Influence Child Development Research Articles

A realist synthesis of social connectivity interventions during transition to parenthood: The value of relationships

BackgroundSocial connections are important during the transition to parenthood. A wide body of literature suggests that these connections enhance health and contribute to wellbeing. In the case of parents and families, social connections can influence child development. Nurses and public health agencies are in a unique position to advocate for resources and approaches to enhance social connectivity for parents during this important life transition. ObjectivesThe aim of this review was to identify the universal social connectivity interventions that work, and the conditions that foster social connections for parents and enhance child development. The review was undertaken as part of a larger research project to inform the question: What are the population-level interventions that public health can implement to promote social, emotional and cognitive development from the prenatal period to the end of the first year of life? Social connectivity is one of three domains that were explored in the full study. DesignRealist synthesis. Data sourcesMedline, CINAHL, ERIC, SocAbs, PsychINFO, grey literature. Review methodsA literature search was conducted using relevant key words and MeSH headings. Nearly 2000 papers were reviewed by title and sorted based on inclusion and exclusion criteria. Data extraction aided quality appraisal and analysis and informed the development of an explanatory mechanism. ResultsTwenty-seven papers were included in the synthesis, with findings described in four theme areas: (a) connections in the community, (b) internet connections, (c) prenatal connections, and (d) connections for fathers. The literature available to answer the research question is scant and of varying quality. Community development, family-systems intervention practices, principles of father inclusive practice and group prenatal care models have been demonstrated to foster social connectivity for parents. Online social networking provides valuable informational support. ConclusionsChanging social structures and technology have influenced the way in which new parents access support. Social connections fostered in the parenting environment have the potential to enhance wellbeing for parents and thus contribute to children's positive development. Nurses are in a position to advocate for the use of evidence-informed approaches when planning programs and services for parents.

Adults’ Knowledge of Child Development in Alberta, Canada: Comparing the Level of Knowledge of Adults in Two Samples in 2007 and 2013

ABSTRACTParents and non-parental adults who interact with children influence child development. This study evaluates the knowledge of child development in two large and diverse samples of adults from Alberta in 2007 and 2013. Telephone interviews were completed by two random samples (1,443 in 2007; 1,451 in 2013). Participants were asked when specific milestones in physical, cognitive, emotional and social domains typically occur (age birth to six years). Data were analysed using univariate and multivariate techniques. Linear logistic regression models were used to examine factors associated with knowledge and differences between the two samples while adjusting for differences and covariates. Adults’ knowledge was overall poor (<25% correct responses), but notably higher for physical (48% in 2007, 44% in 2013) than social, cognitive or emotional milestones (≤21% in all cases). Knowledge was lower in the 2013 than the 2007 sample (23% in 2007, 21% in 2013), and in particular for mothers after adjusting for location and income (24% in 2007, 22% in 2013). Evidence of low knowledge may have important education and policy implications. Factors such as availability of child development evidence-based information, parental stress and access to quality childcare might play a role in the low levels of knowledge.

The impact of parenting styles on children developmental outcome: The role of academic self-concept as a mediator.

Although the importance of parenting styles directly influencing child development is well established, fewer studied have examined whether parenting styles also affect children's behavioural problems indirectly, mediated through children's academic self-concept (ASC). We examined direct and shared effects of parenting styles on behavioural problems of 199 Kurdish primary school children with a mean age of 11 years 7 months (range 11 years 5 months to 12 years 3 months). Questionnaires measured parenting styles (child version of Alabama Parenting Questionnaire), assessed children's ASC (Myself-As-Learner Scale) and identified children's behavioural problems with the Strengths and Difficulties Questionnaire (SDQ). PROCESS analysis was used to perform the mediation analysis. The results revealed that positive and negative parenting composites are indirectly related to children's internalising behaviour problems. In addition, ASC partially mediated the relationship between the negative parenting composite and prosocial behaviour. However, the mediation analysis did not show the expected indirect effect of parenting styles on externalising problems as being mediated via ASC. Hence, we argue that the ASC serves as a significant mediator in the relationship between parenting styles with prosocial behaviour and internalising problems.

