Academic literature on the topic 'Child-environment relationship'
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Journal articles on the topic "Child-environment relationship"
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Parker, Faith Lamb, Alison Y. Boak, Kenneth W. Griffin, Carol Ripple, and Lenore Peay. "Parent-Child Relationship, Home Learning Environment, and School Readiness." School Psychology Review 28, no. 3 (1999): 413–25. http://dx.doi.org/10.1080/02796015.1999.12085974.
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Christian, Hayley, Stephen J. Ball, Stephen R. Zubrick, et al. "Relationship between the neighbourhood built environment and early child development." Health & Place 48 (November 2017): 90–101. http://dx.doi.org/10.1016/j.healthplace.2017.08.010.
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Fujisawa, Takashi, Ryo Kubosita, Kai Makita, Ryoko Kasaba, and Akemi Tomoda. "Influence of Parent-Child Relationship and Parenting Environment on Parent’s Brain Function." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 2PM—087–2PM—087. http://dx.doi.org/10.4992/pacjpa.82.0_2pm-087.
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Brendgen, Mara, Michel Boivin, Ginette Dionne, et al. "Gene-Environment Processes Linking Aggression, Peer Victimization, and the Teacher-Child Relationship." Child Development 82, no. 6 (2011): 2021–36. http://dx.doi.org/10.1111/j.1467-8624.2011.01644.x.
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Paquette, Daniel, Chantal Cyr, Sébastien Gaumon, et al. "The Activation Relationship to Father and the Attachment Relationship to Mother in Children with Externalizing Behaviors and Receiving Psychiatric Care." Psychiatry International 2, no. 1 (2021): 59–70. http://dx.doi.org/10.3390/psychiatryint2010005.
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The activation relationship refers to the emotional bond a child develops with a parent that helps ensure the regulation of risk-taking during child exploration of the surrounding environment. As a complement to Bowlby’s attachment theory, activation relationship theory provides a greater understanding of the impact of fathering on child development, focusing primarily on parental stimulation of risk-taking and control during child exploration. The overarching objective of this article is to better understand the association between children’s relationship quality with both parents, via the activation to father and the attachment to mother relationships, and child externalizing behaviors in a clinical sample. Fifty two-parent families (40 boys and 10 girls) were recruited at random from a population of children receiving treatment at the perinatal and early childhood psychiatry clinic. Results with 44 children (with complete cases) showed that overactivated preschoolers displayed more externalizing behaviors than did children with either an activated or an under-activated relationship with their father. Results also showed that children with a disorganized-controlling caregiving attachment to their mother marginally presented with higher levels of externalizing behavior.
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OGWEZZY, Oluwatosin Omobolanle. "LEGAL PERSPECTIVE OF CHILD ADOPTION UNDER THE NIGERIAN LAW." Agora International Journal of Juridical Sciences 12, no. 2 (2018): 57–63. http://dx.doi.org/10.15837/aijjs.v12i2.3467.
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Adoption is the process which creates a parent-child relationship between the adopted child and the adoptive parents with all the rights ,privileges and responsibilities that attach to that relationship. Adoption severs a relationship between the child and the natural parents or guardians.The institution of adoption is important in society because it touches on status and therefore affects the rights and obligations of an adopted person. Adoption is recognized as one of the forms of alternative care for children who have been temporarily or permanently deprived of their family environment and also for children who are unable to remain in their family environment. This paper seeks to examine the adoption of a child under the Nigerian lawie. The statutory law, the customary Law ,procedure for adoption under Nigerian Lawand the legal effect of adoption of a child under the Nigerian Law.
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Potgieter, Justus R. "Relationship between Child-Rearing Attitudes and Sport Leadership." Psychological Reports 71, no. 3 (1992): 1023–26. http://dx.doi.org/10.2466/pr0.1992.71.3.1023.
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The purpose of this study was to establish the association between parental child-rearing attitudes and sport leadership. An abridged version of Hereford's 1963 Parent-Attitude Survey was completed by 190 parents. No significant differences between attitudes of parents of sport leaders and those of nonleaders were observed on subscales for acceptance, understanding, and trust. It is concluded that the development of sport leadership is not related to such differences in home environment.
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Samek, D. R., B. M. Hicks, M. A. Keyes, J. Bailey, M. McGue, and W. G. Iacono. "Gene–environment interplay between parent–child relationship problems and externalizing disorders in adolescence and young adulthood." Psychological Medicine 45, no. 2 (2014): 333–44. http://dx.doi.org/10.1017/s0033291714001445.
