Academic literature on the topic 'Child Development|xin infancy and childhood'
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Journal articles on the topic "Child Development|xin infancy and childhood"
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Oddy, Wendy H. "Breastfeeding, Childhood Asthma, and Allergic Disease." Annals of Nutrition and Metabolism 70, Suppl. 2 (2017): 26–36. http://dx.doi.org/10.1159/000457920.
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The worldwide prevalence of childhood asthma has been increasing considerably, and the protection afforded by breastfeeding in its development has been the subject of controversy for more than 80 years. Previous systematic reviews have generally found a protective effect of breastfeeding on allergic outcomes, although many studies have methodological limitations. Although breastfeeding is protective against lower respiratory tract infection during infancy, such protection has not been demonstrated for asthma in all studies. Breastfeeding has health benefits for the mother and child. Exclusive breastfeeding for the first 6 months of an infant's life, with continued breastfeeding for up to 2 years or longer, is recognized as the “gold” standard for infant feeding because human milk is uniquely suited to the human infant, and its nutritional content and bioactivity promote a healthy development. There is increasing concern that the practice of delaying complementary foods until 6 months may exacerbate the risk of allergic disease. Breast milk contains immunological components that protect against infections and allergic disease in infancy. The composition of human breast milk is complex, containing factors that interact with the infant immune system and intestinal milieu including allergens, cytokines, immunoglobulins, polyunsaturated fatty acids, and chemokines. Transforming growth factor β is a cytokine in human milk involved in maintaining intestinal homeostasis, inflammation regulation, and oral tolerance development. Modern day society, with increased standards of hygiene, has changed the gut flora of Western infants, potentially impacting the risk of developing immune-mediated diseases including allergic disease and asthma. Microbial diversity is intrinsic to healthy immune maturation and function. Compared to breastfed infants, formula-fed infants had lower bacterial diversity and an altered intestinal microbiota in the first few weeks of life associated with an increased risk of eczema and asthma. Favorable gut colonization through continued breastfeeding may promote tolerance as well as protection when complementary feeding is initiated.
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Bureau, Jean-François, M. Ann Easterbrooks, and Karlen Lyons-Ruth. "Maternal depressive symptoms in infancy: Unique contribution to children's depressive symptoms in childhood and adolescence?" Development and Psychopathology 21, no. 2 (2009): 519–37. http://dx.doi.org/10.1017/s0954579409000285.
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AbstractThis prospective 20-year study assessed associations between maternal depressive symptoms in infancy, childhood, and adolescence, and child and adolescent depressive symptoms in a sample of families at high psychosocial risk. Maternal symptomatology was assessed with the Center for Epidemiological Studies Depression Scale (CES-D) when children were infants (12 months), school-aged (age 8), and adolescents (age 19). Children's depressive symptoms were measured at age 8 (Dimensions of Depression Profile for Children and Adolescents) and age 19 (CES-D). Maternal depressive symptoms during infancy contributed to the prediction of child depressive symptoms at age 8, after controlling for concurrent maternal depressive symptoms, clinical risk in infancy, and gender. Clinical risk in infancy marginally contributed to the prediction model. Disorganization of attachment in infancy and maternal hostility were independent predictors of depressive symptoms at age 8 and did not mediate the relation between maternal and child depressive symptoms. Depressive symptoms in adolescence were predicted by gender, children's depressive symptoms at age 8, maternal depressive symptoms in adolescence, and maternal depressive symptoms in infancy. There was no moderating effect of gender. Adding to previous evidence on the importance of early maternal depression, maternal depressive symptoms during infancy were related to the development of depressive symptoms in childhood and adolescence even when other variables of potential relevance were controlled.
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Brumariu, Laura E., Margaret Tresch Owen, Nazly Dyer, and Karlen Lyons-Ruth. "Developmental Pathways to BPD-Related Features in Adolescence: Infancy to Age 15." Journal of Personality Disorders 34, Supplement B (2020): 104–29. http://dx.doi.org/10.1521/pedi_2020_34_480.
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The self-damaging behaviors central to borderline personality disorder (BPD) become prominent in adolescence. Current developmental theories cite both early family processes and childhood dysregulation as contributors to BPD, but longitudinal data from infancy are rare. Using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development database (SECCYD; N = 1,364), we examined path models to evaluate parent and child contributors from infancy/preschool, middle childhood, and adolescence to adolescent BPD-related features. In addition, person-centered latent class analyses (LCA) investigated whether adolescent BPD-related features were more strongly predicted by particular patterns of maladaptive parenting. Path modeling identified unique influences of maternal insensitivity and maternal depression on BPD-related features, first, through social-emotional dysregulation in middle childhood, and second, through continuity from infancy in maternal insensitivity and depression. LCA results indicated that early withdrawn parenting was particularly predictive of BPD-related features in adolescence. Results suggest multiple points of intervention to alter pathways toward adolescent borderline psychopathology.
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BLAIR, CLANCY. "Early intervention for low birth weight, preterm infants: The role of negative emotionality in the specification of effects." Development and Psychopathology 14, no. 2 (2002): 311–32. http://dx.doi.org/10.1017/s0954579402002079.
