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

Author: Grafiati

Published: 10 December 2022

Last updated: 19 July 2025

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1

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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Alacam, Nur, Refika Olgan, and Yeşim Çapa-Aydın. "Development of Portfolio Related Scales for Early Childhood Teachers: A Validity and Reliability Study." International Journal of Progressive Education 19, no. 4 (2023): 1–17. http://dx.doi.org/10.29329/ijpe.2023.579.1.

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ERGİN, Büşra, Esra ERGİN, and Emine ARSLAN KILIÇOĞLU. "The Relation between Social Development Indicators in Early Childhood and Parenting Practices." İnsan ve Toplum Bilimleri Araştırmaları Dergisi 12, no. 1 (2023): 43–59. http://dx.doi.org/10.15869/itobiad.1123477.

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The first institution in which a child interacts with his/her social environment is the family. At this point, parenting practices take their place as an important concept in the literature. The concept of social competence is based on the interaction of individuals with sociocultural contexts such as family, school, and peer relations. Early childhood is a critical phase for promoting social competence in children. In this sense, the research examines the relationship between the parenting practices of parents and their children's social development. A relational screening method was used in

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Agustin, Mubiar, Heny Djoehaeni, Nike Kamarubiani, Asep Deni Gustiana, and Yoga Adi Pratama. "The development of a smart teacher book for preventing stereotypical behavior and suspicion in early childhood education." Edelweiss Applied Science and Technology 8, no. 3 (2024): 28–40. http://dx.doi.org/10.55214/25768484.v8i3.1090.

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This research develops and assesses the effectiveness of the Smart Teacher Book in preventing stereotypical behavior and suspicion in early childhood education. Employing a mixed-method approach, it combines qualitative descriptive analysis by experts, practitioners, and book users with a quantitative assessment through quasi-experimentation to evaluate the book's effectiveness while being integrated into children's learning activities. Twenty early childhood education teachers participated and were evenly divided into experimental and control groups. The instruments consist of three scales: a

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Tella, Patricia, Luciane da Rosa Piccolo, Mayra Lemus Rangel, et al. "Socioeconomic diversities and infant development at 6 to 9 months in a poverty area of São Paulo, Brazil." Trends in Psychiatry and Psychotherapy 40, no. 3 (2018): 232–40. http://dx.doi.org/10.1590/2237-6089-2017-0008.

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Abstract Introduction The effects of socioeconomic disparities on cognitive development tend to emerge early in infancy and to widen throughout childhood, and may perpetuate later in life. Although the study of how poverty affects early childhood has increased in the last 20 years, many of the effects remain largely unknown, especially during the first year of life. Aim To investigate the influence of socioeconomic status (SES) and maternal education on infants’ language, motor and cognitive development. Methods The cognitive, language and motor skills of 444 infants aged 6 to 9 months selecte

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Tian, Mi, Tianrui Luo, and Him Cheung. "The Development and Measurement of Block Construction in Early Childhood: A Review." Journal of Psychoeducational Assessment 38, no. 6 (2019): 767–82. http://dx.doi.org/10.1177/0734282919865846.

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Children’s block building has long been a focus of psychological research, in part because block building skills are thought to be useful indicators of other abilities such as representational thinking. Block building skills are assumed to progress through developmental stages and a number of measures have been developed to assess these skills. In this article, we critically review the literature on two topics related to children’s block building. First, we examine the literature on developmental changes in block play with a focus on the approximate age trends for various block construction ab

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Siphai, Sunan, Suphi Siphai, and Jaruwan Sakulku. "The development of Early Childhood intellectual Capacities in the Child Development Centers of the Local Administrative Organizations, Chaiyaphum." International Journal of Sociologies and Anthropologies Science Reviews 3, no. 5 (2023): 9–22. http://dx.doi.org/10.60027/ijsasr.2023.3271.

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Background and Aim: The early stage of childhood is a crucial period that significantly impacts a child's learning and growth trajectory. Research has shown a strong connection between cognitive ability, developmental milestones during this phase, and future outcomes in adolescence and adulthood. Therefore, it is imperative for preschool learning programs to prioritize age-appropriate and holistic development. To enhance the intellectual capabilities of preschoolers, an integrated learning activity program was implemented and analyzed for its effectiveness in improving young learners' intellec

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Liu, Y., S. Kaaya, J. Chai, et al. "Maternal depressive symptoms and early childhood cognitive development: a meta-analysis." Psychological Medicine 47, no. 4 (2016): 680–89. http://dx.doi.org/10.1017/s003329171600283x.

