Understanding Of Child Development Research Articles

Virtual Posyandu Program during the Pandemic Maintained Children’s Growth and Development

Background: Posyandu program suspension due to COVID-19 has resulted in a decrease in monitoring children’s growth, leading to undetected problems. Understanding mothers' eating behavior plays a crucial role in preventing malnutrition, we must continue the program as a health promotion medium to enhance mothers' understanding and track children's growth and development. Objectives: This research aimed to determine the effectiveness of virtual Posyandu program in strengthening cadre health promotion services for nutritionally vulnerable children in Jember Regency agricultural area during the absence of offline Posyandu. Methods: The research was carried out September 2022-January 2023, implementing a 21-day intervention on 169 respondents from Puskesmas Arjasa and Paleran (representing two different socio-cultures). The cadres utilized the application to enhance children's nutritional health and instruct parents on its usage. The success parameter is that there were significant differences between the growth and development of children pre- and post-program. Growth variables were assessed by measuring nutritional status according to Ministry-of-Health Regulation, before and after the intervention, while development variables were assessed using a Developmental Pre-Screening questionnaire (DPSQ). Results: The virtual Posyandu program in both Puskesmas demonstrated significant differences (p<0.001) in children's growth and development parameters, such as height-for-age, weight-for-height, and DPSQ, between the pre- and post-program periods. Despite the challenges posed by the pandemic, the program has effectively maintained children's growth and development. Conclusions: Balitagrow© Android-based application in virtual Posyandu program effectively maintained children’s growth and development in pandemic era and worth continuing to be developed according to user needs.

Kid-Sized Dentistry: A Pioneering First-of-Its-Kind Study on Customizing Dental Tools and Technology for Pediatric Care.

Introduction At the core of pediatric dentistry lies a profound understanding of child development, behavior management, and tailored treatment modalities. Similarly, tailoring dental tools and technology to address the distinct requirements of children is an essential aspect of pediatric dental practice. Kid-sized dentistry is the customization of dental tools and technology to effectively meet the unique needs of children. This study is the first to comprehensively explore all dimensions of resizing dental tools and technology for children, synthesizing scattered literature on the topic into a unified analysis, a trailblazing contribution to the field. Therefore, the aim of this article is to address these research gaps by conducting both a comprehensive analysis and a cross-sectional study. Methods To gather information for the subject, we conducted searches using both free-text terms and specific MeSH terms. We searched for articles published in English up to July 2024 across various electronic databases. Utilizing keywords, we initially obtained approximately 25-30 relevant literature studies, from which we selected 15-20 which were more topic-specific. We conducted an original survey to assess the knowledge, attitude, and practices of pediatric and general dentists regarding kid-sized dentistry in the Jabalpur zone. This survey employed a validated, structured questionnaire designed to collect data comprehensively. Results Despite high awareness, there remains a gap in the actual use of these tools and technology, particularly among general dentists. Conclusion In the realm of dentistry, every specialty brings a unique lens through which patient care is viewed. Within this mosaic, the pediatric dentist offers a particularly invaluable perspective, one that is grounded in the delicate nuances of treating children. Pediatric dentistry, in particular, focuses on the specialized needs of children, with an emphasis on understanding child development, behavior management, and customized treatment approaches. Central to this field is the adaptation of dental tools and technologies to suit pediatric patients. Insights from pediatric clinicians have contributed to advancements in dental equipment, improving its suitability for children. Increasing awareness of these innovations among both general and pediatric dentists can enhance this progress. This study underscores the need for ongoing education and advocacy to ensure all dental professionals have access to the best tools for treating young patients.

