the information collected from 10,274 children born five years preceding the survey was considered in the study, and variables like maternal social and demographic characteristics, child demographic characteristics, and cultural and environmental factors were considered as determinants of under-five deaths. The study used descriptive statistics and logistic regression model to explore significant risk factors accredited to under-five deaths in Ethiopia. Results. Maternal education attainment, women age at first birth, women current age, child birth order, preceding birth interval, birth type, and occupation of mother were found significant predictors of under-five mortalities. Being born to mother with no education (OR=2.610, 95% CI: 1.598, 4.265), short birth spacing 1 to 18 months birth intervals (OR=2.164, 95% CI: 1.821, 2.570), birth order of five and above, and 11 to 17 years ages at birth (OR=1.556, 95% CI: 1.243, 1.949) were factors significantly associated with increased risk of under-five mortalities. Conclusion. The magnitude of under-five deaths in the study area was decreasing. However, under-five mortality rates have stayed higher in some regions. Therefore, interventions that focus on birth spacing, mothers living in Affar and Gambela, and uneducated mothers are required for improving child survival in Ethiopia.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2019/1073782","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46388763","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}
R. Wiener, Christopher Waters, R. Bhandari, A. Shockey
Purpose. Children with ADHD have known behaviors of hyperactivity and impulsivity which may result in adverse outcomes. The purpose of this study is to examine the association of serious adverse outcomes (emergency department visits within the previous year) in preadolescents and adolescents with ADHD as compared with preadolescents and adolescents without ADHD. Method. The researchers conducted a cross-sectional, secondary data analysis of National Health Interview Survey (NHIS) 2017 data concerning 2,965 children (>11 to 17 years). The NHIS data resulted from face-to-face interviews of a household member selected from a multistage area probability design representing households in the US. Data analyses for this study included Chi-square bivariate analyses and logistic regression analyses. Results. There were 13.2% of children in the sample who had ADHD. Children with ADHD were more likely to be male and non-Hispanic white. They were also more likely to have one or more additional disease or condition excluding ADHD. In adjusted logistic regression analysis on emergency department utilization by ADHD status, the adjusted odds ratio was 1.93 (95%CI: 1.35, 2.74; p = 0.0003) for preadolescents and adolescents with ADHD as compared with preadolescents and adolescents without ADHD. Conclusion. Children with ADHD were more likely to have emergency department utilization than children without ADHD. Preventive medical visits were similar between preadolescent and adolescent children with and without ADHD. Characteristics associated with ADHD may explain the increased need for emergent care. Developing interventions for children with ADHD may decrease emergency department utilization.
{"title":"Healthcare Utilization and Morbidity among Adolescents with ADHD in Children Aged 11-17 Years, NHIS, 2017","authors":"R. Wiener, Christopher Waters, R. Bhandari, A. Shockey","doi":"10.1155/2019/4047395","DOIUrl":"https://doi.org/10.1155/2019/4047395","url":null,"abstract":"Purpose. Children with ADHD have known behaviors of hyperactivity and impulsivity which may result in adverse outcomes. The purpose of this study is to examine the association of serious adverse outcomes (emergency department visits within the previous year) in preadolescents and adolescents with ADHD as compared with preadolescents and adolescents without ADHD. Method. The researchers conducted a cross-sectional, secondary data analysis of National Health Interview Survey (NHIS) 2017 data concerning 2,965 children (>11 to 17 years). The NHIS data resulted from face-to-face interviews of a household member selected from a multistage area probability design representing households in the US. Data analyses for this study included Chi-square bivariate analyses and logistic regression analyses. Results. There were 13.2% of children in the sample who had ADHD. Children with ADHD were more likely to be male and non-Hispanic white. They were also more likely to have one or more additional disease or condition excluding ADHD. In adjusted logistic regression analysis on emergency department utilization by ADHD status, the adjusted odds ratio was 1.93 (95%CI: 1.35, 2.74; p = 0.0003) for preadolescents and adolescents with ADHD as compared with preadolescents and adolescents without ADHD. Conclusion. Children with ADHD were more likely to have emergency department utilization than children without ADHD. Preventive medical visits were similar between preadolescent and adolescent children with and without ADHD. Characteristics associated with ADHD may explain the increased need for emergent care. Developing interventions for children with ADHD may decrease emergency department utilization.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2019/4047395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64744474","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 present study attempted to determine differences between children and adults in the resolution of third-party property disputes involving different claims for ownership. Children (n = 110; mean age ± SD = 6.3 ± 1.2) and adults (n = 74; 37.5 ± 12.6) watched videos depicting ownership conflicts between two characters who held opposing claims over an object and were asked to decide who should own it. In the stories, each character based her claim on one of four distinct arguments: Discovery, Creation, Occupation, and Transaction. A key difference between these claims lies in the presence or absence of a “first possession” element: Discovery and Creation imply prior possession of the discovered or created object, whereas Occupation and Transaction necessarily involve a preexisting owner. We found that children assigned ownership to prior possessors in the stories twice as much as adults (Medians = 4 and 2, out of four cases, respectively; p < 0.001) and favored discoverers and creators substantially more than adults. Previous studies have demonstrated the importance of first possession in the adjudication of ownership for both children and adults. The present study deals with first possession as instantiated in Discovery and Creation episodes and provides novel quantitative evidence that children value first possession significantly more than adults. In contrast with previous studies, we found that discovery trumps creation in certain contexts, suggesting that narrative and contextual details influence children’s reasoning.