Maternal control and early child dysregulation: Moderating roles of ethnicity and child delay status.

Maternal controlling behaviour has been found to influence child development, particularly in behavioural and emotional regulation. Given the higher rates of interfering parent control found in mothers of children with developmental delays (DD) and Latina mothers, their children could be at increased risk for behavioural and emotional dysregulation. While studies generally support this increased risk for children with DD, findings for Latino children are mixed and often attributed to cultural models of child rearing. The present study sought to determine the moderating roles of child DD and mother ethnicity in determining the relationships between two types of parent control (supportive directiveness and interference) and child dysregulation over time. The present study, involving 178 3-year old children with DD (n = 80) or typical development (n = 98), examined observed parent control (directive versus interfering) of Latina and Anglo mothers as it relates to change in preschool child dysregulation over 2 years. Interfering parent control was greater for children with DD and also for Latino mothers. Supportive directive parenting generally related to relatively greater decline in child behaviour and emotion dysregulation over time, while interfering parenting generally related to less decline in child behaviour dysregulation over time. In Anglo but not Latino families, these relationships tended to vary as a function of child disability. Parent directives that support, rather than deter, ongoing child activity may promote positive regulatory development. These results particularly hold for children with DD and Latino families, and have implications for parenting practices and intervention.

Media effects as health research: how pediatricians have changed the study of media and child development

Although the study of media and children has long been interdisciplinary, child health researchers and pediatric journals have joined their social science counterparts to investigate media effects over the past several decades. Research on how media use influences child health and development has increased exponentially in pediatric journals between the early 1990s and the present. Communication and psychology scholars have begun to publish their media effects work in medical journals. Health researchers, who previously synthesized existing science on media effects into policy statements and recommendations, now conduct original research. In this article, we review this transformation by documenting publication patterns in journals from different disciplines and discussing possible explanations for the shift. We consider the benefits and challenges presented by this evolution in the study of media and children, and postulate about how it has shaped the future direction of research and policy.

Analysis of the Opportunities for Motor Development in Home Environments of Infants Served in an Early Stimulation Sector

Introduction: The home environment has been appointed as the extrinsic factor that most influences child development. Objective: The objective is analyze the opportunities for motor development in homes of infants treated at an early stimulation sector in Paraiba. Method: The study was conducted in an early stimulation sector of a Physiotherapy School Clinic of a Higher Education Institution in the state of Paraiba, Brazil, and consisted of 10 infants' parents attended. The instrument used was the questionnaire Affordances in the Home Environment for Motor Development - AHEMD - 18-42 months. After the questionnaire application, the data collected were introduced and classified with the help of a Microsoft Excel application (AHEMD Calculator VPbeta 1.5.xls). Results: The results obtained are numbered 1 to 5, where 1 is a very weak stimulation, 2 poor, 3 good, 4 very good and 5 excellent. It was used the SPSS statistical program for descriptive analysis of the frequency distribution of the subscales, gender and income. It was observed that although the sample investigated show a good level of domestic household stimulation, favoring, therefore, the motor development, is still very weak the existence of external home stimulation and materials that stimulate the fine and gross motor skills of children in developing. Final Considerations: So, it was found that, in general, the opportunities present in the home show as inefficient to promote motor development of children.

Parenting behavior at 2years predicts school-age performance at 7years in very preterm children.

Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Participants were 147 children born <30weeks' gestation or birth weight <1250g and their primary caregiver. At term corrected age (CA), magnetic resonance imaging (MRI) was used to determine presence and severity of brain abnormality and medical data collected. High medical risk was defined as the presence of at least one of sepsis, necrotizing enterocolitis, bronchopulmonary dysplasia, moderate to severe white matter abnormality on MRI, or postnatal corticosteroids. At 2years CA, parent-child interaction was assessed, and at 7years CA, general intelligence (IQ), language, executive function, academic skills, and social-emotional functioning were assessed. Higher levels of parent-child synchrony, and parent facilitation, sensitivity and positive affect at 2years were associated with better child outcomes at 7years, while higher levels of intrusiveness and negative affect were associated with poorer outcomes. Many of these relationships remained after controlling for early child cognitive development. Interactions between child medical risk (higher/lower) and parenting were limited to child reading, math, and executive functioning outcomes, with stronger relationships for lower medical risk children. The contribution of early parenting to VPT children's school-age performance is significant, with stronger effects for lower medical risk children in some outcomes. These findings support the premise that parenting strategies should be included in the NICU and early interventions programs for VPT infants.

CHILD DEVELOPMENT: COMPARISON BETWEEN CHILDREN WHO ATTEND OR DO NOT ATTEND PUBLIC DAYCARE CENTRES

Objective : To avaluate and compare the development of children attending public nursery school from their peers who remain only in the home environment. Methods : We performed an observational, cross-sectional study with 167 children aged between 11 and 57 months from Alto Vale do Jequitinhonha, Minas Gerais, Brazil. The subjects were divided into two groups (nursery and hom areas:e), homogeneous in age, gender, socioeconomic status, and maternal education. The development areas: personal-social, language, and fine and gross motor were evaluated through the Denver II test and the quality of environment of the five public nursery school ‘ through the Infant/Toddler Environment Rating Scale-Revised Edition (ITERS-R). We used the chi-square statistical test for comparison between groups. Results : There were no significant statistical differences between groups for the overall test result for Denver II, nor for the different areas of the test. The environments presented daycare quality between ‘inadequate’ and ‘minimal’. Thus, there was no difference between attending a low quality daycare or just staying in the home for child development. Conclusion : No difference was observed when comparing the development areas: personal-social, language, and gross and fine motor of child who attend public nursery school and their peers who remained only in the home environment. The daycare environments analysed showed quality considered ‘inadequate’, which may have influenced the results as the literature has pointed out the need for a quality childcare environment to positively influence child development.

Jennifer W. Shewmaker: Sexualized Media Messages and Our Children: Teaching Kids to be Smart Critics and Consumers

In Sexualized Media Messages and Our Children: Teaching Kids to be Smart Critics and Consumers, Jennifer Shewmaker explains how sexualization of the media impacts child development and how to teach children to critique the media they encounter. The author argues that mass media portrays narrow and inaccurate gender stereotypes that influence children’s self-esteem, involvement in extracurricular activities, and sexual behaviors. Further, she demonstrates that parents, teachers, and community organizations can influence child development by promoting specific value systems that emphasize character, kindness, and competence. The book offers strategies for parents to teach their children about sexual development, as well as media literacy skills so that they will become competent media critics. Chapter One discusses the power of media in the lives of children and the mediating factors through which the community can provide children a lens through which to interpret these messages. Children’s media use has grown exponentially as media has become more accessible through mobile devices and the popularity of the internet. Media marketers and advertisers wield their power and resources to perpetuate certain messages that affect the way children think about body image, gender stereotypes, and sexual behavior. Media has become increasingly sexualized and has promoted the idea that a girl’s value is found in her ability to attract romantic interest, and a boy’s goal is to have sexual relationships with many attractive women. Research shows that sexualized media messages that emphasize romance and physical relationships over friendships and emotional connection lead to problems for both girls and boys. Among girls, the ‘‘thin ideal’’ leads to body dissatisfaction and dieting at a young age. Boys have trouble developing meaningful relationships with girls. To counter sexualized media messages, family and communities can promote specific value systems to impact how children interpret media messages. Shewmaker argues that a child’s system of influence, such as family, community, or his or her larger culture, shape the child’s understanding of and ability to respond to interactions with media and marketing. She describes these systems in Chapter Two. School, religion, community groups, sports, scouting, and performing arts are part of the microsystem, where children learn about values and interpersonal relationships. Mass media is part of the exosystem that influences the child daily but less directly. These systems interact with one another to influence child development; therefore, it is important that caregivers understand that they have the power to interact with the systems that influence children. The caregiver must foster the five C’s: competence, confidence, character, connection, and caring—assets that help a child thrive. When a child has strong assets, it will be more difficult for the media to manipulate the way the child views herself or her role in society. Adults should respond to sexualized messages by presenting children with beliefs about competence, strength of mind, and kindness to help them develop their own values. The author discusses how children are targeted by marketing media and analyzes the effects of media messages on children in Chapter Three. Research reveals an emerging pattern of romantic themes in children’s television programming. Both romance and gender stereotypes are marketed to young children through toys and products. Toys marketed to boys generally promote an understanding & Mary E. Mancuso mamancus@indiana.edu