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BackgroundPrevious studies have shown that genetic risk for externalizing (EXT) disorders is greater in the context of adverse family environments during adolescence, but it is unclear whether these effects are long lasting. The current study evaluated developmental changes in gene–environment interplay in the concurrent and prospective associations between parent–child relationship problems and EXT at ages 18 and 25 years.MethodThe sample included 1382 twin pairs (48% male) from the Minnesota Twin Family Study, participating in assessments at ages 18 years (mean = 17.8, s.d. = 0.69 years) and 25 years (mean = 25.0, s.d. = 0.90 years). Perceptions of parent–child relationship problems were assessed using questionnaires. Structured interviews were used to assess symptoms of adult antisocial behavior and nicotine, alcohol and illicit drug dependence.ResultsWe detected a gene–environment interaction at age 18 years, such that the genetic influence on EXT was greater in the context of more parent–child relationship problems. This moderation effect was not present at age 25 years, nor did parent-relationship problems at age 18 years moderate genetic influence on EXT at age 25 years. Rather, common genetic influences accounted for this longitudinal association.ConclusionsGene–environment interaction evident in the relationship between adolescent parent–child relationship problems and EXT is both proximal and developmentally limited. Common genetic influence, rather than a gene–environment interaction, accounts for the long-term association between parent–child relationship problems at age 18 years and EXT at age 25 years. These results are consistent with a relatively pervasive importance of gene–environmental correlation in the transition from late adolescence to young adulthood.
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Jang, Myoungock, Roger Brown, and Pa Ying Vang. "The Relationships Between Parental Stress, Home Food Environment, and Child Diet Patterns in Families of Preschool Children." American Journal of Health Promotion 35, no. 1 (2020): 131–39. http://dx.doi.org/10.1177/0890117120929541.
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Purpose: Home food environment, including home food availability and parental food preparation practices, plays a significant role in child diet patterns. Recent evidence suggests that parental psychological stress is related to parental food preparation practices; however, there is limited information about the relationship between parental psychological stress and home food availability. The purpose of the study is to examine the relationships between parental stress, home food availability, child diet patterns, and body mass index (BMI) in families with young children. Design: A secondary data analysis from a mixed-methods design study. Setting: The parent study was conducted in both local and online communities using a web-based survey. Participants: Participants were 256 parents of children aged 2 to 5 years (53.4% white; 41.5% of overweight or obese children). Measures: Parents completed well-validated self-report questionnaires. Analysis: We used latent structural equation modeling using Bayesian analysis. Results: There was a negative relationship between parents’ general stress and healthy food availability at home (β* = −.20, P < .001 for fruits; β* = −.23, P < .001 for vegetables; and β* = −.24, P < .001 for healthy beverage) and a positive relationship between parenting stress and healthy snack and healthy beverage availability (β = .13, P = .03; β = .14, P = .02, respectively). There was no relationship between parental stress and unhealthy food availability at home while unhealthy food availability was significantly associated with child’s unhealthy eating pattern (β* = .86, P < .01 for unhealthy snack; β* = .51, P < .01 for unhealthy beverage). There was no moderating effect of children’s health insurance on the relationships between parental stress and home food availability. Furthermore, child diet patterns were not associated with child BMI. Conclusion: Parental psychological stress is a potentially important intervention target point for improving home food environment and child diet patterns.
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Zhang, Jun, and Mude Tang. "The relationship between family environmental factors and child sensory integration." Journal of Nursing Education and Practice 10, no. 1 (2019): 16. http://dx.doi.org/10.5430/jnep.v10n1p16.
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Objective: To investigate the relationship between child sensory integration and family environmental factors.Methods: This was a cross-sectional study. The sample (n = 130) was recruited from children attending the outpatient department of a pediatric hospital located in central part of China. Sensory integration of the child was reported by either parent from using a Chinese version of the Sensory Integration and Praxis Test.Results: Approximately 17.69%-24% of the participating children experienced impairments in different dimensions of sensory integration. Severe impairment occurred in 3%-5% of the participating children. Paternal-child interaction had a significant effect on vestibular function of the child, after controlling for the effect of covariates including maternal obstetric history and low birth weight status of the child. Family functioning was found significantly related to tactile sensation, proprioception. and learning ability of the children.Conclusions: It appears that family environment plays a significant role in sensory integration outcomes of older children.
Dissertations / Theses on the topic "Child-environment relationship"
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Benzies, Karen M. "Relationship of early family environment to child behavioural development at age 7 years." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60273.pdf.
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Glass, Nancy 1949. "Parents as Therapeutic Agents: A Study of the Effect of Filial Therapy." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331345/.
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The problem with which this investigation was concerned was that of the use of parents as therapeutic agents. The purpose of this study was twofold. The first was to determine the effect of filial therapy on parental acceptance, self-esteem, parent-child relationship, and family environment. A second was to analyze the results and make recommendations concerning the effectiveness of filial therapy as a treatment modality for parents and their children.
The experimental design of the study was a nonrandomized, pretest-posttest, control group design.The sample (N=47) consisted of the experimental group (parents N=15, children N=9) who received filial therapy and the control group (parents N=12, children N=ll) who did not. The treatment included ten, two hour weekly parent training sessions. During these sessions the parents were taught the principles of client-centered play therapy and were instructed to conduct weekly one-half hour play sessions at home with their own children.
