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Gülgöz, Selin, Jessica J. Glazier, Elizabeth A. Enright, Daniel J. Alonso, Lily J. Durwood, Anne A. Fast, Riley Lowe, et al. "Similarity in transgender and cisgender children’s gender development." Proceedings of the National Academy of Sciences 116, no. 49 (November 18, 2019): 24480–85. http://dx.doi.org/10.1073/pnas.1909367116.
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Gender is one of the central categories organizing children’s social world. Clear patterns of gender development have been well-documented among cisgender children (i.e., children who identify as a gender that is typically associated with their sex assigned at birth). We present a comprehensive study of gender development (e.g., gender identity and gender expression) in a cohort of 3- to 12-y-old transgender children (n = 317) who, in early childhood, are identifying and living as a gender different from their assigned sex. Four primary findings emerged. First, transgender children strongly identify as members of their current gender group and show gender-typed preferences and behaviors that are strongly associated with their current gender, not the gender typically associated with their sex assigned at birth. Second, transgender children’s gender identity (i.e., the gender they feel they are) and gender-typed preferences generally did not differ from 2 comparison groups: cisgender siblings (n = 189) and cisgender controls (n = 316). Third, transgender and cisgender children’s patterns of gender development showed coherence across measures. Finally, we observed minimal or no differences in gender identity or preferences as a function of how long transgender children had lived as their current gender. Our findings suggest that early sex assignment and parental rearing based on that sex assignment do not always define how a child identifies or expresses gender later.
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Astuti, Budi, Sugiyatno Sugiyatno, and Siti Aminah. "The development of early childhood sex education materials for early childhood education (ECE) teachers." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 4, no. 2 (November 29, 2017): 113–20. http://dx.doi.org/10.21831/jppm.v4i2.14869.
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The objective of this research was to create early childhood sex education materials for Early Childhood Education Teachers. The research was initiated by conducting need assessment in the form of identification of the needs of sex education materials that appropriate for early childhood and the role of teachers and parents in the sex education. The subjects were chosen by using the purposive technique. The subjects of this study were 28 Early Childhood Education teachers in Sleman Regency. The data collection in this research was using a questionnaire. The data analysis technique was using quantitative descriptive techniques. The results of the research provided a description that the materials about the skills to protect themselves from sexual violence is the most needed matter of Early Childhood Education teachers. Further, respectively according to the level of need, the material that needs to be included in a Early Childhood Sex Education is the introduction of the gender, the introduction of self-identity, the relationship of men and women and ways to maintain the health, and the introduction of reproductive organs and functions. Materials product is expected to be a guideline and reference in providing early sex education.
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Islamiyah, Roudlotul, and Suparno. "Teacher Knowledge in Early Childhood Gender Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 6, 2019): 327–40. http://dx.doi.org/10.21009/jpud.132.09.
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The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the conclusion that the calculated value> t table and p-value (sig) of 0.001 (<0.05) which means that there is a significant influence on teacher knowledge about early childhood gender education. Research suggests about how to improve gender education in early childhood education and create learning modules for early childhood teacher guidance.
Keywords: Early gender education, Teacher knowledge about gender education
References:
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Chapman, R. (2016). A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children’s play. Early Child Development and Care, 186(8), 1271–1284. https://doi.org/10.1080/03004430.2015.1089435
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Wu, Y. P., Wu, J. F., Chen, Y. M., Han, L., Han, P. G., Wang, P., & Gao, F. (2015). Shyness and School Adjustment Among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher–Child Relationship. Early Education and Development, 26(2), 149–166. https://doi.org/10.1080/10409289.2015.970503
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Díaz, Criss Jones. "Latino/a Voices in Australia: Negotiating Bilingual Identity." Contemporary Issues in Early Childhood 4, no. 3 (September 2003): 314–36. http://dx.doi.org/10.2304/ciec.2003.4.3.7.
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In Australia, bilingual identity and home language retention/attrition in bilingual children has had little research attention. This is particularly true in the early years of life where identity construction emerges in the context of early childhood education. This article begins with an overview of the Australian context to focus attention on the limited provision of bilingual support in early childhood settings. By drawing on the work in identity and hybridity negotiation, the ‘voices' of six Latin American parents are discussed to show how identities are negotiated and intersect with language retention within the social fields of ‘race’, ethnicity and gender differences. Three emerging themes are highlighted: the diversity of the parents' experiences in negotiating identity and language retention in family life; the parents' experiences of identity as multiple; and identity as a site of transformation and struggle in child rearing and gendered family practices. These findings demonstrate the significance of parents' perspectives and experiences of identity and language retention in raising their children bilingually, which can inform equitable and innovative practices in the provision of bilingual support in early childhood settings. In conclusion, the author invites early childhood educators to reframe their understandings of identity construction in young bilingual children.
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Cahill, Helen, Julia Coffey, and Kylie Smith. "Exploring embodied methodologies for transformative practice in early childhood and youth." Journal of Pedagogy 7, no. 1 (June 1, 2016): 79–92. http://dx.doi.org/10.1515/jped-2016-0005.
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Abstract The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.
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Davies, Adam W. J. ""Authentically" Effeminate? Bialystok's Theorization of Authenticity, Gay Male Femmephobia, and Personal Identity." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 1 (December 21, 2019): 104–23. http://dx.doi.org/10.29173/cjfy29493.
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Authenticity is a commonly heralded ideal in Western modernist discourses, with a large amount of literature describing individuals’ personal journeys towards self-fulfillment (Bialystok, 2009, 2013, 2015, 2017; Taylor, 1991; Varga, 2014). This paper examines Lauren Bialystok’s (2013) conception of authenticity in sex/gender identity and proposes that effeminate or ‘femme’ gay men make a strong case for fitting within such a conception of authenticity. Effeminate gay men experience significant in-group discrimination within gay men’s communities, with many gay men “defeminizing” (Taywaditep, 2002) themselves upon entering adulthood and mainstream gay communities. Through this exploration of Bialystok’s (2013) model for authenticity in sex/gender identity and the identity-based challenges effeminate or femme gay men experience, this paper describes why effeminate gay men fit Bialystok’s model, and the ethical dilemmas of theorizing authenticity in personal identity (Bialystok, 2009, 2011). Providing supportive and positive early environments in school while specifically addressing gender-based discrimination in childhood provides more opportunities for positive identity development and the potential of fulfilling self-authenticity within gender identity for femme gay men.
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Brown, Christia Spears, Basirat O. Alabi, Virginia W. Huynh, and Carrie L. Masten. "Ethnicity and gender in late childhood and early adolescence: Group identity and awareness of bias." Developmental Psychology 47, no. 2 (March 2011): 463–71. http://dx.doi.org/10.1037/a0021819.
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Hines, Melissa. "Prenatal testosterone and gender-related behaviour." European Journal of Endocrinology 155, suppl_1 (November 2006): S115—S121. http://dx.doi.org/10.1530/eje.1.02236.
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Testosterone plays an important role in mammalian brain development. In neural regions with appropriate receptors testosterone, or its metabolites, influences patterns of cell death and survival, neural connectivity and neurochemical characterization. Consequently, testosterone exposure during critical periods of early development produces permanent behavioural changes. In humans, affected behaviours include childhood play behaviour, sexual orientation, core gender identity and other characteristics that show sex differences (i.e. differ on average between males and females). These influences have been demonstrated primarily in individuals who experienced marked prenatal hormone abnormalities and associated ambiguities of genital development (e.g. congenital adrenal hyperplasia). However, there is also evidence that testosterone works within the normal range to make some individuals within each sex more sex-typical than others. The size of testosterone-related influences, and perhaps even their existence, varies from one sex-typed characteristic to another. For instance: prenatal exposure to high levels of testosterone has a substantial influence on sex-typical play behaviour, including sex-typed toy preferences, whereas influences on core gender identify and sexual orientation are less dramatic. In addition: there appears to be little or no influence of prenatal testosterone on mental rotations ability, although mental rotations ability shows a marked sex difference. These findings have implications for basic understanding of the role of testosterone in normative gender development, as well as for the clinical management of individuals with disorders of sex development (formerly called intersex syndromes).
