Parental Input Research Articles

PET Imaging of Sphingosine-1-Phosphate Receptor 1 with [18F]TZ4877 in Nonhuman Primates.

The sphingosine-1-phosphate receptor-1 (S1PR1) is involved in regulating responses to neuroimmune stimuli. There is a need for S1PR1-specific radioligands with clinically suitable brain pharmcokinetic properties to complement existing radiotracers. This work evaluated a promising S1PR1 radiotracer, [18F]TZ4877, in nonhuman primates. [18F]TZ4877 was produced via nucleophilic substitution of tosylate precursor with K[18F]/F- followed by deprotection. Brain PET imaging data were acquired with a Focus220 scanner in two Macaca mulatta (6, 13 years old) for 120-180 min following bolus injection of 118-163 MBq [18F]TZ4877, with arterial blood sampling and metabolite analysis to measure the parent input function and plasma free fraction (f P). Each animal was scanned at baseline, 15-18 min after 0.047-0.063 mg/kg of the S1PR1 inhibitor ponesimod, 33 min after 0.4-0.8 mg/kg of the S1PR1-specific compound TZ82112, and 167-195 min after 1 ng/kg of the immune stimulus endotoxin. Kinetic analysis with metabolite-corrected input function was performed to estimate the free fraction corrected total distribution volume (V T/f P). Whole-body dosimetry scans were acquired in 2 animals (1M, 1F) with a Biograph Vision PET/CT System, and absorbed radiation dose estimates were calculated with OLINDA. [18F]TZ4877 exhibited fast kinetics that were described by the reversible 2-tissue compartment model. Baseline [18F]TZ4877 f P was low (< 1%), and [18F]TZ4877 V T/f P values were 233-866 mL/cm3. TZ82112 dose-dependently reduced [18F]TZ4877 V T/f P, while ponesimod and endotoxin exhibited negligible effects on V T/f P, possibly due to scan timing relative to dosing. Dosimetry studies identified the critical organs of gallbladder (0.42 (M) and 0.31 (F) mSv/MBq) for anesthetized nonhuman primate. [18F]TZ4877 exhibits reversible kinetic properties, but the low f P value limits quantification with this radiotracer. S1PR1 is a compelling PET imaging target, and these data support pursuing alternative F-18 labeled radiotracers for potential future human studies.

P.043 Developing a brief clinical dataset for Duchenne Muscular Dystrophy

Background: Duchenne muscular dystrophy (DMD) causes progressive muscle wasting. The Canadian Neuromuscular Disease Registry (CNDR) previously developed a comprehensive DMD dataset in accordance with the International Classification of Functioning, Disability, and Health (ICF). Our objective was to develop a brief ICF core set that best aligns with the priorities of individuals and families affected by DMD. Methods: A literature review of best practices was prepared and reviewed by a multidisciplinary team at the CNDR. The entire process involved patient and parent input and participation and was compliant with the World Health Organization guideline to develop brief ICF core sets. Results: An eight step process was developed. In brief, these included multi-stakeholder consensus meetings, ranking surveys, mapping to international standards, further consensus meeting, evaluation of clinical feasibility in multidisciplinary clinics across Canada, an integrated literature review, and development of a finalized brief ICF core set for DMD. Conclusions: The process of identifying the priorities of those living with DMD using the brief ICF core set will support post-marketing surveillance of novel therapies. The next step in this project will be to identify the specific outcome measures that best align with the brief ICF core set for DMD, for their eventual inclusion in the CNDR registry.