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This study examined the relation of negative emotionality in infancy to child social and cognitive developmental outcomes among low birth weight (LBW) preterm infants participating in the Infant Health and Development Program (IHDP), a comprehensive compensatory education intervention beginning in infancy and lasting through age 3 years. In this analysis, intervention effects at age 36 months on maternal report of child behavior as assessed by the Child Behavior Checklist externalizing and internalizing scales and on intelligence as measured by the Stanford–Binet scale were largest among children characterized by higher levels of negative emotionality in infancy. Findings indicate that for LBW preterm infants characterized by negative emotionality at age 12 months the intervention was associated with a twofold decrease in the occurrence of clinically meaningful levels of behavior problems at age 3 years and a fourfold decrease in the occurrence of a high-risk profile in which both internalizing and externalizing scores are in the clinically meaningful range. The intervention was also associated with a fivefold decrease in the occurrence of IQ ≤ 75 at age 3 years among children with higher levels of negative emotionality and heavier LBW (2001–2500 g). However, specific aspects of temperamental difficulty such as fearfulness and anger were related to internalizing and externalizing, respectively, in both the intervention and control groups. Findings are consistent with research linking negative emotionality in infancy with social and cognitive developmental outcomes in early childhood among normal birth weight infants. Results suggest the need for further attention to child temperament in early intervention research.
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Kubicky, Rita Ann, Evan Weiner, Bronwyn Carlson, and Francesco De Luca. "Effect of Prolonged Discontinuation of L-Thyroxine Replacement in a Child with Congenital Hypothyroidism." Case Reports in Endocrinology 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/841947.
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When diagnosed through neonatal screening and treated promptly and adequately, infants with congenital hypothyroidism (CH) experience normal physical growth and neurological development. Here we present a 3-year-old boy diagnosed with CH as a newborn, who was subsequently left untreated and experienced significant growth failure and developmental delay. This case emphasizes the importance of a consistent adherence to treatment in preventing such complications, especially in infancy and early childhood.
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van der Willik, Esmee M., Tanja G. M. Vrijkotte, Teatske M. Altenburg, Maaike G. J. Gademan, and Joana Kist-van Holthe. "Exclusively breastfed overweight infants are at the same risk of childhood overweight as formula fed overweight infants." Archives of Disease in Childhood 100, no. 10 (2015): 932–37. http://dx.doi.org/10.1136/archdischild-2015-308386.
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Background and objectiveSeveral early life determinants play a role in childhood obesity. Rapid weight gain and overweight in infancy increases the risk while breast feeding seems to protect against childhood overweight. However, should we worry about exclusively breastfed overweight infants? The aim of the study is to examine the association of feeding type (exclusive breast feeding (EBF), formula feeding or mixed feeding) and overweight at the age of 6 months with the risk of overweight at the age of 5–6 years.MethodsThe Amsterdam Born Children and their Development study is a large prospective population-based birth cohort study conducted in Amsterdam, the Netherlands. Children with complete information pertaining to feeding type and weight status at the age of 6 months and 5–6 years were included (N=3367). EBF was defined as receiving only breast feeding for at least 3 months. Overweight at the ages of 6 months and 5–6 years were defined by the WHO child growth standards and the International Obesity Task Force guidelines, respectively. The association of feeding type and overweight at 6 months with overweight at 5–6 years was assessed using logistic regression analyses.ResultsOverweight infants have a 4.10-fold (95% CI 2.91 to 5.78) higher odds of childhood overweight compared with those who were not overweight, independent of feeding type. EBF did not affect the association between infant overweight and childhood overweight.ConclusionsOverweight in infancy increases the odds of childhood overweight, equally for exclusively breastfed and formula fed infants. Overweight prevention should start before or at birth and applies to formula fed children as well as exclusively breastfed children.
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Cheelo, M., C. J. Lodge, S. C. Dharmage, et al. "Paracetamol exposure in pregnancy and early childhood and development of childhood asthma: a systematic review and meta-analysis." Archives of Disease in Childhood 100, no. 1 (2014): 81–89. http://dx.doi.org/10.1136/archdischild-2012-303043.
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Background and objectiveWhile paracetamol exposure in pregnancy and early infancy has been associated with asthma, it remains unclear whether this is confounded by respiratory tract infections, which have been suggested as an alternative explanation. We undertook a systematic review and meta-analysis of longitudinal studies that reported the association between paracetamol exposure during pregnancy or infancy and the subsequent development of childhood asthma (≥5 years).MethodsTwo independent researchers searched the databases EMBASE and PUBMED on 12 August 2013 for relevant articles using predefined inclusion and exclusion criteria. Study quality was assessed and results were pooled using fixed effect models or random effect models when moderate between-study heterogeneity was observed. We explicitly assessed whether the observed associations are due to confounding by respiratory tract infections.ResultsEleven observational cohort studies met the inclusion criteria. Any paracetamol use during the first trimester was related to increased risk of childhood asthma (5 studies, pooled OR=1.39, 95% CI 1.01 to 1.91) but there was marked between-study heterogeneity (I2=63%) and only one of these studies adjusted for maternal respiratory tract infections. Increasing frequency of use of paracetamol during infancy was associated with increased odds of childhood asthma (3 studies, pooled OR=1.15, 95% CI 1.00 to 1.31 per doubling of days exposure), but in these same three studies adjusting for respiratory tract infections reduced this association (OR=1.06, 95% CI 0.92 to 1.22).DiscussionThe association during early pregnancy exposure was highly variable between studies and exposure during infancy appears to be moderately confounded by respiratory tract infections. There is insufficient evidence to warrant changing guidelines on early life paracetamol exposure at this time.
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Doom, Jenalee R., Kenia M. Rivera, Estela Blanco, et al. "Sensitive periods for psychosocial risk in childhood and adolescence and cardiometabolic outcomes in young adulthood." Development and Psychopathology 32, no. 5 (2020): 1864–75. http://dx.doi.org/10.1017/s0954579420001248.