The Role of Neighborhood in the Development of Aggression in Urban African American Youth: A Multilevel Analysis.

The purpose of this study was to examine the role of neighborhood disadvantage and perceptions of neighborhood on the development of aggressive behavior among a sample of urban low-income African American middle school aged youth (mean age=11.65years). Results of hierarchical linear modeling indicated that youth experienced significant changes in rates of aggression across the three middle school years, and that on average, negative youth perceptions of neighborhood predicted increases in aggression. Both parent and youth perceptions of neighborhood disadvantage trended toward significance as a moderator between objective neighborhood characteristics and aggression. These results are in accordance with past research, which suggests that personal evaluations of the disadvantage of a neighborhood influence child development and behavior. Future studies should examine the role that perceptions play in youth development, as well as in interventions geared towards thwarting youth aggression.

A Research Note on Time With Children in Different- and Same-Sex Two-Parent Families.

Public debate on same-sex marriage often focuses on the disadvantages that children raised by same-sex couples may face. On one hand, little evidence suggests any difference in the outcomes of children raised by same-sex parents and different-sex parents. On the other hand, most studies are limited by problems of sample selection and size, and few directly measure the parenting practices thought to influence child development. This research note demonstrates how the 2003-2013 American Time Use Survey (n=44,188) may help to address these limitations. Two-tier Cragg's Tobit alternative models estimated the amount of time that parents in different-sex and same-sex couples engaged in child-focused time. Women in same-sex couples were more likely than either women or men in different-sex couples to spend such time with children. Overall, women (regardless of the gender of their partners) and men coupled with other men spent significantly more time with children than men coupled with women, conditional on spending any child-focused time. These results support prior research that different-sex couples do not invest in children at appreciably different levels than same-sex couples. We highlight the potential for existing nationally representative data sets to provide preliminary insights into the developmental experiences of children in nontraditional families.

Using spatial analysis of the Australian Early Development Index to advance our understanding of 'neighbourhood effects' research on child health and development.

Using spatial analysis of the Australian Early Development Index to advance our understanding of 'neighbourhood effects' research on child health and development.

Crenças maternas sobre o desenvolvimento sociocomunicativo de bebês

The maternal beliefs are internal representations that guide the mothers behavior of regarding the ba- bies. This study investigated the maternal beliefs about the development sociocommunicative of babies in the fi rst three months of life. The study included 20 mothers living in city of Campina Grande-PB, from different socioeconomic levels. We performed a semi-structured interview, recorded and transcri- bed literally. The results indicate variations in maternal beliefs according to the instructional level and maternal age of babies and show that most mothers who conceive how to care for their child infl uences child development. Mothers believe that since the fi rst months after birth the baby is able to understand events of the environment in which he lives, and to communicate with it. These results contribute to data

Engaging Residents in Community Change: The Critical Role of Trust in the Development of a Promise Neighborhood

