Early Childhood Experiences Research Articles

The philosophical and pedagogical underpinnings shared by philosophy for children (P4C) and Froebelian approaches

Recent interest in integrating philosophy in early childhood education has led scholars to explore the potential connections between P4C practices and different educational approaches, such as the Reggio Emilia and Montessori. Murris, for instance, reads the Reggio Emilia approach diffractively through P4C and concludes that the P4C and Reggio approach allow for emergent knowledge production and expression, drawing on all of the child's material-discursive languages and disrupting binary distinctions between child and adult. Scarpini draws attention to Montessori and P4C's mutual emphasis on children's right to think and space to express their thoughts, feelings and ideas together in a safe and dialogical space. The emergence of these theoretical and pedagogical inquiries towards the P4C approach makes Froebelian dialogue even more necessary in terms of developing a well-rounded understanding of embedding philosophy in children's early years experiences. Some ontological and pedagogical resonances between Froebelian approaches and the P4C are reflected to discuss the affordances and challenges of integrating philosophy into children's lives in early childhood education. To do this, diffraction is used as a reflexive methodology for reading Froebelian and P4C texts through and around one another that emerge diverse ontological underpinnings to unpack epistemological possibilities for non-dichotomous early childhood understandings and practices. The aim is to achieve a deeper comprehension of how the two can mutually enhance each other and be implemented in practice to promote more meaningful learning experiences for children in the early years.

Bipolar disorder and early childhood trauma

Case Background There is a reported 48.8 million case of bipolar disorder (BD) world- wide. It can also be one of the most challenging disorders to manage clinically as patients often have poor medical compliance and numerous relapses throughout their lifetime. The etiology of this illness is still poorly understood, but it is recognized to compromise both genetic and environmental factors. Regarding the latter, abuse and instability in childhood and adolescence was reported as an important area of consideration in regard to the development and prognosis of bipolar disorder. We report here the case of a female who exemplifies the significance of early childhood experience in this disorder. Case Presentation Isabelle is a 21 year old, female, with a background history of bipolar disorder. She presented to the Cork University Hospital accident and emergency 2 weeks after discharge after a 4 week admission for a depressive episode. Isabelle was referred from the home-based team with an acute episode of mania and was detained involuntarily under the Mental Health Act. Her history is significant for childhood neglect, physical, emotional and sexual abuse, along with multiple foster care placements. She was managed as an inpatient with antipsychotics and a mood stabilizer before being discharged after a lengthy, arduous, admission. Conclusion Childhood trauma is an important consideration in BD. Therefore, practitioner awareness of the role of such trauma with regard to its etiology and prognosis is of great importance. It is also essential to the practice of preventive medicine. Patient Consent Obtained: Yes

Cross-cultural examination of early childhood and elementary teachers’ practices during emergency online instruction

This research aimed to study the experiences of early childhood and elementary teachers in the U.S. and Turkiye as they transitioned to different modes of instruction during COVID-19 school closings. The researchers focused on the modes of teaching, support the teachers received, assessment, meeting the needs of students with special needs, and parental involvement. The researchers used a semi-structured survey instrument. Ninety-eight early childhood and early elementary teachers from Turkey and 155 counterparts from Northeastern U.S. responded to the survey. Results showed that teachers in the U.S. and Turkiye had similar experiences in all the focus areas. These results bring to light areas the teachers need assistance to be better prepared for such transitions in the future.

Effects of Adverse Childhood Experiences on Creativity from Life History Theory

ABSTRACTFrom the perspective of survival adaption, adverse childhood experiences may promote creativity, and this effect would be enhanced by external threat. This study adopted three approaches to explore the impact of childhood harshness and unpredictability on creativity. By using a historiometric approach to investigate the adverse childhood experiences among eminent psychologists in 20tth century, Study 1 found that the proportion experiencing childhood adversity was significantly higher than the proportion who did not, especially in the group experiencing an external threat. Study 2 measured college students' early childhood experiences and creative thinking in a threatening circumstance (COVID‐19 pandemic), which showed that childhood harshness was significantly correlated with the originality of creative thinking. Study 3 explored the moderating role of threat through experimental manipulation. Results showed that childhood harshness predicted originality only in the threatening condition but not in the control condition. These results have theoretical significance for understanding individual creative development.

