Relevant bibliographies by topics / Neale scales of early childhood development

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  2. Dissertations / Theses
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Academic literature on the topic 'Neale scales of early childhood development'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 July 2025

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Journal articles on the topic "Neale scales of early childhood development"

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Ginsburg, Harvey J., Roque Mendez, Efraim Padilla, Martin Arocena, Emily Vargas Adams, and Paul Davis. "Perceptual Development and Early Childhood Injuries: A Prospective Pilot Study." Perceptual and Motor Skills 76, no. 1 (1993): 125–26. http://dx.doi.org/10.2466/pms.1993.76.1.125.

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A prospective pilot study of 172 Hispanic children was performed to identify developmental predictors of 9 maternal reports of childhood injuries that required medical attention during the following year. The 1972 McCarthy Scales of Children's Abilities was administered near the children's third birthday and maternal reports of injuries were obtained the following year. Multiple regression analysis indicated that the Verbal, Perceptual, Quantitative, Memory, and Motor Subscales of the McCarthy Scales of Children's Abilities accounted for a small but statistically significant proportion of vari
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Shaharudin, Shazlyn Milleana, Noorazrin Abd Rajak, Noor Wahida Md. Junus, and Nor Azah Samat. "Development and validation of early childhood care and education pre-service lecturer instrument." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (2020): 188. http://dx.doi.org/10.11591/ijere.v9i1.20415.

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This paper presents to develop and validate the Early Childhood Care and Pre-Service Lecturer Instrument constructed to determine their level of competencies toward the quality of early childhood carers-educators’ professionalism in Malaysia. Components which affect the early childhood quality were characterized through inclusive literature reviews alongside interviews conducted with experts and experienced lecturers. In this study, two experts were elected to review this instrument so as to enhance its validity while 70 more lecturers in Malaysia were involved. There are four scales in princi
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Shazlyn, Milleana Shaharudin, Abd Rajak Noorazrin, Wahida Md. Junus Noor, and Azah Samat Nor. "Development and validation of early childhood care and education pre-service lecturer instrument." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (2020): 188–94. https://doi.org/10.11591/ijere.v9i1.20415.

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This paper presents to develop and validate the Early Childhood Care and Pre-Service Lecturer Instrument constructed to determine their level of competencies toward the quality of early childhood carers-educators’ professionalism in Malaysia. Components which affect the early childhood quality were characterized through inclusive literature reviews alongside interviews conducted with experts and experienced lecturers. In this study, two experts were elected to review this instrument so as to enhance its validity while 70 more lecturers in Malaysia were involved. There are four scales in
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Muratori, F., F. Salvadori, G. D’Arcangelo, V. Viglione, and L. Picchi. "Childhood psychopathological antecedents in early onset schizophrenia." European Psychiatry 20, no. 4 (2005): 309–14. http://dx.doi.org/10.1016/j.eurpsy.2005.03.004.

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AbstractObjectiveTo describe the premorbid state of early onset schizophrenia (EOS).MethodsTwenty-three adolescents with EOS were compared to a healthy control group (CG) and to a group of anorexic patients (AG). The premorbid state was studied through the CBCL and the data obtained were analyzed using ANOVA’s and t-test.ResultsDuring the premorbid period EOS showed significantly higher scores on all scales, relative to the CG, and only on some scales (social, thought and attention problems, and school competencies) relative to the AG.ConclusionsChildren who develop first episode psychosis dur
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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 (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 Sc
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Fatima, Hani, Shuhang Zhao, Ai Yue, Shanshan Li, and Yaojiang Shi. "Parental Discipline and Early Childhood Development in Rural China." Sustainability 14, no. 4 (2022): 1988. http://dx.doi.org/10.3390/su14041988.

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Children who are under the age of five in underdeveloped and developing countries, including China, exhibit developmental delays due to their exposure to risks such as impoverishment, deprived health conditions, parental punishment, neglect, and poor psychosocial stimulation. Adverse experiences during the formative years of life, such as harsh parental discipline, may put them at risk for poor physical and mental well-being. The aim of this research is to explore the pervasiveness and developmental outcomes of different forms of discipline practices in the underdeveloped rural areas of China.
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Choi, Jihye. "A study on the Development and Validation of Disability Empathy Scales for Pre-Service Early Childhood Teacher." International Journal of Special Education (IJSE) 37, no. 2 (2022): 140–49. http://dx.doi.org/10.52291/ijse.2022.37.47.

