Behavior In Young Children Research Articles

Understanding variations in the built environment over time to inform longitudinal studies of young children's physical activity behaviour - The BEACHES project

We know relatively little about the role the neighbourhood built environment plays in promoting young children's physical activity, particularly its longitudinal effect either through repeated exposure to the same environment or through change in exposure by moving from one neighbourhood to another. This study characterised the neighbourhood environment of young children in the PLAYCE cohort study over three timepoints from 2015 to 2023. There were statistically significant differences in built environment attributes between timepoints and across socio-economic status, however they did not represent practically significant differences. These findings inform the analysis approach of subsequent research in the BEACHES Project, an international study examining the role of the built environment on child physical activity and obesity using multiple cohorts.

Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators.

Challenging behaviors in young children with autism and intellectual disabilities pose significant barriers to learning and inclusion. The Prevent-Teach-Reinforce for Young Children (PTR-YC) program is an evidence-based intervention that addresses these behaviors according to Positive Behavior Intervention Support principles. It is essential to assess the social validity of an intervention, when implemented into a public service system, to ensure sustainability and relevance to stakeholders. The present study aimed to document the social validity of PTR-YC from the point of view of three key informants: parents, practitioners, and administrators. Sixty-one participants were interviewed about their experience with PTR-YC (9 administrators, 31 practitioners, and 20 families). Semi-structured interviews assessed three fundamental components of social validity (Wolf, 1978): (a) social relevance of intervention goals, (b) social appropriateness of intervention procedures, and (c) social importance of intervention effects. Participants' responses were subjected to thematic analysis. Intervention goals, namely family participation in the clinical process, strategies that focuses on prevention, and teaching alternative adaptive behaviors, were identified as relevant. Participants appreciated the program's clear, structured, and turnkey clinical process, its parent-practitioner collaboration, and its consistency with practices already in place in the field. Positive instrumental outcomes (e.g., knowledge, competencies, self-efficacy) and ultimate outcomes (e.g., decrease in challenging behavior) of the intervention were reported on children, families, and practitioners. This study represents the first in-depth evaluation of the social validity of PTR-YC in specialized public services for autism and demonstrates its appropriateness for universal implementation in this sector.

24-hour movement behaviours in the early years, potential behavioural determinants and prospective associations with growth, motor and social–emotional development: the My Little Moves study protocol

IntroductionThe early years are a critical period for establishing healthy 24-hour movement behaviours (physical activity, sedentary behaviour and sleep), yet studies examining prospective associations between all 24-hour movement behaviours and...

Leisure time activities of children: Inequalities, determinants, and inter-relations

More studies should adopt a combined approach to modifiable lifestyle behaviors because of their potential synergistic effects on health. This study aims to observe how boys and girls allocate their time on different activities, during week and weekend days, investigate the time inter-relations between different leisure activities, and analyze how child and familial characteristics are associated with children’s time use in multiple activities. In 2016/17, a validated questionnaire collected data from 3-10-year-old Portuguese children (n = 8,472). Parents reported their children’s time use in different behaviors: sleep, study, screen media use, indoor and outdoor play, and school commute, as well as children’s participation in sports, and socio-economic characteristics of the family. A combination of statistical analysis (e.g., t-tests, pairwise correlations and multiple linear regression) revealed that: boys reportedly have higher screen time than girls, but they also accumulate more time in outdoor play; the time spent in different activities was determined by a set of family sociodemographic factors, such as urbanization and parental employment; and exists some inter-relation between leisure activities with high screen time being significantly associated with less sport participation and less sleep duration. Identifying time spent in multiple activities that differ by sex (and associated determinants) is critical for the development of activity promotion strategies, and may help to inform evidence-based policies designed to increase physical activity and decrease sedentary behavior in young children. Present findings highlight the growing importance of electronic media in children’s life and how they can displace other leisure activities.