Parental Linguistic Input to Children Who are Deaf and Hard-of-Hearing during Parent-Child Interaction: A Systematic Review and Meta-Analysis

Objectives: Parental linguistic input has long been shown to predict children’s later language ability. This study aimed to characterize the quantity and quality of parental linguistic input of children who are deaf and hard-of-hearing (DHH) through systematic literature and meta-analysis.Methods: One thousand seven hundred sixty-one articles from 2001 to February 2022 investigating parental linguistic input in children with DHH were identified via database searches. Nine articles were identified that met the PICOS (Participants, Intervention, Comparison, Outcomes, and Study design) criteria. A systematic review and metaanalysis of the literature were conducted. We used mixed effects models to estimate the overall mean effect size metric to address each research question.Results: As a result of the systematic literature review, the selected articles had a low risk of bias. In a considerable number of the presented meta-analytic articles, mothers and children aged 24-36 months participated. We did detect significant differences in the number of total words, the number of different words, and the proportion of the high-level facilitative language techniques from the parents’ utterances between the DHH and the typical hearing (TH) groups. On the other hand, there was not a significant difference in the number of total utterances between the two groups.Conclusion: This meta-analysis reports on different patterns of parental linguistic input between children with DHH and children with TH. We conclude with a discussion of the findings and consideration of the implications for research.

C. elegans Afadin is required for epidermal morphogenesis and functionally interfaces with the cadherin-catenin complex and RhoGAP PAC-1/ARHGAP21

During epithelial morphogenesis, the apical junctions connecting cells must remodel as cells change shape and make new connections with their neighbors. In the C. elegans embryo, new apical junctions form when epidermal cells migrate and seal with one another to encase the embryo in skin (‘ventral enclosure’), and junctions remodel when epidermal cells change shape to squeeze the embryo into a worm shape (‘elongation’). The junctional cadherin-catenin complex (CCC), which links epithelial cells to each other and to cortical actomyosin, is essential for C. elegans epidermal morphogenesis. RNAi genetic enhancement screens have identified several genes encoding proteins that interact with the CCC to promote epidermal morphogenesis, including the scaffolding protein Afadin (AFD-1), whose depletion alone results in only minor morphogenesis defects. Here, by creating a null mutation in afd-1, we show that afd-1 provides a significant contribution to ventral enclosure and elongation on its own. Unexpectedly, we find that afd-1 mutant phenotypes are strongly modified by diet, revealing a previously unappreciated parental nutritional input to morphogenesis. We identify functional interactions between AFD-1 and the CCC by demonstrating that E-cadherin is required for the polarized distribution of AFD-1 to cell contact sites in early embryos. Finally, we show that afd-1 promotes the enrichment of polarity regulator, and CCC-interacting protein, PAC-1/ARHGAP21 to cell contact sites, and we identify genetic interactions suggesting that afd-1 and pac-1 regulate epidermal morphogenesis at least in part through parallel mechanisms. Our findings reveal that C. elegans AFD-1 makes a significant contribution to epidermal morphogenesis and functionally interfaces with core and associated CCC proteins.

Input effects and unidirectional transfer in Mandarin–English heritage bilingual children: The case of spatial prepositional zai-phrases

Aims and objectives: This study investigates the effects of fine-grained aspects of input and cross-linguistic influence on the placement of prepositional zai-phrase ( zai-PP) in heritage Mandarin. Methodology: Utterances with zai-PPs were extracted from transcripts of an elicited narration task administered with child heritage speakers of Mandarin ( n = 27, aged 4–14) and their parents ( n = 18) in the United Kingdom, and compared with those produced by child and adult Mandarin speakers in Beijing in a similar narration task, selected from the Child Language Data Exchange System (CHILDES). Data and analysis: The zai-PPs were coded for pre/postverbal placement and event semantics of co-occurring verbs, as well as innovative uses. Comparisons were made between groups of participants, and correlations were performed among child and input variables. Findings: In Mandarin, the heritage children overused postverbal zai-PPs across measures and comparisons, producing innovative uses of postverbal zai-PPs not found in the input or Beijing baselines. Their production of preverbal zai-PPs increases with age (proxy for cumulative amount of input) rather than structural frequency in their parental input. In English, they correctly placed spatial PPs postverbally. Our findings revealed protracted development of zai-PP placement in heritage Mandarin due to inherent complexity of the structure, reduction of input in the heritage language at school age, and strong unidirectional transfer from English to Mandarin. Originality: This study is among the first to understand a heritage structure by analysing speech samples of both heritage children and their parents and examine input–outcome relations between them directly. Significance: The placement of zai-PP in relation to individual verbs with different event semantics is subject to protracted development and vulnerable to majority language influence in heritage language acquisition, but further development at the school age is likely, if sufficient amounts of input are provided.

