Understanding Of Child Development Research Articles

The American contribution to attachment theory: John Bowlby’s WHO trip to the USA in 1950 and the development of his ideas on separation and attachment

ABSTRACT This paper explores John Bowlby’s foundational contributions to attachment theory, particularly his fascination with ‘separation’ and its impact on child development. Tracing the origins of Bowlby’s interest to his personal experiences and his exposure to ideas of mental hygiene and child guidance in the 1930s, it underscores the alignment of his ideas with key figures in the English school of psychoanalysis. The central narrative of this paper unfolds during Bowlby’s 1950 WHO research trip, investigating orphaned and separated children in Europe and the USA. Utilizing archival materials from the Wellcome Library in London, the authors offer unique insights into Bowlby’s journey, highlighting his evolving views on mother-child separation through interactions with his American colleagues. This comprehensive exploration sheds light on Bowlby’s pioneering work, emphasizing the American influence on his ideas, and the evolving theoretical framework that continues to shape our understanding of child development and attachment today.

“Children Are Like Vuvuzelas Always Ready to Blow”: Exploring How to Engage Young Children in Violence Research

Children’s participation and inclusion in violence research, particularly in low- and middle-income country (LMIC) contexts, is scant and not well understood. To assess how young children can be engaged in violence research, 4- to 7-year-old children were recruited into our pilot study in a rural area of South Africa. Six interviewers, recruited from the community, were trained to complete cognitive interviews ( n = 24), interviewer-administered questionnaires ( n = 21), and qualitative interviews ( n = 18) with young children. Three focus group discussions (FGDs) were conducted with interviewers. Findings from FGDs and assessment of interview performance highlighted that young children could feasibly and meaningfully appraise violence they experience and articulate their view in a research context. Art- and play-based approaches offered participants an easier and developmentally appropriate platform for communication, expression, and engagement, and asking directly about violence was acceptable. The ease with which children participated was determined both by their level of development and the sensitivity of the interviewers; thus, intensive training and mentorship were required over time to assist interviewers in understanding child development and mental health and increase recognition of these issues and their presentation. Interviewers critically engaged with personal values regarding children’s rights and voice in research, reflecting that some of the stories were difficult to listen to. They were able to use and value novel methods to facilitate the ethical involvement of young children to yield rich data. Without young children’s involvement and dynamic participation in violence research, the field will not have the evidence to build best practices, respond appropriately to the needs of this vulnerable population, and interrupt the intergenerational transmission of violence that develops in these formative years. Our study adds to the burgeoning evidence that young participants are vital to the research process and are valuable active contributors to understanding violence in LMICs.

Child surgency and child aggression: The moderating effect of parental nurturance, emotion coaching, and family income

According to the goodness-of-fit development theory, a mismatch between child characteristics and socialization processes tends to lead to child maladjustment. The present study aimed to examine whether the association between child surgency and child aggression varies as a function of parenting styles and practices such as parental nurturance and parental emotion coaching. In addition, family economic background was examined as a contextual moderator. Cross-sectional questionnaire data were collected from parents and class teachers of 288 preschoolers (Mage = 5.2 years; 53 % were boys) in Hong Kong, China. Separate multilevel models were run to test parental nurturance, emotion coaching, and family income level as moderators. Results indicated that controlling for confounding variables, child surgency was only positively associated with child aggression when parental nurturance was low, but not when parental nurturance was high. However, this pattern only emerged in high- and medium-income families, but not in low-income families. A similar but different pattern was observed for parental emotion coaching: regardless of family income level, child surgency was only associated with child aggression when parental emotion coaching was low, but not when it was high. Theoretically, our findings highlight the importance of considering the fit between child temperament and environmental features, such as parenting and family economic background, in understanding child development. Practically, our findings point to the utility of helping parents to express their love and affection and to talk to their children about managing emotions to reduce aggression in preschool-aged children, especially those with high surgency and economic advantages.

Attachment and the (mis)apprehension of Aboriginal children: epistemic violence in child welfare interventions

Child protection systems in Australia continue to disproportionately investigate Aboriginal families and intervene to remove Aboriginal children, applying non-Indigenous constructs and understandings of child development that contribute to these enduring inequities. Attachment theory is one such prevalent framework with significant applications in child protection. While constructions of attachment have attempted to grapple with diversity, its application in Australian child protection policy and practice reflects dominant socio-cultural perceptions as a foundation for decision making that misrepresents Aboriginal families and their children’s developmental needs. We position this socio-legal application of attachment specifically, and developmental sciences more broadly, within a long history of settler-colonial intervention, providing a façade of scientific authority that perpetrates further harms on Aboriginal children, families and communities. We offer insights about a new frame for attachment that respects Aboriginal worldviews as part of structural transformations to address those harms.