Korean Early Childhood Education and Care Panel Study: Data Utilization Strategies for Policy and Practice

The Korean Early Childhood Education and Care Panel Study (K-ECEC panel study), commencing in 2021, aimed to collect data related to early life growth and development. In particular, based on Bronfenbrenner’s ecological model, the study aims to collect intrinsic and extrinsic parental factors, educational and caregiving experiences in institutions, and environmental factors from the prenatal stage through infancy, toddlerhood, and early childhood. This is important for understanding child development with varied dimensional aspects. The K-ECEC panel study uses a stratified sampling strategy in order to recruit pregnant women based on regions and numbers of deliveries to individual hospitals. This resulted in the participation of 3,372 women, 95 of whom were from low-income families and 72 from multicultural families. The K-ECEC panel study is based on a household survey collecting information related to pregnancy, birth, and childrearing. The survey included an annual follow-up for individual households of newborns from 2022, and the second round of the survey was conducted in 2023. A total of 2,775 children participated in the first round of the survey, 1,423 of whom were boys. As there are few birth cohort studies considering policy-oriented aspects in Korea, the K-ECEC panel study is expected to provide data to understand childhood trajectories for growth and development. Furthermore, in terms of childcare and education, it is expected to be utilized to evaluate the policy effects of early life and parenting support.

Pemberdayaan Kader dalam Penggunaan Media Bermain Sederhana sebagai Upaya Stimulasi Perkembangan Anak Usia Pra Sekolah

Play media is essential for fostering interaction and growth in children. In children, the prevalence of movement abnormalities is 30.9% and speech development disorders 46.8%. The presence of electronics enhances this danger; children who play with them for thirty minutes have a forty-nine percent higher chance of speaking and moving late in life. Targeting Integrated Healthcare Center cadres, activities were conducted in Pagongan Village, Tegal Regency. The purpose of this community service project is to broaden the cadres' understanding of basic play media that can be found at home and is good for a child's development. The purpose of this activity, which involves empowering cadres, is to spread knowledge about health, one aspect of which is the growth and development of children. The three phases of the activity are preparation (working with cadre leaders and the village), implementation (providing counseling), and evaluation. The activity employs counseling as its method. As a consequence of this exercise, cadres' understanding of child development has increased by 60%, active play techniques by 100%, and simple play media by 80%.

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.

Integrative child psychotherapy: discussion of a common core and unified theory approach

This paper explored significant advancements in integrative child psychotherapy in the UK, aiming to establish a common core and unified theory. Informed by infant-parent observations, attachment theory, neuroscience, and socio-cognitive developmental psychology research, the findings integrated clinical approaches from a developmental and family systems perspective. The objective was to provide a framework based on common factors and a unified psychogenesis theory, emphasising a therapeutic action model and understanding child development. The escalating prevalence and severity of mental health issues among children and young people (CYP) are highlighted, with factors like the COVID-19 pandemic, educational disruptions, increased digital reliance, and the current cost of living crisis contributing to the surge. The impact of these changes necessitates a holistic approach to mental health care, specifically by specialists in integrative child psychotherapy. Current data underestimates CYP mental health needs due to the absence of a national approach to data collection and analysis. Moreover, there is a lack of consensus on the assessment and case formulation in CYP mental health treatment. The diversity in practitioners' approaches, training, and understanding of child development, evidence-based practices, and CYP mental health support is noted. Critiquing the limitations of evidence-based practices, the paper argues for a systematic assessment and case formulation framework. It advocates for an evidence base that acknowledges the individuality of CYP, emphasising psychotherapy's dynamic, relational foundation. The proposed framework seeks to inform training and practice requirements, challenging the conventional mechanistic understanding of mental health treatment and promoting a more integrative and client-centred approach.

Perkembangan Fisik Pada Masa Kanak Pertengahan

During childhood, the development of a child involves several key aspects. Firstly, the physical development aspect encompasses the skeletal and muscular systems, as well as the development of motor skills. Secondly, health and safety become important focuses by providing adequate physical exercise to meet national targets and prevent children's inactivity. The processing of information and intelligence in cognitive development emphasizes repetition, organization, comparison, and the emergence of information. The division of intelligence into emotional and spiritual intelligence provides an additional dimension to understanding child development. Piaget's approach, particularly the concrete operational stage, describes a phase in which children use operations and logical reasoning in concrete situations. Lastly, in cognitive development, language becomes an important tool for communication, both in oral and sign forms.

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