{"title":"Young Children Use Discovery and Creation Significantly More Than Adults for Deciding Ownership","authors":"Gustavo Faigenbaum, M. Sigman, Leandro Casiraghi","doi":"10.1155/2018/1517904","DOIUrl":"https://doi.org/10.1155/2018/1517904","url":null,"abstract":"The present study attempted to determine differences between children and adults in the resolution of third-party property disputes involving different claims for ownership. Children (n = 110; mean age ± SD = 6.3 ± 1.2) and adults (n = 74; 37.5 ± 12.6) watched videos depicting ownership conflicts between two characters who held opposing claims over an object and were asked to decide who should own it. In the stories, each character based her claim on one of four distinct arguments: Discovery, Creation, Occupation, and Transaction. A key difference between these claims lies in the presence or absence of a “first possession” element: Discovery and Creation imply prior possession of the discovered or created object, whereas Occupation and Transaction necessarily involve a preexisting owner. We found that children assigned ownership to prior possessors in the stories twice as much as adults (Medians = 4 and 2, out of four cases, respectively; p < 0.001) and favored discoverers and creators substantially more than adults. Previous studies have demonstrated the importance of first possession in the adjudication of ownership for both children and adults. The present study deals with first possession as instantiated in Discovery and Creation episodes and provides novel quantitative evidence that children value first possession significantly more than adults. In contrast with previous studies, we found that discovery trumps creation in certain contexts, suggesting that narrative and contextual details influence children’s reasoning.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2018/1517904","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46536691","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}
D. Kenne, R. Fischbein, T. DeLuca, Jennifer A. Bryant, Kimberly R. Laurene, J. Mulvany, P. Leahy, Diane M. Banks
The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.
{"title":"Economic Disparities: SPARK Ohio and Narrowing the Kindergarten Readiness Gap","authors":"D. Kenne, R. Fischbein, T. DeLuca, Jennifer A. Bryant, Kimberly R. Laurene, J. Mulvany, P. Leahy, Diane M. Banks","doi":"10.1155/2018/4383792","DOIUrl":"https://doi.org/10.1155/2018/4383792","url":null,"abstract":"The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2018/4383792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45689834","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}
Until recently and despite its familiarity, begging in Ghanaian cities had been considered worthy of little attention. Despite the best efforts of a few academics to highlight the motives of beggars, critical analysis of the begging phenomenon within the spectrum of urban livelihood remains embryonic. This article unpacks the complexities, degree of organization, and embedded risks in street begging involving children in Kumasi, Ghana. The article draws on empirical evidence from 55 conveniently selected child beggars from five heavily congested locations and presents extensive review of existing scholarships on the phenomenon. The results reveal that child beggars adopt varied operational strategies to woo public sympathy. Begging strategies are mapped by adult escort who also counts the money as it is made. For many, begging has increasingly become a socially and economically constituted process that mediates how they deal with poverty and livelihood challenges. The beggars are also daily exposed to risky encounters but without any protection. We argue that stopping the phenomenon will require innovative approaches that go beyond conventional legislations.