Understanding child development and care integrality: Primary Health Care doctors and nurses' view.

To identify perceptions of primary care health professionals regarding the conceptual aspects of child development and propose strategies to address difficulties. This descriptive-analytical study was conducted in a small municipality in the countryside of the State of São Paulo, Brazil. The primary health care in this region is comprised of Family Health Units and Basic Health Units. The sample included 52 participants, consisting of doctors and primary care nurses. A questionnaire with open and closed questions was utilized, covering knowledge and practices related to child development. For this study, the first question of the questionnaire, which asked for a descriptive response about participants' understanding of child development, was employed. The responses were transcribed, and content analysis using the thematic approach was conducted. Among the participants, 54% were nurses, and the average duration of working with the pediatric population was ten years. 80% reported never having undergone training in child development. The analysis of the responses revealed heterogeneity in the professionals' understanding of the conceptual dimension of child development. Additionally, there was an insufficient grasp of the theoretical and practical aspects and a scarcity of resources to support comprehensive care for children. A predominant biomedical model focusing on disease and biological aspects of child health was evident in defining the understanding of the subject. The findings underscore the necessity of implementing health education initiatives and service projects in primary care settings. It is crucial to strengthen a comprehensive perspective of child health within the biopsychosocial model of the health-disease process.

Child development education in the Neonatal Unit: Understanding parent developmental literacy needs, priorities and preferences

ObjectiveTo describe child development knowledge needs, priorities, and preferences for education to enhance developmental literacy among parents with children admitted to the neonatal unit (NNU). MethodsTwo separate cohorts completed a survey; 1) Parents with children graduated from Australian NNUs (n = 316); 2) Parents with infants’ inpatient at two South Australian NNUs (n = 209). ResultsParents considered it extremely important to understand child development (Graduates: 80%; Inpatients: 71%). Inpatient parents reported lower child development knowledge. Almost half (42%) of graduate parents described the child development education provided by neonatal staff as poor or inadequate. There was consistency in preferences for developmental literacy education provision. Parents desired education to commence during NNU and continue post discharge. Priorities included content specific to preterm birth and how to support child development over the first two years of life. Individualised education by a Neonatal Nurse/Midwife was most preferred. ConclusionMothers and fathers value guidance to support their child’s development during NNU admission and early childhood. Our study highlights the importance of improved early developmental literacy education for parents with children admitted to the neonatal unit. Practice implicationsOur findings can be used to inform the creation of future educational resources targeting improved parent developmental literacy.

Why all child clinicians should be hypnosis-informed. Advantages, benefits, creativity, & development: ABC’s & D

ABSTRACT This paper advocates for all child clinicians to learn hypnosis skills as a distinct advantage to enhance their understanding of child development in the treatment of children. It examines the interface of child development and hypnosis. Clinical hypnosis with children follows the child’s developmentally determined self-expressions. The clinician must tend to the way in which the child expresses a “problem,” structuring treatment goals and pace, and evoking and utilizing opportunities for therapeutic suggestion. This article defines hypnosis as a set of skills and principles. It defines trance as psychoneurobiological plasticity. Eight variables, shared across therapeutic interventions, are explored in the context of working hypnotically with children and adolescents. These are 1) Relationships, rapport, attachment; 2) Attention, absorption, focus; 3) Use of language and therapeutic suggestions; 4) Expectations; 5) Resources; 6) Dissociation and Unconscious; 7) Trauma parallels with trance; 8) Development. Becoming hypnosis-informed is the ABC’s, & D, for child clinicians. A case illustrates the application of skills, principles, and variables.

Massage therapy training for daycare caregivers to stimulate children’s mental health in Dago Area

Massage therapy has been shown to be highly effective in preventing premature birth, encouraging infant growth, increasing attention, reducing depression and aggression, treating motor problems, and reducing discomfort. Daycare is a partner institution for parents in childcare that synergizes in observing the growth and development of children's mental health. This community service program aims to increase knowledge about children's mental health, and training and mentoring regarding relaxing massage for children. This service activity plan consists of the preparation, implementation, and evaluation stages. The methods to be carried out vary from giving interactive materials, demonstrations, discussions, and practice. This activity was attended by 24 caregivers, 2 presenters, and 6 community service teams. This program was attended by caregivers aged between 22-50 years, with most of them being married, the highest education level being high school (75%), and the most work experience under 3 years (67%). Based on the results of the evaluation, all participants benefited from the knowledge training on child mental development and the application of baby massage in carrying out their daily duties as caregivers at daycare centers. Training childcare practitioners' metallization and helping them achieve attitude-based metallization is effective in helping them better understand child development.

