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Descriptors:
Child Abuse; Adults; Resilience (Psychology); Risk; Trauma; Child Development; Intervention; Adolescents; Children

Abstract:
Roughly one third of children subjected to abusive environments grow into healthy and capable adults, demonstrating remarkable resiliency, despite risks for developing maladaptive self-structures and destructive behaviors (Werner, "American Journal of Orthopsychiatry" 59:72-81 1989; Kendall-Tackett "et al.", "Psychological Bulletin" 113:164-180 1993). This paper suggests that, for adults with developmental arrests due to childhood traumas, it may be beneficial to approach enhancing resilience through interventions meant to foster resiliency factors in adolescents and children, tailored appropriately for an adult. Connections to current and effective interventions are reviewed as well as an invitation to the international community for additional perspectives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Developmental Stages; Foster Care; Cultural Influences; Social Work; Young Adults; Child Development; Parent Child Relationship; Literature Reviews; Attitude Measures; Parent Attitudes; Childhood Attitudes; Foreign Countries

Abstract:
Irrespective of type of placement, contact with the birth family is one of the more contentious issues in decision-making for children in care. Despite widespread belief that contact with the birth family is beneficial for children and young people in care, this aspect of children's care experience has not received a great deal of attention. In this article I review the literature and draw on research I have undertaken to explore the views of children and young people in care, foster parents, and social work practitioners. The complexity of belonging to more than one family is discussed and tensions in relation to contact with the birth family are identified. It becomes clear that each situation is unique and that there is no "rule of thumb" that can be applied. Five key variables are identified: child or young person's developmental stage and history; child or young person's views and wishes; type of placement and future goals; cultural factors; and work with birth families. Practice guidelines in relation to these are developed in the final section. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Metacognition; Recall (Psychology); Time Management; Grade 3; Grade 5; Elementary School Students; Decision Making; Learning Strategies; Performance; Cognitive Development; Child Development; Measures (Individuals)

Abstract:
Middle childhood may be crucial for the development of metacognitive monitoring and study control processes. The first three experiments, using different materials, showed that Grade 3 and Grade 5 children exhibited excellent metacognitive resolution when asked to make delayed judgments of learning (JOLs, using an analogue scale) or binary judgments of knowing (JOKs, "know" or "don't know") without the target being present. (The delayed method used here also results in excellent metacognitive resolution in adults). In three subsequent experiments after making JOLs the children were asked to choose which items they would like to restudy to optimize learning. We then either honored or dishonored the children"s restudy choices, and tested their memory performance. In Experiment 4, honoring the children"s choices made no difference to final recall performance. Experiments 5 and 6 showed that when the computer, rather than the children, chose the items for restudy based on theoretical constraints proposed by the Region of Proximal Learning model of study time allocation, the children's recall performance improved. In all three experiments, Grade 3 children's choices were random. Whereas the Grade 5 children showed some indication of a metacognitively guided strategy of choosing the lowest JOL items for study, it did not, consistently, improve performance. Apparently, accurate metacognitive monitoring is largely in place in middle childhood, but is not yet converted into effective implementation strategies. This dissociation between metaknowledge and its implementation in choice behavior needs to be taken into account by educators aiming to design interventions to enhance learning in children at this age. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Games; Emotional Development; Developmental Psychology; Cognitive Development; Social Development; Child Development; Cues; Motivation; Children; Computer Games

Abstract:
The field of developmental psychology has produced abundant theory and research about the physical, cognitive, social, and emotional development of children; however, to date there has been limited use of this wealth of knowledge by developers creating games for children. This chapter provides an overview of key theoretical observations and research-based insight regarding children's development and outlines practical implications for their application to game design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Motor Development; Human Body; Psychomotor Skills; Child Development; Kinetics; Quality of Life; Elementary School Students; Age Differences; Gender Differences; Body Composition

Abstract:
The motivation for this study was to explore a conceptual framework to understand the outcomes and processes of motor performance in children. Vertical jumping, a fundamental movement skill, was used to compare children (ages 6-12 years) who were typically developing (TD) and those identified as having low motor proficiency (LMP). Jumps were analysed using force plate and 2D kinematic data. The hierarchal framework was applied starting with jump height and descending to the spatial and timing data that describe the global and local coordination processes. Children with LMP jumped lower than their TD peers. Of most interest for understanding the coordination, peak VCOM occurred earlier in the jumping movement for the LMP group. This is interpreted as coordination error and supported by reduced shank angular velocity immediately prior to take-off. These findings suggest a potential value for the vertical jump as a means for identifying coordination dysfunction in children. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Pregnancy; Language Impairments; Phonological Awareness; Child Development; Grade 1; Leisure Time; Foreign Countries; Preschool Children; Birth; Parent Background; Age Differences; Migration; Intelligence; Smoking; Television Viewing; Risk; Language Acquisition

