Early Childhood Experiences Research Articles

Racial/Ethnic and Linguistic Disparities in Self-reported Health-Related Quality of Life Among Children Undergoing Elective Surgery.

This study examines disparities in self-reported HRQoL among English-speaking non-Latinx White, English-speaking Latinx, and Spanish-speaking Latinx children ages 4-12years undergoing surgery. A total of 357 children completed the Child Health Rating Inventories, an animated, computer-administered method, to measure overall, physical, and mental health, as well as pre-operative anxiety. A multivariate general linear model was used to analyze the main effects of race/ethnicity and language on self-reported HRQoL. Results demonstrated differences in child self-reported overall [F(2,311) = 3.11, p = 0.05)] and mental health F(2,311) = 3.56, p = 0.03)], and preoperative anxiety F(2,311) = 5.70, p = 0.004)] by race/ethnicity and language. Post hoc comparisons using the Bonferroni test indicated that English-speaking Latinx children reported significantly poorer overall (p = 0.04) and mental health (p = 0.04) compared to English-speaking non-Latinx children. English-speaking and Spanish-speaking Latinx children reported significantly higher preoperative anxiety (p = 0.004 and p = 0.02, respectively) compared to English-speaking non-Latinx White children. Latinx children from English-speaking households as young as 4years old reported their overall and mental health to be poorer compared to Non-Latinx White children from English-speaking households. Latinx children, regardless of spoken language, reported higher preoperative anxiety compared to non-Latinx White children. These findings highlight the need to consider early childhood experiences in understanding health disparities. Factors such as family dynamics, acculturative stress, and access to healthcare resources could potentially account for disparities in young children's health experiences.

The mediating role of family functioning between childhood adversity and adult Health- related risk behaviors: a moderated mediation analysis of generational gap in Chinese migrant workers

BackgroundAdverse Childhood Experiences have been implicated in a range of health-related risk behaviors in adulthood, but there is limited research on how these patterns manifest among internal migrant workers in China. This study aims to elucidate the mediating role of family functioning and explore generational differences in this relationship.MethodsA cross-sectional study was conducted among two groups of migrant workers in China: first-generation migrant workers (FGWs) and new-generation migrant workers (NGMWs). A total of 2,187 participants completed surveys that assessed adverse childhood experiences, family functioning, and health-related risk behaviors. Mediation analysis was performed to examine the indirect effects of adverse childhood experiences on health risks through family functioning. Additionally, moderated mediation analysis was conducted to explore potential differences between FGWs and NGMWs.ResultsAdverse childhood experiences significantly predicted higher health-related risk behaviors and lower family functioning (p < 0.001). Family Functioning mediated the relationship between adverse childhood experiences and health-related risks behaviors, which accounted for approximately 16.67% of the total effect (95% CI 0.03 to 0.07, p < 0.001). There was a significant difference in the indirect effects between NGMWs and FGWs (95% CI 0.01 to 0.06, p < 0.05). The indirect effect of adverse childhood experiences through family functioning was significant for NGMWs (p < 0.001), but non-significant for FGWs.ConclusionOur study fills a critical gap in understanding the intricate links between adverse childhood experiences, family functioning, and health-related risk behaviors among China migrant workers in China. It highlights the role of family functioning as a significant mediator of the impact of early adverse childhood experiences on adult health-related risks behaviors, particularly in a vulnerable population like migrant workers. More importantly, our findings indicate that this mediation varies significantly between FGWs and NGMWs. Family functioning exhibited a stronger mediating effect between early adverse childhood experience and adult health-related risks behaviors for NGMWs compared to FGWs.

Initial Exploration of Career Awareness of Pre-School and Elementary School Children in Elementary School Career Guidance: A Limited Phenomenological Study

Purpose of the Study: To explore early childhood experiences in PAUD and elementary school (SD) that contribute to children's initial awareness and understanding of careers in the context of school-based career guidance. Methodology: Qualitative approach, phenomenological design; tools: semi-structured interviews, direct observation, documentation; analysis method: Colaizzi; participants: two purposively selected children aged 4 and 9; software/tools: manual coding without specific software; data sources: children's verbal responses, behavior, and creative work. Main Findings: Children’s career ideals shaped by visual media, direct experience, and close environment; understanding of work remains basic but developing; schools introduce careers through role-play and visual aids; parents support awareness via play tools and discussion. Four main thematic findings emerged highlighting the importance of combined school-family efforts. Novelty/Originality of this Study: This study uniquely captures early career awareness from children’s perspectives using phenomenological analysis. It introduces fresh insights into how early education environments and families collaboratively shape initial career concepts, offering foundational input for developing contextualized, age-appropriate career guidance in elementary education.