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"This study aimed to develop and validate a tool that can measure the degree of empathy for disabilities of pre-service early childhood teachers. Through this, it is intended to improve the professionalism of pre-primary early childhood teachers related to inclusive education with disabilities. First, the conceptual definition of disability empathy was established through the search for prior research, preliminary questions were developed and tool validation was carried out. The survey was conducted with 209 university students majoring in early childhood education in Gyeonggi-do, South Korea.
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DeVeney, Shari, Priyanka Chaudhary, Brooke Heyne, John Rech, and Danae Dinkel. "A Scoping Review of Motor and Language Measurement Tools Used in Early Childhood Research." Infants & Young Children 38, no. 1 (2024): 56–73. http://dx.doi.org/10.1097/iyc.0000000000000282.

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Early childhood is a critical period characterized by rapid development of motor and language skills. Reliably assessing motor and language development in early childhood is difficult, and there is a lack of agreement on measurement tool use. This scoping review aims to identify measurement tools used to examine motor and language skills in infants and young children (0–5 years) when the relationship between these two domains is studied. A scoping review of existing literature on motor and communication skills was conducted across studies measuring gross and/or fine motor and language developm
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Zhong, Jingdong, Yang He, Yuting Chen, and Renfu Luo. "Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China." International Journal of Environmental Research and Public Health 17, no. 5 (2020): 1506. http://dx.doi.org/10.3390/ijerph17051506.

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This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and s
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Martínez-Moreno, Alfonso, Susana Imbernón Giménez, and Arturo Díaz Suárez. "The Psychomotor Profile of Pupils in Early Childhood Education." Sustainability 12, no. 6 (2020): 2564. http://dx.doi.org/10.3390/su12062564.

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The aim of the article was to find out the psychomotor profile of children in the second cycle of infant education (3–6 years) through an observational cohort study with a prospective character. A total of 277 students participated, 52.7% boys and 47.3% girls, grouped in a control group (52.3%) and an experimental group (47.7%). The McCarthy Scales of Aptitude (MCSA) and Psychomotor Skills for Children, 7th edition, were used. The results showed that, in the global score and its dimensions, the time factor had significant and different influences, according to the control or experimental group
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Dissertations / Theses on the topic "Neale scales of early childhood development"

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Van, der Westhuyzen Nicole Tamsin. "Childhood development and career development in eight year-old South African girls." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012969.

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Although it is generally acknowledged that critical career-related concepts and attitudes are first formed in childhood, research has focused little attention on this developmental stage. Statements about children‘s career development as an integral dimension of human development date to the early 1950s, yet limited research has investigated this interrelationship. It is imperative to gain a greater understanding of childhood career development in order to better prepare children for their future. The overall purpose of this study is to explore the interrelationship of childhood development an
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Books on the topic "Neale scales of early childhood development"

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A, Balla David, Cicchetti Domenic V, Sparrow Sara S, and American Guidance Service, eds. Vineland social-emotional early childhood scales. American Guidance Services, Inc., 1998.

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Book chapters on the topic "Neale scales of early childhood development"

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Lenz Taguchi, Hillevi, and Linnea Bodén. "Gendered-Trouble in the Interdisciplinary Bakery." In Development and Postdevelopmentalism in Studies on, to, with, for, by Young Children. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-75150-9_9.

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Abstract The aim of this chapter is to take the position of the researchers in an interdisciplinary research team conducting multiple forms of methodologies within the framework of a randomized control trial (RCT). We discuss the difficulties and possibilities for the research team of doing interdisciplinary research in the Swedish early childhood context where there is a strong test averse attitude among educational researchers and where RCT studies are extremly rare. Inspired by Felicity Callard and Des Fitzgerald, we theorize on the figuration of the baking of interdisciplinary layer cakes and an interdisciplinary bakery as a space of conflict and possibilities while baking different forms of layer cakes. We show how the Enhancing Children’s Attention project meant baking at least three versions of multi-pan layer cakes. As we achieved more of a reciprocal respectful exchange and learning, it was possible to construct a shared relational research ethics for the project. A one-pan layer cake, where disciplinary knowledge was shared reciprocally, could then be baked. We also discuss the gendered disciplinary character of interdisciplinary collaborations of various forms of knowing at different scales.
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Lennon, Elizabeth M., Judith M. Gardner, Bernard Z. Karmel, and Michael J. Flory. "Bayley Scales of Infant Development." In Encyclopedia of Infant and Early Childhood Development. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-809324-5.23376-2.