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Zapiti, Anna, and Charis Psaltis. "Too good to be true? Towards an understanding of the Zone of Proximal development (ZPD) dynamics from a Piagetian perspective: Gender composition and its changing role from early to middle childhood." Psihologija 52, no. 4 (2019): 323–45. http://dx.doi.org/10.2298/psi181023006z.
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The present study revisits the complexities of the Zone of Proximal Development (ZPD) through an experimental investigation of the role of social identity dynamics in asymmetric social interaction around a cognitive Piagetian task in two age groups. Children from two age groups (6 and 10 years old) first solved a spatial transformation task individually (pretest) and then worked in same- or mixed-gender pairs with a partner who was more advanced in task knowledge. In the posttest phase, participants again solved the task individually. At posttest, the six-years old participating in interaction, performed better than those in control groups, who did not engage in interaction. However, there were no differences in the posttest performance of the ten-years old who participated in interaction and those who did not. Moreover, the effect of gender composition on the dynamics of the interaction was different in the two age groups. The social gender identity dynamics formed in the interactions of the six-year olds related to cognitive progress outcomes, but at 10 years social construction of knowledge was equally successful in promoting cognitive development compared to asymmetric social interactions and gender identity dynamics did not have the same formative influence.
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Schibuk, Margaret, Michael Bond, and Rachelle Bouffard. "The Development of Defenses in Childhood." Canadian Journal of Psychiatry 34, no. 6 (August 1989): 581–88. http://dx.doi.org/10.1177/070674378903400617.
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The authors review empirical studies of defense mechanisms and suggest that this concept can be operationalized to permit an investigation of the chronology of the development of defense in childhood. Studies on the coping and defense patterns of normal children are compared with studies that attempt to explain defense patterns in disturbed children and adults. It is argued that empirical study of the development of defense in the normal child will help to determine the validity of theoretical psychoanalytic speculations derived from the retrospective reconstruction of defenses that might have existed in the childhood of ill adults. An attempt is made to place our knowledge of the development of defense in childhood into the context of our knowledge of cognitive development. The authors review the research that attempts direct empirical assessment of defenses in childhood, and make suggestions for how such research could be furthered. It is argued that it may be possible to construct a schedule for the early maturation of defense, and to identify how this changes with pathology, gender, and family context. Such a schedule would be fundamental to our understanding of normality, and the role of regression and precocity in pathology.
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Bernhard, Judith K., Julie Kaomea, Gail Boldt, and Sally Barnes. "Book Reviews: Supporting Identity, Diversity and Language in the Early Years, Researching Racism in Education: Politics, Theory and Practice, Early Childhood Services: Theory, Policy and Practice, Rethinking Gender in Early Childhood Education." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 117–29. http://dx.doi.org/10.2304/ciec.2001.2.1.4.
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Medico, Denise, Annie Pullen Sansfaçon, Adèle Zufferey, Gabriel Galantino, Morag Bosom, and Frank Suerich-Gulick. "Pathways to gender affirmation in trans youth: A qualitative and participative study with youth and their parents." Clinical Child Psychology and Psychiatry 25, no. 4 (July 8, 2020): 1002–14. http://dx.doi.org/10.1177/1359104520938427.
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How trans youth realize about their gender identity and come out to their significant others is under-researched and very few studies include both youth and parental perspectives. This study was developed in Switzerland, a country where families with trans youth are just beginning to break invisibility. The research protocol draws on grounded theory methodology, is participative and developed in collaboration with a local trans NGO and a pan Canadian project. We conducted 20 semi-structured interviews with 10 trans youth and their caregivers/parents (10 interview). At least three developmental pathways seem to emerge: a) the affirmed children who affirm themselves very early, (b) the silent children who spend their childhood in a state of internal tension without being able to position themselves and (c) the neutral children who become aware of their gender difference at puberty following a childhood in which gender was not problematic. In all cases puberty is a crossroads, lived painfully with significant manifestations of both social and body dysphoria. A better understanding of the process of gender development in trans children and youth will help improve our interventions to better serve young people and their families, and help them overcome the different levels of oppressions they face.
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Givens, Eugena M., and Joan A. Reid. "Developmental Trajectories of Physical Aggression and Nonaggressive Rule-Breaking During Late Childhood and Early Adolescence." Criminal Justice and Behavior 46, no. 3 (October 5, 2018): 395–414. http://dx.doi.org/10.1177/0093854818803652.
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Research has consistently linked two forms of childhood antisocial behavior, physical aggression and nonaggressive rule-breaking, to adolescent delinquency. However, there is a lack of knowledge regarding the development of problem behavior during the latter years of childhood and early adolescence (ages 6 to 14). The current study utilized longitudinal data that followed 756 at-risk males and females from early childhood into early adolescence to identify trajectories of physical aggression and nonaggressive rule-breaking and the association between documented risk factors with class membership. The findings supported a four-class model for both physical aggression and nonaggressive rule-breaking. Both models produced high, moderately high, average, and abstaining classes. However, the physical aggression models decreased as participants aged, while the nonaggressive rule-breaking classes increased. Family adversity, protective neighborhoods, negative child temperament, premature birth, race, and gender were associated with class membership. The study findings may inform targeted, problem-specific strategies aimed at early intervention.
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Alfred, Mary V., Sarah M. Ray, and Michele A. Johnson. "Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness." Advances in Developing Human Resources 21, no. 1 (December 1, 2018): 114–32. http://dx.doi.org/10.1177/1523422318814551.
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The Problem The underrepresentation of people of color in science, technology, engineering, and mathematics (STEM) has become a crisis of significant proportion. The crisis is more pronounced when we examine participation by race and gender and explore how these two primary identity dimensions serve to marginalize women of color in STEM fields. These differential representations start during the early years and continue within institutions of higher education and the workplace. The Solution To address the absence of women of color in STEM, it is important to understand the forces that hinder and support their career development, beginning with early childhood experiences and throughout education and work environments. Interventions promoting diversity, equity, and inclusion must start in early and secondary education and continue through academia and the workplace. Stakeholders Addressing this crisis is the responsibility of leaders of public and higher education and those of business and industry.
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Domingues, Michelle. "Discarded Identities/Inspiring Just Sustainability with Reuse Persona Dolls." Sustainability 13, no. 15 (August 2, 2021): 8623. http://dx.doi.org/10.3390/su13158623.
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The author identifies as a mixed-race Chicana teacher/educator, bridging ecology, culture, and learning situated within an early learning center on a university campus. This inquiry integrates Gloria Anzaldúa’s autohistoria teoría/autobiographical theory and documents (1) the social construction of a gender-fluid persona doll named “Logan” during a focus group with REMIDA Reggio-inspired educators, (2) a (dis)rupture that took place after engaging the persona doll to introduce the term “transgender” during a preschool circle time, and (3) lessons learned to move early childhood education for social sustainability forward. During this disrupture in our learning community, the question of whether or not to discard Logan’s (gender non-binary) identity emerged. Logan’s story is one of curricular innovation in the examination of topics and concepts of ecological sustainability, equity-based pedagogy, and creative reuse through the construction and use of persona dolls. The dolls themselves are created from reuse materials, and they adopt personas and social backgrounds reflecting awareness of ecological and social injustice while co-developing ideas of actions for equity with the input of children.