Based on the findings of this study, the following conclusions were drawn: 1) Filial therapy does significantly increase the parents' feeling of unconditional love for their children and 2) Filial therapy does significantly increase the parents' perception of expressed conflict in their family. In addition to the statistically significant results, there were some important trends which were mentioned as directional conclusions. These qualitative judgments include: 1) Filial therapy may be an effective treatment for increasing parents' acceptance of their children, especially parents' feelings of unconditional love; 2) Filial therapy may be a somewhat effective treatment for increasing self-esteem, yet more effective in increasing parents' self-esteem than children's self-esteem; 3) Filial therapy may be an effective treatment for increasing the closeness of the parent-child relationship without altering the authority hierarchy; 4) Filial therapy may influence the family environment, especially in the areas of expressiveness, conflict, independence, intellectual-cultural orientation, and control; and 5) Filial therapy may be an effective treatment for increasing parents' understanding of the meaning of their childrens' play.
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Crowell, Nancy A. "Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899160/viewonline.
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Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.
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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.
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Cavayero, Chloe N. "The use of the developmental individual difference relationship-based (DIR) model on a child with autism in the classroom environment." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1245.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Office of Undergraduate Studies<br>Interdisciplinary Studies
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Poletti, Alberto. ""It's a shared responsibility" : the relationship between the working environment of child protection teams and practitioners' emotionality and professional resilience : a psycho-social exploration." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81230/.
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My research has adopted a psycho-social approach to investigate the ways in which professionals mediate between the emotional demands of their work and the statutory duties and responsibilities of their role. In order to fully understand the roles played by the professional's individual characteristics, the team dynamics and the broader emotional texture of the child protection system in shaping the emotional experiences of front-line practitioners, this study has utilised a multiple-case study design. Professionals from two different child protection teams, one in Italy and one in England, have represented the two units of analysis. In particular, the research has explored the emotional vicissitudes of six front line practitioners (three from each team) over a period of sixteen months. Data have been gathered through periodic interviews with the research participants, psychoanalytically informed observations of their supervision sessions, periodic observations of team meeting discussions, and an interactive activity which had involved their entire teams. Doucet and Mauthner's (2008) Listening Guide has been utilised in order to obtain a deep understanding of practitioners' stories in a way that actively incorporated 'the public and cultural narrative that inform their lives, and the crucial intersection of these narratives with other relevant social forces' (Somers, 1994; 620). The findings of this research highlight how professionals within the Italian context appeared to be more capable of talking about the way in which their work affected them emotionally, compared with their English colleagues. One of the main reasons for this can be traced to the increasingly paranoid attitude that appears to permeate the overall English child protection system, especially after the death of Peter Connolly ('Baby P') and the public outcry which followed that tragic event. The child protection team was seen to have the potential to act as a supportive place where professionals' emotional responses can not only be recognised and contained, but also where the intensity of these emotional responses can be suitably modulated to a more manageable level. Where this occurs, it can allow professionals to remain in touch with their own emotions, which in turn can enhance their ability to effectively protect and safeguard vulnerable children and their families. Conversely, it was shown that, if professionals are not adequately supported within their working environment, they may be left feeling 'doubly deprived' at an emotional level, firstly from the nature of their undeniably challenging work and, secondly, through the imposition of an unresponsive working environment over which they have minimal control. These emotional deprivations may adversely affect their ability to work competently and safely creating a situation whereby less resilient practitioners might identify themselves with negative aspects of their working environment. This could reduce their ability to fully appreciate vulnerable people's needs and circumstances and to practice safely and competently. Ultimately it might result in practitioners leaving the profession. Contrary to popular perception, it might be the most resilient who would leave first, as they could recognise the damaging effects of an environment which did not contain or support them. Finally, the study makes a series of recommendations that could improve the retention of child protection social workers and enhance the outcomes of their work, including supporting front-line practitioners in becoming more familiar in the ways organisational dynamics might affect their work. The study also highlights the importance, for organisations, of putting in place strategies to create a safe environment in which they can work, and not to make them feel overly exposed towards anything or anyone who could try to affect their ability to perform their duties and responsibilities.
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Ihongbe, Timothy O. "The Impact of Mother–Father Relationship, Social Support and Neighborhood Context on Preterm Birth." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5699.
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Background: Preterm birth is a major public health concern in the US. Previous studies have suggested that quality of the mother-father relationship, social support, and neighborhood violence may be associated with preterm birth; however, findings are equivocal.
Objectives: The main objectives of this dissertation were: 1) to determine the modifying effect of perceived residential environment on the association between quality of mother–father relationship and preterm birth in a sample of African-American women, 2) to examine whether the receipt of social support modifies the association between neighborhood violence exposure and preterm birth in a nationally representative sample of US women, and 3) to determine the extent to which neighborhood violence mediates the association between neighborhood deprivation and preterm birth in a geographic cohort of women in Richmond city, Virginia.
Methods: Data were obtained from three sources – 1) Life-course Influences on Fetal Environments (LIFE) study, 2) National Longitudinal Study of Adolescent to Adult Health, and 3) live birth records, police crime reports and census data for Richmond city, Virginia. Multivariable log-binomial regression models were used to examine the modifying effect of perceived residential environment on the association between quality of mother–father relationship and preterm birth, as well as the modifying effect of social support on the association between neighborhood violence exposure and preterm birth. Multilevel structural equation modeling was used to examine the mediational influence of neighborhood violence on the association between neighborhood deprivation and preterm birth.