Background Currently, there is great enthusiasm surrounding place-based initiatives for school reform, such as the Harlem Children's Zone, Promise Neighborhoods, and other initiatives that attend to the multiple contexts that influence child development. However, past efforts to bridge schools, families, and communities have been undermined by mistrust between and among stakeholders. Although trust is a building block for effective collaboration, there is little deliberate attention to cultivating it. Purpose The purpose of this paper is to use a case example of a low-income neighborhood currently developing a Promise Neighborhoods initiative to explore how variations in trust between and among community residents, local institutions, and school staff in the problem definition and assessment phase may threaten or facilitate the success of the initiative. Setting We conducted this study in a low-income, predominantly African-American neighborhood in a midsize southeastern city. Participants There were 44 participants, including parents, school administrators and staff, service providers, and high school students. Research Design We used qualitative research methods, including eight focus groups and observations. Data Collection and Analysis Focus groups were audio-recorded and transcribed verbatim. Multiple researchers coded the transcripts. Trust emerged as a key theme through open coding, and we used focused coding to explore this theme in detail. Findings The findings corroborate previous studies that have found relatively low levels of relational trust between residents, between residents and local institutions, and between residents and school staff. Additionally, we identified “seeds of trust” that indicate opportunities to cultivate trusting relationships between stakeholders that can be developed and replicated in this neighborhood and others undertaking similar initiatives. Conclusions Promise Neighborhoods and similar initiatives should intentionally address low levels of trust through activities such as community asset mapping, programs with a deliberate relational focus, and partnerships with agencies that address the systematic roots of trust.

Does neighborhood social capital buffer the effects of maternal depression on adolescent behavior problems?

Neighborhood characteristics have been shown to impact child well-being. However, it remains unclear how these factors combine with family characteristics to influence child development. The current study helps develop that understanding by investigating how neighborhoods directly impact child and adolescent behavior problems as well as moderate the influence of family characteristics on behavior. Using multilevel linear models, we examined the relationship among neighborhood conditions (poverty and social capital) and maternal depression on child and adolescent behavior problems. The sample included 741 children, age 5–11, and 564 adolescents, age 12–17. Outcomes were internalizing (e.g. anxious/depressed) and externalizing (e.g. aggressive/hyperactive) behavior problems. Neighborhood poverty and maternal depression were both positively associated with behavior problems for children and adolescents. However, while neighborhood social capital was not directly associated with behavior problems, the interaction of social capital and maternal depression was significantly related to behavior problems for adolescents. This interaction showed that living in neighborhoods with higher levels of social capital attenuated the relationship between maternal depression and adolescent behavior problems and confirmed the expectation that raising healthy well-adjusted children depends not only on the family, but also the context in which the family lives.

Investing in early child development: an imperative for sustainable development.

Good physical and mental health achievements in school and work and the ability to empathize with and help other people have their roots in early childhood. Experiences in the first years of life shape what we become -- physically emotionally and socially. Evidence-based strategies to promote children’s development are available and can be feasibly integrated into health nutrition education social and child protection programs. Three areas are critical foundations for healthy child development: stable responsive and nurturing caregiving with opportunities to learn; safe supportive physical environments; and appropriate nutrition.Evidence suggests that close to a third of all children under five or 200 million children do not attain their full development capacity. The health sector has a unique responsibility because it has the greatest reach to children and their families during critical time periods that affect child development. WHO is committed to early child development through an approach that binds together many areas of the organization: reproductive maternal newborn child and adolescent health; nutrition; mental health and substance abuse management; violence and injury prevention; environmental health; and social determinants of health. The intervention that weaves as a red thread through all these initiatives is Care for Development. Care for Development strengthens caregiver–child interactions and helps families be sensitive to children’s needs and respond appropriately. While we have the means to make a difference this volume of Annals of the New York Academy of Sciences clearly illustrates that much more has to be learned about effective implementation models their cost and impact. The multisectoral factors that influence child development need to be better addressed and documented through synergy of programs and policies. The time is right for action. Global leaders are committing to the goals of A Promise Renewed with the aim to end preventable neonatal and child deaths by 2035. Global action plans have been developed for reaching every mother every newborn and every child with essential interventions and quality health care. These provide a revitalized and strong programmatic foundation for integrated health nutrition and development interventions. As WHO we intend to fully capitalize on these opportunities and work with member states and partners to ensure that every child has the best possible opportunity to realize its full development potential. (Excerpts)