{"title":"Begging in the City: Complexities, Degree of Organization, and Embedded Risks","authors":"E. Owusu-Sekyere, Enock Jengre, E. Alhassan","doi":"10.1155/2018/9863410","DOIUrl":"https://doi.org/10.1155/2018/9863410","url":null,"abstract":"Until recently and despite its familiarity, begging in Ghanaian cities had been considered worthy of little attention. Despite the best efforts of a few academics to highlight the motives of beggars, critical analysis of the begging phenomenon within the spectrum of urban livelihood remains embryonic. This article unpacks the complexities, degree of organization, and embedded risks in street begging involving children in Kumasi, Ghana. The article draws on empirical evidence from 55 conveniently selected child beggars from five heavily congested locations and presents extensive review of existing scholarships on the phenomenon. The results reveal that child beggars adopt varied operational strategies to woo public sympathy. Begging strategies are mapped by adult escort who also counts the money as it is made. For many, begging has increasingly become a socially and economically constituted process that mediates how they deal with poverty and livelihood challenges. The beggars are also daily exposed to risky encounters but without any protection. We argue that stopping the phenomenon will require innovative approaches that go beyond conventional legislations.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2018/9863410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42707251","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}
David D. Paige, W. Rupley, Grant S. Smith, C. Olinger, Mary Leslie
This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge (b = .332 and .518 for LK and PA, resp.), explaining 52.7% of the variance.
{"title":"Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read","authors":"David D. Paige, W. Rupley, Grant S. Smith, C. Olinger, Mary Leslie","doi":"10.1155/2018/2142894","DOIUrl":"https://doi.org/10.1155/2018/2142894","url":null,"abstract":"This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge (b = .332 and .518 for LK and PA, resp.), explaining 52.7% of the variance.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2018/2142894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141823","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}
B. Ferguson, Jacy L. Downey, A. Shriver, K. L. Goff, A. Ferguson, M. C. D. Mello
Objective. Early childhood development (ECD) programs have demonstrated drastic improvements in survival, growth, health, and social productivity. An ECD pilot intervention was delivered to vulnerable populations of a Women, Infants, and Children (WIC) clinic in Des Moines, Iowa, to assess ECD outcomes and parental receivability in this setting. Study Design. In a randomized, single blinded control initiative, WIC group sessions of mothers (children aged 2 years and younger) were selected for pilot ECD intervention (37 participants) or control (36). Care for Child Development ECD course material was supplemented to intervention groups. Survey results were assessed with paired samples T-testing and by an ANOVA. Results. Pilot session receivability demonstrated significance in all areas relative to control: enjoyment, ; learning capacity, ; and participant sharing, . Furthermore, the previously validated ECD intervention demonstrated significantly improved cumulative 1 month behavior outcomes following the intervention: . Conclusions. The WIC setting provides an ideal environment for delivering ECD education beyond traditional counseling in nutrition. High receivability indices among parents demonstrate remarkable capacity for improvement and growth. The significance in receivability, as well as 1 month behavior outcomes, represents parents’ overall readiness to enhance the home environment for their child if merely educated how.
{"title":"Improving Early Childhood Development among Vulnerable Populations: A Pilot Initiative at a Women, Infants, and Children Clinic","authors":"B. Ferguson, Jacy L. Downey, A. Shriver, K. L. Goff, A. Ferguson, M. C. D. Mello","doi":"10.1155/2018/3943157","DOIUrl":"https://doi.org/10.1155/2018/3943157","url":null,"abstract":"Objective. Early childhood development (ECD) programs have demonstrated drastic improvements in survival, growth, health, and social productivity. An ECD pilot intervention was delivered to vulnerable populations of a Women, Infants, and Children (WIC) clinic in Des Moines, Iowa, to assess ECD outcomes and parental receivability in this setting. Study Design. In a randomized, single blinded control initiative, WIC group sessions of mothers (children aged 2 years and younger) were selected for pilot ECD intervention (37 participants) or control (36). Care for Child Development ECD course material was supplemented to intervention groups. Survey results were assessed with paired samples T-testing and by an ANOVA. Results. Pilot session receivability demonstrated significance in all areas relative to control: enjoyment, ; learning capacity, ; and participant sharing, . Furthermore, the previously validated ECD intervention demonstrated significantly improved cumulative 1 month behavior outcomes following the intervention: . Conclusions. The WIC setting provides an ideal environment for delivering ECD education beyond traditional counseling in nutrition. High receivability indices among parents demonstrate remarkable capacity for improvement and growth. The significance in receivability, as well as 1 month behavior outcomes, represents parents’ overall readiness to enhance the home environment for their child if merely educated how.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2018/3943157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44147338","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}
Despite the consensus in the literature regarding the importance of organizational abilities in performing daily tasks, currently there is no assessment that focuses exclusively on such abilities among young children. The study aims to develop a Questionnaire for Assessing Preschoolers’ Organizational Abilities (QAPOA), Parents’ and Teachers’ versions, and to examine their reliability and validity. QAPOA was distributed to preschool teachers and parents of 215 typically developing 4–5.6-year-old children. The teachers’ and parents’ versions demonstrated good internal consistency. Factor analysis performed to examine the tool’s content validity yielded two factors: motor-based and language-based OA. Furthermore, both versions of the questionnaire demonstrated significant differences between OA among boys and girls. Concurrent validity was demonstrated between the QAPOA total scores and the equivalent subscale of the BRIEF-P. Given these findings, different cut-off scores were established for identifying boys and girls with either motor-based and/or language-based OA. The results indicate that both the teachers’ and parents’ versions of the QAPOA are reliable and valid measures of children’s organizational abilities. The questionnaires can assess and identify risk for organizational disabilities as early as preschool age. Thus, it can contribute to the planning of appropriate intervention programs and the prevention of difficulties in the future.