'Either something's wrong, or I'm a terrible parent': A systematic review of parent experiences of illness-related interpretations for unsettled babies.

To explore parents' experiences of unsettled babies and medical labels. Qualitative systematic review, thematic synthesis and development of a conceptual model. Systematic review and thematic synthesis of primary, qualitative research into parents' experiences of unsettled babies <12 months of age. 'Unsettled' was defined as perception of excessive crying with additional feature(s) such as vomiting, skin or stool problems. The Critical Appraisal Skills Programme (CASP) checklist was used to assess trustworthiness. Structured searches completed in CINAHL, Medline, Embase, PsychINFO and CochraneCT on 23 March 2022 and rerun on 14 April 2023. Ten eligible studies were included across eight countries contributing data from 103 mothers and 24 fathers. Two analytical themes and eight descriptive themes were developed. Firstly, parents expressed fearing judgement, feeling guilty and out of control as a result of babies' unsettled symptoms and seeking strategies to construct an 'Identity as a "Good Parent"'. This desire for positive parenting identity underpinned the second analytical theme 'Searching for an explanation' which included seeking external (medical) causes for babies' unsettled behaviours. Parents can become trapped in a cycle of 'searching for an explanation' for their baby's unsettled behaviours, experiencing considerable distress which is exacerbated by feelings of guilt and failure. Insight gained from this review could inform interventions to support parents, reducing inaccurate medicalization. Health visiting teams supporting parents with unsettled baby behaviour could focus on supporting a positive parenting identity by managing expectations, normalizing the continuum of infant behaviours, reducing feelings of guilt or uncertainty and helping parents regain a feeling of control. ENTREQ guidelines were adhered to in the reporting of this review. Parent input was crucial in the design phase; shaping the language used (e.g., 'unsettled babies') and in the analysis sense-checking findings.

Parental communicative input as a protective factor in Bangladeshi families living in poverty: A multi-dimensional perspective.

Studies from high-income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low- or middle-income countries. The current study proposes and tests a multi-dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio-economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five-year-olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver-child interactions during snack sharing and semi-structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family-centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v_8sIv7ako RESEARCH HIGHLIGHTS: Studies from high-income countries have identified factors mitigating the impacts of socio-economic risks on development. Such research is scarce in low- and middle-income countries. The present study conceptualized and evaluated caregiver communicative input in Bangladeshi families along two interrelated yet distinct dimensions: conceptual scaffolding and autonomy support. Conceptual scaffolding and autonomy support individually mediated associations between maternal education and child verbal IQ, shedding light on protective factors in families living in poverty. Parents providing richer conceptual scaffolds were simultaneously more supportive of children's autonomy. However, the two dimensions each related to cognition and language through unique pathways.

Comparing parent-child interaction during wordless book reading, print book reading and imaginative play.

This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questions and added contingent conceptual information more often when reading wordless books than in both other conditions. Findings suggest that wordless books may combine the benefits of open-endedness and linguistic content based around a narrative. Parents' use of abstract language also varied by condition. This study extends understanding of the role of activity context in shaping children's language learning environments.

Protracted development in the heritage lexicon

Abstract Research on heritage language acquisition at the school age has shown protracted development and early stabilisation in morphosyntax and the lexicon. Our study examined the properties of resultative verb compound (RVC), a structure at the crossroads of the lexicon and morphosyntax, in second-generation child heritage speakers in the UK who had continuous input in Mandarin Chinese since birth. We analysed three subclasses of RVCs produced by the heritage children (n = 27, age 4–14) and their parents (n = 18) in an oral narration task and compared them with those by children in Beijing (n = 48, age 4–9) from existing databases. Our results show that the heritage children produced RVCs quite frequently and felicitously yet highly repetitively and conservatively, with a remarkably large proportion of their RVCs consisting of a strongly lexicalised subclass with direct lexical equivalents in English. Correlational analyses show that the heritage children’s RVCs improve with age, rather than provision of RVC in the parental input, indicating the role of cumulative input in RVC acquisition. Overall, the development of RVC in heritage Mandarin is delayed rather than stabilised or attrited, supporting the lexical account for grammatical vulnerabilities in proficient heritage speakers.