'We're quite good at thinking outside the box: Early autistic sensory experiences expressed by autistic adults and caregivers of autistic children.

Sensory differences are well documented in autistic individuals. However, early sensory experiences have not been fully explored, particularly from the perspective of autistic people. We sought to understand early sensory experiences in autism from the perspective of autistic adults (some of whom also had autistic children) and caregivers of autistic children (some of whom also had a personal autism diagnosis). Using a qualitative descriptive design, aligned with a constructivist paradigm, focus groups were conducted with 3 autistic adults and 12 caregivers of autistic children. Data were analysed with reflexive thematic analysis. Five themes were generated accounting for early sensory experiences in autism: (1) Acknowledging the uniqueness of sensory preferences, (2) Negative impacts of different sensory experiences, (3) Feeling different and the pursuit of belonging, (4) Controlling sensory experiences to support daily function, and finally (5) Overcoming the challenges of the sensory world. The findings highlight the specific sensory needs of autistic children in early childhood and the adaptability of caregivers. This information can help young autistic people and caregivers advocate the importance of recognising the uniqueness of each autistic child's sensory preferences when seeking support.Lay AbstractSensory behaviours in early childhood can impact how autistic children experience and engage in the world. There is a lot of research about sensory differences in autistic children; however, there is very little known about experiences in early childhood. We asked 3 autistic adults and 12 caregivers of autistic children about their/their child's experiences of sensory behaviours in early childhood. In our sample, autistic adults and caregivers of autistic children shared similar experiences about the challenges they/their children face related to sensory experiences in early childhood and how they overcame these. The findings can influence how researchers and service providers view sensory preferences in early childhood by understanding that everyone's preferences are unique, and the importance of advocating for what works for each autistic person.

Adverse childhood experiences, positive childhood experiences, suicidal thoughts or behaviors and psychological distress among Kenyan youth-an exploratory analysis of the 2019 Kenya Violence Against Children and Youth Survey (VACS).

Adverse childhood experiences, positive childhood experiences, suicidal thoughts or behaviors and psychological distress among Kenyan youth-an exploratory analysis of the 2019 Kenya Violence Against Children and Youth Survey (VACS).

EEG Theta Power in Bangladeshi Children: Associations With Early Experiences and Cognitive Outcomes.

Identifying the neural processes that underlie the association between children's early adverse experiences and cognitive development could inform more effective intervention strategies. The goal of the current study (data collected 2015-2021) was to examine relations among early experiences at 6 months, electroencephalography (EEG) theta power at 6 months and 2 years, and cognitive outcomes at 5 years in Bangladeshi children (N = 115; 67 females). Results revealed that better nutritional status was associated with a slower increase in theta power from 6 months to 2 years and higher cognitive scores at 5 years. Higher frontocentral theta power at 2 years was related to better cognition at 5 years but did not mediate the association between nutritional status and cognition.

Associations among Childhood Household Income, Latent Classes of Early Adverse Childhood Experiences, and Adolescent Mental Health

Adverse Childhood Experiences (ACEs) and low household income are associated with adolescent mental health challenges, and children from lower-income households experience more ACEs. Less is known about how ACEs may cluster for sub-groups of individuals (e.g. those with differing household incomes) or if different ACE clusters are associated with differential mental health outcomes. Using data from the Future of Families and Child Wellbeing Study (n = 2,524) and seven ACE indicators (harsh physical discipline; emotional/verbal abuse neglect; parent mental illness, problematic substance use, incarceration, and intimate partner violence), we conducted latent class analysis to identify distinct combinations of early childhood ACE exposure (ages 0–5). Then we tested associations between household income (relative to needs; at birth) and ACE class membership, as well as ACE class membership and adolescent depression and anxiety symptoms. We identified three distinct latent classes characterized as: “Low ACEs”, “Physical/Emotional Abuse,” and “High ACEs.” Household income at birth was associated with early childhood ACE class membership and ACE class membership was associated with differential adolescent mental health outcomes. Future research and interventions must consider how different ACE combinations (beyond the simple count of ACEs) uniquely impact health/wellbeing, and the role that household income has in the patterning of ACEs.

School-age child neurodevelopment following antenatal Zika virus exposure.