Ehealth Interventions To Promote Healthy Movement Behaviors In Young Children: A Meta-analysis

Ehealth Interventions To Promote Healthy Movement Behaviors In Young Children: A Meta-analysis

Examining Change in Callous-Unemotional Behaviors in Young Children with Attention-Deficit/hyperactivity Disorder (ADHD) and Comorbid Disruptive Behavior Disorders: Impact of the Summer Treatment Program for Pre-Kindergarteners (STP-PreK)

ABSTRACT Background Young children with attention-deficit/hyperactivity disorder (ADHD) and comorbid disruptive behavior disorders (DBD) exhibit significant impairments across functional domains, which are compounded by co-occurring callous-unemotional (CU) behaviors. Objective This study examined the impact of the Summer Treatment Program for pre-kindergartners (STP-PreK) on reducing callous-unemotional (CU) behaviors in children with and without ADHD and DBD. Method This study utilized a multi-informant approach to examine the change in CU behaviors in response to the STP-PreK via parent and teacher report across three time points. The current sample included three groups based on diagnostic status (68.7% boys; mean age = 5.47, SD = 0.77, 81.4% Latinx): ADHD Only (n = 46), ADHD+DBD (n = 129), and typically developing (TD; n = 148). Results Linear mixed models revealed significant initial differences in CU scores, with ADHD+DBD displaying higher CU scores, followed by ADHD Only, and then TD. Per teacher report, both ADHD groups experienced substantial decrease in CU behaviors over time, with moderate effect sizes (Cohen’s d = .67-.71). At the 1-year follow-up, children in the ADHD Only group no longer significantly differed from TD peers, while the ADHD+DBD group continued to exhibit significantly higher CU scores. Conclusion The findings suggest that the STP-PreK has a positive impact on reducing CU behaviors in children with ADHD during the transition to kindergarten or first grade. Understanding and addressing CU traits in early childhood may contribute to improved treatment outcomes and long-term social-emotional development.

Able and willing: Infants selectively seek help from competent and benevolent others.

Young children often encounter unsolvable problems with which they require others' help. To receive adequate assistance, children must be savvy about whom they seek help from: Effective helpers must possess both the ability to help (e.g., competence) and a willingness to do so (e.g., benevolence). Although past work suggests that information about competence and benevolence can inform young children's help-seeking behavior, it remains unclear how and whether children utilize said factors independently of each other. Furthermore, it is unclear whether they can generalize potential helpers' competence from one task to another. The current experiments examined whether 22- to 23-month-olds confronted with a broken toy selectively sought help from agents who had previously demonstrated either competence (Experiment 1) or benevolence (Experiment 2). In Experiment 1, infants preferred to seek help from a competent agent who successfully opened a closed box over one who failed to do so. In Experiment 2, infants selectively sought help from a benevolent agent who helped a third party by returning a lost ball, over an agent who stole the ball instead. These patterns of selectivity were not driven by associative valence matching; in Experiment 3, infants showed no preference for an agent who was itself helped versus an agent who was hindered. These results suggest that before their second birthday, infants independently utilize cues to both competence and benevolence to inform their help seeking, using information generalized from novel contexts. We discuss the potential nature of this generalization as well as directions for future work. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Impact of decision‐making autonomy and social distance on young Chinese children's sharing behaviour

AbstractThis research explores how decision‐making autonomy and social distance impact young children's sharing behaviour. In Study 1, findings from 159 Chinese children (total N = 159, 72 boys, aged 3–6 years) revealed that children aged 5–6 exhibited significantly more sharing behaviours in the controlled condition, however 3–4 years‐olds showed no variance between the two conditions, indicating that the impact of decision‐making autonomy on sharing behaviour surfaces around the age of 5–6 years. Study 2 examined the effects of social distance and decision‐making autonomy on sharing behaviours among Chinese children aged 5–6 years (total N = 57, 29 boys). Results showed that irrespective of the decision‐making condition, children in this age group exhibited a greater tendency to share with close friends. Furthermore, the controlled condition intensified this effect. These findings suggest that the perceived sense of autonomy among Chinese children aged 5–6 when deciding to share may not be as stable as expected, with social distance playing a pivotal role in guiding their sharing decisions. This study enhances our comprehension of how decision‐making autonomy and social factors shape young children's prosocial behaviour, underscoring the significant role of social context in influencing sharing behaviours during childhood development.