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Van Hazebroek, Babette C. M., Arjan A. J. Blokland, Hilde T. Wermink, Jan W. De Keijser, Arne Popma, and Lieke Van Domburgh. "Delinquent Development Among Early-Onset Offenders: Identifying and Characterizing Trajectories Based on Frequency Across Types of Offending." Criminal Justice and Behavior 46, no. 11 (September 19, 2019): 1542–65. http://dx.doi.org/10.1177/0093854819876306.
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Early-onset offending is generally recognized as a risk factor for persistent criminal behavior. However, variation in long-term delinquent development among early-onset offenders remains rather underexplored and poorly understood. We, therefore, used multitrajectory modeling to identify distinct subgroups of early-onset offenders ( n = 708) based on the frequency of offending across several types of offenses up to age 25. We used multinomial regression analysis to characterize subgroups on gender, ethnicity, and childhood neighborhood characteristics. Six offender subgroups could be distinguished in our data: nonrecidivists (51%), sporadic recidivists (25%), and low-rate (8%), moderate-rate (10%), high-rate adult-peaked (3%), and high-rate adolescence-peaked recidivists (3%). Males, minorities, and children from disadvantaged neighborhoods were more likely to follow re-offending trajectories characterized by increased levels of property crime, vandalism, and violent and sexual offenses. Findings are discussed in relation to criminological theory, and recommendations are made for future life-course criminological research.
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Ip, Ka I., Jennifer M. Jester, Arnold Sameroff, and Sheryl L. Olson. "Linking Research Domain Criteria (RDoC) constructs to developmental psychopathology: The role of self-regulation and emotion knowledge in the development of internalizing and externalizing growth trajectories from ages 3 to 10." Development and Psychopathology 31, no. 04 (February 5, 2019): 1557–74. http://dx.doi.org/10.1017/s0954579418001323.
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AbstractIdentifying Research Domain Criteria (RDoC) constructs in early childhood is essential for understanding etiological pathways of psychopathology. Our central goal was to identify early emotion knowledge and self-regulation difficulties across different RDoC domains and examine how they relate to typical versus atypical symptom trajectories between ages 3 and 10. Particularly, we assessed potential contributions of children's gender, executive control, delay of gratification, and regulation of frustration, emotion recognition, and emotion understanding at age 3 to co-occurring patterns of internalizing and externalizing across development. A total of 238 3-year-old boys and girls were assessed using behavioral tasks and parent reports and reassessed at ages 5 and 10 years. Results indicated that very few children developed “pure” internalizing or externalizing symptoms relative to various levels of co-occurring symptoms across development. Four classes of co-occurring internalizing and externalizing problems were identified: low, low-moderate, rising, and severe-decreasing trajectories. Three-year-old children with poor executive control but high emotion understanding were far more likely to show severe-decreasing than low/low-moderate class co-occurring internalizing and externalizing symptom patterns. Child gender and poor executive control differentiated children in rising versus low trajectories. Implications for early intervention targeting self-regulation of executive control are discussed.
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Ajayi, Hannah Olubunmi. "Social Inequality in Early Childhood Care and Education Provision in Nigeria: A Review of Literature." World Journal of Education 9, no. 3 (May 24, 2019): 1. http://dx.doi.org/10.5430/wje.v9n3p1.
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Early childhood care and education (ECCE) programme has been identified as a strong tool to break the cycle ofpoverty and effective means to establish the basis for further learning, prevent school drop-out, increase equity ofoutcomes and overall skill levels; hence all nations of the world call for effective investment in ECCE. Nigeriaembraced the idea of ECCE and made it a national agenda by incorporating it into the national policy. The essence isto establish access and equality for children all over the country, irrespective of gender, ethnicity, socio-economictransfer. Looking at the trend or the status of the ECCE for some years, it is as if there are lapses in the provision ofearly childhood education in the country. The study therefore examined existing research in early childhoodeducation in Nigeria between 2013 and 2017 (which are pre and post Millennium Development Goals documents) tohighlight the indicators of enrolment in ECCE, sex, and personnel to determine whether there is equality orinequality in the provision and identify the areas of inequality if there be any. The findings showed that inequalitystill exists in the provision of the ECCE programme in Nigeria. The enrolment in the programme is still low ascompared to other educational levels. Employment of personnel into the programme is also very low to the numberat the primary level. There was no visible data on the educational programme as from 2017. It is recommended thatthe government should show more commitment to the educational level.
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FIRST, MICHAEL B. "Desire for amputation of a limb: paraphilia, psychosis, or a new type of identity disorder." Psychological Medicine 35, no. 6 (August 23, 2004): 919–28. http://dx.doi.org/10.1017/s0033291704003320.
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Background. The objective of this paper is to describe and conceptualize an unusual and probably rare condition: the intense longstanding desire to have an amputation.Method. Structured interviews were conducted by telephone of 52 subjects (mean age: 48·6, range 23–77 years; 47 male, 4 female, 1 intersexed) self-identified as having had a desire to have an amputation.Results. Seventeen per cent (n=9) had an arm or leg amputated with two-thirds using methods that put the subject at risk of death and one-third enlisting a surgeon to amputate their healthy limb. The most common reported reason for wanting an amputation was the subject's feeling that it would correct a mismatch between the person's anatomy and sense of his or her ‘true’ self (identity). None were delusional. For all but one subject age at onset was during childhood or early adolescence. For those who had psychotherapy or medication there was no change in the intensity of the desire for amputation. The six subjects who had an amputation at their desired site reported that following the amputation they felt better than they ever had and no longer had a desire for an amputation.Conclusions. These preliminary results suggest the existence of an extremely unusual clinically distinct condition characterized by a lifelong desire to have an amputation of a particular limb. The condition is associated with serious negative consequences: amputation attempts, impairment and marked distress. Reflecting similarities between Gender Identity Disorder and this condition, the author suggests that it may be conceptualized as an unusual dysfunction in the development one's fundamental sense of anatomical (body) identity.
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Gubbels, Jessica S., Stef PJ Kremers, R. Alexandra Goldbohm, Annette Stafleu, and Carel Thijs. "Energy balance-related behavioural patterns in 5-year-old children and the longitudinal association with weight status development in early childhood." Public Health Nutrition 15, no. 8 (November 29, 2011): 1402–10. http://dx.doi.org/10.1017/s1368980011003089.
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AbstractObjectiveThe current study examined clustering of dietary intake and activity behaviours (i.e. physical activity (PA) and sedentary behaviour) in 5-year-old children, as well as the longitudinal association with BMI and overweight development.DesignPrincipal component analysis (PCA) was used to identify behavioural patterns. Backward regression analyses were used to examine the association of behavioural patterns with parent and child background characteristics, as well as the association of the patterns with BMI Z-score and overweight development up to ages 7 and 8 years.SettingThe Netherlands.SubjectsData originated from the KOALA Birth Cohort Study (n 2074 at age 5 years).ResultsFour patterns emerged: a ‘sedentary-snacking’ pattern (including television viewing and snack consumption), a ‘healthy intake’ pattern (including healthy items such as fruit, vegetables and fish), a ‘sandwich’ pattern (including bread and sandwich fillings) and a ‘sporty-traditional meal’ pattern (including sports, meat and potatoes). The patterns were related to child gender, general appetite and various parental characteristics. The sedentary-snacking pattern was positively associated with longitudinal BMI development.ConclusionsCross-behavioural energy balance-related behavioural patterns exist at age 5 years. Different activity types (e.g. sports, television viewing) clustered differently with the behavioural patterns, indicating the need to incorporate these different types instead of one general PA measure in energy balance-related pattern analyses. The clustering and potential synergy between activity behaviours and dietary intake, as well as the associations with weight status development, stress the importance of an integrated approach to PA and healthy nutrition promotion in preventing childhood overweight.