Children exposed antenatally to Zika virus (ZIKV) during the 2015-2016 epidemic are now in school; little is known about their neurodevelopment at this age. The objective was to evaluate neurodevelopment of ZIKV-exposed Colombian children compared to non-exposed controls at ages 5-6. In total, 48 normocephalic children with antenatal ZIKV exposure (Cases) were recruited for a longitudinal cohort study in Atlántico, Colombia. Two age-matched control groups of 118 non-ZIKV-exposed children were recruited from same communities as Cases: 63 born before ZIKV epidemic but experienced COVID-19-related school entry delays, and 55 born post-ZIKV epidemic but started school on time. Multi-domain neurodevelopment was assessed at 5-6 years using standardized measures. Standard regression and proportional odds models were used to compare outcomes. P values were adjusted using the Benjamini-Hochberg false discovery rate (FDR) (p < 0.05). There were no differences in age at assessment between groups. Case Full-Scale IQ scores were lower than both control groups (p = 0.002), driven by visual reasoning (p < 0.001). Controls with school entry delay had more executive control problems and lower adaptive functioning skills than Cases and Controls without school entry delay. ZIKV-exposed children have lower cognitive performance compared to controls. Early childhood experiences can affect pediatric outcomes research. Normocephalic ZIKV-exposed children have lower full-scale IQ than their unexposed peers from the same communities. Normocephalic children with antenatal ZIKV exposure have differences in neurodevelopment that can impact them long-term. There is a need for continued follow-up of children with antenatal ZIKV exposure to determine long-term effects on higher-order areas of cognitive function.

The Outdoor Environment in Preschool Institutions: Play and Educational Activities in Kindergartens

Early childhood experiences are crucial for children's development and their preparation for future challenges. Play-based learning, free play and outdoor play, significantly contribute to skill acquisition across all areas of development. Globally, play is integrated into preschool education programs and is recognized as a primary tool that supports learning in young children. Experts recommend that children spend at least one hour per day playing outdoors in natural environments. This study focuses on the outdoor environment and activities in preschool institutions. The sample consisted of N=332 teachers of children aged 3–6 years from public (N=248) and private (N=84) kindergartens in Tirana, Albania. The participants completed a quantitative questionnaire measuring aspects related to outdoor spaces and equipment, educational activities and play. The study aimed to identify important aspects related to the outdoor environment, the frequency of outdoor play and educative activities, and to examine the differences between public and private kindergartens regarding outdoor spaces and activities. The results indicated that various types of outdoor activities were conducted up to three times a week in kindergartens. Nature-oriented activities (M=5.51, SD=1.306) and hand-crafting with natural recyclable materials (M=4.31, SD=1.728) were the most frequent (two to three times a week). Play activities exploring the inanimate world (M=4.26, SD=1.877), and the living world (M=4.02, SD=1.829) were less often (once to twice a week). Comparisons between kindergartens revealed similarities in terms of outdoor spaces and equipment (t=-2.840, p&gt;.005), but outdoor activities were more frequent in private kindergartens (t=-3.414, p&lt;.005). In line with the findings, it can be concluded that the outdoor spaces and equipment in kindergartens were appropriate and diverse enough to support outdoor activities and play. Outdoor environments were utilized on a regular basis for educational activities and different types of play. The study identified some of the main outdoor activities in kindergartens, but did not determine the time spent on these activities or whether all children were involved. Consequently, considering the need for broader exploration of this area, further studies are recommended to measure the duration of outdoor activities in preschool throughout the academic year, their effects on children's development, and the time spent on free play, based on educators and parents' reports. Received: 28 November 2024 / Accepted: 26 February 2025 / Published: 06 March 2025

Early Years Childhood Experiences, A Base for Adult Attachment

Early Years Childhood Experiences, A Base for Adult Attachment

A SITUATIONAL ANALYSIS OF YOUNG CHILDREN’S MENTAL HEALTH AWARENESS IN MALAYSIA: EXPERT PERSPECTIVES

Mental health awareness has become an important component of public health in Malaysia, particularly in terms of young children's mental well-being. This qualitative study explores mental health experts' perceptions of awareness regarding young children's mental health issues in Malaysia. Nine themes emerged from semi-structured interviews with professionals such as psychiatrists, clinical psychologists, and non-governmental organisation representatives. These include seeing mental health as a spectrum, the persistence of stigma and cultural barriers, the influence of early childhood experiences, and the significance of personalised treatment approaches like play therapy. The findings illustrate both progress and obstacles in Malaysia's mental health strategy, revealing generational shifts in views as well as the need of supporting family contexts. The study emphasises the importance of focused interventions and enhanced knowledge for reducing stigma and improving mental health outcomes in early children. Further research should look into the changing role of cultural dynamics and media in shaping mental health beliefs.

