Young Children's Relationships Research Articles

Study of relationships of young children’s learning behaviors with self-regulated learning competence/problem behaviors

Study of relationships of young children’s learning behaviors with self-regulated learning competence/problem behaviors

Bidirectional influences of anxiety and depression in young children.

Anxiety and depression tend to co-occur in children. Studies indicate that higher levels of anxiety are associated with subsequent higher levels of depression, while depression may inhibit subsequent anxiety. It is important to increase our understanding of the temporal sequencing of these disorders and, particularly, to determine if suppression effects account for the inhibitory association. In addition, further information about these relationships in young children is needed. Participants were a diverse (20.4% Hispanic, 16.7% African American; 49.1% boys) community sample of 796 children with data available at ages 4, 5, and 6-7years. Anxiety and depression symptoms were assessed using the Child Symptom Inventory and symptom count measures from the Diagnostic Interview Schedule for Children-Parent Scale -Young Child version. The results indicated: (a) anxiety and depression were relatively stable over time; (b) anxiety at age 4 and 5 was a significant positive predictor of subsequent depression; (c) while an inhibitory effect of depression on subsequent anxiety was found, that inhibitory effect was due to negative suppression, and higher levels of depression were actually associated with subsequent anxiety; (e) consistent with a significant suppression effect, when depression was included as a predictor, the association between anxiety at ages 4 and 5 and anxiety one year later increases in magnitude. Both anxiety and depression are associated with higher levels of one another in the subsequent year. Implications for prevention are discussed.

Getting the right grasp on executive function.

Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis. The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift, and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5–6 and 9–10 were asked to: grasp-to-construct (Lego® models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.

Learning Emotional Understanding and Emotion Regulation Through Sibling Interaction

Research Findings: Young children's relationships with their sisters and brothers offer unique and important opportunities for learning about emotions and developing emotional understanding. Through a critical analysis, this article examines sibling interaction in 3 different but normative contexts (conflict/conflict management, play, and sibling–parent interaction) in order to elucidate the processes by which emotional understanding and emotion regulation develop. The results of recent research and theoretical frameworks are used to explore the ways in which sibling relationships are effective contexts for the development of children's emotional understanding, including identifying emotions, decoding the emotions of others, and anticipating the emotional responses of others in particular situations; emotion regulation; and the use of emotional understanding to build (or impede) relationships and affect the behaviors of others. Practice or Policy: Implications from the current analysis include methods for harnessing the potential of children's growth in emotional understanding through their encounters with siblings to affect positive outcomes for child development.

Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.

Preschool children with lower executive function may be more vulnerable to emotional-based eating in the absence of hunger

Decreased executive function (EF) has been linked to unhealthy eating behaviors and obesity in older children and adults, however little is known about this relationship in young children. One possible reason for this association is that individuals with degraded EF are more vulnerable to emotional-based overeating. Emotional eating may thus be more likely to occur in persons with lower self-control or ability to regulate emotions. A pilot project in a research-based preschool was conducted to examine the relationships between executive function, emotional arousal and eating in the absence of hunger (EAH) in 3–6year-old children. Executive function was measured through child-completed tasks, parent questionnaires, and standardized teacher reports. Emotional arousal was measured via skin conductance. Children who had lower cognitive development scores as indicated by teacher reports had higher EAH. Increased emotional arousal was associated with increased EAH, but only in a subgroup of children who had a lower capacity for emotional regulation as suggested by lower delay of gratification scores, lower effortful control (parent questionnaire), and overall lower teacher-reported cognitive development. Further studies are necessary to determine whether interventions to improve executive function and emotional regulation in young children may also have the benefit of improving eating behaviors and decreasing risk of obesity in the long run.

Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept

This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother–child attachment quality was observed in preschool. In first grade, teacher ratings of teacher–child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher–child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother–child attachment quality on the academic dimension of self through its effect on current adult–child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.

Relationship between Executive Function, Mood, and Eating Behavior in Preschoolers

Decreased executive function has been linked to unhealthy eating behaviors and obesity in older children and adults, however little is known about this relationship in young children. The purpose of this research was to first determine this relationship, and second, to explore whether mood and emotional reactivity are related to executive function and/or eating behaviors. We conducted a pilot study in a research‐based preschool at the University of California‐ Davis with 30 three to five year‐old children. Executive function was measured via four tasks: flanker, task‐switching, delay of gratification, and the Children's Gambling Task. An eating in the absence of hunger (EAH) task was used to determine nonhomeostatic eating behavior, and parents filled out the Child Eating Behavior Questionnaire. Mood and emotional reactivity ratings were determined via parental reports on the Children's Behavior Questionnaire as well as direct measures of the children's mood and emotional reactivity with a visual analog scale, salivary cortisol and alpha‐amylase, and skin conductivity. Children who scored higher on the Children's Gambling Task ate significantly fewer calories from cookies in the EAH task. Higher scores on the task switching task, however, were associated with significantly more total calories consumed in the EAH task. No measures of mood or emotional reactivity were significantly related to calories consumed in the EAH task. Childrensˈ reports of mood prior to the Children's Gambling task were inversely related to performance on the task, such that a more negative mood was associated with riskier behaviors. Further studies are necessary to determine whether early interventions to improve executive function may also have the benefit of improving eating behaviors and decreasing risk of obesity in the long run.Grant Funding Source: USDA‐WHNRC, UC Davis Jastro Graduate Student Research Award