Exploring the multimodal affordances of digital coding devices in fostering creative thinking in early childhood education

Digital technologies are increasingly acknowledged for their potential to enrich early childhood learning experiences, particularly in the area of creativity. However, research has tended to focus upon end products and skill development, and little is known about creative development processes. This study sought to explore young children's creative processes as they engaged with three digital coding devices over an eight-week period as part of a Digital Discovery Program. It employed a microethnography to provide nuanced observations of five young children's (aged 4–5 years) interactions and behaviours. Data was collected through approximately 40 hours of video recordings, capturing the dynamic and multimodal aspects of the childrenʼs play and learning experiences. A multimodal interaction analysis was used to examine the multimodal design affordances of each device as mapped against Murcia et al.'s (2020) A-E of Creativity Framework. The findings revealed a clear interplay between digital technologies and various modes of communication, with children demonstrating creativity through their verbal expressions, manipulation of the devices, and spatial understanding of their physical environment. By understanding the multimodal affordances of digital devices aligned with educational frameworks and embracing child-specific definitions of creativity, educators, curriculum designers, policymakers, and researchers can collectively promote creativity and enrich digital learning and play for young children.

PARENT-CHILD INTERACTION THERAPY: A LITERATURE REVIEW ON ITS EFFECTIVENESS FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)

Autism Spectrum Disorder (ASD) affects children and their learning in a variety of ways. ASD is a developmental disorder that is marked by profound deficits in social, language, and cognitive abilities. The core features of ASD are areas in which difficulties can lead to feelings of frustration, confusion, anxiety or lack of control, resulting in behavioural responses. This article offers an overview of the literature, focusing on the effectiveness of Parent-Child Interaction Therapy (PCIT) which used to improve the relationship between parent-children and to reduce noncompliance behaviour in children with ASD. The PCIT is an empirically-supported treatment for conduct-disordered for young children aged two to seven that highlights on improving the quality of the relationship between parents and child and changing inappropriate pattern of parent-child interaction. Early relationships between parents and children have powerful impacts on children’s behaviour and emotional development. When parents are responsive and sensitive to child’s cues, they contribute to the coordinated back and forth of interaction with the child. This kind of interaction helps children develop self-sense and emotional regulation skills such as self control and self-calming. Furthermore, in order to help young children to develop lifelong motivation in their self, parents are encouraged to participate in everyday learning and playing activities. Therefore, identifying the most effective intervention parenting programmes for enhancing and rebuilding parent-child relationships through teaching parent the skills necessary for coping with noncompliance behaviour in young children with ASD is crucially important. Overall, the findings of this study demonstrate the potential of PCIT as an early intervention to improve the behavioural functional outcomes of preschool children with ASD.

Associations between natural blue and green space and preschool children's movement behaviours

Abstract Natural outdoor environments provide important settings for children to engage in physical activity. It is unclear if these relationships also exist in preschool aged children. We examined associations between amount and type of neighbourhood vegetation and blue space, proximity to the beach and preschooler's device‐measured movement behaviours. Accelerometer data from 1081 preschool children were processed into physical activity and sedentary behaviours using a machine learned random forest physical activity classification model specifically developed for children under five. High‐resolution aerial imagery data and Geographic Information Systems were used to identify total percentage of neighbourhood vegetation and vegetation components (grass, shrubs and trees) and presence and total percentage of blue space (ocean, riverways and lakes and swamps) for 500, 1600 and 5000 m service areas around children's residences. Distance to the closest beach, patrolled beach, and dog beach were also calculated. Amount of neighbourhood vegetation was inversely associated with boys sedentary time in the 500 m (β = −0.91 min/day, p = 0.006, 95% CI [−1.55, −0.33]) and 1600 m (β = −1.30 min/day, p = 0.001, 95% CI [−2.08, −0.53]) service area, and positively associated with walking time in the 1600 m (β = 0.12 min/day, p = 0.045, 95% CI [0.02, 0.22]) service area. The presence of local riverways was positively associated with girls walking time in the 1600 m (β = 2.34 min/day, p = 0.009, 95% CI [0.59, 4.09]), and 5000 m (β = 1.67 min/day, p = 0.019, 95% CI [0.27, 3.06]) buffer. Distance to dog beach was positively associated with boys sedentary behaviours. Presence of lake and swamps were negatively associated with boys walking, and presence of riverways was negatively associated with girls moderate‐to‐vigorous activities and games and boys running in the 5000 m service area. These findings suggest higher amounts of neighbourhood vegetation and certain types of blue space such as riverways and dog beaches could facilitate positive movement behaviours in young children. Our findings that natural outdoor environments are associated with preschool children's movement behaviours add to evidence which could contribute to policy implications for urban planning and the provision and protection of natural environments within cities. Read the free Plain Language Summary for this article on the Journal blog.