{"title":"Questionnaire for Assessing Preschoolers’ Organizational Abilities in Their Natural Environments: Development and Establishment of Validity and Reliability","authors":"G. Tubul-Lavy, N. Lifshitz","doi":"10.1155/2017/9704107","DOIUrl":"https://doi.org/10.1155/2017/9704107","url":null,"abstract":"Despite the consensus in the literature regarding the importance of organizational abilities in performing daily tasks, currently there is no assessment that focuses exclusively on such abilities among young children. The study aims to develop a Questionnaire for Assessing Preschoolers’ Organizational Abilities (QAPOA), Parents’ and Teachers’ versions, and to examine their reliability and validity. QAPOA was distributed to preschool teachers and parents of 215 typically developing 4–5.6-year-old children. The teachers’ and parents’ versions demonstrated good internal consistency. Factor analysis performed to examine the tool’s content validity yielded two factors: motor-based and language-based OA. Furthermore, both versions of the questionnaire demonstrated significant differences between OA among boys and girls. Concurrent validity was demonstrated between the QAPOA total scores and the equivalent subscale of the BRIEF-P. Given these findings, different cut-off scores were established for identifying boys and girls with either motor-based and/or language-based OA. The results indicate that both the teachers’ and parents’ versions of the QAPOA are reliable and valid measures of children’s organizational abilities. The questionnaires can assess and identify risk for organizational disabilities as early as preschool age. Thus, it can contribute to the planning of appropriate intervention programs and the prevention of difficulties in the future.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2017/9704107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43972461","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}
We investigated how mothers’ parenting behaviors and personal characteristics were related to risk-taking by young children. We tested contrasting predictions from evolutionary and social role theories with the former predicting higher risk-taking by boys compared to girls and the latter predicting that mothers would influence children’s gender role development with risk-taking occurring more in children parented with higher levels of harshness (i.e., authoritarian parenting style). In our study, mothers reported their own gender roles and parenting styles as well as their children’s risk-taking and activities related to gender roles. The results were only partially consistent with the two theories, as the amount of risk-taking by sons and daughters did not differ significantly and risk-taking by daughters, but not sons, was positively related to mothers’ use of the authoritarian parenting style and the girls’ engagement in masculine activities. Risk-taking by sons was not predicted by any combination of mother-related variables. Overall, mothers who were higher in femininity used more authoritative and less authoritarian parenting styles. Theoretical implications as well as implications for predicting and reducing children’s risk-taking are discussed.
{"title":"Young Children’s Risk-Taking: Mothers’ Authoritarian Parenting Predicts Risk-Taking by Daughters but Not Sons","authors":"Erin E. Wood, S. Kennison","doi":"10.1155/2017/3719358","DOIUrl":"https://doi.org/10.1155/2017/3719358","url":null,"abstract":"We investigated how mothers’ parenting behaviors and personal characteristics were related to risk-taking by young children. We tested contrasting predictions from evolutionary and social role theories with the former predicting higher risk-taking by boys compared to girls and the latter predicting that mothers would influence children’s gender role development with risk-taking occurring more in children parented with higher levels of harshness (i.e., authoritarian parenting style). In our study, mothers reported their own gender roles and parenting styles as well as their children’s risk-taking and activities related to gender roles. The results were only partially consistent with the two theories, as the amount of risk-taking by sons and daughters did not differ significantly and risk-taking by daughters, but not sons, was positively related to mothers’ use of the authoritarian parenting style and the girls’ engagement in masculine activities. Risk-taking by sons was not predicted by any combination of mother-related variables. Overall, mothers who were higher in femininity used more authoritative and less authoritarian parenting styles. Theoretical implications as well as implications for predicting and reducing children’s risk-taking are discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2017/3719358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42028712","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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