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BackgroundPrevious findings have been mixed regarding the relationship between maternal depressive symptoms and child cognitive development. The objective of this study was to systematically review relevant literature and to perform a meta-analysis.MethodThree electronic databases (PubMed, EMBASE, PsycINFO) were searched. Initial screening was conducted independently by two reviewers. Studies selected for detailed review were read in full and included based on a set of criteria. Data from selected studies were abstracted onto a standardized form. Meta-analysis using the inverse variance approa

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Leventakou, Vasiliki, Theano Roumeliotaki, Katerina Sarri, et al. "Dietary patterns in early childhood and child cognitive and psychomotor development: the Rhea mother–child cohort study in Crete." British Journal of Nutrition 115, no. 8 (2016): 1431–37. http://dx.doi.org/10.1017/s0007114516000246.

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AbstractEarly-life nutrition is critical for optimal brain development; however, few studies have evaluated the impact of diet as a whole in early childhood on neurological development with inconsistent results. The present analysis is a cross-sectional study nested within an ongoing prospective birth cohort, the Rhea study, and aims to examine the association of dietary patterns with cognitive and psychomotor development in 804 preschool (mean age 4·2 years) children. Parents completed a validated FFQ, and dietary patterns were identified using principal component analysis. Child cognitive an

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Dack, Kyle, Matthew Fell, Caroline M. Taylor, Alexandra Havdahl, and Sarah J. Lewis. "Prenatal Mercury Exposure and Neurodevelopment up to the Age of 5 Years: A Systematic Review." International Journal of Environmental Research and Public Health 19, no. 4 (2022): 1976. http://dx.doi.org/10.3390/ijerph19041976.

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Neurodevelopmental delays can interfere with children’s engagement with the world and further development, and may have negative consequences into adulthood. Mercury is highly toxic and may negatively influence neurodevelopment because it can freely cross the placenta and accumulate in the fetal brain. We searched four publication databases (Embase, PsycINFO, PubMed/MEDLINE, Scopus) for studies examining the relationship between early life mercury exposure and scores on neurodevelopmental performance measures in children aged 0 to 5 years old. Study quality was assessed using the National Inst

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Malik, Shajiah, Naila Batool, and Muhammad Naveed Riaz. "Mediating Role of Maladaptive Schemas and Schema Modes between Childhood Maltreatment and Pathological Traits in Adults." Journal of Peace, Development & Communication me 05, issue 2 (2021): 259–66. http://dx.doi.org/10.36968/jpdc-v05-i02-23.

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It was aimed at that maladaptive schemas and schema modes serially mediate between childhood maltreatment and pathological traits. Sample of the present study consisted on university students (N=300).Purposive sampling technique was used to collect the information. Serial Mediation Analysis was conducted using PROCESS 3.0.Four scales were used for data collection The findings indicated that maladaptive schemas and positive schema modes mediated between childhood maltreatment and pathological traits. Maladaptive schemas and negative schema modes mediated between childhood maltreatment and patho

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Fitriana, Siti, Ellya Rakhmawati, and Suhendri. "Development of Culturally-Based Lift the Flap Book: Early Childhood Sexual Education Media in Support of SDGs." Journal of Lifestyle and SDGs Review 5, no. 1 (2025): e03852. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n01.pe03852.

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Objective: The purpose of the study is to develop lift-the-flap book a culturally-based series comprising six books designed as educational media to promote early childhood sexual education. Theoretical Framework: The development of sexual education in early childhood is massive in Indonesia. Many researchers are racing to produce educational media as a response to support sexual education for children. Instilling cultural values in promoting sexual education through the lift the flap book can be a first step to shaping the identity and character of children. Method: This study used Research &

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Zhang, Siqi, Ruirui Dang, Ning Yang, et al. "Effect of Caregiver’s Mental Health on Early Childhood Development across Different Rural Communities in China." International Journal of Environmental Research and Public Health 15, no. 11 (2018): 2341. http://dx.doi.org/10.3390/ijerph15112341.

