Early Childhood Resilience Research Articles

Strategi Orang Tua Dalam Menstimulasi Resiliensi Pada Anak Usia Dini

Various challenges and unpleasant conditions that are present in life require us to have adequate resilience in order to be able to cope well with various challenges and obstacles in life and avoid various psychological disorders that can be detrimental. Adequate resilience will enable individuals to carry out their various life roles optimally without compromising their mental health. Therefore, resilience needs to be developed from an early age so that children are used to dealing with various developmental challenges in a healthy manner. This research is a descriptive qualitative research that aims to analyze the strategies applied by parents in stimulating resilience in early childhood. The subjects in this study were fifteen pairs of parents and 18 early childhood who live in Mataram City, West Nusa Tenggara. Data collection is done by interview, observation, and documentation. Parents stimulate early childhood resilience with strategies of providing understanding, motivation, role modeling, and freedom to children with the aim of fulfilling children's basic safety needs, meeting children's educational needs, developing children's friendship skills, facilitating the development of children's interests and talents, introducing various positive values ​​to children. children, and instill various social competencies in children. These various strategies can support children to grow into resilient individuals so that they can carry out their various developmental roles and tasks in a healthy and reasonable manner. Individuals with good resilience will also have good self-control so that they will become intellectually and emotionally intelligent individuals.

Dyadic Parent-Child Creative Activities and Early Childhood Resilience: Audio-recordings and Home Activities as Methodological Propositions

Abstract This commentary invites creativity researchers to address an area that, to date, has received little attention: the effects of dyadic creative activities on early childhood resilience. There is, indeed, a growing body of work on how creative behaviour can contribute to resilience in older children, adolescents, and adults. There is less research on this topic for populations of children aged 3 to 6 years. Yet, young children are particularly dependent upon the bonds they form with their caregivers, notably their parents. The quality of the ties they maintain with them can promote, or on the contrary hinder, their resilience. After presenting the need to foster resilience among young children through dyadic creative activities, the commentary proposes audio recording as a method of investigating this phenomenon. It presents perspectives on the analysis of momentary processes. It concludes with perspectives creative activities at home that researchers can propose to parents and children to address their effects on young children’s resilience.

Parameterizing Toxic Stress in Early Childhood: Maternal Depression, Maltreatment, and HPA-Axis Variation in a Pilot Intervention Study.

Adverse experiences superseding a child's capacity to sustain regulation of emotion and adaptive function are theorized to constitute "toxic stressors"when they induce a deleterious biological response within an individual. We ascertained presumptive parameters of toxic stressamong 164 low-income infants and toddlers (ages 4-48months) from 132 families enrolled in Early Head Start (EHS). We randomized a subset of these families into a pilot intervention arm of parenting education (the Incredible Years, TIY), which supplemented the EHS curriculum. Official report child abuse and neglect (CAN) and child behavior were serially ascertained over the course of the study. We observed relatively low associations among maternal depression, CAN, caregiver-child relationship quality, hair cortisol, and adverse child behavioral outcomes. Moreover, despite poverty and thehigh prevalence (51%) of CAN in this sample, the frequency of clinical-level internalizing and externalizing behavior among the children did not exceed that of the general population, by their parents' report. The pilot supplementation of EHS with TIY improved attendance in group meetings but did not significantly reduce adverse behavioral outcomes or CAN. This study revealed marked independence of standard indices of toxic stress (child maltreatment, maternal depression, caregiver emotional unavailability) which have been presumed to be risk factors for the development of psychopathology. That they were weakly inter-correlated, and only modestly predictive of child behavioral outcomes in this EHS sample, caution against presumptions about the toxicity of individual stressors, highlight the importance of ascertaining risk (and compensatory influences) comprehensively, suggest buffering effects of programs like EHS, and demonstrate the need for greater understanding of what parameterizes resilience in early childhood.