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Senzaki, Sawa, and Yuki Shimizu. "Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan." Journal of Cross-Cultural Psychology 51, no. 3-4 (March 20, 2020): 187–202. http://dx.doi.org/10.1177/0022022120910804.
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A large body of research has demonstrated cross-cultural differences in visual attention, especially between members of North American societies (e.g., Canada, United States) and East Asian societies (e.g., China, Japan, Korea). Despite an increasing number of studies suggesting an emergence of cross-cultural differences in early childhood, relatively little is known about how these culturally divergent patterns of attention are acquired and maintained. It has been largely assumed that socialization practices, especially parent–child interactions, contribute to the acquisition of cross-cultural differences in attention. By focusing on maternal narratives during the shared reading activity, this study examined the socialization contexts in which mothers direct their infants’ attention in the United States ( n = 50 dyads) and Japan ( n = 53 dyads). Mothers in the United States and Japan read a picture book to their 6- to 18-month-old infants in the lab, and maternal narratives were coded to identify attention to focal objects and social interactions. Infants’ sustained attention was also measured during shared reading. The findings demonstrated that during the shared reading activity, U.S. mothers were relatively more likely to focus on the focal objects than the background, whereas Japanese mothers were more likely to refer to the social interactions between focal objects and the background. Infants’ age and gender were not related to maternal narratives, and infants’ sustained attention was similar across cultures. Findings suggest significant cross-cultural differences in mother–infant interactions, which may act as scaffolds for infants to internalize their parents’ cognitive styles.
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Cunha, Taís Morais Alves, and Carlos Maurício Cardeal Mendes. "Adenotonsilectomia e Classe II esquelética – estudo de casocontrole." Orthodontic Science and Practice 14, no. 54 (2021): 89–97. http://dx.doi.org/10.24077/2021;1454-8997.
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Introduction: The maxillomandibular lateral growth imbalance with mandibular retrusion related to the maxilla indicates the skeletal Class II pattern. This craniofacial morphological abnormality is often attributed to nasorespiratory obstruction due to pharyngeal and palatine tonsils hypertrophy. The adenotonsillectomy is indicated to young patients with respiratory obstruction. However, there is no information in the scientific literature concerning the impact of tonsils surgically removal on craniofacial growth and development. Objective: To identify the association between adenotonsillectomy and skeletal Class II. Material and Methods: An unpaired case-control study was performed. Adult subjects who agreed to participate filled a questionnaire and after identification of the skeletal pattern through radiographic cephalometric analysis were allocated into two groups: CASE GROUP composed of 23 subjects with skeletal Class II malocclusion and CONTROL GROUP composed of 27 subjects without skeletal Class II malocclusion. With specific software the images were evaluated and measured to compare craniofacial measurements between the experimental groups and this data was interpreted to verify the association between skeletal Class II and the occurrence of adenotonsillectomy in early childhood. Results: the adenotonsillectomy demonstrated protective potential for skeletal Class II development due to a strong epidemiological association between adenotonsillectomy and skeletal Class II anteroposterior discrepancy (ORC = 0.33), without gender interference (ORA = 0.91). Conclusions: Among the long-term benefits of performing adenotonsillectomy in early childhood, it may be considered the prevention of craniofacial growth alterations such as Class II maxillomandibular discrepancy.
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Bacelar, Ananda Silveira, Almiralva Ferraz Gomes, Weslei Gusmão Piau Santana, and Robson Amaral Santos. "A INFLUÊNCIA DAS SOCIALIZAÇÕES NO PROCESSO DECISÓRIO DE MULHERES EMPREENDEDORAS." Revista Gestão e Desenvolvimento 17, no. 3 (October 21, 2020): 192. http://dx.doi.org/10.25112/rgd.v17i3.2221.
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RESUMOA dinâmica identitária de gênero atrelada ao desenvolvimento crescente dos empreendimentos geridos por mulheres orienta a compreensão das mudanças comportamentais da contemporaneidade. Este trabalho, portanto, tem como objetivo analisar de que modo a formação identitária de empreendedoras que atuam no segmento de educação infantil, em Vitória da Conquista, Bahia, interfere no processo de tomada de decisões dessas mulheres. Considerou-se, portanto, as socializações que ocorreram ao longo da vida das gestoras. A partir de uma análise qualitativa, analisou-se o caso de dez empreendedoras através da realização de entrevistas semiestruturadas. O estudo demonstrou que a percepção das entrevistadas em torno da construção de suas identidades como mulheres foi marcada pela influência das socializações que tiveram, principalmente no âmbito familiar. Ademais, foi identificado um perfil de gestão feminino marcado por características como intuição, sensibilidade e flexibilidade de relacionamento. Desse modo, concluiu-se que as representações sociais de gênero definem padrões comportamentais para mulheres que influenciam a escolha do segmento de atuação e o processo decisório.Palavras-chave: Gênero. Identidade. Decisão. ABSTRACTThe gender identity dynamics linked to the growing development of enterprises managed by women guides the understanding of contemporary behavioral changes. This work, therefore, aims to analyze how the identity formation of female entrepreneurs working in the early childhood education segment, in Vitória da Conquista, Bahia, interferes in the decision-making process of these women. Therefore, the socializations that occurred throughout the life of the managers were considered. From a qualitative analysis, the case of ten women entrepreneurs was analyzed through semi-structured interviews. The study showed that the interviewees' perception of the construction of their identities as women was marked by the influence of the socializations they had, especially in the family context. In addition, a female management profile was identified, marked by characteristics such as intuition, sensitivity and relationship flexibility. Thus, it was concluded that social representations of gender define behavioral patterns for women that influence the choice of the segment of activity and the decision-making process.Keywords: Genre. Identity. Decision.
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Zhong, Sheng L., Yuanyuan Xiao, Ru-Fang Yeh, Mi Zhou, Margaret R. Wrensch, Shichun Zheng, John Wiencke, and Joseph L. Wiemels. "Genome-Wide Scanning of Epigenomic Alterations in Childhood Leukemia." Blood 112, no. 11 (November 16, 2008): 4464. http://dx.doi.org/10.1182/blood.v112.11.4464.4464.