Comparison of motor and cognitive performance of children attending public and private day care centers

BackgroundGiven that environmental factors, such as the school environment, can influence child development, more attention should be paid to the development of children attending day care centers. ObjectiveTodetermine whether there are differences in the gross motor, fine motor, or cognitive performances of children between 1 and3 years-old of similar socioeconomic status attending public and private day care centers full time. MethodParticipants were divided into 2 groups, 1 of children attending public day care centers (69 children) and another of children attending private day care centers (47 children). All children were healthy and regularly attended day care full time for over 4 months. To assess cognitive, gross and fine motor performance, the Bayley Scales of Infant and Toddler Development III was used. The Mann-Whitney test was used for comparative analyses between groups of children between 13 and 24 months, 25 and 41 months, and 13 and 41 months. ResultsChildren in public day care centers exhibited lower scores on the cognitive development scale beginning at 13 months old. The fine and gross motor performance scores were lower in children over the age of 25 months attending public centers. Maternal education was not related to the performance of children in either group. ConclusionThe scores of cognitive performance as well as fine and gross motor performance of children of similar socioeconomic status who attend public day care centers are lower than children attending private daycare centers.

A brief review of risk-factors for growth and developmental delay among preschool children in developing countries

The purpose of this article is to provide an overview of the highly prevalent risk factors influencing growth and development among pre-school children in rural population of developing countries. A child's brain during the first 3 years of life is rapidly developing through generation of neurons, synaptogenesis, axonal, and dendric growth and synaptic pruning each of which build upon each other. Any interruption in this process, such as trauma, stress, under-nutrition or lack of nutrients can have long-term effects on the brain's structure and on the child's socio-emotional development. Children's development is essentially cumulative in nature and hence, the early years of life are the foundation for later development. A Med-line search was done to review relevant articles in English literature on evaluation of risk factors influencing child development. Data were constructed and issues were reviewed from there. Influences upon children's development tend to be specific in nature and developmental influences rarely operate in isolation from each other. Developmental risk factors tend to cluster together thereby, interventions designed to facilitate development must be multifocal in nature, integrating influences from different domains.

2349 – Relation of personality and psychopathology traits of parents /foster care givers and child development

Current study shows that there may be a relation between specific personality and psychopathological traits of parents or foster caregivers and children development . The objective of the present study was analyze whether there are any specific relations between personality or psychopathological traits of parents or foster care givers and any signs of child development. We examined a group of children from biological families (n = 100) and a group of children from foster families (n = 100) - cognitive and socio-emotional development was evaluated. We also examined personality and psychopathology of both parents or foster. We found statistically significant relation (p < 0.01) between slower intellectual development of children and depressive and neurotic traits of parents and foster care givers. This finding supports a hypothesis that depressive parent or care giver may substantially influence child development.

Adversidades e resiliência no contexto da depressão materna: estudos de casos comparativos

A depressão materna, associada a outros estressores, configura cenários contextuais familiares que podem influenciar o desenvolvimento infantil. Neste trabalho, objetivou-se caracterizar e comparar, por meio do método de estudo de caso, condições favorecedoras de resiliência ou de adversidade para crianças em idade escolar que convivem com a depressão materna recorrente, focalizando os processos-chave da resiliência, analisados em cenários familiares diversos. Foram avaliadas seis duplas mãe-criança, sendo mães com depressão recorrente e episódios moderados ou graves, três crianças com dificuldades escolares e comportamentais e três crianças sem tais dificuldades. Foram aplicados entrevistas, questionário e testes psicológicos, integrando-se os dados em três cenários familiares associados à depressão materna. Para crianças sem dificuldades, foram identificadas como condições favorecedoras dos processos-chave da resiliência a organização da rotina familiar com a efetiva participação paterna, bem como a postura próativa materna no enfrentamento cotidiano de adversidades.