Sex differences in autism screening: An examination of the Childhood Autism Spectrum Test-Hebrew version.

Autism is a neurodevelopmental condition, characterized by social communication alterations and restricted, repetitive behaviors. Typically diagnosed in early childhood, screening and diagnosis at a later age can be challenging, particularly in girls who exhibit a wider range of behaviors and characteristics. Our study set out to examine the effectiveness of the Hebrew translation of the Childhood Autism Spectrum Test, a parent report questionnaire, in identifying these diverse characteristics of autism within an Israeli sample of boys and girls. We examined parent reports on 403 (211 autistic, 192 non-autistic) children, aged 4-12 years. Results revealed the Childhood Autism Spectrum Test-Hebrew version was a valuable tool in differentiating between autistic and typically developing children, correctly identifying 93% of children with autism and 82% of typically developing children. In addition, specific items of the Childhood Autism Spectrum Test-Hebrew version were particularly useful in differentiating between autistic and non-autistic boys and autistic and non-autistic girls. Using these items, in addition to the overall score of the questionnaire, increased the correct identification of children as autistic or typically developing, especially in girls. The Childhood Autism Spectrum Test-Hebrew version test results corresponded well with the Autism Diagnostic Interview-Revised, which relies on parental input, but not with the clinician-administered Autism Diagnostic Observation Schedule-2. Our findings highlight the potential benefits of gender-specific tools to better support correct identification of autism in boys and in girls. More research is recommended to further explore these gender differences and to validate our findings with a larger, diverse group.

A Brief Intervention to Teach Parents Naturalistic Language Facilitation Strategies.

This proof of concept study assessed the feasibility of a novel approach to teaching parents naturalistic language facilitation strategies in a single session. We investigated whether parents could learn to use the See and Say Sequence, which integrated responsive and language modeling strategies and measured the impacts that this intervention had on features of their input. Fourteen parent-child dyads participated in the study. Children ranged from 15 to 23 months of age and produced between three and 135 words. Five parents had concerns about their children's rate of language development. Parents were taught the See and Say Sequence during a brief single session (M = 18.98 min, SD = 2.65 min) using the Teach-Model-Coach-Review instructional process. We analyzed parents' use of the three See and Say Sequence components, total number of utterances, and mean turn length, as well as responsive and linguistic features of parent input before and after the brief intervention. Following intervention, parents significantly increased their use of the three See and Say Sequence components and decreased their total number of utterances and mean turn length. In addition, the use of the See and Say Sequence components substantially altered the overall composition of parent input. The results of this preliminary study demonstrate the feasibility of the See and Say Sequence in teaching responsive and language modeling strategies in a single session. We discuss the potential use and future evaluation of the See and Say Sequence as an option for early intervention service delivery.

An observational study of parental language during play and mealtime in toddlers at variable likelihood for autism.

Parental language input influences child language outcomes but may vary based on certain characteristics. This research examined how parental language differs during two contexts for toddlers at varying likelihood of autism based on their developmental skills. Parental language (quantity, quality, and pragmatic functions) was analyzed during dyadic play and mealtime interactions as a secondary data analysis of observational data from a study of toddlers at elevated and lower likelihood of autism. Child developmental skills and sensory processing were also assessed. Parents used more words per minute, directives, and verbs during play and more adjectives, descriptions, and questions during mealtime. Parental language differed based on child fine motor skills, receptive language, and levels of sensory hyporesponsiveness but not autism likelihood. Overall, this study found that parental language varies based on context and child developmental skills. Future research examining parental language should include pragmatic functions and context across developmental trajectories.