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Abstract To study how epigenetic changes contribute to childhood leukemia, and to identify new disease biomarkers, we combined an approach of pharmacologic inhibition of epigenetic modifications of chromatin with gene expression arrays (Affymetrix Exon 1.0; and miRNA array, UCSF-designed) to reveal precise epigenetic aberrations on a global scale in defined subsets of leukemia cell lines that recapitulate common genetic subtypes of leukemia. From these analyses, we identified >200 genes up-regulated by 5-aza-2′-deoxycytidine and trichostatin A treatment (including genes encoding both mRNA and miRNA). We validated 50 selected genes using real-time quantitative PCR. We also tested promoter regions for methylation in the cell lines and selected pediatric leukemia bone marrows using bisulfite-DNA sequencing. A panel of leukemia-specific methylation targets was discovered, which includes some well-known genes (such as HOXA5 and DAPK) and several novel candidates in childhood leukemia (eg., CD82 and KLF4). To extend these observations, we performed methylation microarrays on DNA samples isolated from the studied cell lines as well as bone marrows of 35 childhood leukemia patients with defined cytogenetics, using Illumina Methylation Cancer Panel I. This panel includes a total of 1,505 CpG loci from 807 genes. We also assayed corresponding archived newborn bloods (Guthrie cards) from 32 cases, and 19 control Guthrie cards of children matched to the cases based on gender and age, to guage the impact of congenital methylation events on childhood leukemia. Many targets genes, including known tumor suppressor genes and genes involved in DNA repair, cell cycle control and differentiation were found to be methylated in leukemia cell lines and the leukemic bone marrow samples, but not in Guthrie card controls. In addition, the methylation status of a core group of 67 CpG sites can differentiate the common subtypes of childhood leukemia – those with TEL-AML1, E2A-PBX1, high hyperdiploidy, and normal karyotypes. Several genes concordantly methylated in Guthrie cards and leukemic bone marrow may represent prenatal epimutations. With the integration of such assays, we have constructed a panel of potential candidate genes and miRNAs involved in development of childhood leukemia which have aberrant promoter methylation. Our studies lay a foundation for a comprehensive understanding of the full extent of epigenetic changes in development of childhood leukemia and how they may be exploited for therapeutic purposes as well as for early detection of this disease.
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Sibagariang, Pradita Permatasari, and Weny Savitry S. Pandia. "Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 41–59. http://dx.doi.org/10.21009/jpud.151.03.
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Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies.
Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy
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Tabley Amos, Ngoge, and Imelda Hermilinda Abas. "An Investigation on the Comprehension of English Idioms Among Moi Primary School Children in Nairobi." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.1.
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The competence in identifying and comprehending the meaning of idiomatic expressions developed at an early age. However, second language learners reach the comprehension skill differently within the age and at pace. There are many unresolved questions regarding the age which children start to comprehend L2 idioms. The objective of this study was to investigate the age at which children in Moi primary school in Nairobi were able to identify and comprehend the meaning of English idioms. The 60 participants were selected using purposive sampling. The children were divided into three age groups: 5-8 years old, 9-12 years old, and 13-16 years old. The participants were balanced in gender and level of formal education. They were asked to identify the correct non-literal meaning of the 20 idioms presented. It was reported that the group with an age range from 5-8 years old scored the lowest among the other.The findings showed that as early as five years of old (preschool age), children begin to understand some kinds of idiomatic expressions and that such ability slowly develops throughout childhood. At the age of 9, children mainly interpreted idioms literally. By the age of 12, they started to understand the non-literal meanings of idiomatic expressions correctly and continued to expand until the age of 16. It implied that age is a factor in the comprehension of idioms among children. Therefore, exposure to language input is vital in the process of early acquisition. The study provides pedagogical observation on early language acquisition. This study also assists the language teachers and language practitioners and material developers in decision making that lead to the development of a better curriculum.
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Remson, Merwin Paul, Srinivasan Krishnamoorthy, and Shobha Kandasamy. "Predictive prevalence of asthma in children with allergic rhinosinusitis." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 2 (January 25, 2021): 284. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20210157.
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<p class="abstract"><strong>Background:</strong> Asthma is one of the most common chronic diseases of childhood. In India - prevalence is 10% to 15% in 5-11 year old children according to the World Health Organization (WHO) statistics. Many of these children go on to develop asthma but the ability to predict school-age asthma based on early life characteristics is currently limited. Early identification of these children at risk will help in reducing respiratory complications later in life. Asthma predictive index (API) - one of the first rule-based predictive models for early identification of children at high risk of subsequent asthma was described by Castro-Rodríguez et al based on the Tucson children’s respiratory study. Objectives of the study were to predict the prevalence of subsequent development of asthma in children with allergic rhinosinusitis using modified asthma predictive index (mAPI).</p><p class="abstract"><strong>Methods:</strong> This cross-sectional observational study was done in 100 children of age ≤3 years of either gender who visited department of ENT, Saveetha Medical College. Demographic details and the mAPI questionnaire filled by the parent were obtained. </p><p class="abstract"><strong>Results:</strong> Thirteen percent of the children had positive mAPI score, of which 14% (n=8) were male and 12% (n=5) were female children. Majority of them 77% had positive major criteria and 23% of them had positive minor criteria. Our study shows that 13% of these children who were included in the study will most likely develop asthma in their childhood and adult years.</p><p class="abstract"><strong>Conclusions:</strong> A positive mAPI substantially increases probability of future asthma. mAPI’s high predictive ability after a positive test can have clinical value for identifying children at risk of asthma. This study may help clinicians better to identify these at-risk children.</p>
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Альмуханова, А. Б., А. Е. Раисова, Н. Р. Зайнутдинова, and Ф. А. Зинбай. "PREDICTORS OF THE DEVELOPMENT OF METABOLIC SYNDROME AMONG ADOLESCENTS." Vestnik, no. 1 (June 17, 2021): 81–85. http://dx.doi.org/10.53065/kaznmu.2021.67.68.019.
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Метаболический синдром - это хорошо известное явление среди взрослых. Данные многочисленных клинических исследований показали, что метаболический синдром начинается в детстве и прослеживается в дальнейшей жизни. Цель исследования. Изучение распространенности повышенной массы тела, ожирения и выявление предикторов развития метаболического синдрома среди подростков 12-17 лет в г. Алматы. Материалы и методы. В данном исследовании показаны результаты обследования 800 подростков в поликлиниках №10 и №29 города Алматы, в возрасте от 12 до 17 лет, на предмет выявления предикторов метаболического синдрома. Статистическая обработка полученных данных осуществлялась с помощью программы MS Excel c применением методов описательной, параметрической и непараметрической статистики. Результаты исследования. Установлено, что предикторами метаболического синдрома у подростков являются показатели ХО (r 0,103), ЛПНП (r 0,39), ЛПВП (r 0,3), ТГ (r 0,03) и глюкозы натощак (r 2,22), что подчеркивает роль врачей первичного звена и, в первую очередь, врачей педиатров и эндокринологов. Из общего числа подростков избыточная масса тела и ожирение независимо от пола превалировала в возрасте 13-14 лет (28,6 - 38,8% (66)). Выводы. Ранняя диагностика предикторов развития метаболического синдрома в подростковом возрасте и применение в первичном звене профилактических и лечебных мероприятий поможет предупредить возникновение осложнений в будущем. Metabolic syndrome is a well-known phenomenon among adults. Data from numerous clinical studies have shown that the metabolic syndrome begins in childhood and can be traced the rest of the life. Research objective. To study the prevalence of overweight, obesity and to identify predictors of the development of metabolic syndrome among adolescents aged 12-17 years in Almaty. Materials and methods. This study shows the results of a survey of 800 adolescents in polyclinics №10 and №29 in Almaty, aged 12 to 17 years, to identify predictors of metabolic syndrome. Statistical processing of the obtained data was carried out using the MS Excel program using the methods of descriptive, parametric and nonparametric statistics. Results. It was found that the predictors of metabolic syndrome in adolescents are indicators of HТ (r 0.103), LDL (r 0.39), HDL (r 0.3), T (r 0.03) and fasting glucose (r 2.22), which emphasizes the role of primary care physicians and, first of all, pediatricians and endocrinologists. Of the total number of adolescents, overweight and obesity, regardless of gender, prevailed at the age of 13-14 years (28,6 - 38,8% (66)). Conclusion. Early diagnosis of development of predictors of metabolic syndrome in adolescence and the use of preventive and therapeutic measures in the primary link will help prevent the occurrence of complications in the future.