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Previous research has found that there are high rates of developmental delays among infants and toddlers in rural areas of China. Caregiver mental health problems might be one significant predictor of developmental delays among infants and toddlers, as has been found in other areas of the world. One way that the mental health of caregivers could affect early childhood development is through its effect on parenting practices. In this study, we used data from four major subpopulations of rural China to measure the correlation of caregiver mental health problems with the developmental outcomes of

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McGuinn, Laura A., Lisa D. Wiggins, Heather E. Volk, et al. "Pre- and Postnatal Fine Particulate Matter Exposure and Childhood Cognitive and Adaptive Function." International Journal of Environmental Research and Public Health 19, no. 7 (2022): 3748. http://dx.doi.org/10.3390/ijerph19073748.

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Increasing evidence exists for an association between early life fine particulate matter (PM2.5) exposure and several neurodevelopmental outcomes, including autism spectrum disorder (ASD); however, the association between PM2.5 and adaptive and cognitive function remains poorly understood. Participants included 658 children with ASD, 771 with a non-ASD developmental disorder, and 849 population controls from the Study to Explore Early Development. Adaptive functioning was assessed in ASD cases using the Vineland Adaptive Behavior Scales (VABS); cognitive functioning was assessed in all groups

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Ayu, Sovia Mas, Asmara Dewi, Cahniyo Wijaya Kuswanto, and Mardiana Mardiana. "Development and Validation of an Instrument for Measuring Language Development in 4 to 5 Year Old Children." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 9, no. 2 (2024): 181–95. http://dx.doi.org/10.14421/jga.2024.92-01.

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This research aimed to develop and validate an instrument to measure language development in children aged 4 to 5 years in kindergarten. The study followed the Plomp development model, encompassing five phases: initial investigation, design, realisation, test, evaluation and revision, and implementation. The initial investigation involved analysing theories and existing early childhood language development research. The design phase produced an initial draft of the instrument, which included a language development measurement tool, a validation questionnaire, and a user response questionnaire.

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Ceylan, Şehnaz, Özlem Gözün Kahraman, Nida Kılınç, and Pelin Ülker. "Vineland Sosyal-Duygusal Erken Çocukluk Ölçeği’nin (VSDEÇÖ) Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması / Turkish Adaptation of the Early Childhood Scale: The Validity and Reliability Study." Journal of History Culture and Art Research 8, no. 1 (2019): 299. http://dx.doi.org/10.7596/taksad.v8i1.1901.

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<p>Vineland Social-Emotional Early Childhood Scales -SEEC The Vineland Social-Emotional Early Childhood Scales -SEEC was developed in 1998 by Sara S. Sparrow, David A. Balla and Domenic V. Cicchetti. Vineland SEEC aims to evaluate the social-emotional development of children from birth to 5 years and 11 months. The aim of this study is to adapt the Vineland Social-Emotional Early Childhood Scale to the Turkish culture in the 0-4 age group. The research was carried out with the data obtained from the parents who were between 0-4 years of age in 2017-2018. The study group of the study popu

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Garg, Elika, Li Chen, Thao T. T. Nguyen, et al. "The early care environment and DNA methylome variation in childhood." Development and Psychopathology 30, no. 3 (2018): 891–903. http://dx.doi.org/10.1017/s0954579418000627.

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AbstractPrenatal adversity shapes child neurodevelopment and risk for later mental health problems. The quality of the early care environment can buffer some of the negative effects of prenatal adversity on child development. Retrospective studies, in adult samples, highlight epigenetic modifications as sentinel markers of the quality of the early care environment; however, comparable data from pediatric cohorts are lacking. Participants were drawn from the Maternal Adversity Vulnerability and Neurodevelopment (MAVAN) study, a longitudinal cohort with measures of infant attachment, infant deve

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Arace, Angelica, Laura Elvira Prino, and Donatella Scarzello. "Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing." International Journal of Environmental Research and Public Health 18, no. 14 (2021): 7633. http://dx.doi.org/10.3390/ijerph18147633.