Results: For the association between neighborhood violence exposure and preterm birth, maternal receipt of social support modified the association [(Tertile 1: adjusted prevalence ratio (APR)=1.12; 95% CI=1.11-1.13, p<.0001); (Tertile 2: APR=1.07; 95% CI=1.06-1.08, p<.0001); and (Tertile 3: APR=0.88; 95% CI=0.86-0.89, p<.0001)] in a nationally representative sample of US women. No significant interaction was observed between any domain of the mother–father relationship and perceived maternal residential environment (all p > 0.05) in a sample of African American women. Additionally, no significant association was found between the quality of mother–father relationship and preterm birth (Trust domain: APR=1.03, 95% CI=0.99-1.07; dependability domain: APR=1.01, 95% CI=0.98-1.06; criticism domain: APR=1.03, 95% CI=0.99-1.07). The association between neighborhood deprivation and preterm birth in a geographic cohort of women in Richmond city, Virginia, was not mediated by neighborhood violence (β=0.063, 95% CI= –0.025, 0.151).
Conclusions: Rates of preterm birth in women exposed to neighborhood violence may be improved by providing adequate social support during the pregnancy period. Insufficient evidence was found to support the modifying effect of perceived residential environment on the association between the mother-father relationship and preterm birth, as well as the mediational effect of neighborhood violence on the association between neighborhood deprivation and preterm birth. Future studies are needed to confirm these findings.
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Elali, Gleice Virginia Medeiros de Azambuja. "Ambientes para educação infantil: um quebra-cabeça? Contribuição metodológica na avaliação pós-ocupação de edificações e na elaboração de diretrizes para projetos arquitetônicos na área." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/16/16131/tde-10032010-141853/.
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Numa época na qual meio ambiente e qualidade de vida são temas em evidência, parte do controle sobre as práticas sócioambientais exige regulamentação e fiscalização das iniciativas (públicas e privadas) em áreas que abrangem da medicina à construção civil, passando por alimentação, hábitos individuais, energia, etc. Nesse contexto é necessária especial atenção com a infância, pois a criança representa o próprio futuro/continuidade da sociedade. Assim, sendo a escola um dos principais locais de vivência infantil, a preocupação com sua qualidade ambiental precisa ser redobrada, sobretudo em se tratando de instituições que lidam com menores de 7 anos. No Brasil, a Constituição de 1988 reconheceu a educação infantil como direito da criança entre 0 e 6 anos, tornando-a uma obrigação do Estado delegada ao âmbito municipal, e exigindo que os municípios criem instrumentos de controle adequados. Isso gerou a oportunidade de olhar-se criticamente cada realidade a fim de delimitar-se propostas social e ambientalmente coerentes, tarefa na qual essa tese opta por utilizar a APO. Partindo de um roteiro básico de pesquisa, foram visitadas 41 pré-escolas em Natal-RN e vistoriadas 16. Em 5 destas o trabalho foi aprofundado, envolvendo multi-métodos: entrevistas, análise de behavior settings, observação de comportamento, mapeamento comportamental simplificado, questionários (adultos) e elaboração de desenho-temático (crianças). Os resultados obtidos proporcionaram uma análise acurada do ambiente dessas instituições sob o ponto de vista técnico e a partir da percepção dos usuários. Os dados serviram de base à discussão sobre os espaços educativos para aquela faixa etária, e subsidiaram a indicação de algumas diretrizes visando a futura criação de normas que fiscalizem os empreendimentos existentes em Natal-RN e orientem a elaboração de propostas arquitetônicas adequadas às necessidades da população local.<br>At times when environment and life-quality are themes in fashion, a part of the control over socio-environmental practices demands regulation and public-revenue of initiatives (public and particular) in areas from medicine to civil construction, passing through alimentation, individual habits, energy, etc. In this context, it is necessary to give attention to childhood, since the kid represents the future/continuity of the actual society. Therefore, school being one of the most important places of the childs life experience, the worries about your environmental quality needs to be doubled, especially when the institution deals with kids younger than 7 years old. In Brazil, the National Constitution of 1988 recognizes children education as a right for kids whose age is between 0 and 6 years old, becoming a obligation of the State, and specifically of the municipality, demanding that the cities create control instruments according to their own peculiarities. This has raised the opportunity to look critically each reality in order to limit social and environmentally coherent proposals. For this task, this project opted to use POE. Starting from a basic research plan, 41 pre-schools from Natal- RN were visited and 16 were inspected. In 5 of them, the project was applied in detail, involving multi-methods: interviews, behavior settings analysis, behavior observation, simplified behavioral mapping, questionnaires (adults) and thematicdrawing (children). The results provided a accurate analysis of the architectonic object and of the environment in which it is inserted, under the technical point of view, as well as the users perception. The information is used as base to discussion about the educative space to this specific age. They aided the guideline elaboration looking for a future creation of norms that regulate the existing enterprises in Natal-RN and guide the elaboration of architectonic proposals accurate to the local peoples necessities.