Resilience in Early Childhood

Berbagai perubahan dalam situasi dan keadaan seorang individu akan disikapi beragam bergantung dengan bagaimana seorang individu tersebut memiliki kemampuan penyesuaian diri dalam berbagai situasi terutama situasi yang dianggap tidak menyenangkan atau penuh tekanan. Kemampuan penyesuaian diri tersebut tidak terbentuk begitu saja, banyak faktor yang mempengaruhi pembentukannya dan berproses sejak anak usia . Sejalan dengan tumbuh dan kembangnya seluruh aspek perkembangan, maka salah satu yang juga turut berkembang adalah kemampuan penyesuaian diri terhadap situasi tidak menyenangkan atau resiliensi, kemampuan kontrol diri, berempati, menghargai dan menghormati orang lain serta mampun menyemangati diri sendiri merupakan bentuk-bentuk resliensi. Membangun resiliensi pada anak usia dini tidak lepas dari peran serta orang tua atau keluarga melalui pengasuhan, lingkungan atau peran pendidik di sekolah dan karakteristik individu itu sendiri.

The relationship between spontaneity of play and resilience in early childhood

The relationship between spontaneity of play and resilience in early childhood

Exploring Access to Nature Play in Urban Parks: Resilience, Sustainability, and Early Childhood

Nature play is an important component of the development of resilience in early childhood. Nature play is also an element of urban sustainability through a consideration of access to urban nature. From the foundation of access to nature play as a part of both resilience and sustainability considerations, a mixed-method case study was initiated. Spatial analysis, survey outreach, and focus group methodology have been combined to consider whether city parkland provides access for preschools to incorporate nature play, and, further, whether other barriers may exist to limit or prevent the use of city parks for nature play by preschool programs. The results indicate the existence of quality proximate access, but other factors creating barriers for broader application of nature play exist. The results also illustrate the critical role of public access to public parks as part of urban sustainability and the development of resilience in young children. The implications for the use of city parkland for nature play are presented.

Leading with racial equity: promoting Black family resilience in early childhood

ABSTRACTIt has been 47 years since Billingsley and Giovannoni penned a pointed analysis of child welfare’s failure of Black children the United States. This conceptual paper asserts that this failure will continue unless we take seriously the role that structural inequality plays in Black families’ lives. It updates Billingsley and Giovannoni’s paper by shifting the focus from children to families, grounding Black family well-being in a developmental model and constructing a racial equity approach to family resilience. The paper begins by establishing an empirical justification for focusing on Black families. This review of data on Black families further reveals early childhood to be a particular priority for intervention. The emerging model centers on Black families’ ability to navigate and negotiate for their needs. The model components are malleable factors that work together to form a “supportive state” and resilient pathway. Implications for the model’s compatibility with clinical family resilience models, two-generation approaches, and family-centered policymaking are discussed.

The Effects of Discussion Activities with the Use of Feeling Picture Books on Emotional Intelligence and Resilience in Early Childhood

The Effects of Discussion Activities with the Use of Feeling Picture Books on Emotional Intelligence and Resilience in Early Childhood

Understanding emotional resilience in early childhood

To measure or not to measure? That is the question, at least it is when it comes to a young child's mental health and wellbeing? The pressures children are under will have a detrimental impact long-term.

A Study on the Instrumental Development for the Early Childhood Resilience Assessment

A Study on the Instrumental Development for the Early Childhood Resilience Assessment

Physiological Responsivity and Executive Functioning: Implications for Adaptation and Resilience in Early Childhood

AbstractKnowledge of how physiological responsivity and executive functioning relate to adaptation and resilience in early childhood has improved dramatically over the last decade, yet most studies focus on only one of these processes. By highlighting new findings and ongoing research, in this article, I advocate for investigating the dynamic interplay among physiological arousal, executive functions, and contextual experiences. New analytic approaches advance the conceptualization and measurement of physiological response as a process that comprises both reactivity and recovery. I also offer strategies for capturing complexities in contextual influences through examination of stimulating experiences, unique proximal and distal pathways, nonlinear effects, and longitudinal cascade models. This work can improve our understanding of how young children cope with stressors, engage with challenges, and achieve the optimal arousal and well‐regulated behavior that supports development and learning.