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Background: Early childhood educators are attachment figures for babies and play an important role in emotion socialization. This study aims to analyze the role of educators as emotional socializers and its relationship with infants’ social competence and attachment security, considering various characteristics of educators (age, years of experience, level of knowledge of development and parenting) and the context (day-care center–family communication). Methods: 563 infants attending day-care centers (age: M = 25.98 months SD = 5.41) and their 223 early childhood educators (age: M = 42.61 SD =

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Upadhyay, Ravi Prakash, Sunita Taneja, Ranadip Chowdhury, et al. "Child Neurodevelopment After Multidomain Interventions From Preconception Through Early Childhood." JAMA 331, no. 1 (2024): 28. http://dx.doi.org/10.1001/jama.2023.23727.

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ImportanceMultidomain interventions in pregnancy and early childhood have improved child neurodevelopment, but little is known about the effects of additional preconception interventions.ObjectiveTo evaluate the effect of a multifaceted approach including health; nutrition; water, sanitation, and hygiene (WASH); and psychosocial support interventions delivered during the preconception period and/or during pregnancy and early childhood on child neurodevelopment.Design, Setting, and ParticipantsIn this randomized trial involving low- and middle-income neighborhoods in Delhi, India, 13 500 partic

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Kim, Jin Kyung, Youn Jung Nam, and Eun Kyung Lee. "A Review of Research Trends in Early Childhood Teachers’ Self-leadership (2009-2023)." Korea Association of Yeolin Education 32, no. 2 (2024): 125–48. http://dx.doi.org/10.18230/tjye.2024.32.2.125.

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The purpose of this study is to identify research trends related to the self-leadership of early childhood teachers, in order to provide foundational data for future research. For this purpose, 50 papers related to self-leadership of early childhood teachers published in academic journals registered by the National Research Foundation of Korea (NRF) from January 2009, when research targeting early childhood teachers began to be published in academic journals, to October 2023, were selected for analysis to determine general trends, the research design, related variables, and research results we

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Trinite, Baiba, Gundega Tomele, and Malgozata Rascevska. "EXPLORING THE CONSISTENCY BETWEEN TEACHERS' AND PARENTS' RATINGS OF CHILDREN'S LANGUAGE SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 22, 2024): 102–12. http://dx.doi.org/10.17770/sie2024vol2.7856.

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Aim: The study investigated the correspondence between parent and teacher assessments of 3 to 6-year-old children's language skills using the Expressive and Receptive Language Scales from the Early Childhood Developmental Screening Toolkit – BAASIK (an acronym in Latvian). Material and methods: Ninety-five preschool teachers and 424 parents participated in an online survey assessing the expressive and receptive language skills of children aged 3 to 6 years. Results: Spearman's correlation analysis revealed statistically significant (p < .001) moderate to strong correlations between the rati

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Ross, Lisa Thomson, and Elizabeth M. Hill. "CHILDHOOD UNPREDICTABILITY, SCHEMAS FOR UNPREDICTABILITY, AND RISK TAKING." Social Behavior and Personality: an international journal 30, no. 5 (2002): 453–73. http://dx.doi.org/10.2224/sbp.2002.30.5.453.

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The present paper describes a conceptual model of possible antecedents, markers, and consequences of unpredictability schemas, and outlines empirical support for the model. Early experiences, especially those pertaining to one's family, are the basis for the development of an unpredictability schema. To date, an unpredictability schema has been measured indirectly with scales that tap a variety of interrelated beliefs. Measures of such beliefs show associations with risk taking. An unpredictability schema, thus, may be an overlooked factor in risk-taking behavior. The present model takes a mul

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Jirawon, Tanwattanakul. "Identity-related attitude in the child development centres for protecting educational asylum of early childhoods: From rural communities to schooling cities." Journal of Advanced Pediatrics and Child Health 4, no. 1 (2021): 084–92. http://dx.doi.org/10.29328/journal.japch.1001039.

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The global identities of parents’ popularity in rural communities to make-decision effects of their attitudes to transfer their Early Childhood from Child Development Centres and Local Primary School for moving study into the schooling cities that looks like children’ asylum of their educational conditions, problems, administration’ school directors, teachers, and schools’ environments to protect that described. The involving CDCs’ perceptions got using the 25-item My CDC Identity Inventory (MCDCII) in five scales, three options. Teacher and Caregiver-Early Childhood interactions have assessed

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Winardi, Diva Winding Seciola Syakhinna, and I. Wayan Widiana. "KACA: Educational Tutorial Video-Based Games to Stimulate Early Childhood Language Skills." Jurnal Pendidikan Anak Usia Dini Undiksha 12, no. 1 (2024): 138–46. http://dx.doi.org/10.23887/paud.v12i1.74881.