Abstract:
Early child development is influenced by various genetic and environmental factors. This study aims to identify factors that affect the phonological awareness of preschool and first grade children. Based on a sample of 330 German-speaking children (mean age = 6.2 years) the following domains were evaluated: Parent factors, birth and pregnancy, child factors, and leisure time activities (all based on parent report). Regression analysis provided information on the relative contribution of each predictor on the explained variance. Results indicate that the variables "migration background," "child age," "child intelligence," "smoking during pregnancy," "language difficulties" (impairments of word expression, grammatical deficits, stutter), and "watching TV" have a significant influence on phonological awareness. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Therapy; Painting (Visual Arts); Evaluation; Parent Child Relationship; Psychotherapy; Developmental Tasks; Child Development; Psychological Patterns; Motivation

Abstract:
A basic assumption in psychotherapy with children is that the parent-child relationship is central to the child's development. This article describes the Joint Painting Procedure, an art-based assessment for evaluating relationships with respect to the two main developmental tasks of middle childhood: (a) the parent's ability to monitor and supervise the child while experiencing the child's newly developing capacity for self-management, and (b) the ability of the parent and child to maintain a positive and close relationship with each other. Case examples illustrate the Joint Painting Procedure in art therapy and three of the scales used to evaluate the results. Joint painting enables multidimensional expression and representation of implicit characteristics of a relationship that cannot be expressed verbally. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Early Childhood Education; Teacher Educators; Young Children; Accountability; Child Development; Teacher Education; Teacher Education Programs

Abstract:
The articles in this special issue make clear that the field of early education is characterized by a breadth and depth of knowledge unimaginable 200 years ago, even to someone as exceptional as Elizabeth Peabody. This radical feminist used early 19th-century ideas of the "woman's sphere" to suggest that a career in early childhood education was "the ideal solution to the problem of what educated American women should do with their lives," and she credited Froebel's "genius" in identifying a way in which women could "assume a useful role in society". While some of the field's old ideas and traditions may no longer be in the children's or the field's best interests, others ought not be so easily dismissed. This article presents a commentary on the articles included in the special issue--although they help to make the author's case--and more her ongoing reflections on how early childhood teacher educators might better conduct their business. Some of these recommendations represent iterations of old competencies. Others represent challenges to traditional interpretations of their responsibilities that may strike some as disloyal, yet may prove instrumental to their continued efforts to successfully prepare future teachers for their work with increasingly diverse classrooms of young children. These recommendations also represent another aim which is getting a seat at the "big table" where decisions are made about what constitutes ethical and effective teaching and teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emotional Development; Interaction; Infants; Child Development; Cues; Nonverbal Communication; Social Development; Infant Behavior; Cultural Differences; Caregiver Child Relationship; Cultural Influences; Parent Attitudes; Parent Child Relationship

Abstract:
In this article we argue that current theories on socioemotional development during infancy need to be reconceptualized in order to account for cross-cultural variation in caregiver-infant interaction. In line with the cultural-historical internalization theory of emotional development (Holodynski & Friedlmeier, 2006) and the ecocultural model of development (Keller & Kartner, 2013), we argue that socioemotional development can be understood only in the context of social practice and underlying ethnotheories that give significance to infants' emotional expressions. Thus, culture-specific interpretations of and expectations concerning infants' expressive cues lead to culture-specific interactional routines. These, in turn, lead to culture-specific usage of these expressions by the developing child. To develop our argument, we focus on a specific aspect of early socioemotional development, namely, the emergence of social smiling during infancy. Interactional dynamics in autonomous cultural milieus are based on specific ethnotheories, most prominently that positive emotional exchange during face-to-face interaction is one of the most desirable ways of interacting with infants. However, the dominant ethnotheories concerning emotional development and their associated behavioral routines vary systematically across cultural milieus and are markedly different in prototypically relational cultural milieus, in which they center on infants' contentment. This has implications for infants' emotional expressivity and, possibly, experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Disorders; Teachers; Elementary Education; Teaching Methods; Emotional Development; Emotional Problems; Foreign Countries; Child Development; Well Being; Questionnaires; Behavior Problems; Social Problems; Partnerships in Education; Semi Structured Interviews; Preschool Teachers; Interviews

Abstract:
Background: Emotional and behavioural disorders in early childhood are related to poorer academic attainment and school engagement, and difficulties already evident at the point of starting school can affect a child's later social and academic development. Successful transfer from pre-school settings to primary education is helped by communication between pre-school staff and primary school teachers. Typically, in Scotland, pre-school establishments prepare individual profiles of children before they start school around the age of five years, highlighting their strengths and development needs, for transfer to primary schools. There is, however, no consistent approach to the identification of potential social, emotional and behavioural problems. In 2010, in one local authority area in Scotland, the Strengths and Difficulties Questionnaire (SDQ) was introduced for children about to start school as a routine, structured, component of the transition process to help teachers plan support arrangements for classes and individual children. The SDQ assesses emotional, conduct, hyperactivity/ inattention and peer-relationship problems as well as pro-social behaviour. In order to be an effective means of communicating social and emotional functioning, the use of instruments such as the SDQ needs to be practicable. Finding out the views of pre-school education staff with experience of assessing children using the SDQ was, therefore, essential to establish its future utility. Aim: The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected. Method: Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and "partnership" establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed "verbatim" and analysed thematically. Results: In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognised potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labelling a child at an early stage of formal education. Conclusion: The findings from this small scale study suggest that, from the point of view of pre-school education staff, it is feasible to assess children systematically for social and behavioural problems as part of the routine transition process at school entry. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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