Policy, Systems, and Environmental Strategies to Support Healthy Eating Behaviors in Early Childhood: A Scoping Review of Existing Evaluation Tools

BackgroundPolicy, systems, and environmental (PSE) change strategies aimed at supporting healthy eating behaviors work to enhance optimal nutrition by making healthy foods more available and accessible in the community. PSE change strategies can complement and strengthen knowledge, skills, and behaviors obtained through individual-level nutrition education. ObjectiveThis scoping review aimed to identify existing literature evaluating early childhood (ie, children younger than age 5 years) PSE change strategies supporting healthy eating behaviors and to describe the evaluation tools used to assess the identified PSE change strategies. MethodsThree databases (PubMed, Cumulated Index in Nursing and Allied Health Literature, and Web of Science) were used to systematically search for articles published between 2013 and 2023 written in English and conducted in the United States that evaluated PSE change strategies supporting healthy eating behaviors in young children (ie, children younger than age 5 years). Two study members conducted the review, discussing and reconciling discrepancies until a consensus was reached for interobserver reliability. ResultsFindings from this review identified 48 studies evaluating early childhood PSE change strategies supporting healthy eating behaviors, with 36 studies using 25 PSE-focused evaluation tools to evaluate these strategies. Most tools (80%) assessed PSE change strategies supporting access and availability of healthy food and beverage options in early childhood education settings. Studies did not evaluate child-level outcomes (ie, attitudes, preferences, and behaviors) to showcase improvement of early childhood nutrition. Only 60% of the tools reported evidence of validity or reliability. ConclusionsMost of the studies identified in this scoping review were aimed to evaluate healthy eating PSE change strategies focused on improving access to and availability of healthy foods and beverages in early childhood education settings. Future research is needed to develop and validate PSE-focused evaluation tools assessing child-level healthy eating practices and behaviors.

영유아 문제행동지도를 위한 긍정적 행동지원 프로그램의 효과성 연구

The purpose of this study is to examine the changes in teachers' instructional efficacy and perceptions of positive behavior support(PBS) by implementing a teacher education program based on PBS for teachers who experience difficulties in managing problem behaviors in early childhood education settings. The program was conducted with six preschool teachers in G Metropolitan City, and its effects were analyzed both quantitatively and qualitatively. The results are as follows: First, there was a significant difference in teachers' instructional efficacy in managing problem behaviors before and after the program, with personal efficacy showing the most significant difference. Second, only rule selection and guidance factors showed significant differences in the implementation of PBS. Third, there was no significant change in perceptions of PBS. Fourth, the changes in teachers' experiences and perceptions after implementing PBS were examined through interviews, which confirmed that teachers' understanding of young children's problem behaviors and their perceptions of these behaviors had positively changed. This study suggests further research to verify the actual positive changes in children's behavior as it serves as an exploratory study into the prevention of problem behaviors and the promotion of creativity through positive behavior support.