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Several findings regarding children's difficulties in reading show that out of a total of 11 children in the class, 8 of them still experience difficulties in initial reading. In addition, researchers also noted that the main reason for these difficulties was due to the slow process of letter recognition in these children. This research aims to develop the "Reading Calendar" (KACA) media, to stimulate children's language skills. This research uses a development approach with the ADDIE model which consists of analysis, design, development, implementation and evaluation. The object of this devel

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Chinyere, Umeji Ifeoma. "Assessing The Influence Of Personalized Learning And Hands-On Science Engagements On Scientific Inquiry Skills Among Early Childhood Care And Primary Education Students." Educator Development Journal 3, no. 1 (2025): 31–51. https://doi.org/10.22373/edj.v3i1.6856.

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This study investigates the impact of personalized learning and hands-on science engagements on the development of scientific inquiry skills among early childhood care and primary education students. The study employed a descriptive survey design in Anambra state, encompassing 143 participants with different demographics. A self-structured questionnaire underwent validation and reliability testing. Data collection utilized a survey-based approach through Google Forms, ensuring diverse participant engagement and representing Early childhood care and primary education students. The survey incorp

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Bhopal, Sunil S., Reetabrata Roy, Deepali Verma, et al. "Using the Mothers Object Relations Scale for early childhood development research in rural India: Findings from the Early Life Stress Sub-study of the SPRING Cluster Randomised Controlled Trial (SPRING-ELS)." Wellcome Open Research 6 (March 10, 2021): 54. http://dx.doi.org/10.12688/wellcomeopenres.16591.1.

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Background: The World Health Organization and others promote responsive caregiving to support all children to thrive, particularly in low- and middle-income countries. The 14-item Mother’s Object Relations Scales – Short Form (MORS-SF) may be of use in research and public health programmes because of its basis in attachment theory and ability to capture parental feelings towards their child. Methods: We culturally adapted the MORS-SF for use with mothers in the SPRING home visits trial when their infants were 12 months old. The same dyads were assessed using the HOME inventory concurrently and

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Bhopal, Sunil S., Reetabrata Roy, Deepali Verma, et al. "Using the Mothers Object Relations Scale for early childhood development research in rural India: Findings from the Early Life Stress Sub-study of the SPRING Cluster Randomised Controlled Trial (SPRING-ELS)." Wellcome Open Research 6 (January 31, 2022): 54. http://dx.doi.org/10.12688/wellcomeopenres.16591.2.

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Background: The World Health Organization and others promote responsive caregiving to support all children to thrive, particularly in low- and middle-income countries. The 14-item Mother’s Object Relations Scales – Short Form (MORS-SF) may be of use in research and public health programmes because of its basis in attachment theory and ability to capture parental feelings towards their child. Methods: We culturally adapted the MORS-SF for use with mothers in the SPRING home visits trial when their infants were 12 months old. The same dyads were assessed using the HOME inventory concurrently and

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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.

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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously ident

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Saavedra, R. Quiroz, N. Bigras, J. Lehrer, L. Brunson, and J. Dion. "Effects of an Early Childhood Training Program on Vulnerable Children’s Outcomes: An Exploratory Study." International Journal of Early Childhood Special Education 13, no. 2 (2021): 1219–29. http://dx.doi.org/10.9756/int-jecse/v13i2.211169.

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This exploratory study assessed the effect of an innovative early childhood training approach on the development of children attending an early childhood education and care drop-in centre called Halte-garderie du Coeur offered by a general and vocational college. The direct beneficiaries of the services were children aged four months to five years, who had either experienced maltreatment or were from recently immigrated refugee families. This article presents a mixed methods exploratory and comparative evaluation study based on multiple data sources, including standardized developmental scales

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Bakushkina, N. I., and T. V. Rogacheva. "Analysis of Neurocognitive Development of Moderate and Late Preterm Children in Early Childhood Using Bayley-III." Bulletin of Kemerovo State University 21, no. 1 (2019): 56–65. http://dx.doi.org/10.21603/2078-8975-2019-21-1-56-65.