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AbstractGreater psychosocial risk in childhood and adolescence predicts poorer cardiometabolic outcomes in adulthood. We assessed whether the timing of psychosocial risk from infancy through adolescence predicts cardiometabolic outcomes in young adulthood. Young adults and their mothers participated in a longitudinal study beginning in infancy in Santiago, Chile (N = 1040). At infancy, 5 years, 10 years, and adolescence, mothers reported on depressive symptoms, stressful experiences, support for child development in the home, father absence, parental education, and socioeconomic status (SES) to create a psychosocial risk composite at each time point. Young adults (52.1% female; 21–27 years) provided fasting serum samples and participated in anthropometric and blood pressure (BP) assessments, including a dual-energy X-ray absorptiometry (DXA) scan for measuring body fat. Greater infant psychosocial risk was associated with a greater young adult metabolic syndrome score (β = 0.07, 95% confidence intervals (CI): 0.01 to 0.13, p = 0.02), a higher body mass index and waist circumference composite (β = 0.08, 95% CI: 0.03 to 0.13, p = 0.002), and a higher body fat (DXA) composite (β = 0.07, 95% CI: 0.01 to 0.12, p = 0.02). No psychosocial risk measure from any time point was associated with BP. Infant psychosocial risk predicted cardiometabolic outcomes in young adulthood better than psychosocial risk at 5 years, 10 years, or adolescence, mean of psychosocial risk from infancy through adolescence, and maximum of psychosocial risk at any one time. Consistent with the Developmental Origins of Health and Disease model, findings suggest that infancy is a sensitive period for psychosocial risk leading to poorer cardiometabolic outcomes in young adulthood.
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Towe-Goodman, Nissa R., Cynthia A. Stifter, Michael A. Coccia, and Martha J. Cox. "Interparental aggression, attention skills, and early childhood behavior problems." Development and Psychopathology 23, no. 2 (2011): 563–76. http://dx.doi.org/10.1017/s0954579411000216.
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AbstractThe current study explored longitudinal associations between interparental aggression, the development of child attention skills, and early childhood behavior problems in a diverse sample of 636 families living in predominately low-income, nonmetropolitan communities. The results of latent-variable, cross-lagged longitudinal models revealed that maternal-reported interparental aggression in infancy predicted reduced observed attention skills in toddlerhood; no association was observed, however, between attention in infancy and interparental aggression during the toddler years. Further, reduced toddler attention and high interparental aggression were both associated with increased risk for attention-deficit/hyperactivity disorder symptoms and conduct problems at 3 years of age. Processes largely operated in similar ways regardless of child gender or low-income status, although a few differences were observed. Overall, the results suggest that interparental aggression undermines attention development, putting children's early behavioral adjustment at risk.
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Posner, Michael I., Mary K. Rothbart, Brad E. Sheese, and Pascale Voelker. "Developing Attention: Behavioral and Brain Mechanisms." Advances in Neuroscience 2014 (May 8, 2014): 1–9. http://dx.doi.org/10.1155/2014/405094.
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Brain networks underlying attention are present even during infancy and are critical for the developing ability of children to control their emotions and thoughts. For adults, individual differences in the efficiency of attentional networks have been related to neuromodulators and to genetic variations. We have examined the development of attentional networks and child temperament in a longitudinal study from infancy (7 months) to middle childhood (7 years). Early temperamental differences among infants, including smiling and laughter and vocal reactivity, are related to self-regulation abilities at 7 years. However, genetic variations related to adult executive attention, while present in childhood, are poor predictors of later control, in part because individual genetic variation may have many small effects and in part because their influence occurs in interaction with caregiver behavior and other environmental influences. While brain areas involved in attention are present during infancy, their connectivity changes and leads to improvement in control of behavior. It is also possible to influence control mechanisms through training later in life. The relation between maturation and learning may allow advances in our understanding of human brain development.
Dissertations / Theses on the topic "Child Development|xin infancy and childhood"
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Liu, Yanhui. "Reconsidering Parental Involvement: Chinese Parents of Infants in American Child Development Center." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1594896940552559.
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Feleke, Emmanuel. "Raising Children in the Digital Era: The Impact of Digital Technologies on Early Childhood Development." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2194.
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Abstract
Understanding how modern technology plays a role in our children’s early development is especially crucial in this era of technological advancement. Never in human history have we seen such an exponential shift in the human experience than we have with the rise of the internet and the subsequent mass integration of technology into our daily lives. Put simply, times have changed, and our understanding of early childhood development must follow suit. This thesis explores the impact digital technologies have on the neurodevelopment of children, with regard to different critical periods in early childhood development. The apparent impacts on attention, memory, and focus, as well as the behavioral manifestations that result from these childhood interactions depend greatly on the critical period of neurodevelopment they occur. This thesis provides evidence and recommendations for parents and caretakers alike, advising parents on the perils associated with overexposure to sensory stimuli in infants, while demanding a more tailored approach technology mediation in adolescents, as the advent of social media presents its own unique perils and potentials for early neurodevelopment.
Keywords: neurodevelopment, technology, infancy, adolescence
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Dawson, Anneka Linsey. "Parents' gendered influences on child development in middle childhood and early adolescence." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7441/.