Theta/beta ratio in EEG correlated with attentional capacity assessed by Conners Continuous Performance Test in children with ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder affecting children worldwide; however, diagnosing ADHD remains a complex task. Theta/beta ratio (TBR) derived from electroencephalography (EEG) recordings has been proposed as a potential biomarker for ADHD, but its effectiveness in children with ADHD remains controversial. Behavioral assessments, such as the Conners Continuous Performance Test-3rd edition (CPT-3), have been utilized to assess attentional capacity in individuals with ADHD. This study aims to investigate the correlation between TBR and CPT-3 scores in children and adolescents with ADHD. In a retrospective analysis, we examined patients regularly monitored for ADHD at Taipei Tzu Chi Hospital, who underwent both EEG and CPT-3 assessments. Severity of ADHD was evaluated using parent- and teacher-completed Swanson, Nolan, and Pelham (SNAP)-IV rating scales. The study encompassed 55 ADHD patients (41 with abnormal CPT-3 scores, 14 with normal CPT-3 scores) and 45 control subjects. TBR demonstrated elevation in ADHD patients with abnormal CPT-3 scores, indicating its potential to represent attentional capacity akin to behavioral assessments like CPT-3. However, significant correlations between TBR values and CPT-3 variables or SNAP-IV rating scales were not observed. Moreover, TBR values exhibited considerable overlap across the groups, leading to diminished sensitivity and negative predictive value as a potential neurophysiological ADHD biomarker. While our study underscores the utility of both TBR and CPT-3 in assessing attentional capacity, their sensitivity in diagnosing ADHD is limited. A comprehensive evaluation, integrating clinical expertise, parental input, and detailed neuropsychometric tests, remains pivotal for a thorough and precise diagnosis of ADHD.

Overt and null subjects in Bulgarian: comparing monolingual adults and children to child heritage speakers in Germany in their use of Bulgarian

ABSTRACT This study investigates the use of overt and null subjects in Bulgarian in child heritage speakers with L2 German. The alternation of overt and null pronominal subjects in null-subject languages like Bulgarian depends on grammatical and discourse conditions and contrasts with German. Oral narratives were elicited in Bulgarian, comparing the performance of the heritage children to that of monolingual children and adults. Overall 68 Bulgarian narratives of 39 speakers were analysed as to the use of overt and null pronominal subjects in topic-continuity and topic-shift contexts. The results reveal similar subject realisation for all speakers, supporting early acquisition of null-subject grammars. Analyses of topic-continuity and -shift contexts showed similar overall patterns in children’s and adults’ subject use, with children producing somewhat more overt subjects in topic-continuity and ambiguous overt pronouns in topic-shift contexts than adults. However, the bilinguals used significantly more ambiguous null subjects than monolinguals. These results suggest that fine-grained discourse constraints of null-subject grammars are more difficult for bilinguals to acquire and maintain. The near adult-like performance of the bilinguals in some contexts can be attributed to the fact that most of them were Bulgarian-dominant and received non-attrited parental input. Differences are also attributable to cross-linguistic influence.

Input factors in the acquisition of evidentiality by Turkish heritage language children and adults in the United States

ABSTRACTAspectual and mood morphology are vulnerable domains in adult heritage speakers. This paper investigates the root of such vulnerability within the domain of Turkish evidentiality system by comparing 20 second-generation adult and 20 school-age child Turkish heritage speakers to 20 first-generation immigrants (main input providers for child heritage speakers) residing in the United States. A monolingual group from Turkey including 20 monolingual adults, 20 7-14-year-old and 20 3-6-year-old Turkish-speaking children were also tested. Results of a story-telling and a sentence selection task revealed weak mappings between the indirect evidential marker –mIş and its pragmatic use in story-telling as opposed to intact knowledge of the Turkish evidentiality system in the first-generation immigrant group. The school-age child and adult heritage speakers, on the other hand, were significantly the least accurate groups in both tasks, performing more variably than the 3-6-year-old monolingual children in Turkey. The individual analysis of the child heritage speaker data as well as a comparison of the child-parent dyads further showed that early heritage language experience and use rather than changes in the parental input are likely to be the source of the variability observed in child and eventually in adult Turkish heritage speakers in this domain.