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Toepfer, Elizabeth Anne. "The career satisfaction and success of corporate executives : the relationship among attachment style, sex-type, and gender /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11902589.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Debra A. Noumair. Dissertation Committee: Patricia M. Raskin. Includes bibliographical references (leaves 130-143).
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Molteno, Christopher D. "The relationship between growth, development and social milieu - a longitudinal study involving preschool Coloured children in Cape Town." Doctoral thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/27218.
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A prospective longitudinal study was carried out to establish the relationship between growth, development and social milieu in Coloured pre-school children in Cape Town. This population was selected because, on the basis of previous studies, a wide range of nutritional status as well as a spectrum of socio-economic conditions were known to exist. A pilot study was conducted to establish the feasibility of obtaining information about factors to be included in the study as well as to determine the most suitable sampling methods. A cohort of 1 000 consecutive Coloured infants born in the Cape Town municipal area and notified to the Cape Town City Council was identified. A random sample of 187 was selected from the cohort for long-term study. Anthropometric data were documented from birth until 5 years and compared to the NCHS reference values. Developmental data consisted of milestones recorded during infancy, language assessment on the Reynell Language Scale at 2½ years carried out by the Logopaedics Department, University of Cape Town, and at 5 years, a specially constructed developmental assessment designed to assess gross motor function, fine motor development including visuo-motor skills and language, both comprehension and expression as well as basic colour and number concepts. Social data were collected during home visits by two experienced, full-time research social workers, who were both integrally involved in the planning of the study. At birth infants were relatively light and short for gestational age. Size at birth correlated with social class. A rapid post-natal weight gain rendered them relatively overweight between 3 and 6 months. Thereafter they again became lighter and shorter than the NCHS reference values and this persisted during the pre-school period. Mother's weight was related to weight at birth, 12 months and 30 months. The genetic influence on growth was reflected in a correlation between parental height and child's length from 12 months onwards. Environmental influences as assessed by social class by occupational grading of the breadwinner, income and family stability were also correlated with growth from 12 months onwards. Infant development as indicated by milestones was very similar to internationally reported studies. Motor development was not associated with social class by occupational grading of the breadwinner but with father's education, mother's personality and family stability. It was also highly correlated with growth during infancy. Early language milestones were associated with the child's micro-environment as indicated by marital status, family unit, setting and stability. Language development at 30 months reflected a general lag in verbal skills and was correlated with parental education and family stability. At five years there was a good correlation between growth, development and social milieu, although the social variables accounted for far more of the variation in development than did growth. Social class by occupation grading of the breadwinner and income reflected the general socio-economic status and there was a good cross-correlation between the social variables. Approximately one third of the families lived in a middle cl ass environment. However, poor maternal education, low incomes and over-crowding were prevalent and must constitute risk factors in child rearing. Sixty five percent of the mothers were not educated further than primary school level and over half of the families were living below an effective minimum level of income. Similarly, over half the families lived in grossly overcrowded conditions. In conclusion, therefore, during infancy developmental milestones were similar to those reported in the literature. Later, however, there was a fall-off in development and this coincided with a greater association with social circumstances. Just prior to school entry social factors far outweighed growth indices as predictors of developmental variation. Social stability of the family a composite evaluation based on a number of social characteristics, was most consistently associated with development. The implications for intervention are that this would need to be broad based and aimed at improving incomes, housing, family cohesion and child centredness and eliminating social pathology. Such intervention would require a concerted effort from a variety of sources which should include administrators, community workers and health professionals.
Books on the topic "Child-environment relationship"
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The child-parent relationship in the New Testament and its environment. Mohr Siebeck, 2003.
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The child-parent relationship in the New Testament and its environment. Hendrickson Publishers, 2006.
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Mercogliano, Chris. Making it up as we go along: The story of the Albany Free School. Heinemann, 1998.
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Enhancing relationships between children and teachers. American Psychological Association, 1999.
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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, et al. Social psychology of education. Practicum. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.
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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment.
 Meets the requirements of the Federal state educational standards of higher education of the latest generation.
 For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space.
 The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations.
 Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. 
 Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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Fäh, Barbara. Starke Eltern, starke Lehrer, starke Kinder: Wie psychische Gesundheit von Eltern und Lehrern Kindern hilft. Tectum Verlag, 2009.
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Neil, Mercer, ed. Common knowledge: The development of understanding in the classroom. Methuen, 1987.
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Edwards, Derek. Common knowledge: The development of understanding in the classroom. Routledge, 1993.
Find full textBook chapters on the topic "Child-environment relationship"
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Nunamaker, Ross Glen Chandler, and William Arthur Mosier. "The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood." In Poverty Impacts on Literacy Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8730-0.ch002.
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This chapter addresses the association between nurturing prosocial classroom behavior in young children, literacy, and income inequality. Literacy will be explored as it relates to social competence in the classroom as influenced by income inequity. One highlighted area of importance is a play-based, child-focused environment that is culturally sensitive and responsive to the needs of the whole child. Socioeconomic disparities in literacy skills have been increasing over the past 40 years. This subject must be addressed in order to effectively meet the cognitive, social, and emotional needs of each individual child. Literacy skills are developed during early childhood. It is also the case that limited literacy during early childhood increases the risk of children displaying aggressive behavior at school as they progress to higher grades. For these reasons, tackling the problem during the early years with developmentally appropriate adult-child interventions are what is needed to reverse the trends placing an increasing number of young children at-risk of academic underachievement.