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This thesis examined the influence of parents' gendered attitudes and behaviours on three different aspects of development in middle childhood and early adolescence through three papers. The first paper explored the longitudinal influence of parents' gender-role attitudes and division of household responsibilities on children's gender development. Results showed that parents' gender-role attitudes and division of household responsibilities were predictive of children's gendered personality traits, gender-role attitudes and feminine preferences for activities, but not their masculine preferences for activities. The second paper investigated the influence of parents' gender-role attitudes and division of household responsibilities on children's ability self-concepts. Parents' gendered attitudes and behaviours were not predictive of children's ability self-concepts. However, children's own gendered attitudes and behaviours were associated with these self-concepts. Children's higher feminine preferences predicted lower maths and sports self-concepts and higher English self-concepts. In addition, higher masculine preferences and personality traits predicted higher sports self-concepts. Finally, the third paper explored the influences of parents' gender-role attitudes and division of household responsibilities on sibling relationship quality, and marriage and parenting as mediators of this association, which is unique to the literature. Families with more egalitarian division of household responsibilities had more positive and less negative sibling relationships than traditional families. Using structural equation modelling, parenting, but not marriage was found to act as a mediator. Papers 1 and 2 used a longitudinal sample of 106 families with two siblings and their parents from the South East of England. Paper 3 used just the first wave of data from this study which included 124 families. This research highlights the importance of taking a family systems approach to examining child development, and emphasises the need to explore the father-child and sibling relationships in addition to the prevalent focus on mother-child relationships. In addition, multiple dimensions of gender were explored for parents and children rather than just examining sex differences. This added extra depth to the analysis and aided in understanding the complexity of these associations. The diverse nature of influences of parents' gendered attitudes and behaviours on these three areas allows comparisons to be made that contribute to the literature on parental influences and our understanding of child development in middle childhood and early adolescence.
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Aeby, Alec. "In vivo diffusion tensor imaging in infants: assessment of brain development and correlation with language abilities in childhood." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209462.
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Rapid and important cerebral developmental changes occur between the third trimester of gestation and the first postnatal months (Sidman and Rakic, 1982). Assessment of these changes in term and preterm infants is of great interest, as it provides insights into early brain development but also how early birth may affect normal brain development (Mewes et al. 2006).<p>Conventional brain magnetic resonance imaging (MRI) is a useful technique to provide structural information on brain development, and several studies have correlated brain structure modifications with specific learning or behavioral problems (Peterson et al. 2003, Woodward et al. 2005, Kapellou et al. 2006, Woodward et al. 2006). Nevertheless, this technique is not sensitive enough to evidence subtle microstructural changes. <p><p>Diffusion tensor imaging (DTI), which assesses and quantifies water diffusion in biological tissues at a microstructural level, may provide unique clues to the structure and geometric organization of the cerebral tissues (Le Bihan et al. 2001). DTI takes advantage of the fact that, in the brain, water molecules diffuse more easily in the direction of the fibers than orthogonally to study cortex and white matter (WM). DTI indices like fractional anisotropy (FA), which expresses the fraction of the magnitude of the diffusion tensor attributable to anisotropic diffusion, mean diffusivity (MD), which corresponds to the directionally averaged magnitude of water diffusion, and longitudinal and transverse diffusivity (λ// and λ⊥), which express respectively the parallel and perpendicular diffusion of water molecules, are used to indirectly quantify brain microstructure and evaluate brain damage (Hüppi et al. 1998, Miller et al. 2002, Ment et al. 2009, Liu et al. 2012). <p><p>Most previously published studies in neonates limited their analysis to particular zones of the WM, using regions of interest (ROI) to select regions where DTI values are expected to change. Approaches on the basis of ROIs have well-known limitations because strong a priori hypotheses about localization and extent of the effects of interest have to be made (Giuliani et al. 2005). Voxel-based methods of neuroimaging data analysis, such as statistical parametric mapping (SPM), do not have such limitations and have been successfully applied to study age-related DTI changes in adults, DTI differences between preterm and infants at term equivalent age, and brain structural asymmetries in infants (Ashtari et al. 2007, Snook et al. 2007, Gimenez et al. 2008, Dubois et al. 2010).<p>Studies correlating DTI indices at term equivalent age with later neurodevelopment are scarce and their analysis is limited to the WM, without exploring the cortex (Arzoumanian et al. 2003). Moreover, they use neuropsychological testing where language evaluation is combined with cognitive and motor scales to give an overall cognitive score (Krishnan et al. 2007, Rose et al. 2007, Rose et al. 2009).<p>The aims of this work were, using a voxel-based analysis of DTI sequences, 1) to evidence new brain regions that experience microstructural modifications along post-menstrual age (PMA) during early development of the human brain, and 2) to correlate regional brain microstructure at term equivalent age with subsequent cognitive, motor and language development at two years corrected age in a population of preterm infants.<p>We first investigated DTI changes in a population of 22 healthy preterm and 6 term infants covering the life period between 34 and 41 weeks PMA, and found that, besides the already-evidenced FA increase in the corticospinal tract (CST) and callosal radiations, the thalami and the thalamic radiations experienced linear microstructural changes. These changes were interpreted as a marker of regression of cytoplasmic arborization and proliferation of immature oligodendrocytes that wrapped around the axons well before the appearance of myelin (Aeby et al. 2009). Then we looked for nonlinear DTI changes, considering that many of biological processes that occur during development follow a nonlinear course. This yielded negative results, probably due to the small sample size. Therefore, in a second study, we searched for regional linear and nonlinear microstructural changes with PMA throughout the brain in a larger population (65 patients) composed exclusively of preterm neonates scanned between 35 and 43 weeks PMA. This study confirmed the linear FA changes with age previously described and, more importantly, evidenced nonlinear changes in brain structures around the right posterior superior temporal sulcus (STS) and in the right lateral occipitotemporal gyrus (LOTG), with FA decrease between 34 and 39 weeks followed by FA increase from 40 weeks to 43 weeks. The right STS belongs to the speech-processing network and is implicated in prosody but also in inter-individual communicative behavior and face processings in close association with the right LOTG. We suggest that the microstructural modifications in brain structures around the right STS and in the LOTG observed between 35 and 43 weeks of gestation in preterm infants could contribute to the functional maturation of these brain regions with increasing age, in a period of life where voices, prosody and faces represent extremely salient stimuli (Aeby et al. 2012).