Family strategies to support and develop resilience in early childhood

Early childhood is an important time for the development of resilience. A recently completed study has followed three cohorts of resilient children and young people living in disadvantaged areas in Victoria, Australia, through different transitions in their educational careers. This paper focuses on the early childhood cohort, where we have followed children from kindergarten/preschool into primary school. Using data gathered primarily through interviews with parents (mothers in each case), this paper presents a qualitative naturalistic sub-study that used deductive thematic analysis to explore the different strategies used by families to support their child’s resilience. Our findings highlight that resilience was a salient concept for all of the mothers in the study and each mother articulated a range of strategies they used within the family to try and support their child’s development and resilience. These strategies were constrained by the settings in which the families lived.

Resource factors for mental health resilience in early childhood: An analysis with multiple methodologies

BackgroundGiven that relatively little is known about the development of resilience in early childhood, this longitudinal study aimed to identify preschool resource factors associated with young children’s mental health resilience to family adversity.MethodsA community sample of 474 young Australian children was assessed in preschool (mean age 4.59 years, 49% male), and again two years later after their transition into formal schooling. At each assessment, standard questionnaires were used to obtain ratings from both parents and teachers about the quality of children’s relationships with parents and teachers, children’s self-concept and self-control, mental health (Strengths and Difficulties Questionnaire), and family adversities (including stressful life events and socioeconomic disadvantage).ResultsGreater exposure to cumulative family adversities was associated with both greater teacher- and parent-reported child mental health difficulties two years later. Multiple methodologies for operationalizing resilience were used to identify resources associated with resilient mental health outcomes. Higher quality child–parent and child-teacher relationships, and greater child self-concept and self-control were associated with resilient mental health outcomes. With the exception of child-teacher relationships, these resources were also prospective antecedents of subsequent resilient mental health outcomes in children with no pre-existing mental health difficulties. Child–parent relationships and child self-concept generally had promotive effects, being equally beneficial for children facing both low- and high-adversity. Child self-control demonstrated a small protective effect on teacher-reported outcomes, with greater self-control conferring greater protection to children under conditions of high-adversity.ConclusionsFindings suggest that early intervention and prevention strategies that focus on fostering child-adult relationship quality, self-concept, and self-control in young children may help build children’s mental health and their resilience to family adversities.

Resilience, music therapy, and human adaptation: nurturing young children and families

The purpose of this theoretical paper is to examine current literature in developmental psychology in order to discuss how music therapy can foster resilience in early childhood. Resilience is the ability to cope with stress and adversity. I review behavioral, psychosocial, and neurobiological processes of resilience from a systems thinking perspective, emphasizing the importance of socio-cultural experiences. In addition, I explore how music therapy can function as an asset-building, mediating, or risk-activated intervention, thus establishing a theoretical basis justifying music's therapeutic role in human adaptation processes. Moreover, I argue that music therapists must understand the processes involved in resilience and positive human adaptation in order to design proactive clinical approaches to (a) prepare young children and their families for handling adversity, (b) increase parental sensitivity, and (c) create multiple opportunities for families to develop adaptive interpersonal interaction patterns.

Learning to Laugh: A Portrait of Risk and Resilience in Early Childhood

In this portrait, Travis Wright documents young Goddess's capacity for strength in the face of trauma and neglect. Goddess, a sixteen-month-old child who has never laughed, is Wright's first client at his clinical internship during his graduate studies. Drawing on his work with Goddess, her mother, and her teachers, Wright explores the ways in which these many relationships help Goddess learn to laugh. Goddess's story provides a vivid depiction of the consequences of negative experiences in early childhood and the potential for programs to help children move beyond traumatic beginnings. The author describes how, through Goddess, he learns to see strength in behaviors he previously thought to be maladaptive. In reflecting on Goddess's agency in her transformation as well as on his own, Wright beautifully documents one child's journey from risk to resilience.

Emotional Resilience in Early Childhood

To test whether the development of emotional resilience is a function of sensitive caregiving and child negative affect, we tested the joint contributions of 7-month maternal sensitivity and infant negative affect to the prediction of 33-month emotional resilience across the first 3 years of life. The aims of this study were to examine whether maternal sensitivity and infant negative affect predict long-term emotional resilience and whether this was associated with preschool behavior problems. Using a sample of 181 mother-infant dyads, we found that (a) maternal sensitivity at 7 months, but not infant negative affect, longitudinally predicted emotional resilience during preschool and (b) emotional resilience was negatively associated with anxiety/depression in preschool.