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Winnicott, Donald W. "Needs of the Under-Fives." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271367.003.0052.
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Needs of the Under Fives describes the needs of infants and small children that are inherent and unalterable according to Winnicott. He describes the gradual development of the triangular relationship existing between the child and both its parents, and the importance of stability in this relationship. He emphasises the importance of good environment for the healthy mental development of children.
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Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 3: Maintaining a Consistent Schedule and Time Management." In Supporting Caregivers of Children with ADHD. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0004.
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In Module 3, parents learn to develop and maintain a consistent household schedule and daily routines for their child and themselves. All children benefit from consistency, but children with attention-deficit/hyperactivity disorder (ADHD) can be especially reactive when their environment is unpredictable or chaotic. External structure can scaffold the child with ADHD’s own sense of organization. In many families, parents of children with ADHD struggle with executive function or attention difficulties themselves. Teaching parents to implement a consistent daily schedule and to more effectively manage their time can reduce the parental stress that can contribute to harsh or negative parenting and poor parent–child relationship. In this module, you will work with parents on the basics of scheduling and time management, with the goal of creating a more organized and harmonious household.
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M. Perez, Linda, Suzi E. Desmond, and Cheryl J. Sundheim. "From the Shadow to the Light: Navigating Life as a Mother with a History of Substance Use and Parenting a Child Healing from Early Childhood Trauma." In Psychoanalysis [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94073.
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We report on an innovative in-patient residential recovery program that serves as a model for those who treat low-income women with substance use and psychiatric problems and their children. The case discussed details the psychotherapeutic treatment of a mother and child that was carried out within the protection of the program’s seeking safety, trauma informed model of care. The treatment demonstrates the sensitive care that is needed when working with a young child with a history of early childhood trauma and the favorable ways that holding the mother in mind freed her to be emotionally available to her son. In this situation, the therapist provided an emotionally-attuned interpersonal therapeutic relationship and created features of safety in the environment that helped the child develop an emerging reorganized protective structure to safely explore his fears. The mother and child can follow a course of recovery from traumatic experiences within the context of favorable conditions, thereby interrupting the intergenerational dynamics of early relational trauma.
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Bioy, Antoine, and Chantal Wood. "Introduction to pain." In Oxford Textbook of Palliative Care for Children, edited by Richard Hain, Ann Goldman, Adam Rapoport, and Michelle Meiring. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198821311.003.0016.
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When caring for a child who is in pain in a palliative care setting, the extent and intensity of the physical components of pain represent only one of many important aspects that need to be considered. How does the child understand their pain? Are they afraid of the actual pain or the future pain? How do they interpret their disease? Can they control or cope with the pain? It is of fundamental importance not only to help the child to cope with their condition, but also to help them through the disease by building a trustworthy and interactive relationship between the patient, their family, and their peers. One must try to carefully monitor the child’s level of distress, their defense strategies, their coping strategies, and the attitudes and opportunities that they encounter in their environment (e.g. encouragement, active participation in activities). All of this takes place within a biopsychosocial and holistic model of care that ‘reflects modern society’s attempt to face up to the reality of death by introducing dying and bereavement into the midstream of life.’ It personalizes care by adopting a relationship-centered approach and, with the collaboration of all caregivers, it humanizes care. In this chapter we first explore the history of pain in medicine and then develop our actual knowledge about pain. Finally, we shall establish some guidelines for understanding and analyzing the complaint of the child in palliative care.
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Küller, Rikard. "Environmental Assessment from a Neuropsychological Perspective." In Environment, Cognition, and Action. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195062205.003.0012.
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Environmental assessment is closely related to the impact environments make on people. Places that induce anxiety and stress in childhood may be regarded with dismay later in life. The relationship between people and their environments may be conceived in physiological, psychological, or ethnological terms, or, which is often the case, by concepts borrowed from these three fields simultaneously. The description of the relationship can be kept either at a molecular or a molar level. The former may be exemplified by the effect of noise on blood pressure, while the latter may be the home's impact on the developing child. The present chapter constitutes an attempt to formulate a model at the molar level of human-environment interaction, largely based on knowledge from the neuropsychological discipline. For the sake of clarity I will first discuss some of the basic concepts employed in contemporary model building in neuropsychology. I will then suggest that these concepts may be brought together into what I have called the basic emotional process. I will support this construct by results from previous research on emotion, and also demonstrate the remarkable congruence between the physiological and semantic branches of this research. Using the emotional process as a focus, a model of human-environment interaction will be proposed, which describes how the person may feel and act under the influence of the physical and social environment, mediated by his or her individual reaction tendencies. The presentation will be illustrated by reference to field studies and experiments carried out by our group since the mid-1960s. Ample use will also be made of studies carried out elsewhere. However, the chapter does not, in the conventional sense, constitute a review of the existing literature on environmental assessment. Instead, it presents one view on assessment, which naturally leads to a specific organization of the existing evidence. One advantage of the proposed model is that it has the capacity to incorporate recent findings of the neurosciences in a detailed and precise way. The model may also be developed and tested further in this direction. Another advantage is that the model has proven to be a useful tool in the environmental design process.