<p>In the second part of the thesis, we tested the hypothesis that abnormal local brain microstructure of preterm infants at term equivalent age would affect neurodevelopmental abilities at age 2 years. Therefore, we searched throughout the whole brain to correlate changes of the Bayley-III scores (cognitive, motor and language composite scores) with the regional distribution of MD, FA, λ// and λ⊥. We found that language abilities are negatively correlated to MD, λ// and λ⊥ in the left superior temporal gyrus (STG) in preterm infants. These findings suggest that higher MD, λ// and λ⊥ values at term- equivalent age in the left STG are associated with poorer language scores in later childhood. Consequently, this highlights the key role of the left STG for the development of language abilities in children and suggests that brain DTI might be an interesting tool to assess on an individual basis the development of language in the preterm.<p><p>To sum up, in this thesis, we showed that, besides the already-evidenced FA increase in the CST and corpus callosum, the thalami and the thalamic radiations experience linear microstructural changes in the early development of the human brain. We further showed that FA changes nonlinearly with age in brain structures around the right STS and in the right LOTG, which are key regions in verbal and non-verbal communicative behavior. We also showed that voxel-based DTI analysis is able to evidence microstructural changes in the lSTG that are negatively correlated with language development at two years in the preterm at the group level. These results highlight the key role of the lSTG in the development of language in the preterm and suggest that brain DTI might be an interesting tool to predict the development of language on an individual basis.<p><br>Doctorat en Sciences médicales<br>info:eu-repo/semantics/nonPublished
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Keller, Thomas Everett. "Investigating the development of early childhood problem behaviors : a person-oriented analysis of attachment in the context of multiple risks /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/11186.
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Polli, Rodrigo Gabbi. "E o bebê? : a função de cuidar na perspectiva das educadoras de berçário." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/157632.
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O presente estudo teve como objetivo investigar a função de cuidar na perspectiva das educadoras de berçário. Participaram deste 15 educadoras de berçário de duas creches públicas federais de Porto Alegre/RS. As educadoras responderam a entrevistas e questionários, e as suas respostas foram examinadas através de análise de conteúdo qualitativa. As verbalizações das educadoras permitiram refletir acerca da possibilidade de um cuidado suficientemente bom ser oferecido na creche. Contudo, algumas falas denunciaram que cuidar de bebês e crianças pequenas é uma tarefa emocionalmente exigente. Frente a isso, destaca-se a necessidade de o fazer do educador ser reconhecido enquanto gerador de sentimentos com os quais os profissionais podem ter dificuldade de lidar sozinhos. Dessa forma, é fundamental que sejam fornecidos dentro das creches espaços de escuta nos quais a equipe possa refletir sobre os sentimentos e ansiedades evocados no trabalho emocionalmente próximo com bebês e crianças pequenas.<br>This study aimed to investigate the function of care in the perspective of nursery educators. 15 nursery educators from two federal public daycares in Porto Alegre/RS participated in this study. The educators responded to interviews and questionnaires, and their answers were examined through qualitative content analysis. The educators’ verbalizations allowed to reflect on the possibility of a good enough care to be offered in the daycare. However, some statements reported that caring for infants and young children is an emotionally demanding task. In view of that, it is highlighted the importance of the practitioner’s work to be recognized as generator of feelings with which professionals may experience difficulties to cope alone. Thus, it has to be provided within the daycare listening spaces in which the staff can reflect on the feelings and anxieties raised in an emotionally close work with babies and young children.
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Romero, Aroni Karin. "Centro de desarrollo infantil con servicios comunitarios en Villa El Salvador." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656703.
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Esta investigación nace de una preocupación personal por la situación de la primera infancia en nuestra ciudad, se inicia explicando qué significa ser niño, sus necesidades y desarrollo, para luego hacer referencia a los nuevos equipamientos que surgen para contenerlos y como es que los programas educativos juegan un papel determinante en su crecimiento.
Tiene como finalidad centrar la base teórica para la proyección de un Centro de Desarrollo Infantil en el AA.HH. Parque Metropolitano ubicado al sur del distrito de Villa El Salvador, zona que se ha originado por invasiones no planificadas que no siguen la trama originaria y carecen de equipamientos adecuados.
Un Centro de Desarrollo Infantil(CDI) es un equipamiento que brinda y promueve el cuidado integral (educación, salud, alimentación, descanso, recreación, etc.) de la primera infancia, para ello contempla ambientes de uso comunitario como parte de su programa puesto que estos servicios le permiten vincularse con la comunidad, adquiriendo así un valor simbólico en el barrio. Son equipamientos que se ubican en zonas urbanas en desarrollo y a través de su programa van generando un cambio social.<br>This research has born from a personal concern for the situation of early childhood in our city, it begins explaining what it means to be a child, their needs and development, then refer to new equipment that arises to contain them and how educational programs play a decisive role in the growth of children.
Its purpose is to focus the theoretical basis for the projection of a Child Development Center in the AA.HH. Parque Metropolitano located to the south of the district of Villa El Salvador, an area that has been originated by unplanned invasions that do not follow the original urban plot and lack of adequate equipment.