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Jain, Manish, Jagdish Singh Bhati, Mayank Jain, Vinod Kumar, Kapil Garg, and Pankaj Kumar Gupta. "Nutritional status of children under five year of age: a cross sectional study in rural area of Jhalawar, Rajasthan." International Journal Of Community Medicine And Public Health 6, no. 8 (July 26, 2019): 3321. http://dx.doi.org/10.18203/2394-6040.ijcmph20193448.
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Background: Adequate nutrition is essential in early childhood to ensure healthy growth and development, proper organ functions and a strong immunity. Accurate assessment of nutritional status of children is a requisite in appropriate planning and effective implementation of nutrition interventions. The objective of this study is to assess nutritional status of children under five year of age in rural area and to identify the socio-demographic factors associated with under nutrition.Methods: A cross sectional study was conducted among children aged six months to five years in rural area of Jhalawar, Rajasthan. Nutritional status of the children was assessed by measurement of mid upper arm circumference and information like birth order of children, birth weight and number of siblings was collected using a pre-coded and semi structured questionnaire.Results: Moderate under-nutrition was present in 16.8% children. Under-nutrition was present among 9.9% male and 24.2% female children. 38.1% children with birth weight less than 2.5 kg were under-nourished. Proportion of under-nutrition was 27.7% among children with number of siblings more than 2 while it was only 11.1% among those with 2 or less number of siblings.Conclusions: Gender, number of siblings and birth weight of children were significantly associated with nutrition status of children.
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Snaith, R. P. "Gender identity and development in childhood and adolescence." Psychiatric Bulletin 16, no. 8 (August 1992): 507–8. http://dx.doi.org/10.1192/pb.16.8.507-a.
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Moryan-Blanchard, Kristen, Lefkothea P. Karaviti, Marni Axelrad, Paul Austin, and David Mann. "Paternalism in DSD Management: A Real and Present Threat." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A703—A704. http://dx.doi.org/10.1210/jendso/bvab048.1433.
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Abstract In 1965, a botched circumcision left Bruce Reimer, a healthy, 8-month old XY male, with a disfigured penis. At the recommendation of Dr. John Money and physicians at Johns Hopkins, the infant was reassigned to female sex and underwent an orchiectomy and vaginoplasty. The family renamed the child “Brenda.” Unaware of her history, Brenda struggled with significant gender identity, psychological, and behavioral issues throughout her childhood and adolescence. When made aware of this history, she transitioned to male gender and assumed the name “David.” After years of psychological distress, David Reimer committed suicide in 2004. Despite the myriad lessons gleaned from this tragic story, medical and surgical management of children with atypical genitalia still remains often misguided, as providers continue to assume paternalistic roles in determining sex assignment and surgical interventions. A fifteen year old XY male with Robinow Syndrome presented for evaluation of hypogonadism and urinary incontinence. At birth, the patient was discovered to have a micropenis and perineal hypospadias and was diagnosed with hypogonadotropic hypogonadism. At the recommendation of the medical team, the infant underwent bilateral orchiectomy at eight months of age followed by urethroplasty and vaginoplasty at six years of age. The child was then given a female sex assignment. At twelve years of age, the child felt discordant from the sex of rearing and wished to be identified as male—his natal, genetic sex. He transitioned to male gender and began testosterone injections. He had history of recurrent UTIs and severe incontinence requiring diaper use. He strongly desired neophallus and urethral reconstruction for improved quality of life. The patient endorsed prior depression and desires to self-harm. He had significant concerns regarding his gender presentation and transition. He shared his difficulties in continuing in the same school system with peers who knew him as a female prior to transition and was concerned about peers knowing his medical history. In the years since the famous David Reimer case, the medical system has made tremendous strides in recognizing the need for patient autonomy and shared decision-making in patients with Differences of Sex Development and genital atypia. However, the paternalistic history of this field continues to leave its indelible mark more than 20 years since David Reimer’s case made headlines, as physicians continue to recommend definitive sex assignments and surgical interventions. As with the David Reimer case, the bodily integrity of this XY infant was altered in a permanent fashion with inadequate education of his family and little to no credence given to the autonomy of the child himself. We, as physicians, cannot continue to paternalistically apply John Money’s concept of gender neutrality and rigidly mandate sex assignments and early surgical interventions.
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FUJITA, Yumiko. "Reconsidering ^|^ldquo;Gender Identity Formation^|^rdquo; during Early Childhood." Journal of Educational Sociology 74 (2004): 329–48. http://dx.doi.org/10.11151/eds1951.74.329.
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Hasanah, Lathipah, Mohamad Syarif Sumantri, Nurbiana Dhieni, and Nopiana Nopiana. "Introduction of Gender Identity through Role-playing Activities in Early Childhood." Universal Journal of Educational Research 8, no. 12A (December 2020): 7296–304. http://dx.doi.org/10.13189/ujer.2020.082512.
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Hoenig, J. "Book Review: Psychogenesis: The Early Development of Gender Identity." Canadian Journal of Psychiatry 31, no. 6 (August 1986): 598. http://dx.doi.org/10.1177/070674378603100627.
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Perry, David G., Rachel E. Pauletti, and Patrick J. Cooper. "Gender identity in childhood: A review of the literature." International Journal of Behavioral Development 43, no. 4 (April 2, 2019): 289–304. http://dx.doi.org/10.1177/0165025418811129.
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We review theory and research on the assessment, development, and consequences of individual differences in gender identity, as studied among ordinary school children. Gender identity encompasses children’s appraisals of compatibility with, and motivation to fit in with, gender collectives; it is a multidimensional construct. Five dimensions of gender identity are considered in depth: felt same-gender typicality, felt other-gender typicality, gender contentedness, felt pressure for gender conformity, and intergroup bias. A host of cognitive, affective, social, and defensive processes contribute to these forms of gender identity, all of which in turn affect children’s psychosocial adjustment. Felt same-gender typicality promotes self-esteem and protects children from harmful effects of stressors, but it is associated with negative attitudes toward other-gender peers and activities unless children feel at least somewhat similar to the other gender as well. Felt other-gender typicality distresses children who do not also feel same-gender–typical. The other three gender identity variables encourage self-serving behavior (e.g., dominance) if children view it as appropriate for their gender. Children who feel gender-atypical or discontent with their gender suffer considerable distress if they feel pressure for gender conformity. Gender contentedness may be a particularly powerful contributor to children’s adoption of gender-typed behavior.
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Hachey, Alyse C. "Success for all: fostering early childhood STEM identity." Journal of Research in Innovative Teaching & Learning 13, no. 1 (April 15, 2020): 135–39. http://dx.doi.org/10.1108/jrit-01-2020-0001.
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PurposeThis paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It makes the case for educators and researchers alike to promote an expanded role of early childhood STEM education in the daily lives of young children.Design/methodology/approachThis paper uses a qualitative interpretive methodology, drawing from a wide array of research and theoretical literature from early childhood and STEM education and developmental psychology, as well as public policy.FindingsToday, both research and interventions aimed at fixing the “leaking STEM pipeline” and theory/research on STEM identity development focus on children in middle school and above. Yet, children's attitudes about STEM and about themselves as STEM learners are formed early, and identity work is a task of early childhood. This suggests a need to focus on young children's engagement with STEM education as a means of nurturing their early STEM identity development.Originality/valueThis paper synthesizes previous research to outline the need for expanding STEM education in early public schooling. It proposes a conceptualization of early STEM academic identity development (based on the premise that middle school is too late to fix the leaking STEM pipeline).