Bovarism’s Neurotic Reflections Across Cultures: A Comparative Literary Case Study in Light of Karen Horney’s Neurosis Theory

Abstract This study applies Karen Horney’s theory of neurosis as a heuristic framework for analyzing bovarist characters in the literature, offering a comparative literary analysis that integrates psychoanalytic theory with cross-cultural textual examination. By exploring the characters of Emma Bovary in Gustave Flaubert’s Madame Bovary and Ayşen in Refik Halit Karay’s Bugünün Saraylısı, the article illustrates how Horney’s conceptualization of neurosis – specifically, the formation of an idealized self-image, the neurotic need for affection, ambition, and the ultimate descent into hopelessness – can be operationalized to understand the psychological underpinnings of bovarist figures. By situating the neurotic processes of Emma and Ayşen within Horney’s framework, the analysis demonstrates how their psychological conflicts, rooted in early childhood experiences and exacerbated by socio-cultural factors, manifest in self-alienation, external validation-seeking, and ultimately, existential despair. Through a close reading of textual evidence and theoretical integration, the study argues that bovarism exemplifies a literary articulation of neurosis, revealing the intricate relationship between psychological distress and narrative construction. The findings suggest that this interdisciplinary approach can serve as a model for future literary analyses, offering a nuanced perspective on the intersection of psychoanalytic theory and literary studies across different cultural and historical contexts.

국내 거주 고려인 가정 어머니의 자녀 양육 경험에 관한 내러티브 탐구

This study employed a narrative inquiry approach to explore the experiences and meanings of Koryo-Saram mothers residing in Korea as they raise their children. The findings indicate that child-rearing experiences varied among individuals, and their meanings were categorized as follows: efforts to break the cycle of intergenerational poverty, the Koryo-Saram community as a source of support for navigating life in Korea, conflict, compromise, and acceptance of differences, and personal transformation and growth resulting from child-rearing experiences. Furthermore, an analysis of these experiences within institutional, socio-cultural, and familial contexts identified key themes: [inequality in visa qualifications and support], [financial burdens associated with child-rearing and medical expenses], [prejudice and discrimination against Koryo-Saram], [transnational networks within the Koryo-Saram community], [coexisting biculturalism], [the need for counseling support], [strong family bonds], and [restoring relationships with children through self-reflection]. Additionally, this study highlights the practical challenges faced by Koryo-Saram mothers in raising their children and underscores the need for both self-sufficiency and external support. Based on these findings, potential strategies for improvement were discussed. This research contributes to raising awareness of Koryo-Saram families and the broader parenting experiences within Korean society while offering implications for policy initiatives aimed at fostering social integration.

The Mediating Role of Shame and Self-criticism in the Relationship Between Early Life Experiences and Suicidal Ideation

Background: Studying suicidal ideation (SI) among students is of critical importance. Identifying groups at risk of suicide requires a comprehensive assessment of individual and social characteristics, recent stressors, and mental disorders. Objectives: The aim of this study was to investigate the mediating role of shame and self-criticism in the relationship between early life experiences and suicidal ideation. Methods: The study design was descriptive-correlational, utilizing structural equation modeling. A total of 296 students from Ahvaz Jundishapur University of Medical Sciences were selected through a convenience sampling method. Participants completed the Self-criticizing/Attacking and Self-reassuring Scale-Short Form (FSCRS-SF), Beck Suicide Ideation Scale (BSSI), Early Life Experience Scale (ELES), and the External and Internal Shame Scale (EISS). Data analysis was conducted using Pearson correlation and structural equation modeling with SPSS-23 and Liserl-10 software. Results: The findings indicated a positive and significant correlation between shame, self-criticism, early life experiences, and suicidal ideation (P &lt; 0.01). The results showed that the model of suicidal ideation among students had a good fit (RMSEA = 0.07, NFI = 0.91, CFI = 0.92, χ2/df = 2.74). Conclusions: The results of this study suggest that early childhood experiences contribute to the development of shame and self-criticism, which are associated with the emergence of suicidal ideation. Therefore, the variables of shame and self-criticism should be considered in the development of therapeutic interventions targeting suicidal ideation.

The undertold story: A leadership program to expand recognition of the importance of early childhood experiences.