Kinship and Cultural Strengths—Learning from an Aboriginal Perspective

ABSTRACT Kinship is core to Aboriginal culture, values and wellbeing. However, the strength of culture and relationships is often not fully recognised or respected by Westernised systems. This article highlights cultural strengths through use of a detailed case study narrative illustrating the importance of community self-determination when an Aboriginal child needs to be relocated to other carers/family members. Situated within an Aboriginal participatory action research methodology, we utilised a case study method where a participant and co-author (*Amelia) collaborated with two academics to tell her story as an illustration of the strengths of community and kinship that can support vulnerable children. Through this partnership we learn the importance of Aboriginal community involvement in Amelia’s progression from early childhood experience of family violence to thriving young adulthood. We confirm the importance of including Aboriginal knowledges and practices in raising at-risk Aboriginal children and we contribute to social work practice knowledges by learning from Indigenous experience. We conclude that social work needs to build on the strengths of Aboriginal communities’ abilities by valuing kinship support systems. IMPLICATIONS When faced with adversity such as family violence, Aboriginal culture can be a protective factor. Social workers need to understand the importance of culture in the healing process for Aboriginal children. Keeping Aboriginal children connected to culture is paramount for long-term recovery and the ability to create healthy relationships.

The relationship between visual acuity loss and GABAergic inhibition in amblyopia

Abstract Early childhood experience alters visual development, a process exemplified by amblyopia, a common neurodevelopmental condition resulting in cortically reduced vision in one eye. Visual deficits in amblyopia may be a consequence of abnormal suppressive interactions in the primary visual cortex by inhibitory neurotransmitter γ-aminobutyric acid (GABA). We examined the relationship between visual acuity loss and GABA+ in adult human participants with amblyopia. Single-voxel proton magnetic resonance spectroscopy (MRS) data were collected from the early visual cortex (EVC) and posterior cingulate cortex (control region) of 28 male and female adults with current or past amblyopia while they viewed flashing checkerboards monocularly, binocularly, or while they had their eyes closed. First, we compared GABA+ concentrations between conditions to evaluate suppressive binocular interactions. Then, we correlated the degree of visual acuity loss with GABA+ levels to test whether GABAergic inhibition could explain visual acuity deficits. Visual cortex GABA+ was not modulated by viewing condition, and we found weak evidence for a negative correlation between visual acuity deficits and GABA+. These findings suggest that reduced vision in one eye due to amblyopia is not strongly linked to GABAergic inhibition in the visual cortex. We advanced our understanding of early experience dependent plasticity in the human brain by testing the association between visual acuity deficits and visual cortex GABA in amblyopes of the most common subtypes. Our study shows that the relationship was not as clear as expected and provides avenues for future investigation.

Defining and distinguishing early life stress, trauma, adversity, toxic and chronic stress and allostatic load: a descriptive review.

Various concepts are used to study the impact of stress on childhood development. These concepts are often used inconsistently or interchangeably. Our main objectives were to determine how selected stress concepts (chronic stress, toxic stress, allostatic load, early life stress, childhood adversity, childhood trauma and adverse childhood experiences; ACEs) are defined, operationalized and described, and to provide a theoretical context to aid the choice for a preferred concept in public health research. For this descriptive review, we systematically searched for literature published before 4 August 2021, on PubMed, Embase and PsycInfo. Two independent reviewers included studies. Exclusion criteria were: no systematic review, not peer reviewed, not published in English, selected stress concepts were no predetermined variable or a substantial topic in the discussion, full text was unobtainable or study described non-human or non-childhood populations. Data extraction forms were used. Descriptives were gathered, publication fields were identified through Journal Citation Reports categories, and verbatim descriptions were ordered in text and Venn diagrams. Of 264 screened studies, 124 were included. ACEs, childhood adversity and childhood trauma were used most. ACEs were the main concept used most frequently (47.6%). A total of 11 of 14 public and environmental health journals used ACEs. All concepts refer to prolonged, repeated, interpersonal stress from 0 to 18 years, that can alter physiological systems. Four concepts were stressor oriented, two concepts focused on stress response and effect and one on the state of challenged homeostasis. ACEs seem most fitting for public health setting, due to their operationalizability, large set of core experiences and widespread use.