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The article features an empirical study of the development of neurocognitive functions in moderate and late preterm children at the age of 3, 5, 10, 14, and 25 months. To date, this population of infants is 75–80 % of the total number of premature infants, but specialists of different profiles do not give enough attention to this group of children, which limits the amount of information regarding their neurocognitive development, in spite of the fact that prematurity at any gestation period gives the right to refer the child to a risk group of different impairments. Premature birth has a certa

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Braid, Susan, and Jenny Bernstein. "Improved Cognitive Development in Preterm Infants with Shared Book Reading." Neonatal Network 34, no. 1 (2015): 10–17. http://dx.doi.org/10.1891/0730-0832.34.1.10.

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ABSTRACTPurpose: To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population.Design: Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001.Sample: One thousand four hundred singleton preterm infants (22–36 weeks gestation).Main Outcome Variable: Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edi

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Nicolaou, Laura, Tahmeed Ahmed, Zulfiqar Ahmed Bhutta, et al. "Factors associated with head circumference and indices of cognitive development in early childhood." BMJ Global Health 5, no. 10 (2020): e003427. http://dx.doi.org/10.1136/bmjgh-2020-003427.

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BackgroundWhile head circumference (HC) has been related to intracranial volume and brain size, its association with cognitive function remains unclear. We sought to understand the relationship among various biological and socioeconomic risk factors, HC and cognitive development.MethodsWe analysed data across resource-poor settings in Bangladesh, India, Nepal, Peru, South Africa and Tanzania from the Etiology, Risk Factors and Interactions of Enteric Infections and Malnutrition and the Consequences for Child Health and Development longitudinal birth cohort study. Participating children were en

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Kamppi, Dorian, and Linda Gilmore. "Assessing Cognitive Development in Early Childhood: A Comparison of the Bayley-III and the Stanford-Binet, Fifth Edition." Australian Educational and Developmental Psychologist 27, no. 2 (2010): 70–75. http://dx.doi.org/10.1375/aedp.27.2.70.

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AbstractThe Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24–42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, fo

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Yibeltal, Kalkidan, Atsede Teklehaimanot, Firehiwot Workneh, et al. "Adaptation and Implementation of the Global Scales for Early Development (GSED) Tool in Ethiopia." Children 12, no. 3 (2025): 299. https://doi.org/10.3390/children12030299.

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Background: The World Health Organization (WHO) recently developed the Global Scales for Early Development (GSED) tool to address the lack of a population-level metric for early childhood development globally. This paper describes learning from the first experience with the translation, adaptation, and implementation of the GSED tool in Ethiopia. Methods: WHO guidelines were followed to translate and adapt the GSED tool to Amharic. Two Ethiopian child health experts were trained as GSED Master Trainers. The tool was forward translated by two independent translators with previous experience in

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Siti Hanan, Doto Doto, and Lucky Setiawan. "Pelatihan Penggunaan Media Pembelajaran Alat Ukur Sederhana : Penggaris, Jam Analog, dan Meteran Untuk Anak Usia Dini di PG & TK Terpadu Nurul Ma’arif (Penancangan Baru Serang)." MENGABDI : Jurnal Hasil Kegiatan Bersama Masyarakat 3, no. 1 (2025): 01–08. https://doi.org/10.61132/mengabdi.v3i1.1245.

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Introduction to measuring tools is an important step in early childhood learning to help them understand basic measurement concepts such as length, weight and volume. Prescholl dan kindergarten at Nurul Ma'arif, this activity is designed with a creative and fun approach, so as to increase children's interest in learning. Through the use of simple measuring tools such as rulers, scales and measuring cups, children not only learn to recognize concrete sizes, but also develop cognitive, motor and logical skills. The implementation of this learning supports the achievement of holistic early childh

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Jo, Hyeyoung, Hyunkyoung Choi, and Sukjin Song. "A Study on the Effectiveness of a Climate and Ecosystem Program Reflecting a Play-Based Early Childhood Education Curriculum: Focusing on Early Childhood Development (Nature) and Environmental Conservation Attitudes, Ecological Literacy, Preschoolers' Playfulness." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 9 (2024): 37–56. http://dx.doi.org/10.22251/jlcci.2024.24.9.37.