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Dinella, Lisa M. "Halloween Costume Choices: Reflections of Gender Development in Early Childhood." Journal of Genetic Psychology 178, no. 3 (April 12, 2017): 165–78. http://dx.doi.org/10.1080/00221325.2017.1295223.
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Ali, Dhouha Haj. "Inequality in Early Childhood." International Journal of Applied Behavioral Economics 10, no. 3 (July 2021): 41–58. http://dx.doi.org/10.4018/ijabe.2021070103.
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This paper has a dual purpose. First, it aims to construct and evaluate parental investment in early childhood based on five indicators: mental development, discipline, nutrition, health, and leisure. Second, it aspires to establish a link between the education of mother and family well-being and the level of parental investment in early childhood with regard to the five indicators. The author tests the impact of family well-being and mother's education on investment in early childhood to find out if discrimination of gender and residence inequalities matter. Results indicate that the family's degree of wealth/socio-economic class and mother's education have a significant positive effect on all indicators of parental investment in early childhood except on discipline. The author also sees that households in rural areas invest more in the discipline of their children than urban ones. Moreover, they discriminate between gender in favor of boys.
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Loh, Mignon L., Jinghui Zhang, Deqing Pei, Yunfeng Dai, Xiaotu Ma, Meenakshi Devidas, Michael Edmondson, et al. "Whole Exome Sequencing of Pediatric Acute Lymphoblastic Leukemia Patients Identify Mutations in 11 Pathways: A Report from the Children's Oncology Group." Blood 128, no. 22 (December 2, 2016): 455. http://dx.doi.org/10.1182/blood.v128.22.455.455.
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Abstract Survival for childhood acute lymphoblastic leukemia (ALL) now approaches 90% with risk adapted therapy based on National Cancer Institute risk group (NCI RG) at diagnosis, somatic lymphoblast genetics, and early response to therapy as measured by minimal residual disease (MRD). Recent studies have identified multiple somatic genetic mutations in ALL, some of which confer increased risk of relapse or identify opportunities for additional targeted therapies. However, there are few genome sequencing analyses of representative cohorts of childhood ALL treated on contemporary regimens. To define the mutational landscape of childhood B-ALL, we performed whole exome sequencing (WES) on diagnostic tumor and remission samples of 192 patients with B-ALL consecutively enrolled between 4/1/06-9/8/06 on the Children's Oncology Group AALL03B1 classification trial that enrolled 11,145 patients up to age 30, which included patients enrolled on clinical trials for standard-risk (SR) B-ALL (N=5226, age 1-10 years and white blood cell count (WBC) < 50,000/uL) and high-risk (HR) B-ALL (N=2907; age ≥10 years or WBC ≥50,000/uL). An 8-gene expression low density array card identified Ph-like patients, and single nucleotide polymorphism arrays and multiplex ligation assays were used to determine DNA copy number alterations. Approximately 2/3 NCI SR and 1/3 NCI HR patients with sufficient banked samples were selected to reflect a population-based cohort (Table 1). Comparison of those selected vs. those not revealed significantly more NCI SR patients with a higher WBC and MRD, and fewer with double trisomy 4 and 10. Selected NCI HR patients were younger, had a higher WBC, and had more ETV6/RUNX1. There were a total of 3576 non-silent mutations with a median of 15 mutations/case (range 1-134). One case had 102 non-silent mutations and a germline mutation in MSH3. The additional mutations clustered in 11 pathways (Table 2), several of which were novel including cell-matrix interaction (e.g. SSPO, FAT1) and intracellular trafficking/cytoplasmic transport (e.g. DYNC2H1, ANK3, UNC13C). Most commonly altered were B-cell development (49.4%), transcription factors (45.8%), tumor suppressor genes (32.7%), cytoplasmic transport (27.3%), and Ras signaling (26.7%). Several pathways Ras signaling, Jak/STAT, and transcription factor mutations/deletions were associated with genetic lesions commonly used for risk stratification. Other pathways (epigenetic, B-cell development, or tumor suppressor) occurred in all subtypes. The most commonly identified genetic mutations were NRAS (n=33), KRAS (n=26), FLT3 (n=13), PAX5 (n=10), CREBBP (n=10), XBP1 (n=9), WHSC1 (n=7), and UBA2 (n=7). XBP1 and UBA2 mutations were novel. XBP1 (X-Box binding Protein 1) encodes a transcription factor that regulates the unfolded protein response. UBA2 (ubiquitin like modifier activating enzyme 2) encodes a protein involved in sumoylation to regulate protein structure and intracellular localization. Univariable analysis revealed no significant associations with any of these pathways or mutations with an increased risk of relapse with the exception of IKZF1 mutations or deletions (n=36; p=0.0087). Multivariable analysis modeling including IKZF1, age, presenting WBC, gender, NCI RG, ETV6/RUNX1, BCR/ABL1, Ph-like, white race, and MRD revealed only BCR/ABL1 and MRD positivity being significantly predictive of relapse. However, the risk of relapse was significantly increased based on the number of mutations identified in any one single patient (HR 1.02, 95% CI 1.01-1.023, p < 0.0004). Of note, only 18 patients (NCI SR, n=8, NCI HR, n=10) were Ph-like in this cohort, likely explaining the lack of significance between Ph-like status and an increased risk of relapse in this analysis. In summary, WES of a consecutively enrolled cohort of NCI SR and HR patients revealed a large number of novel genetic mutations that could be broadly assigned to 11 classes. Outcomes for patients overall were not influenced by any one of these classes, demonstrating that sentinel genetic alterations currently used in risk stratification are of paramount importance in directing therapy intensification for ALL. These data provide important information about pathways commonly mutated in childhood ALL, identifying classes of drugs that can be considered for clinical testing to further improve outcome. Disclosures Loh: Bristol Myers Squibb: Membership on an entity's Board of Directors or advisory committees; Abbvie: Research Funding. Hunger:Amgen: Equity Ownership; Pfizer: Equity Ownership; Merck: Equity Ownership; Jazz Pharmaceuticals: Honoraria; Sigma Tau Pharmaceuticals: Honoraria; Erytech: Honoraria; Patent: Patents & Royalties: Dr. Hunger is a co-inventor of a patent (#8658,964) for the identification of novel subgroups in high risk B-ALL and outcome correlations and diagnostic methods related to the same; Spectrum Pharmaceuticals: Honoraria.
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Wren, Bernadette. "Early Physical Intervention for Young People with Atypical Gender Identity Development." Clinical Child Psychology and Psychiatry 5, no. 2 (April 2000): 220–31. http://dx.doi.org/10.1177/1359104500005002007.
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Malanchuk, I. G., and A. G. Zalewskaya. "DEVELOPMENT OF “SELF” AND “OTHER” IMAGES IN EARLY CHILDHOOD: GENDER ASPECT." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 47, no. 1 (March 30, 2019): 105–15. http://dx.doi.org/10.25146/1995-0861-2019-47-1-109.
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Bosch, Andrea. "Uncovering Pathways for Girls' Education: Gender equity and early childhood development." Development 44, no. 2 (June 2001): 41–46. http://dx.doi.org/10.1057/palgrave.development.1110235.
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Servos, Jennifer E., Brandy A. Dewar, Sandra L. Bosacki, and Robert J. Coplan. "Canadian early childhood educators’ perceptions of young children’s gender-role play and cultural identity." Journal of Early Childhood Research 14, no. 3 (July 24, 2016): 324–32. http://dx.doi.org/10.1177/1476718x15579740.