Nurses’ Experiences in Raising Adolescent Children

Purpose: This study aimed to explore the adolescent child-rearing experiences of nurses and describe the meaning and structure of child-rearing experiences from their perspectives.Methods: A phenomenological methodology with a qualitative approach was used for the study design. The participants were 7 nurses with adolescent children. In-depth individual interviews were conducted from December 2023 to April 2024 and analyzed using the Giorgi phenomenological method.Results: Five constituents and 16 subconstituents were identified. The 5 constituents were “difficulties in balancing work and family,” “a supportive family,” “pride as a nurse,” “adolescent child who does not seem like my own,” and “changing parenting attitudes.”Conclusion: This study revealed the practical significance of nurses’ experiences in raising adolescent children. The results of this study provide basic data for nurses to implement various programs to raise adolescent children. This program enables nurses to better understand adolescent children and provide parenting assistance based on their changes.

탐색, 표현, 감상의 통합적 아동미술 수업이 예비유아교사의 창의성과 미술감상능력 및 미술교수효능감에 미치는 효과 및 변화과정 탐색

Objectives This study was conducted to find out the effect of integrated children's art classes of exploration, expression, and appreciation on the creativity, art appreciation ability, and art teaching efficacy of pre-service childhood teachers. Methods Participants in the study were 21 students who took children's art courses in the second semester of 2023 among H University students located in D city. This class was held for a total of 45 hours, 3 hours per week. The collected data included pre- and post-survey questionnaires on creativity, art appreciation ability, and art teaching efficacy, art portfolio, and lecture evaluation forms during and at the end of the semester. The results of quantitative analysis (paired samples t test) and qualitative analysis (open coding method) were as follows. Results First, the integrated children's art class of exploration, expression, and appreciation was effective in enhancing creativity, and it was found that it was effective in alternative solutions and original flexibility among sub-areas. Specifically, imagination and creative thinking skills were developed through the exploration of aesthetic elements in life, and my own creative expression ability was developed through cooperative art activities and work appreciation. Second, this class was found to be effective in enhancing the ability of pre-service childhood teachers to appreciate art. Specifically, cognitive appreciation ability was developed through the expansion of art concepts and knowledge, and work appreciation experience centered on aesthetic elements. Third, this class was found to be effective in enhancing the efficacy of art teaching, and in particular, it was found that it was effective in enhancing the individual efficacy of art teaching. Specifically, teaching ability was developed through knowledge and understanding of early childhood art education and experience in art practice, and teaching efficacy was developed through direct and indirect teacher role experience. Conclusions Therefore, it can be seen that it is meaningful to apply an integrated art education class of exploration, expression, and appreciation to the pre-service teacher training course to improve creativity, art appreciation ability, and art teaching efficacy.

가정 소근육운동 경험에 대한 부모인식이 유아의 소근육운동 빈도에 미치는 영향: 가정환경의 매개효과

The purpose of this study was to examine the relationships among parental perception of home-based fine motor experiences in early childhood, home environment, and frequency of fine motor activities, and to investigate a mediating role of home environment in the process of parental perception influencing early childhood's frequency of fine motor activities. The data from 214 five-year-old children and their parents from six early childhood education centers in Gyeonggi province were collected and analyzed. The data were processed using IBM SPSS Statistics 23 and analyzed with descriptive statistics, independent samples t-tests, correlation analysis, multiple regression analysis, and bootstrapping analysis. The major findings were as follows: First, gender differences in parental perception, home environment, and frequency of fine motor activities existed in that values across all three variables were higher for girls than for boys. Second, parental perception, home environment and frequency of fine motor activities were positively correlated. Third, partial mediating effects of home environment on the relation between parental perception and the frequency of fine motor activities were found. These findings show an existence of gender differences in early childhood’s fine motor activities. This research also affirms the significance of increasing the frequency of fine motor activities by enhancing parental perceptions for balanced motor development of boys and girls, and establishing a home environment conducive to fine motor activities at any time and in any location.

A Study on the Subjectivity of Parents’ Happiness through Child-rearing Experience

A Study on the Subjectivity of Parents’ Happiness through Child-rearing Experience

Rethinking child aggression beyond traditional labels: A ‘shared victimhood’ approach to child-to-child violence in Nigeria

Child-to-child violence is a pervasive problem in schools and communities worldwide. Traditional models for understanding this violence often present a clear dichotomy between aggressive children and passive victims. However, this binary approach has proven largely inadequate in recognizing the power dynamics and potential victimization of both parties involved, resulting in interventions that have little to no success in rehabilitation. Alternatively, this paper proposes a "shared victimhood" approach, arguing that violent behavior may result from a cycle of negative experiences in which both the aggressor and the victim are positioned as products of their environment. In essence, the paper explores the limitations of binary labeling and the potential of the shared victimhood framework. It reviews relevant research on the ecological factors influencing child aggression, highlighting the impact of family background, early childhood experiences, and social learning. Drawing on ecological theory, the paper emphasizes the importance of early intervention and prevention strategies that address the root causes of aggression while fostering empathy and resilience in children. It also recommends that states in Nigeria establish LGA-specific child counseling centers and rehabilitation facilities attached to the health care system that cater exclusively to the needs of abused children. Finally, the paper suggests areas for future research to further develop and refine the shared victimhood perspective.