Impact of parent child interaction therapy on child eating behaviors

BackgroundPicky eating commonly co-occurs with disruptive behaviors in young children. While feeding interventions exist, it remains unknown whether unmodified behavioral parent training (BPT) improves maladaptive child eating. As coercive feeding practices may exacerbate picky eating, BPT could ameliorate associated behaviors by increasing authoritative parenting. MethodsCaregiver-child dyads (N = 194, ages 2–8) received 18 weeks of Parent-Child Interaction Therapy (PCIT). Caregivers completed the Behavioral Pediatrics Feeding Assessment Scale (BPFAS) at pre-, mid-, and post-treatment. The BPFAS overall picky eating frequency and number of problems was examined, as well as the subscale of mealtime misbehaviors, and overall caregiver feeding practices. ResultsFrom pre-to post-treatment, reductions occurred in frequency/problems scales across overall BPFAS child behaviors. Mealtime misbehaviors significantly declined at all checkpoints - early skill acquisition may drive this early change, whereas changes in frequency/problem scales occurred after mid-treatment, suggesting later skill acquisition may be driving these changes. On the coercive caregiver feeding subscale, multivariate regression identified a significant race by time interaction (p = .02) - multiracial caregivers improved while others showed no difference. ConclusionStandard PCIT, not adapted for feeding concerns, decreased maladaptive child eating behaviors across all caregivers and coercive feeding practices in multiracial caregivers. Authoritative parenting principles may generalize to eating contexts for certain cultural groups. PCIT shows promise as an early upstream intervention potentially changing trajectories without needed feeding content modifications. Assessment of long-term maintenance is warranted. Coupling with nutrition education could optimize impact.

Examining Malaysian mothers' causal attributions of maladaptive externalizing and internalizing behaviors in young children

AbstractObjectiveThis study provides insight into how cultural beliefs influence parents' causal attributions of maladaptive externalizing and internalizing behaviors in young children.BackgroundUnderstanding how parents from different cultures explain difficult behavior in young children may inform culturally sensitive approaches for early intervention and prevention. To date, work on Malaysian parents' causal attributions of maladaptive behaviors in young children has received little empirical attention.MethodWe employed a semistructured interview method to assess Malaysian mothers' (N = 16) open‐ended explanations for maladaptive externalizing and internalizing behavior in their young children, as depicted in hypothetical scenarios. Mothers' responses were coded according to a coding system of parental attributions.ResultsWe identified cultural specificity in Malaysian parents' attributions of children's behaviors, with mothers endorsing reasons for children's maladaptive externalizing and internalizing behaviors that were not previously captured by the existing coding system. Mothers' attributions were informed by religious and spiritual beliefs.ConclusionsParents' causal attributions for children's maladaptive behaviors are culturally specific and are best captured by open‐ended approaches.ImplicationsCultural frames of reference shape parental beliefs, which are crucial to the effective formulation of early intervention and prevention approaches. Caution should be taken in general against universally operationalizing parents' attributions of children's behaviors.

BOOK REVIEW: SOCIAL LEADERSHIP IN EARLY CHILDHOOD EDUCATION AND CARE: AN INTRODUCTION

Social leadership in early childhood education and care refers to the ability of educators to guide and promote positive social behaviors in young children, as well as create a supportive learning environment that fosters cooperation and empathy. It involves using a range of strategies and techniques to help children develop social skills, self-regulation, and emotional intelligence. Social leadership in early childhood education and care is an essential factor in supporting positive social and emotional development in young children in the UK. According to a study by Breslin and colleagues (2019), effective social leadership involves creating a supportive and inclusive learning environment, promoting positive social behaviors, and using evidence-based strategies to help children develop social skills and emotional intelligence. The study emphasizes the importance of social leadership in improving children’s academic and social outcomes, as well as their long-term well-being. Moreover, the research suggests that social leadership can be especially beneficial in supporting the development of children from disadvantaged backgrounds.

Effects of Forest Activities on Sleep and Problematic Behaviors in Young Children

Background and objective: This study aims to determine the effects of forest activities, such as forest meditation and forest experience, on young children's sleep and problematic behaviors and to compare the changes that occur according to the type of forest activity.Methods: Fifty-nine five-year-old children from early childhood education institutions in Cheongju City, Korea, participated. The experiment took place over five weeks between May 3 and 31, 2022. Activities were conducted twice a week for a total of eight sessions. The forest meditation and forest experience groups carried out activities in the forest. The control group carried out thematic activities according to the Nuri curriculum followed by early childhood education institutions. The Korean version of the Children's Sleep Habits Questionnaire was used to assess the participants' sleep duration and sleep habits, and the Korean Child Behavior Checklist for Ages 1.5-5 was used to assess problematic behaviors.Results: We found a statistically significant increase in the average sleep duration of the children in the meditation group, as well as a statistically significant decrease in their total sleep habits score and the scores of the bedtime resistance, sleep onset delay, and sleep anxiety subdomains of sleep habits. A statistically significant decrease was observed in the forest experience group's scores for total problematic behaviors and internalizing problems. We also found a statistically significant positive correlation between sleep habits and problematic behaviors.Conclusion: These findings demonstrate that static activities, such as forest meditation activities, increase sleep duration and improve sleep habits, while dynamic activities, such as forest experience activities, improve problematic behaviors and internalizing problems. Providing specific programs that appropriately utilize static and dynamic forest activities can help improve sleep and problematic behaviors in young children.