Predictors of poor dental arch relationship in young children with unilateral cleft lip and palate

The aim of this cross-sectional outcome study using retrospective data capture of treatment histories was to examine the characteristics of young children with unilateral cleft lip and palate who had poor dental arch relationship (i.e., Goslon 5). The study sample comprised 120 children born with nonsyndromic complete unilateral cleft lip and palate between 1995 and 2003, and were aged between 5.0 and 7.0 years (mean age, 5.1 years) at the time of data collection. The dental arch relationship was assessed using the Goslon yardstick from intraoral dental photographs. An independent investigator recorded treatment histories from the clinical notes. The inter- and intraexaminer agreements evaluated by weighted kappa statistics were high. There was no association between dental arch relationship and the type of presurgical orthopedics or pharyngeal flap. Dental arch relationship was associated with the initial cleft size (odds ratio, OR = 1.3; 95% confidence interval, CI = 1.1-1.5, p < 0.01), surgeon grade for palate repair (OR = 5.0, 95% CI = 1.2-19.9, p < 0.05), and primary gingivoperiosteoplasty (OR = 2.8, 95% CI = 1.0-8.1, p = 0.05). These data suggest that intraoral dental photographs provide a reliable method for rating dental arch relationship. Wide initial cleft, high-volume surgeon, and primary gingivoperiosteoplasty are predictors of poor dental arch relationship outcome in young children with unilateral cleft lip and palate. These findings may improve treatment outcome by modifying the treatment protocol for patients with unilateral cleft lip and palate.

Clinical and Genetic Correlates of Exercise Performance in Young Children with Cystic Fibrosis

Exercise performance in individuals with cystic fibrosis has been shown to be related to the extent of pulmonary dysfunction and undernutrition and genetic profile. The aim of this study was to examine these relationships in young children with cystic fibrosis. The participants were 64 children ages 8 to 11 years (M = 9.3, SD = 0.9) with cystic fibrosis and pancreatic insufficiency recruited from 13 different U.S. cystic fibrosis centers. Assigned to one of three groups by deltaF508 status: deltaF508/deltaF508 homozygous, deltaF508/Other heterozygous, and Other/Other, growth, nutritional and pulmonary status, and exercise performance were measured. Differences in exercise performance, pulmonary function, and nutritional status were not observed among the three groups. However, undernutrition and decreased pulmonary function were associated with measures of exercise performance. These results imply no effect of deltaF508 status on overall functional capacity during preadolescence in children with cystic fibrosis. Rather, the extent of pulmonary disease and undernutrition were associated with functional performance.

There’s Elly, It Must be Tuesday: Discontinuity in Child Care Programs and Its Impact on the Development of Peer Relationships in Young Children

This study traces patterns of attendance, times of arrival and departure, and policies and practices surrounding enrollment and moving children from classroom to classroom in a child care center. It appears that children’s efforts to acquire competence in developing friendships with their peers not only depends on their own capacities, but is also affected by above-mentioned patterns and policies and practices, over which children have no control. For a period of 6 months, we follow the trajectory of Elly, a young 3-year old girl, who is enrolled mid-year, part-time, in Sunshine Child Development Center. She is placed in a classroom with two-and-a-half to three and-a-half year old children, several of whom also attend part-time. It takes Elly 6 months to develop a meaningful relationship with some of her peers, an important yet tenuous milestone because, according to center policy groups will be reconfigured over the summer. Thus, Elly and her new friends may be placed in different groups in the fall. This study also documents the important role of social pretend play in helping children to initiate and develop friendships, especially in the company of more competent peers. Importantly, the child care center’s policies and practices for transitioning children in and out of classrooms seem to be at odds with current research on attachment, continuity, and the development of peer relationships. Recommendations are made for creating environments where continuity of care and education for young children are a priority.