유아 배움의 현상 탐구

Objectives This study explores the meaning of early childhood experiences generated in events, situations, and relationships from the perspective of learning. Its purpose is to describe the educational content learned through early childhood experiences. Methods To achieve this, it tries to analyze and present the relationship between early childhood experiences and educational content. Results Firstly, this study tried to look into the potential of educational content by examining the relationship between early childhood experiences and the early childhood education curriculum, and to examine early childhood learning by exploring the connection between the curriculum and the subjects it encompasses. Secondly, it tried to concretize the possibility of early childhood experiences leading to their competency and life on the basis of educational content. Particularly, it emphasize the understanding that each child may have a different starting point for learning and the necessity to contemplate early childhood learning in the dimension of life. Conclusions By examining the meaning of early childhood experiences on the basis of educational content, this study suggests the importance of viewing the meaning of educational experiences diversely. It emphasizes the significance of teachers’ roles for understanding and practicing the diversity of educational content to ensure that early childhood experiences can become thir educational experiences.

Natural Material-Based Art Learning Model Increases Aesthetic Experiences in Early Childhood

Natural Material-Based Art Learning Model Increases Aesthetic Experiences in Early Childhood

Structured early childhood education exposure and childhood cognition – Evidence from an Indian birth cohort

Experiences in early childhood form the bedrock of future human potential. In impoverished settings, structured early childhood education (ECE) in preschool years can augment overall childhood and later human abilities. The current study evaluates preschool learning exposure and childhood cognition, using longitudinal follow-up of a community-based birth cohort in Vellore, south India. The birth cohort study site in Vellore recruited 251 newborns between 2010 and 2012 from dense urban settlements and further followed up into childhood. Preschool enrolment details were obtained from parents. Childhood cognition was assessed by Weschler’s preschool primary scale of intelligence (WPPSI) and Malin’s intelligence scale for Indian Children (MISIC) at 5 and 9 years of age respectively. Bivariate and multivariate regression analyses were performed with adjustments for socio-economic status (SES), maternal education, stunting status and home environment. Out of 251 new-borns recruited into the MAL-ED birth cohort, 212 (84.46%) and 205 (81.7%) children were available for the 5 year and 9 year follow-up respectively. At 5 years, structured ECE of 18 to 24 months duration was significantly associated with higher cognition scores, with the highest increase in processing speed [β: 19.55 (11.26–27.77)], followed by full-scale intelligence [β: 6.75 (2.96–10.550)], even after adjustments for SES, maternal cognition, home factors and early childhood stunting status. Similarly adjusted analysis at 9 years showed that children who attended 1.5–2 years of structured ECE persisted to have higher cognition, especially in the performance domain [β: 8.82 (2.60–15.03)], followed by the full-scale intelligence [β: 7.24 (2.52–11.90)]. Follow-up of an Indian birth cohort showed that structured ECE exposure was associated with better school entry cognition as well as mid-childhood cognition. Strengthening ECE through a multi-pronged approach could facilitate to maximize cognitive potential of human capital.

Improving Outcomes for Regional Families in the Early Years: Increasing Access to Child and Family Health Services for Regional Australia.

Providing child and family health (CFH) services that meet the needs of young children and their families is important for a child's early experiences, development and lifelong health and well-being. In Australia, families living in regional and rural areas have historically had limited access to specialist CFH services. In 2019, five new specialist CFH services were established in regional areas of New South Wales, Australia. The purpose of this study is to understand the regional families' perceptions and experiences of these new CFH services. A convergent mixed-methods design involving a survey and semi-structured interviews with parents who had used the service was used for this study. Data collected include demographics, reasons for engaging with the service, perception, and experience of the service, including if the service provided was family centred. Triangulation of the quantitative and qualitative analysis uncovered three main findings: (i) The regional location of the service reduced the burden on families to access support for their needs; (ii) providing a service that is family-centred is important to achieve positive outcomes; and (iii) providing a service that is family-centred advances the local reputation of the service, enabling a greater reach into the community. Providing local specialist CFH services reduces the burden on families and has positive outcomes; however, providing services that are family-centred is key.