CONTRIBUTIONS OF PSYCHOLOGY IN CHILDHOOD GRIEF WITH THE LOSS OF A PARENT

Grief is a process experienced by the loss or absence of a person, object or situation, triggering suffering, in addition to behavioral, emotional and sentimental reactions. According to studies, the child has the ability to understand about death, only needing to respect their level of cognitive/emotional development. The parents represent physical, emotional and security support for the infant, thus, their departure is understood as causing extreme pain and generating feelings of hopelessness and helplessness. Psychology has several strategies to deal with childhood grief. This work aimed to demonstrate the contribution of Psychology in the face of grief in childhood with the loss of one of the parents, through the understanding of child development, the understanding of grief in childhood, the importance of mourning and psychological assessment the loss of one of the parents. It was based on a bibliographic review with a qualitative-descriptive approach, in the period between 2005 and 2021. It concluded the importance of psychology for the elaboration of child mourning, given that this science has several means, such as psychoeducation about mourning and the emotions triggered by it, ludic therapy, participation in centers or support groups by the surviving parent, as well as psychotherapy to redefine this process and its consequences.

Robustness of the cognitive gains in 7-month-old bilingual infants: A close multi-center replication of Kovács and Mehler (2009).

We present an exact replication of Experiment 2 from Kovács and Mehler's 2009 study, which showed that 7-month-old infants who are raised bilingually exhibit a cognitive advantage. In the experiment, a sound cue, following an AAB or ABB pattern, predicted the appearance of a visual stimulus on the screen. The stimulus appeared on one side of the screen for nine trials and then switched to the other side. In the original experiment, both mono- and bilingual infants anticipated where the visual stimulus would appear during pre-switch trials. However, during post-switch trials, only bilingual children anticipated that the stimulus would appear on the other side of the screen. The authors took this as evidence of a cognitive advantage. Using the exact same materials in combination with novel analysis techniques (Bayesian analyses, mixed effects modeling and cluster based permutation analyses), we assessed the robustness of these findings in four babylabs (N=98). Our results did not replicate the original findings: although anticipatory looks increased slightly during post-switch trials for both groups, bilingual infants were not better switchers than monolingual infants. After the original experiment, we presented additional trials to examine whether infants associated sound patterns with cued locations, for which we did not find any evidence either. The results highlight the importance of multicenter replications and more fine-grained statistical analyses to better understand child development. HIGHLIGHTS: We carried out an exact replication across four baby labs of the high-impact study by Kovács and Mehler (2009). We did not replicate the findings of the original study, calling into question the robustness of the claim that bilingual infants have enhanced cognitive abilities. After the original experiment, we presented additional trials to examine whether infants correctly associated sound patterns with cued locations, for which we did not find any evidence. The use of novel analysis techniques (Bayesian analyses, mixed effects modeling and cluster based permutation analyses) allowed us to draw better-informed conclusions.

Preventing Punitive Violence: Implementing Positive Discipline in Everyday Parenting (PDEP) with Marginalized Populations in Bangladesh.

Physical and other types of punishment remain common in Bangladesh, despite overwhelming evidence of their harm and worldwide efforts to decrease their use. One of the strategic priorities of Save the Children in Bangladesh's Child Protection Program is to protect children from physical and humiliating punishment in homes, schools, and other settings. Save the Children in Bangladesh selected the Positive Discipline in Everyday Parenting (PDEP) Program to provide parents with alternatives to physical punishment that comply with human rights standards while strengthening relationships and understanding of child development. High-risk communities where children are particularly vulnerable were selected for this project. The PDEP program was delivered to 857 parents living in lower socioeconomic areas of Bangladesh, including ethnic minority groups, and parents living in urban slums of Dhaka and rural brothel areas. Due to the low levels of education of the participants (almost two-thirds of participants had not completed elementary school), simplified pre and posttests were utilized. Following program completion, parents' approval of both physical punishment and punishment in general declined; they were less likely to view typical parent-child conflicts as intentional misbehavior and were less reactive to frustration. In addition, parents indicated an increased understanding of the positive discipline and more confidence in their parenting skills. Before taking PDEP, 64% of the parents often felt like they just did not know what to do as a parent, compared to 34% following program completion. PDEP demonstrated the potential to decrease the use of physical and humiliating punishments by parents living in high-risk communities in Bangladesh.