A Child Development Center (CDI) is an equipment that provides and promotes comprehensive care (education, health, nutrition, rest, recreation, etc.) of early childhood, for that, it provides community services as part of its program because these services allows it to bond with the community and acquire a symbolic value in the neighborhood. They are equipments that are located in urban areas under development and through their program they generate a social change.<br>Tesis
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Machisa, Mercilene Tanyaradzwa. "An investigation of the association between household biomass fuel smoke exposure, anaemia and stunting in children aged 12-59 months participating in the 2006-2007 Swaziland Demographic and Health Survey." Master's thesis, 2013. http://hdl.handle.net/10539/12305.
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Background
Indoor air pollution due to use of biomass fuels (BMF) for household cooking and heating is a known risk factor of morbidity and mortality in children under the age of five years. A recent study in India suggested an association between biomass fuel smoke exposure anaemia and stunting among children under the age of five. The aim of this study was to investigate the association between BMF use, stunting and anaemia in children aged 12-59 months who participated in the 2006-2007 Swaziland Demographic and Health Survey (SDHS), whilst adjusting for potential confounders.
Methods
The study was cross-sectional and based on secondary data analysis of data collected through the household and women’s questionnaires in the 2006-2007 SDHS, which employed a multistage random sampling. Anthropometric measurements taken in the SDHS and the World Health Organization (WHO) 2006 Multi-Centre Child growth reference standards were used to ascertain children’s health status and the stunting outcome variable. A child, whose height-for-age ratio was below three standard deviations (SD) from the median of the WHO reference population in terms of height-for-age, was severely stunted or short for his/her age. A child, whose height-for-age ratio was between three and two SD below the median of the WHO reference population in terms of height-for-age, was mildly stunted. The exposure to BMF smoke variable was ascertained indirectly by type of fuel used for cooking. The exposure was a three category variable of cleaner fuel, outdoor BMF and indoor BMF use. All statistical analysis was done in STATA version 10. The relationship between BMF use and stunting or anaemia was determined using multinomial logistic regression analyses, whilst adjusting for potential confounding factors, identified in previous research.
Results
Of the 1612 children included in the study, 37% were anaemic. Nineteen percent were mildly and 18% were moderate to severely anaemic. Indoor BMF use, child age, low birth weight, mother’s age at birth, iron supplementation during pregnancy and mother’s anaemia status was significantly associated with child anaemia in univariate analysis. Outdoor BMF exposure, low birth weight, child age, mother’s anaemia status and wealth index was associated with child anaemia after adjusting for potential confounding.
Overall 31% of children were stunted. Twenty percent were mildly stunted and 11% were moderate to severely stunted. Child sex, age, birth order, preceding birth interval, low birth weight, diarrhoea in preceding two weeks, anaemia status, iron supplementation during pregnancy, mother’s age at birth ,mother’s body mass index, mother’s education, wealth index, indoor BMF exposure and household crowding were each independently associated with stunting in univariate analysis. Only child sex, low birth weight and child age were significantly associated with stunting after adjusting for potential confounding. There was no evidence of an association between indoor BMF smoke exposure and child stunting after adjusting for all potential confounding factors. Conclusion
This study did not find sufficient evidence to suggest that indoor BMF use is a statistically significant risk factor for anaemia or stunting in children aged 12-59 months participating in the 2006-2007 SDHS. There was however an evidence that, use of BMF outdoors significantly confers a protective effect against moderate to severe anaemia. Prospective research into these potential relationships are necessary, particularly the collection of primary data and accurate measurement of exposure to smoke emitted during BMF use for cooking and heating.
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Sukha, Neelam. "The developmental motor outcomes of infants with hypoxic ischaemic encephalopathy II and III between the ages of 12-14 months at Chris Hani Baragwanath academic hospital." Thesis, 2013.
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A research report submitted to the Faculty of Health Sciences, University
of the Witwatersrand, Johannesburg, in partial fulfilment of the
requirements for the degree of Master of Science in Occupational
Therapy.
Johannesburg, 2013<br>This study determined outcomes for motor developmental delay in infants, 12-14 months, diagnosed with HIE II and III, at Chris Hani Baragwanath Academic Hospital. Twenty nine infants diagnosed with HIE II and nine infants diagnosed with HIE III were assessed using the Peabody Development Motor Scale- 2, at their corrected age.
Demographic, antenatal and perinatal factors similar to those in other studies were found for this sample. Infants with HIE III had significantly more developmental delay (p=0.01) than infants with HIE II. Fifty two percent of infants with HIE II had no delay while a 100% of infants with HIE III presented with disability. A greater percentage of infants had delay in fine motor skills.
Infants with severe and moderate disabilities were receiving intervention whereas those mild disabilities were often missed in screening clinics. It is vital to ensure these infants are assessed and followed up to remediate difficulties as soon as they arise.
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Van, Vuuren Jacqueline. "The cognitive processing potential of infants: a study of the effect of early infant exposure to numbers, shapes and colours." Diss., 2014. http://hdl.handle.net/10500/14615.
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Intellectual stimulation of young children is crucial, because it helps to break the cycle of poverty by giving each child the skills needed to reach his or her maximum potential. There is a growing need for more extensive early childhood development programmes in South Africa. Several studies in early childhood development have been shown to directly draw a parallel with enhanced student achievement at school and in life (Ackerman, 2005; Bueno, Darling-Hammond, & Gonzales 2010; Frede, Jung, Barnett, & Figueras, 2009). This study therefore explored the effects of an intervention programme introducing numbers, shapes and colours to infants between the ages of three months and 12 months.
The sample consisted of 63 infants, with a control group of 34 and an experimental group of 29. The participants were selected from the middle-income group and consisted of infants from three different ethnic groups (black, white and coloured). Nine participants from the experimental group formed part of the focus group, which met every two weeks to give feedback and discuss the development of the infants and experiences of the parents involved in the intervention programme.