Establishment of a condition-specific quality-of-life questionnaire for children born with esophageal atresia aged 2-7 across 14 countries.

Esophageal atresia (EA) is a rare congenital anomaly characterized by a discontinuity of the esophagus. Following surgical repair, survival rates have improved dramatically the past decenniums and today exceed 90%, but the children commonly present with esophageal and respiratory morbidity. In 2018, a condition-specific quality-of-life questionnaire for children with esophageal atresia (EA) aged 2-7 in Sweden-Germany was finalized (The EA-QOL questionnaire). The study aim was to describe the evaluation of the new translations across 12 new countries in Europe, Asia, Africa, Central-and North America. Following forward-backward translation into the new languages, the 17-item EA-QOL questionnaire was tested in cognitive debriefing interviews with parents of children with EA aged 2-7. Parents rated if each item was easy to understand (clarity) and sensitive to answer (interference with personal integrity). They could skip responding to a non-applicable/problematic item and give open comments. Predefined psychometric criteria were used; item clarity ≥80%/item sensitive to answer ≤20%/item feasibility ≤5% missing item responses. The decision to modify the translation was based on native expert, patient stakeholder, and instrument developer review, and the need for harmonization between translations. Similar to findings in the Swedish-German cognitive debriefing, the cross-cultural analysis of input from 116 parents from 12 new countries (4-14 parents, median 9 parents/country) showed that all items in the EA-QOL questionnaire fulfilled the criteria for item clarity ≥80% and sensitive to answer (ranging from 1%-4.5%), although results varied between countries. Four items had missing responses between 5.2% and 13.4%, three within the same domain and were in line with parents' explanations. Poor translations and feasibility were improved. Based on parent input, the collaboration between native experts, patient stakeholders, and instrument developers, a linguistic version of the EA-QOL questionnaire for children aged 2-7 for use in and across 14 countries has been established. These efforts have set the conditions for a cross-cultural field test of the EA-QOL questionnaire and will open the doors for a new chapter in outcome research, registries, and clinical practice concerning children with EA. In the long-term, this will help increase knowledge of the disease's burden, promote patient-centeredness, exchange of information between nations, and strengthen evidence-based treatments for children born with EA.

SHaploseek is a sequencing-only, high-resolution method for comprehensive preimplantation genetic testing

Recent advances in genomic technologies expand the scope and efficiency of preimplantation genetic testing (PGT). We previously developed Haploseek, a clinically-validated, variant-agnostic comprehensive PGT solution. Haploseek is based on microarray genotyping of the embryo’s parents and relatives, combined with low-pass sequencing of the embryos. Here, to increase throughput and versatility, we aimed to develop a sequencing-only implementation of Haploseek. Accordingly, we developed SHaploseek, a universal PGT method to determine genome-wide haplotypes of each embryo based on low-pass (≤ 5x) sequencing of the parents and relative(s) along with ultra-low-pass (0.2–0.4x) sequencing of the embryos. We used SHaploseek to analyze five single lymphoblast cells and 31 embryos. We validated the genome-wide haplotype predictions against either bulk DNA, Haploseek, or, at focal genomic sites, PCR-based PGT results. SHaploseek achieved > 99% concordance with bulk DNA in two families from which single cells were derived from grown-up children. In embryos from 12 PGT families, all of SHaploseek’s focal site haplotype predictions were concordant with clinical PCR-based PGT results. Genome-wide, there was > 99% median concordance between Haploseek and SHaploseek’s haplotype predictions. Concordance remained high at all assayed sequencing depths ≥ 2x, as well as with only 1ng of parental DNA input. In subtelomeric regions, significantly more haplotype predictions were high-confidence in SHaploseek compared to Haploseek. In summary, SHaploseek constitutes a single-platform, accurate, and cost-effective comprehensive PGT solution.