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Winnicott, Donald W. "Letter to Michael Balint." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271381.003.0003.
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Winnicott writes to Michael Balint about a paper of Balint’s presented to the British Society. Winnicott believes that though they work from different perspectives both of them are interested in early environmental provision, and what happens when there is a failure at that level. Winnicott disputes Balint’s term ‘primary love’ because for him there is no relationship until the infant has established the capacity to make relationships. Winnicott doubts whether an infant is aware when the environment is satisfactory, but thinks he is affected when it fails. Initially, for Winnicott, the infant is only present in an unintegrated way. Winnicott also disagrees with Balint’s use of the word ‘harmonious’ in primary love because he thinks that this term signifies that a highly complex defence (i.e. negative, also) organization is at work in the child who is no longer a new baby or a pre-natal infant.
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Krogh, Chris, and Giuliana Liberto. "Reliable or Risky?" In Global Perspectives on Home Education in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6681-7.ch015.
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The global and growing phenomenon of home education is regulated differently in different countries and different states. Where is it legal the regulatory burden on home educators ranges from low to moderate to high. A range of commentators, including home educators, work to shape the frames through which home education is understood and subsequently regulated. Using an illustrative case study, this chapter shows that regulation impacts on child wellbeing and that home educators take different motivational postures based on a range of factors, of which their relationship with the regulator is one. The degree to which regulators cultivate a cooperative relationship is proposed as a critical factor in developing a positive regulatory environment. Co-production of home education regulations, as was previously undertaken in Tasmania, Australia, is presented as an effective and more acceptable approach to regulation. This is recommended as a model of practice to be undertaken in other settings.
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Saltzman, W. Mark. "Cell Growth and Differentiation." In Tissue Engineering. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195141306.003.0009.
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The expansion in size of a region of tissue, often called growth, is critical to embryonic development and tissue repair. Growth of a tissue most often occurs by an increase in cell number. In fact, sequential cell division—and a resulting increase in total cell number—is the most important change of early development. As development proceeds, however, the rate of increase in cell number slows but the overall size of the organism continues to increase steadily. Growth throughout life can occur by a variety of mechanisms in addition to increased cell number; for example, increases in cell volume or extracellular volume also produce growth. The overall growth of an organ or tissue can involve multiple mechanisms. For example, in the nervous system, neurons increase in size, but not number, as a juvenile grows to adulthood. By contrast, glial cells within the nervous system divide and proliferate throughout life. Overall, however, cell proliferation (which occurs by the process of sequential cell division) is the most important feature of tissue growth. Growth is only one of the changes that occurs with development. As a child grows to adulthood, her increase in size is probably less astonishing than her overall change in behavior and ability. Underlying this overall change are dramatic alterations in function and operation of individual cells; this observation is related to the discussion in Chapter 3, in which the processes of cellular differentiation and specialization were introduced. The child develops by reference to a fixed instructional program, the genome, which somehow encodes all of the molecular signals that lead to increases in size, changes in shape, and inexorable dynamics of aging. But the child is also influenced by her environment and the opportunities for change that her environment presents. One child becomes a doctor and another a cellist; the factors and forces that nudge each down her path are not programmed by the genes alone. Similarly, differentiation of a cell is influenced by its genetic composition and the environment that surrounds it. This chapter begins with a discussion of mechanisms and kinetics of cell division. Later parts of the chapter consider some of the factors that influence cell differentiation. The relationship of cell growth during development of a normal organism and cell growth in culture is introduced in the final sections.
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Scannell, Christian. "Parental Self-Efficacy and Parenting through Adversity." In Parenting - Studies by an Ecocultural and Transactional Perspective. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.91735.
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This review examines the relationship between life adversities, parental well-being, parental self-efficacy, and social support as potential factors mediating parent-child relationships and children’s outcomes. Generally, research on adversity has focused on children’s experiences and the long-term impact of adversity on development and health trajectories. More recently, a focus on resilience and growth after adversity has received increasing attention. Existing literature has identified how parents can best support their children through adverse events and suggested parenting programs that emphasize skill-building to parent children who have experienced adversity. Yet often overlooked is the critical impact of adverse events on the parent and how this may interfere with the cultivation of an environment of support and increase stigmatization due to unmet parenting expectations. While parenting occurs in context, it is often judged based upon societal expectations of childrearing practices and optimal outcomes with little understanding of the factors that contribute to parenting behaviors. The experience of adversity has the potential to impact parental sense of competence and parenting practices. However, parental self-efficacy and social supports can play mediating role in the experience of adversity and parenting stress. The integration of these contextual factors allows for the development of expectations that are best suited to meet the needs of vulnerable family systems.
Conference papers on the topic "Child-environment relationship"
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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.