In this study quantitative and qualitative data was collected. This data was assessed and analysed in order to achieve the four aims of the research study. The Bayley Scales of Infant Development (III) was used to assess three areas of development, namely cognitive ability, language skills and motor skills for the quantitative part of the study. The adaptive behaviour and social-emotional functioning of the infants was also assessed using the BSID (III), and this data was used in conjunction with the focus group feedback and problem-solving scenarios for the qualitative part of the study.
Gender and the two age categories (3–7 and 8–12 months) for both the experimental and the control groups were examined and excluded from possible explanations for any significant findings. It was also determined that the control and experimental groups were well matched at the start of the intervention programme.
The findings for aim A, the pre-test and post- test results showed that an average of 60 days involved in intervention programme had a statistically significant effect (z = -4.32, p < 0.001) on the cognitive ability of the infants.
The findings for aim B, for the comparison between the control and experimental groups after the intervention programme, indicated significant results for the cognitive subscale (U = 732, p < 0.01, r = 0.42). Although the language and motor scores showed an increase in the descriptive statistics for the experimental group after the intervention, the Mann-Whitney U test did not show a significant difference.
The findings for the qualitative study for aim C revealed that there was no effect on the adaptive behaviour of the infants.
The findings for the social-emotional scales descriptive statistics for the qualitative study in aim D showed that there was a fairly large increase in the composite score means of the experimental group in comparison with the control group. The large increase in results complements the social-emotional functioning theme that emerged from the focus group.
Three main themes emerged from the focus group, namely the cognitive ability, communication skills and social-emotional functioning of the infants.The increase in the social-emotional scale for the intervention group and the increase in the cognitive scale as mentioned in aim B were interrelated. These early social-emotional experiences are linked to long-term positive outcomes in both the social and cognitive areas of development (Landry, Smith, Swank, & Miller-Loncar, 2000). The parents all reported the ability to interpret the communication from their infants when participating in the flashcard sessions. This communication forms a foundation for establishing language development. Relationships between an infant’s nonverbal communication skills and subsequent language development have been reported (Brooks & Meltzoff, 2005).
The problem-solving scenarios that were assessed during the second assessment showed that the infants who participated in the intervention programme were able to correctly identify a flashcard 73% of the time in comparison with the control group who were only able to identify a flashcard 1.4% correctly.
The results of the study show that an early intervention programme has the potential to increase an infant’s cognitive ability and enhance his or her social-emotional functioning. However, the long-term impact of these findings would have to be explored in a longitudinal study.<br>Psychology<br>M.A. (Psychology)
Books on the topic "Child Development|xin infancy and childhood"
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Steinberg, Laurence D. Infancy, childhood & adolescence: Development in context. McGraw-Hill, 1991.
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1932-, Hamner Tommie J., ed. Child development and early education: Infancy through preschool. Allyn and Bacon, 1994.
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Social development: Relationships in infancy, childhood, and adolescence. Guilford Press, 2011.
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On infancy and toddlerhood: An elementary textbook. International Universities Press, 1997.
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Plomin, Robert. Nature and nurture during infancy and early childhood. Cambridge University Press, 1988.
Find full textBook chapters on the topic "Child Development|xin infancy and childhood"
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Bauer, Patricia. "Theory and Processes in Memory Development: Infancy and Early Childhood." In Child Forensic Psychology. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29251-3_2.
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Bell, M. A. "The ontogeny of the EEG during infancy and childhood: implications for cognitive development." In Neuroimaging in child neuropsychiatric disorders. Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-95848-9_9.
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Yogman, Michael W., and Amelia M. Eppel. "The Role of Fathers in Child and Family Health." In Engaged Fatherhood for Men, Families and Gender Equality. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75645-1_2.
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AbstractFathers’ involvement with their children has a substantial influence on both their children’s and their families’ health and development. Studied effects on child outcomes are reviewed within each phase of a child’s development (prenatal, infancy, childhood and adolescence). In addition, the impact of the physical and mental health of fathers on the health of their children is considered. This review advocates for policies enhancing father involvement, accessible and more extensive paternity leave, and increased attention to paternal postpartum depression by the medical community.
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Mix, Kelly S., Janellen Huttenlocher, and Susan Cohen Levine. "The Whole Child." In Quantitative Development in Infancy and Early Childhood. Oxford University Press, 2002. http://dx.doi.org/10.1093/acprof:oso/9780195123005.003.0009.
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"Reactive Attachment Disorder of Infancy or Early Childhood." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5875.
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Moffat, Tina, and Tracy Prowse. "Biocultural and Bioarchaeological Approaches to Infant and Young Child Feeding in the Past." In Children and Childhood in Bioarchaeology. University Press of Florida, 2018. http://dx.doi.org/10.5744/florida/9780813056807.003.0004.
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Understanding infant and child feeding and its relationship to child health is a key part of bioarchaeological investigations into children and childhood in the past. Aside from old age, infancy and childhood is the most vulnerable and dependent period of the life course. Infant and child feeding practices—including breastfeeding, non-breast milk substitutes, and weaning—can profoundly affect child growth and development and may have life or death consequences. Studies of infant and child feeding, moreover, give us a view to cross-cultural and temporal variation in practices and attitudes towards children. This chapter reviews anthropological studies of infant–child feeding and health from both past and present. Despite the evolutionary and biological underpinnings of infant and child feeding, the influence of environmental, social, and cultural factors on its diversity underscores the importance of using a biocultural framework.