Behavioural characteristics of overparented children and their parents

Parenting styles and behaviours are critical in shaping a child’s personality, beliefs, values, and behaviours, affecting their academic achievement, mental health, and future success. Being active in a child’s life can increase the child’s confidence, build a closer bond between parent and child, and increase the child’s chances of becoming a successful adult. However, excessive involvement and control over a child’s life can lead to negative consequences for the child’s development. Overparenting refers to overprotective and controlling behaviour towards the child when the parents tend to micromanage their child’s lives, make decisions for them, and shield them from challenges and disappointments. The study aims to reveal the behavioural characteristics of overparented children and their parents. 262 teachers across six countries (Slovenia, Portugal, Romania, Turkey, and Lithuania) participated in the study. An online survey using closed and open-ended questions was used to collect the data. The study results revealed that overparenting can negatively affect a child’s development, leading to dependence, poor decision-making skills, anxiety, reduced academic performance, and lack of resilience. Overparenting parents tend to micromanage their children’s lives, shield them from disappointment, and have unrealistic expectations. They may also lack trust in teachers, leading to strained relationships. Survey results suggest a lack of positive parenting skills and understanding of child development. To promote healthy parenting, it is crucial for parents to develop emotional regulation skills, positive parenting skills, and knowledge of their child’s social and emotional needs.

Factors Affecting Young Mothers’ Access to Child Healthcare Services: A Behavioural Analysis to Guide the Development of Interventions

AbstractYoung mothers are more likely to access healthcare for their children in emergent care settings and less likely to use preventive care. This study examines the healthcare-seeking behaviours of young mothers to inform the design of tailored interventions. Semi-structured interviews with nine young mothers (aged ≤ 25 years) who were attending a supported playgroup in Brisbane, Australia were conducted and explored using the Capability, Opportunity and Motivation and Behaviour (COM-B) model and the Theoretical Domains Framework (TDF). Five behavioural themes were identified (navigating the system, complex referral pathways, delays and long wait times, understanding child development, and connecting to services) and the role of the supported playgroup in shaping young mothers’ understanding of child development and connecting them to services was highlighted. Recommended strategies to address these factors include opportunities for young mothers to learn about child developmental milestones, improving young mothers’ health literacy, increasing young mothers’ skills and/or the availability of support to help them navigate health services, and providing more accessible entry points for child assessments, referrals, or early intervention programs.

The Role of Cognitive Skills, Sex, and Parental Education for Social-Emotional Skills: A Cross-Sectional Study on the WPPSI-IV Performances of Children Aged 3 to 5 Years.

Background: Current research suggests that knowledge about the relationship between cognition and social–emotional skills in preschoolers is important to better understand child development. The present study investigated possible effects of cognitive skills measured by the Wechsler Primary and Preschool Scale—Fourth Edition (WPPSI-IV), children’s sex, and parental educational level on social–-emotional skills measured by the Developmental Test 6 Months to 6 Years—Revision (ET 6-6 R) for children aged 3 to 5. Methods: Statistical analyses were based on a sample of N = 93 children (47 females, 46 males). First, bivariate correlations among relevant WPPSI-IV index scores, the ET social–emotional quotient, children’s sex, and parental educational level were calculated to identify possible significant associations between the variables under investigation. Subsequently, two multiple regression analyses were conducted to test for the hypothesized main effects of cognitive skills, children’s sex, and parental educational level on social–emotional skills. Finally, a moderated multiple regression analysis was carried out to investigate whether possible effects of cognitive skills on social–emotional skills were moderated by children’s sex and parental educational level. Results: Regression analyses indicated that visual–spatial skills measured by the WPPSI-IV and children’s sex have both a small but significant main effect on social–emotional skills. The main effect of sex was due to the fact that, on average, females achieved higher scores on the measure of social–emotional skills than males. Conclusions: The present findings suggest that the WPPSI-IV represents a suitable test battery for the assessment of those cognitive skills, which might play a reasonable role in social–emotional development

New understandings in childhood research and their implications for child and family services

In recent times the production of research linking childhood experiences with later life outcomes has had the effect of producing new understandings of child development, with increased attribution given to this stage in the life cycle as being foundational for future outcomes. In turn, this has generated the development of models which combine physiological, psychological and social impacts of adversity to challenge services to deliver interventions which are trauma aware and consequently designed to either prevent the occurrence, or ameliorate the effects, of childhood adversities. In this article we examine the implications of these developments for services delivered at community, familial and individual levels. While there have been attempts to incorporate advances in research with respect to what is harmful to children, the space for action remains limited both by structural constraints and the lag in the development of an evidential base supportive of interventions designed to make a positive difference in the lives of children.