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Allard, T. L., S. Lokhandwala, R. M. Spencer, and T. Riggins. "0089 Sleep and Hippocampal Development in Early Childhood." Sleep 43, Supplement_1 (April 2020): A36. http://dx.doi.org/10.1093/sleep/zsaa056.087.
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Abstract Introduction With sleep, memories are consolidated, leaving them less susceptible to interference. This process is believed to reflect transfer of memories from the hippocampus to the cortex. Research has established that naps benefit memory in typically napping children. This nap-benefit has been associated with sleep spindles during nREM2 sleep. Although research has separately related memory development to the hippocampus and to sleep, the association between hippocampal development and sleep physiology is not understood. The purpose of this investigation is to assess relations between sleep physiology and the hippocampus in early childhood. Methods Subjects are part of an ongoing longitudinal investigation. Preliminary analyses included 24 participants (Mage= 3.96 years, 14 females). Children participated in three consecutive visits, one week apart. During the first two visits, they completed a visuospatial memory task before and after a wake or nap period (order counterbalanced). Sleep physiology was assessed via polysomnography and hippocampal volumes were obtained via Freesurfer v5.1 using T1-weighted scans (.9 mm3). Results Preliminary results showed that total hippocampal volume was positively related to minutes spent in nREM2 sleep when controlling for age and gender (B=14.7, p=0.03). Further analysis showed that this relation held for left but not right hippocampus (B=10.1, p=0.01). Results also indicate a positive relation between sleep spindle count and left but not right hippocampal volume when controlling for age and gender (B=16.1, p=0.02). Conclusion Results show that greater time spent in nREM2 and greater sleep spindles across nREM2 are both related to a larger hippocampus in early childhood. These findings demonstrate an association between sleep physiology and the hippocampus during an important period of memory development, early childhood. Future analyses will assess differences in hippocampal volume between typical nappers and non-nappers at the second wave of data collection. Support Support was provided by NIH (HD094758) and NSF (BCS 1749280).
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Brėdikytė, Milda, Agnė Brandišauskienė, and Giedrė Sujetaitė - Volungevičienė. "The Dynamics of Pretend Play Development in Early Childhood." Pedagogika 118, no. 2 (June 10, 2015): 174–87. http://dx.doi.org/10.15823/p.2015.013.
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The phenomenon of play is constantly raising many questions for researchers and practitioners. Why play important, what kind of play is should be promoted in kindergarten classrooms, should it be supported and how? This article provides a short analysis on the concept of play and introduces an investigation aimed at analyzing the dynamics of the development of children’s pretend play in early childhood settings. This research is performed within the framework of Cultural-Historical theory of play. The development of children’s pretend play in ECEC groups will be discussed; gender differences and the level of pretend play within different age groups of children will be analyzed.
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Mardashova, Ramziya, Tatyana Garnysheva, Zemfira Sharafetdinova, Elena Konovalova, Gulnara Khakimova, and Nailya Khakimova. "Issues of gender pedagogy: teaching boys the masculinity (preschool childhood stage)." E3S Web of Conferences 258 (2021): 10022. http://dx.doi.org/10.1051/e3sconf/202125810022.
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The article deals with the issues of supporting and developing the gender identity of boys at the stage of preschool childhood. The authors argue that it is possible to form the socially determined ideas about males in boys and to teach them the gender behavior based on these ideas but it should be carried out at the stage of pre-school childhood. The article contains the material of the experiment including specially selected forms, methods and conditions for teaching boys the masculinity at a senior pre-school age. The scientific novelty lies in the fact that the totality of the findings contains a solution to the problem: the special forms and methods of working with preschoolers used in teaching allowed us to form specific features of gender-role behavior at a pre-school age. The theoretical significance is that the study defines the components of gender identity (cognitive, emotional-personal, behavioral) and their content, and identifies the factors that contribute to the development of gender identity in boys. The practical significance of the study lies in the applied orientation of the findings that can be widely employed in the practice of pre-school educational organizations.
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Eunjoo Baik. "The development of professional self‐identity measurement instrument for the early childhood teachers." Korean Journal of Early Childhood Education 36, no. 6 (December 2016): 77–96. http://dx.doi.org/10.18023/kjece.2016.36.6.004.
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Hailey, Debra Jo, and Michelle Fazio-Brunson. "Leadership in the Early Childhood Years." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 6–23. http://dx.doi.org/10.3776/tpre.v10n1p6-23.
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Research into young children’s leadership skills is sparse and focuses on leadership in early childhood classroom contexts. Understanding of leadership development in young children can be expanded by studying parents’ perceptions of children’s leadership development as it is enacted in contexts outside of the school. This qualitative study examined beliefs, practices, and contextual relationships of families with young children who were identified by teachers within their schools as having strong leadership skills. Student leaders were identified according to the Leadership subscale of the Scales for Rating the Behavioral Characteristics of Superior Students, 3rd ed. Four mothers and three fathers of identified first graders who met gender and ethnic selection criteria participated. Interviews were conducted with structured and unstructured open-ended questions, and parent journals were collected from participants. Using Bronfenbrenner’s bioecological model of human development as a guide, parental perceptions of contextual influences on young children’s leadership development were investigated. Findings indicate that parents were intentional in trying to develop characteristics and dispositions in their children to help them become good citizens but did not necessarily consider their actions as also building early leadership skills. Information concerning contextual situations, relationships, tools, and characteristics of early leadership development is shared. As parents discussed opportunities for their first graders to develop leadership skills, an unexpected theme emerged regarding benefits of rural living for young leadership development.
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Rajkumar, Ravi Philip. "Gender Identity Disorder and Schizophrenia: Neurodevelopmental Disorders with Common Causal Mechanisms?" Schizophrenia Research and Treatment 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/463757.
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Gender identity disorder (GID), recently renamed gender dysphoria (GD), is a rare condition characterized by an incongruity between gender identity and biological sex. Clinical evidence suggests that schizophrenia occurs in patients with GID at rates higher than in the general population and that patients with GID may have schizophrenia-like personality traits. Conversely, patients with schizophrenia may experience alterations in gender identity and gender role perception. Neurobiological research, including brain imaging and studies of finger length ratio and handedness, suggests that both these disorders are associated with altered cerebral sexual dimorphism and changes in cerebral lateralization. Various mechanisms, such asToxoplasmainfection, reduced levels of brain-derived neurotrophic factor (BDNF), early childhood adversity, and links with autism spectrum disorders, may account for some of this overlap. The implications of this association for further research are discussed.
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Nunes, Maria Fernanda Rezende, and Patrícia Corsino. "READING AND WRITING IN EARLY CHILDHOOD EDUCATION: CONTEXTS AND PRACTICES UNDER DEBATE." Cadernos de Pesquisa 49, no. 174 (December 2019): 100–129. http://dx.doi.org/10.1590/198053146109.
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Abstract The article reports an analysis of interviews and observations carried out in 27 schools by the research team in charge of project “Boas práticas de leitura e escrita na educação infantil” [Good reading and writing practices in Early Childhood Education], which encompasses 7 counties in different Brazilian regions. Good practices are the ones in which childhood and experience, education and care are creation binomials based on the Diretrizes Curriculares Nacionais para a Educação Infantil [National Curriculum Guidelines for Early Childhood Education] (DCNEI - 2009). The article introduces the profile of the assessed schools and analyzes the observation records according to space and materials and interaction and interlocution categories. Based on the results, it is essential to seek an identity for early childhood education based on the dialogic way teachers listen and respond to children. Ludic-symbolic practices prevail in daycare centers, whereas these practices are added with more directive practices in pre-schools, which are substantiated by contents linked to literacy.