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Lennon, E. M., J. M. Gardner, B. Z. Karmel, and M. J. Flory. "Bayley Scales of Infant Development." In Encyclopedia of Infant and Early Childhood Development. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012370877-9.00018-9.

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Hewitt, John K., Robert N. Emde, and Robert Plomin. "The Twin Method: What We Can Learn from a Longitudinal Study." In Infancy to Early Childhood. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195130126.003.0002.

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Abstract The studies reported in this volume address issues about the organization of behavior and its development in infancy. Of interest to the research team were the roles of genes, shared family environments, and individual experiences in shaping individual differences during early development. Thus, the study was designed to make use of the “natural experiment” of twinning that provides one of the most direct and well-controlled methods for the detection and quantitative assessment of the impact of heritable (genetic) and non-heritable (environmental) influences (Neale and Cardon, 1992).
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Cherny, Stacey S., David W. Fulker, Robert N. Emde, Robert Plomin, Robin P. Corley, and John C. Defries. "Continuity and Change in General Cognitive Ability from 14 to 36 Months." In Infancy to Early Childhood. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195130126.003.0015.

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Abstract The Bayley Scales of Infant Development (BSID; Bayley, 1969) are the most widely used measurement scales of general intelligence in infancy and were the first commonly used measures nominated for a marker variable for purposes of making comparisons among longitudinal studies in early development (Bell & Hertz, 1976). However, early in the second year of life, tests of general cognitive ability, such as the BSID, are only moderately predictive of later general intelligence (e.g., Cherny et al., 1995; Wilson, 1983). Thus, there are both continuities and discontinuities from infancy onward in the development of general cognitive ability.
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Huang, Runke. "Exploring Instructional and Interactional Aspects of Process Quality in Preschools and Teachers’ Perceptions of Professional Development." In Recent Perspectives on Preschool Education and Care [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.112519.

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Teaching is a complex and multifaceted endeavor that involves the interplay of various dimensions. In light of this, the present study seeks to integrate instructional and interactional aspects to conceptualize process quality and explore it within preschool settings. A total of 96 classrooms underwent quality evaluation using the Early Childhood Environment Rating Scale – Extension (ECERS-E) and Sustained Shared Thinking and Emotional Well-being Scale (SSTEW) scales, and 11 teachers were randomly selected for interviews to gain insights into their perceptions of teaching practices and professional development needs. The findings indicate that teachers exhibited inadequate to minimal quality in both instruction and interaction, they faced challenges in implementing science activities, adopting child-centred approaches, providing scaffolding and conducting child assessments. Furthermore, teachers expressed a need for professional development programmes that are practice-oriented, provide opportunities for discussions and include hands-on activities. These findings provide valuable insights for the design and targeting of future professional development programmes aimed at improving process quality in preschool settings.
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Reports on the topic "Neale scales of early childhood development"

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Rubio-Codina, Marta, María Caridad Araujo, Orazio P. Attanasio, and Sally Grantham-McGregor. Concurrent Validity and Feasibility of Short Tests Currently Used to Measure Early Childhood Development in Large Scale Studies: Methodology and Results. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0012283.

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In low- and middle-income countries (LIMCs) measuring early childhood development (ECD) with standard tests in large scale surveys (i.e. evaluations of interventions) is difficult and expensive. Multi-dimensional screeners and single-domain tests ('short tests') are frequentlyused as alternatives. However, their validity in these circumstances is unknown. We examine the feasibility, reliability, and concurrent validity of three multi-dimensional screeners -the Ages and Stages Questionnaires (ASQ-3), the Denver Developmental Screening Test (Denver-II), the Battelle Developmental Inventory scree
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Meghir, Costas, Orazio P. Attanasio, Natalia Varela, Sally Grantham-McGregor, and Marta Rubio-Codina. The Socio-Economic Gradient of Child Development: Cross-Sectional Evidence from Children 6-42 Months In Bogota. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0011641.

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We study the socio-economic gradient of child development on a representative sample of low- and middle-income children aged 6-42 months in Bogota, using the Bayley Scales of Infant Development, a high quality test based on direct observation of the child's abilities. We find a statistically significant difference between children in the 90th and 10th percentile of the wealth distribution in our sample of 0.33 standard deviations (SD) in cognition, 0.29 SD in receptive language and 0.38 SD in expressive language at 14 months. The socio-economic gap increases substantially with age to 1 SD (cog
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