From cradle to grave: exploring siblings in psychoanalytic and attachment theories and practice

This article reviews the fortunes of sibling theory in psychodynamic and attachment theories. Starting with points of conceptual overlap about the importance of the social environment on the child's personality development, cognitive function, and affect regulation, the article explores in turn the evolution of sibling theories in the psychoanalytic and attachment traditions. It highlights how despite profound conceptual and epistemological differences, researchers from both disciplines agree that siblings play an important forma- tive role in the development of the self and sense of well-being through the whole lifespan. These include the impact of the birth of a sibling; the crucial role of primary caregiver(s) in mediating and determining the nature of their family's sibling relationships; the consequences of neglect; and the particular resonance of sibling experiences in infancy and early childhood. The article explores how combining the conclusions from both disciplines might be helpful for clinical practice, including the relevance for their work of the practitioner's understanding of their own sibling legacy, and ways to think about sibling transferences and sibling narratives in the consulting room. It concludes with ideas for further research.

Selected for Solitude: A Case Report of Loneliness.

The U.S. Surgeon General, Vivek Murthy, recently declared loneliness a public health epidemic. For therapists, that is not likely to be a surprise: Loneliness is so common in people who seek therapy that it might be seen as the bread and butter of our work. Despite that, there has not been much serious examination of intrapsychic factors that may contribute to this painful condition. Public discourse has focused instead on cultural and societal causes of loneliness, and on practical steps that might be taken to decrease it. But practical advice is not always sufficient for people with longstanding loneliness. Longstanding loneliness may be fueled by intrapsychic dynamics and become embedded in character. In some cases, patients may relish companionship yet steadfastly avoid it in an attempt to master early childhood experiences of being emotionally neglected and deprived of love. They were starved of love as children and now choose to starve themselves in an unconscious attempt to master early deprivation by identifying with the aggressor. For patients like this, chronic loneliness may signal a certain kind of attachment disorder, for it is the visible sign of early attachment to a distant or rejecting parental figure. Loneliness of that kind can be a stubborn problem and one that poses a considerable therapeutic challenge.

The CARING study: Examining biological, behavioral, and genetic mechanisms in the intergenerational transmission of toxic stress.

When children experience extreme or persistent stressors (e.g., maltreatment, housing insecurity, intimate partner violence), prolonged elevation of the stress-response system can lead to disrupted development of multiple physiological systems. This response, known as toxic stress, is associated with poor physical and mental health across the life course. Emerging evidence suggests that the effects of toxic stress may be transmitted through generations, but the biological and behavioral mechanisms that link caregivers' childhood history with the health of the children they care for remain poorly understood. The purpose of this report is to describe the research protocol for The CARING (Childhood Adversity and Resilience In the Next Generation) Study, a cross-sectional study of caregivers with children aged 3-5 years designed to (1) examine the intergenerational transmission of toxic stress and protective factors; (2) explore three hypothesized pathways of transmission: parenting, daily routines, stressors, and supports; and (3) explore the extent to which genotypic variation in candidate genes related to caregiving and stress contribute to caregivers' and children's susceptibility to the effects of early childhood experiences (i.e., gene × environment interactions). We expect that findings from this study will provide critical data needed to identify targets for precision health interventions, reduce health disparities related to toxic stress, and prevent cycles of adversity among families at risk.

ATTITUDES OF PARENTS AND TEACHERS TOWARDS MATHEMATICS EDUCATION IN THE CONTEXT OF STEAM EDUCATION

The pre-school period is valuable in itself. It is at this age that the child's most important personality traits, his or her perception, thinking, communication, etc., develop. STEAM goes hand in hand with the development of 21st century skills and should be included as early as possible in the curriculum. Children's early experiences with science, technology, engineering and mathematics and the arts influence their future success in these areas. When teachers give children early opportunities to learn maths and science in an interactive environment that builds communication and collaboration skills, children are more confident and competent in these subjects. This not only makes higher education more accessible to children but also contributes to a well-prepared society. Survey of 116 teachers and 104 parents identified that parents of pre-school children are more accurate in identifying the disciplines that STEAM education integrates, they perceive that the teacher's background in mathematics and science influences children's mathematical and science education, and that young children can apply early mathematical concepts. Parents identified advantages and barriers to the successful implementation of STEAM in pre-school education.