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Colombo, John, and Carol L. Cheatham. "The emergence and basis of endogenous attention in infancy and early childhood." In Advances in Child Development and Behavior. Elsevier, 2006. http://dx.doi.org/10.1016/s0065-2407(06)80010-8.
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Winnicott, Donald W. "Review: The Psychoanalytic Study of the Child, Volume 16." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271381.003.0066.
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In this review, Winnicott enthusiastically summarizes the included papers on blind children and their emotional development (Dorothy Burlingham), adolescent moods (Edith Jacobson), the effects of deprivation on infants, disturbances of integration in childhood (Liselotte Frankl), depression (Betram Lewis) and the allied subject of loss, sadness and grief in infancy (Margaret Mahler).
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Yule, William, and Matt Woolgar. "Developmental psychology through infancy, childhood, and adolescence." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0030.
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Taking a developmental perspective to mental health issues should apply across the lifespan. Psychiatrists working with adults need to understand where their clients are coming from and where they are going to. They need to understand the pleasures and pressures that children bring to their parents, and where appropriate they should be considering the impact of parental illness on the children. The institutionalized separation of child and adult psychiatry (in terms of service delivery) should not lead to a separation in ways of considering the developmental context of presenting problems. This chapter has shown that there are many small, focused models of development that deal with discrete areas of development. Stage theories emphasize differences at different stages; social learning theories emphasize continuities on processes of development. As long as practitioners are aware that when they say a child is at a particular stage, this is but a rough guide to describing the child, which may be fine. It is when such models are taken literally, that oversimplification leads to poor practice. There is no one overarching theory of child development and while this may be inconvenient for examiners, it truly reflects the rich diversity of human development. By paying more attention to the interactions between biological, social, and psychological factors, a better understanding of healthy, normal development will emerge. Empirical studies will help identify risk and protective factors which in turn will lead to better mental health promotion and more effective interventions when mental disorders manifest.
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Yersel, Beyhan Özge, and Ender Durualp. "Foundations of Development/Introduction to Development." In Advances in Medical Diagnosis, Treatment, and Care. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2952-2.ch001.
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Development is a dynamic process starting from prenatal period and lasting for life. In order to understand development, some basic concepts such as development, growth, progress, change, maturation, learning, readiness, period, critical period, time, and historical time should be mentioned. To understand development, it is necessary to know the principle of development. Development is affected by biological and many environmental factors. It is accepted that development is a product of heredity and environment. The periods of development, which take part in the life of the individual and defined with certain characteristics, are classified as prenatal, infancy, early childhood, middle childhood, adolescence, adulthood, and old age. Development is examined by branching such as physical, motor, cognitive, language, social and emotional, personality, moral, perceptual development, and sexual development. Families and educators play an important role in supporting the development of children. Ethics is a very sensitive issue in child development.
Conference papers on the topic "Child Development|xin infancy and childhood"
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Świt-Jankowska, Barbara. "Let’s play with Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.891.
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Abstract: The research focuses on the possibility of transferring theoretical ideas of Le Corbusier into educational programs of the very young children – between three and six. The worldwide development of civilization changed the natural environment of the human. For the average European citizen a city is more natural place for living than a forest. Simultaneously, in these days many inhabitants present an extremely conformist approach to life and to the surrounding space. The participation of members of the society in the shaping of public spaces is possible only through the involvement and practice, but the democratic responsibility does not appears out of nowhere. It must be fostered and nurtured as early as in childhood. According to developmental psychology, children in the age of 3-6 are very susceptible to the acquisition of new skills and learn it in an intuitive way. The proper education program using Le Corbusier’s lectures and theory could help them to understand the space better. The seeming simplicity of above rules is an advantage in this case – thereby it can be explained to even such an audience as small children. On the other hand, some kind of abstract and hidden difficulty included in this theory becomes an opportunity to create a very absorbing and stimulating workshops that follow the needs of younger and older children. Le Corbusier’s legacy includes not only physical issues and can be used in many different ways. As Pablo Picasso once stated: every child is an artist, the problem is staying an artist when you grow up. For those reasons, incorporating such an innovative strategy for kids’ education reveals a great potential. Resumen: Los estudios realizados enfocan en comprobar las posibilidades de usar las ideas teóricas de Le Corbusier en los programas educativos para niños de tres a seis años. El desarrollo de la civilización ha cambiado el entorno natural del ser humano - una ciudad para el ciudadano promedio de Europa es un lugar más natural para vivir que el bosque. Al mismo tiempo, hay que reconocer que muchas personas muestran el enfoque muy conformista a la vida, tanto al espacio circundante. Esta situación se podría mejorar mediante la participación consciente de los miembros de la sociedad en la creación del espacio público, su compromiso y la práctica. Pero la responsabilidad democrática no aparece sola, se debe estimularla y nutrir ya en la infancia. De acuerdo con la psicología del desarrollo, los niños de 3 a 6 años son muy susceptibles a la adquisición de nuevas habilidades y aprenden de una manera intuitiva. Programa educativo que utiliza los cursos y la teoría de Le Corbusier puede ayudarles a entender mejor el medio ambiente. La aparente sencillez de los principios proclamados por él en este caso es una ventaja. La abstracción y escondidas dificultades incluidas en ellos,nos permiten a crear actividades estimulantes que correspondan a las necesidades de los niños pequeños, tanto y mayores. Como afirmo Pablo Picasso: "Todo niño es un artista. El problema es cómo mantenerse siendo niño una vez que se ha crecido". Keywords: Architectural education, children, Le Corbusier. Palabras clave: Enseñanza de la arquitectura, los niños, Le Corbusier. DOI: http://dx.doi.org/10.4995/LC2015.2015.891