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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.
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Konstantinov, V. V., E. A. Klimova, and R. V. Osin. "Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.143.155.
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In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.
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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.
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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Tanasković, Marija. "REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.
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The essence of the educational process is precisely in providing favorable conditions, as well as encouraging and supporting the optimal development of children. It should contain a certain sequence of operations and contents to accelerate and enhance development, but at the same time to be flexible, adaptable and open to children’s needs, interests and opportunities. Preschool education is the first, the most important step in forming a relationship to the general culture of an environment, to music and art in general. Accordingly, an important goal in planning any music program for children is to recognize their interests and attitudes toward different musical activities. One of the goals of Basis of the Program – Years of Ascent, for children to develop dispositions for lifelong learning such as openness, curiosity, resilience, reflexivity, perseverance, self-confidence and a positive personal and social identity, is similar to the goal of Reggio Emilia’s approach in which children are viewed as active authors of their own development, i.e. that they will learn everything they need to learn, at the moment they are ready for it. Learning is focused on children – on their competencies, not on their shortcomings. The approach is based on the idea that each child has “a hundred languages” to express the characteristics of the world around him/her. Children are developing and are encouraged to symbolically represent ideas and feelings through any of their hundred languages (expressive, communicative and cognitive), words, movements, drawings, painting, creativity, sculpture, play, collage, drama, music, etc. Approach Reggio Emilia emphasizes the importance of the process of researching and using art in the social environment. Children acquire knowledge and abilities to express their thoughts and ideas through creation. Therefore, the paper discusses the possibility of integration of contents and activities from the Reggio Emilia approach in preschool music education, with aim to improve it.
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Alves, Ediane, and Paulo Prado. "DOMESTIC VIOLENCE AGAINST WOMEN AND ITS IMPACT ON CHILDREN'S SCHOOL PERFORMANCE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact030.
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"This research addressed the issue of domestic violence investigating whether and how it affects the school performance of the child who witnesses episodes of violence against the mother in the home. Personal characteristics and other environments in which these children and adolescents are inserted in, such as family, school and community interact with each other and can influence their school performance. Because the school is the second most common space for children, it is in it where family environment is expressed. The main objective of this study was to analyze whether and how domestic violence experienced by children affects their school performance. The data were collected throughout documentary research, one analyzing the information recorded in the files of the Reference and Service Center for Women (CRAM in Portuguese) and the Municipal Education Secretariat (SME). Records were selected from 20 children regularly enrolled in elementary public schools, whose mothers sought the services of CRAM. The dependent variable was school grades, which were analyzed according to a repeated measures design: during the occurrence of domestic violence episodes and after these episodes have ceased. Analyzes were also conducted with the aim of verifying possible effects of other variables, such as school attendance, family socioeconomic status and mothers education level. The results showed that the students had lower school performance after the end of the episodes of violence. No effects of other variables were observed. Factors related to the phenomenon are discussed as possible causes: separation from the father, change of address, custody’s change and others. Considering that the casuistry of this study was composed of students from low-income families, the results point to a kind of ""Matthew effect"", that is, a relationship between violence, poverty and ignorance in which everyone feeds each other forming a cycle quite hard to break. Therefore, it is necessary that public policies be formulated in the scope of education so that students who experience domestic violence receive specialized attention aiming at realizing their learning potential."
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Hathazi, Andrea, and Ioana-Letitia Serban. "THE IMPORTANCE OF REFLECTION-BASED STRATEGIES IN TRAINING PROFESSIONALS WORKING WITH MDVI CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end048.
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This paper focuses on the professional development regarding communication abilities of the teachers and therapists working with children with multiple disabilities and a visual impairment (MDVI). Since the development of communication abilities is a complex process, it must be approached from a continuous, systemic and structured perspective. MDVI children acquire and develop communication skills based on various factors which depend on their specific features and usually they need a large amount of time to learn how to employ different systems of communication so they can express a need or a desire and have an impact on other people or on the environment. In this context, a team of 3 universities, 4 special schools for the blind and visual impaired, one NGO and one IT company have come together in an Erasmus+ European project called PrECIVIM (Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities) to address the need of a professional training in communication abilities of the specialists working with MDVI children. As a result, a complex training program has been created, based on common experiences, reflective strategies, and different training components. Method: We have focused on a group of 21 professionals working with MDVI children. They were the beneficiaries of a four-part training programme conducted by three experienced trainers on a time frame of 6 months. The programme was delivered in multiple ways, each of them with great reflective value: training manual (individual study), onsite group training, online group supervision and written individual reflective logs. Results: The individual feedback of each participant has been processed and discussed revealing significant improvement in their intervention approach toward MDVI children, in their selection of communication methods or in their professional relationship with the MDVI child. The results of the training programme are presented in terms of the efficiency of the reflection-based strategies for the professional development of each participant. Conclusion: The training programme applied to this group of professionals has emphasized the need of mentors and partners who offer constructive feedback and who implement reflective strategies in the intervention process regarding communication with MDVI children. In this sense, the reflective logs should be considered a great resource in the intervention and therapeutic process of MDVI children.