Improving the social communication skills of preschoolers with autism spectrum disorder: robot-based intervention on Picture Exchange Communication System use

Objectives Children diagnosed with autism spectrum disorder (ASD) often exhibit challenges in social communication. Picture Exchange Communication System (PECS) is effective in enhancing the social skills of children with ASD, and interventions using social robots are potentially beneficial training tools. However, it is uncertain whether robots can facilitate more effective training for children with ASD compared to human therapists. Methods In the present study, we compared the effectiveness of robot-based and human-based interventions on enhancing the social communication behaviors in young children diagnosed with ASD. The feasibility and efficacy of integrating the PECS in robotic systems were evaluated using a single-case design. Eight children with ASD were randomly assigned to either a robot-based group (N = 4) or a human-based group (N = 4). Participants in the two groups underwent phases I–III of the PECS protocol facilitated by either a human therapist or a robot therapist. Changes in social communication behaviors were assessed in each child after intervention using a single-case design. Results Half of the participants in the robot-based intervention group showed significant improvement in both verbal and nonverbal communication behaviors after a two-month PECS intervention. A higher proportion of children in the robot-based intervention group showed significantly enhanced social communication skills encompassing both verbal and nonverbal behaviors than in the human-based intervention group. Conclusions This study demonstrates the effectiveness of robot-based PECS intervention in enhancing verbal and nonverbal communication behaviors in young children with ASD. These findings present novel intervention tools for early intervention educators engaged in supporting children with ASD.

Comparison of Global and Daily Ratings of Associations between Anxiety and Depressive Behaviors and Impairment in Preschool-Aged Children.

Anxiety and depressive difficulties can emerge during early childhood and cause impairment in functioning. Anxiety and depressive behaviors and impairment are typically assessed with global questionnaires that require recall of children's behavior over an extended period which could reduce the accuracy of parent report of children's behavior and functioning. The current study compared parents' report of children's anxiety and depressive behaviors and impairment when evaluated with global measures versus a daily diary measure. Participants (N = 901 parents of 3-5-year-old children) completed global and daily measures of children's behavior and impairment during enrollment to the study. Global measures were completed at baseline and the 14 daily diary measures were completed consecutively for two weeks. Across most measures, daily associations between parent-reported anxiety and depressive behaviors and impairment were stronger compared to associations with global measures. These results suggest that daily measures may better capture links between young children's typical behavior and functioning compared to global measures. In addition, daily assessment might be more effective for measuring mild to moderate yet still impairing behaviors that may be missed on global reports that require longer periods of recall.

Associations Between Social–Emotional Teaching Practices and Reductions in Preschoolers' Challenging Behavior

It is widely assumed that (1) children with challenging behavior may lack the social–emotional skills to be successful in classroom settings and (2) instruction in social–emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social–emotional skills might be most effective in reducing existing challenging behavior. In this study, we used an archival database to examine possible relationships between types of social–emotional instruction and changes over a 4-month period in levels of social skills and challenging behavior. The database, from a randomized trial of an intervention for preschoolers' challenging behavior, included measures of types of social–emotional instruction and children's social skills and challenging behaviors. Correlational analyses revealed statistically significant relationships between two types of social–emotional teaching practices and reductions in preschoolers' challenging behavior for children in the intervention group, teaching children behavior expectations and teaching problem-solving. No other statistically significant associations were identified. The results are discussed in relation to possible implications for social–emotional instruction for preschool children already exhibiting challenging behavior and the value of further research focused on preventing challenging behavior in young children.