M1203 Concordance of Parent Versus Child Responses to a Questionnaire Assessing the Presence of IBS Related Pain-Stooling Relationships in Young Children

M1203 Concordance of Parent Versus Child Responses to a Questionnaire Assessing the Presence of IBS Related Pain-Stooling Relationships in Young Children

Attachement père-cadet et qualité des relations fraternelles cadet-aîné

The aim of this study is to establish a link between the father-child attachment and the quality of the sibling relationships for school-age children, by taking into account the theoretical and methodological evolution of this specific attachment. Fifty-seven fathers answered the Questionnaire of Opening up to the World [Défi jeunesse, 8 (2002) 6–12], which defines the father-child attachment (or activation) on two axes: the stimulation (social, cognitive and emotional) and the paternal control exercised over the child. The Questionnaire “Sibling Relationships in Young Children” [Troupel, O., 2006. Attachement fraternel, styles de relations et des interactions de tutelle au sein des fratries de jeunes enfants : effet modulateur de la représentation des relations fraternelles de l’aîné. Thèse de doctorat nouveau régime, université de Toulouse–Le-Mirail] gives insight into the quality of sibships. Children, with a secure attachment to their father, demonstrate a higher level of cooperation with their elder sibling than the other children, in particular those which receive excessive control and little stimulation from their fathers. The hypothesis that the stimulation of the second-born child by the father on the peer side is directly linked to the quality of the sibships is not confirmed. Other results on father-child attachment and sibships are discussed.

Answered and Unanswered Questions in Attachment Theory With Implications for Children of Divorce

Attachment theory has contributed much to the conceptualization of relationships in young children, ideas which have, in turn, had much influence in the courts. This paper poses relevant questions about the theory and provides answers from the empirical research available. What is the role of fathers in the lives of babies? Does attachment status well predict later functioning? What characterizes disturbances in attachment and what is their significance for development? What are the current measures of attachment and are they adequate to the task? Finally, the paper discusses implications for the courts and for those who assist the children of divorce.

017: Relation between foveation and sensory function after nystagmus surgery in children

Introduction: Improvements in both eye-movement characteristics and sensory function in patients with infantile nystagmus syndrome (INS) have been reported after 4-muscle surgery. The relationship between eye movements (foveation) and sensory function (visual acuity) is of interest, especially during the critical period of visual development. Assessment of this relationship in young children has become feasible with our introduction of the Nystagmus Optimal Foveation Function (NOFF) (Felius et al, ARVO 2008), which quantifies foveation properties in noisy eye movement recordings.

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher–child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of child-initiated teacher–child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.

Relationship Theory in the Nursery: Attachment and beyond

Contemporary approaches to early childhood education widely acknowledge that young children's relationships with others play a fundamental role in their learning and development. This article explores the construct of relationships within the context of early childhood infant programmes through an examination of the contribution and applicability of attachment theory to current understandings of the nature and consequences of young children's relationships in these settings. A review of the sociocultural context of relationships, the infants' role in relationship formation, and the nature of peer relationships leads to the proposal that practitioners, policy makers, and researchers need to adopt a wider, more dynamic approach to relationships that includes, but extends beyond, that afforded by attachment theory alone.

Genetic and environmental influences on early speech, language and literacy development

The genetic and environmental etiology of speech and broader language skills was examined in terms of their concurrent relationships in young children; their longitudinal association with reading; and the role they play in defining the ‘heritable phenotype’ for specific language impairment (SLI). The work was based on a large sample of 4 1/2-year-old twins, who were assessed at home on a broad range of speech and language measures as part of the Twins Early Development Study. We found that genetic factors strongly influence variation in young children's speech in typical development as well as in SLI, and that these genetic factors also account for much of the relationship between early speech and later reading. In contrast, shared environmental factors play a more dominant role for broader language skills, and in relating these skills to later reading; isolated impairments in language as opposed to speech appear to have largely environmental origins. Learning outcomes (1) Readers will be able to discuss some of the ways in which behavioural genetic methods can make a useful contribution to the field of communication disorders. (2) Readers will be able to compare the genetic and environmental contributions to general language versus speech skills in young children. (3) Readers will be able to describe the likely relationship between early speech and language and later reading development, in terms of shared genetic and environmental resources. (4) Readers will be able to discuss how different ascertainment methods for clinical samples may lead to very different understandings of the nature of a disorder such as specific language impairment.

Bipolar disorders across the lifespan

Bipolar disorders across the lifespan

Multidisciplinary Assessment of Children with Developmental Coordination Disorder: Using the ICF Framework to Inform Assessment

The aim of this study was to describe relationships in young children with motor coordination problems between measures of motor, functional, self-efficacy, and communication administered by a multidisciplinary team and the fit of these measures within the framework of the International Classification of Functioning, Disability and Health (ICF) (). Sixty children, 40 males and 20 females, with mean age 72.5 months (SD = 11.4 months) referred to a university physiotherapy clinic met the inclusion criteria for developmental coordination disorder (DCD). Each measure provided a different perspective of performance when considered within the framework of the ICF. The findings suggest caution when using the Movement Assessment Battery for Children (M-ABC) for the purpose of diagnosis with young referred children, since 25 of the 60 children scored > 15th percentile, despite demonstrating motor deficits at home and school. Further research is needed to address assessment at the participation level. Viewing children from the multiple perspective of each discipline highlights the range of challenges faced by children with DCD.