PENGARUH PERAN ORANG TUA TERHADAP AKHLAK KARIMAH PADA ANAK USIA DINI KELOMPOK B DI TK BINAKHEIR CIBINONG KABUPATEN BOGOR

This study aims to determine the effect of the role of parents on akhlak karimah in early childhood group B at Binakheir Kindergarten Cibinong, Bogor Regency. The importance of this research is in the role of parents in child development, especially in the formation of good morals in children such as teaching, habituation and proper guidance so that they can instill good morals in children. This study involved a research sample of 36 which was a sample of early childhood group B at Binakheir Cibinong Kindergarten. The research used by researchers is quantitative type with references to journals, books and the web as well as data collection through observation, questionnaires, progress reports and documentation. The results of data analysis show that there is a positive influence between the role of parents and akhlak karimah in early childhood group B at Binakheir Kindergarten. Then it is concluded that the results of this study are by obtaining a rcount value of 0.70 and with a significant level of 5%, an rtable value of 0.33 is obtained. Thus, rcount ≥ rtable (0.70 ≥ 0.33), then the alternative hypothesis is accepted, while the null hypothesis is rejected, meaning that there is a significant relationship between the role of parents and good morals in early childhood at Binakheir Cibinong Kindergarten, Bogor Regency. The role of parents has a significant influence on akhlak karimah in early childhood group B at Binakheir Kindergarten Cibinong, Bogor Regency. This study provides input for parents to be more aware of their role in teaching, modeling and guiding in educating their children so that they can have good morals.

Smashing verb learning through parental sound symbolic input in preterm and full-term children

ABSTRACT Sound symbolism, the iconic link between speech sounds and meanings, helps children’s verb learning. In sound symbolically rich languages such as Turkish, hearing sound symbolic words might facilitate early verb learning and later language-specific expressions of motion events, by providing an easier way to map verbs onto events. These links could be much stronger for children who had difficulties in word-referent mapping (e.g., preterm children). The current study examined the association of Turkish-speaking parents’ sound symbolic input at 20 months with children’s concurrent verb knowledge and later motion event descriptions at 48 months. Ninety-one parent-infant dyads (Mage = 19.92 months, SD = 1.38; 41 preterms) were observed at 20 months, where we measured sound symbolic input and verb knowledge. Sixty-four of these dyads participated in a motion event description task at 48 months (25 preterms, Mage = 48.79 months, SD = 1.68), where we coded how children use path (the trajectory of motion) and manner (how an action is performed) of a motion. Results from the robust regression models suggested that for preterm children, parents’ sound symbolic input used in adverb forms was positively and concurrently related to children’s verb knowledge. Only for full-term children, sound symbolic input (used as adverbs) predicted full-term children’s use of both path and manner information in their descriptions at 48 months. Lack of replication of these findings with outlier-removed analyses could only suggest a trend toward the differential contributions of sound symbolic input in different child populations and the importance of sentential cues in sound symbolic input in verb learning.

Developmental and Social-Emotional Screening

This study examined the agreement between the Ages &amp; Stages Questionnaires, third edition (ASQ-3), and the Ages &amp; Stages Questionnaires: Social-Emotional, second edition (ASQ:SE-2), and investigated the relationship of the overall indication of “parental concerns” about their child's behavior on the ASQ-3 and the results of the ASQ:SE-2. A large and U.S. representative sample of 16,739 birth to 6 years old children was used to calculate agreements (1) between the ASQ-3 and the ASQ:SE-2, as well as (2) between the indication of “parental concerns” about their child's behavior on the ASQ-3 and the results from the child's ASQ:SE-2. Findings indicated .80 agreement between “typical” classifications on the ASQ-3 and the ASQ:SE-2; as well as .57 agreement on the “at-risk” status. When parents indicated a “behavioral concern” about their child on the ASQ-3 overall questions, 74% of these children were identified by a subsequent ASQ:SE-2. High agreement on the “at-risk” status between developmental and social-emotional screening tests was found. High agreement between parental concerns about child's behavior and results of the social-emotional screening test was found. This finding adds to the foundations of research on the importance of parental input in the early identification processes and can inform efforts to increase the efficiency of the screening process.