There are considerable data documenting the importance of early experiences for healthy human development. Though widely accepted amongst mental health clinicians, developmental researchers and early childhood policymakers, this information is not well known by much of the public. We describe a specialized program designed for established and emerging leaders in Louisiana, United States of America, to help them become better informed to take action to support young children and their families and to facilitate connections across sectors for greater impact. Conducted annually for 6 years, the program drew leaders from a variety of professional sectors working in every region of the state. To evaluate the effectiveness of the program, we conducted semi-structured interviews of program graduates and tabulated responses by thematic analysis. We conclude that translation efforts delivered in this kind of format can lead to gains in knowledge among leaders and action to support early childhood development and well-being.

Are adverse childhood experiences scores associated with heroism or villainy? A quantitative observational study of Marvel and DC Cinematic Universe characters.

Many superhero and villain stories include trauma, which could influence how the public perceives the impact of trauma in their own lives. Our aim was to assess whether total Adverse Childhood Experiences (ACEs) scores were associated with heroism or villainy among Marvel and DC Characters. We watched 33 films, with a total runtime of 77 hours and 5 minutes. We scored 28 characters (19 men, 8 women, and 1 gender fluid). ACEs scores were evenly distributed across heroes/villains (U = 88, z = -.465, p = .642), Marvel/DC universes (U = 95.5, z = -0116, p = .907), and gender (U = 61, z = -.979, p = .328). There was no statistically significant correlation between ACEs scores and status (r(26) = .090, p = .65), universe (r(26) = .022, p = .91), or gender (r(26) = -.188, p = .34). We found that there was no association between ACEs scores and heroism or villainy. Thus, no one is doomed to be a villain just because of early childhood experiences.

Examining the role of adverse childhood experiences in its association with vindictiveness, emotional awareness, hurt feelings, and self-esteem

BackgroundAdverse childhood experiences (ACEs) play a significant role on emotional and psychological outcomes in adulthood, including vindictiveness, emotional awareness, self-esteem and hurt feeling. This study sought to examine the relationship between early ACEs and their effects on vindictive behavior, emotional awareness, hurt feelings, and self-esteem in adults.MethodA total of 500 university students aged 18 to 47 participated in the study, among these 246 were selected through screening. Initially adverse childhood experiences of participants were screened using a Life Event Scale. Vindictive behavior was assessed using the Vengeance Scale, while Emotional awareness, hurt feelings, and self-esteem were measured through the Trait Emotional Awareness Scale, Hurt Feeling Scale, and Self-Esteem Scale, respectively.ResultsThe findings suggests that individuals who recalled negative childhood experiences were more likely to show vindictive behavior in adulthood. Moreover, the study revealed that this relationship between adverse childhood experiences and vindictive behavior were higher in individuals with low emotional awareness and self-esteem. Furthermore this association become significantly stronger in individuals experiencing heightened level of hurt feelings.ConclusionThe study highlights the significance of early adverse childhood experiences in understanding of vindictive behavior. Furthermore, it emphasizes that low emotional awareness, self-esteem, and the experience of hurt feelings act as mediating factors associated with behavioral patterns.

Early Adverse Childhood Experiences and Exclusionary Discipline Practices in Middle Childhood

Previous articleNext article No AccessEarly Adverse Childhood Experiences and Exclusionary Discipline Practices in Middle ChildhoodHyunji Lee, Lisa Schelbe, and Mary Elizabeth RauktisHyunji Lee Search for more articles by this author , Lisa Schelbe Search for more articles by this author , and Mary Elizabeth Rauktis Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of the Society for Social Work and Research Just Accepted Published for the Society for Social Work and Research Article DOIhttps://doi.org/10.1086/724553 Views: 23Total views on this site HistoryAccepted February 01, 2023 © 2023 Society for Social Work and Research. All Rights reserved.PDF download Crossref reports no articles citing this article.

Cross‐sectional evaluation of early childhood experiences and AD biomarkers in older adults

Cross‐sectional evaluation of early childhood experiences and AD biomarkers in older adults

Enhancing Fieldwork Supervision During Early Childhood Inclusive Practicum Placements

This manuscript outlines a collaborative initiative among four state universities to enhance practicum and field-based experiences for early childhood education (ECE) candidates. Grounded in research highlighting the impact of early childhood experiences, the collaboration addresses challenges in the ECCE workforce by fostering inclusive decision-making and engagement with ECCE partners. Through dialogue and partnership, the initiative aims to ensure comprehensive training and support for future early childhood educators. It highlights the evolution of practicum experiences, emphasizing collaborative relationships between novice teachers, mentor teachers, and university supervisors. Key components include the creation of universal training modules and an open-source platform to house training materials. The manuscript concludes with recommendations for enhancing practicum experiences and addressing workforce challenges, emphasizing ongoing collaboration and partnership in promoting high-quality early childhood education.