Introducing K-12 Classical Education: Modern Take on Ancient Curriculum

There are hundreds of public and private K-12 classical schools operating across the United States, but how these schools interpret the term “classical” is unclear. Researchers in the field of education must begin to investigate this unique approach to schooling for the sake of the children who attend these schools and to discover if, perhaps, something of use might be learned from them to improve outcomes for all children. The purpose of this literature review is to bring K-12 classical education to the attention of scholars and researchers in the hope that an introduction might encourage future study on the topic. The project was designed and implemented according to Cooper’s (1988) literature review classification. It was found that published classical educators and proponent organizations recommend several curricular elements in common, including a focus on the Western canon and use of the trivium of grammar, logic, and rhetoric to understand child development and to determine content and teaching methods across disciplines. New research is needed to determine to what extent the recommendations in the literature are enacted in K-12 classical schools serving real communities.

A Conversation with Michael Rutter

The Annual Review of Developmental Psychology presents a conversation with Professor Sir Michael Rutter, held remotely in the time of COVID but nonetheless wonderfully revealing of who this incredible scholar is and how he thinks. The contributions he has made to our understanding of child development are so vast and varied as to almost defy description. Erudite, articulate, and rigorous in his science, Michael Rutter is also deeply compassionate, caring, and outcome oriented. With training in medicine, neurology, pediatrics, and psychiatry, he held the first child psychiatry appointment in the United Kingdom and set up both the MRC Child Psychiatry Research Unit and the MRC Social, Genetic & Developmental Psychiatry Centre (SGDP). Unfortunately, Sir Michael passed away on October 23, 2021 while this article was in press. We feel fortunate to have had the opportunity to get to know Sir Michael, and to share this interview with you.

Quality Pedagogical Practice in Early Childhood Education Institutions Relating to Children at Risk of Social Exclusion

Quality early childhood education and care has been the focus of interest of researchers for over half a century. Approaches to the quality monitoring and quality assurance of early childhood education and care, as well as its conceptualisation and operationalisation, have changed and developed over the decades in line with contemporary understandings of child development and learning, and in accordance with changes in the purpose and functions of early childhood education and care. The results of many relevant studies confirm that quality early childhood education and care is crucial for short-term and long-term positive outcomes in different development and learning areas, especially in the case of disadvantaged children, including children at risk of social exclusion. The aim of this paper is to present the concept of quality in early childhood education and care from various research perspectives, with special emphasis on a review of the literature on the quality of pedagogical practice aimed at children at risk of social exclusion. The paper presents the theoretical model of responding to the needs of children at risk of social exclusion in Croatian early childhood education and care. Special attention is given to the quality of pedagogical practice regarding children at risk of social exclusion, as a prerequisite for planning targeted measures and interventions directed at this group of children and their families within the Croatian early childhood education and care system. It was concluded that the key factors for quality pedagogical practice are an interdisciplinary approach of highly qualified professionals and the participation of all key stakeholders within the child’s immediate environment, as well as connection between relevant policies and practice, which are crucial for early childhood education and care quality.

C.E. Credit. The Millennial Family: Adapting Behavior Guidance to Contemporary Parenting

Understanding the parent/child dynamic is important in the delivery of person-centered dental care to the child. However, the nature of parenting has changed and understanding of child development has continued to develop, affecting the ability of dentists to influence child behavior. The purpose of this paper is to review generational differences, the impact of parenting on child development and changes in approval of behavior guidance techniques to propose new approaches to child behavior.

POSITIVE DISCIPLINE: SOLUTION TO BOOST STUDENTS’ SELF ESTEEM IN LEARNING ENGLISH AS FOREIGN LANGUAGE

<p>This theoretical concept is aimed to investigate how positive discipline is implemented in foreign language classroom and improve students’ self-esteem. As one of forms of classroom management, positive discipline expects long-term discipline planted in the learners’ behavior. There are five principles of positive discipline which can be implemented in language learning; Identifying long-term goals; Providing warmth and structure; Understanding child development; Identifying individual differences; Problem-solving and responding with positive discipline. The implementation of positive discipline which support classroom encouragement and confidence could improve learner’s self-esteem. By implementing the positive discipline, teacher also takes advantages on understanding more about his students’ character. In addition, learner would realize their long-term goal of learning foreign language which motivates them to be more active in the class.</p>