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Objectives The purpose of this study is to investigate the effectiveness of a climate-ecosystem program reflect-ing an early childhood play-based curriculum on early childhood development (nature), environmental con-servation attitudes, ecological literacy, and early childhood playfulness. Methods The study participants are 5-year-old children from a kindergarten in Gyeonggi Province, with 13 in-dividuals in the experimental group and 15 individuals in the control group. SPSS 23.0 was used to determine the mean, standard deviation, and reliability coefficient of the study variables. The homoge

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Deutz, Marike H. F., Helen G. M. Vossen, Amaranta D. De Haan, Maja Deković, Anneloes L. Van Baar, and Peter Prinzie. "Normative development of the Child Behavior Checklist Dysregulation Profile from early childhood to adolescence: Associations with personality pathology." Development and Psychopathology 30, no. 2 (2017): 437–47. http://dx.doi.org/10.1017/s0954579417000955.

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AbstractThe Dysregulation Profile (DP) is a broad indicator of concurrent affective, behavioral, and cognitive dysregulation, often measured with the anxious/depressed, aggressive behavior, and attention problems syndrome scales of the Child Behavior Checklist. Despite an expanding body of research on the DP, knowledge of the normative developmental course of the DP from early childhood to adolescence is lacking. Furthermore, although we know that the DP longitudinally predicts personality pathology, no research yet has examined whether next to the DP in early childhood, the rate of change of

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Yus, Anita, Dwi Septi Anjas Wulan, Winda Widya Sari, and Salim Salim. "Exploring the Ability of Early Childhood Teachers to Carry Out Assessment." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (2021): 689–98. http://dx.doi.org/10.33258/birle.v4i1.2043.

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This study aims to determine how the application of authentic assessment in kindergarten by assessing the adequacy of aspects of assessment and implementation of assessment instruments. Research respondents are kindergarten teachers in North Sumatra Province, totaling 65 people. The data was collected using a questionnaire and document analysis, which consisted of lesson plans, children's work that had been analyzed by the teacher and the assessment instruments that had been used by the teacher. Data were analyzed using descriptive statistical techniques and qualitative analysis by linking exi

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Symeonides, Christos, Peter J. Vuillermin, Emma Sciberras, et al. "Importance of accounting for sibling age when examining the association between family size and early childhood cognition, language and emotional behaviour: a birth cohort study." BMJ Open 11, no. 3 (2021): e041984. http://dx.doi.org/10.1136/bmjopen-2020-041984.

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ObjectivesLarger sibships are associated with poorer cognitive and language outcomes but have different impacts on child emotional development. Previous studies have not taken into account sibling age, nor have impacts across multiple neurodevelopmental domains been considered in the same participant group. This study investigated the influence of family size indicators on early childhood cognitive, language and emotional-behavioural development. The effect of sibling age was considered by evaluating these relationships separately for different sibling age categories.DesignProspective birth co

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Aoyagi, Sona-Sanae, Nori Takei, Tomoko Nishimura, Yoko Nomura, and Kenji J. Tsuchiya. "Association of late-onset postpartum depression of mothers with expressive language development during infancy and early childhood: the HBC study." PeerJ 7 (March 6, 2019): e6566. http://dx.doi.org/10.7717/peerj.6566.

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Background While it has been implied that an infant’s exposure to maternal postpartum depression (PPD) may be associated with delayed development of expressive language, it remains unclear whether such a delay persists into childhood and whether the onset of PPD onset—early (within 4 weeks after childbirth) vs. late (between 5 and 12 weeks postpartum)—is relevant in this context. Objective To examine whether children of mothers with early- or late-onset PPD have reduced expressive language scores during infancy and early childhood (up to 40 months of age). Methods This longitudinal, observatio

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Sadoo, Samantha, Carol Nanyunja, Mary Kyohere, et al. "Early Childhood Neurodevelopmental Outcomes After Early Infant Invasive Group B Streptococcal Infection in Uganda." Open Forum Infectious Diseases 11, Supplement_3 (2024): S173—S181. https://doi.org/10.1093/ofid/ofae602.

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Abstract Background Group B streptococcal (GBS) sepsis during infancy is a leading cause of child mortality and an important contributor to long-term neurodisability. Data on outcomes among invasive GBS infection survivors in low- and middle-income countries are limited. We present 2-year neurodevelopment and growth outcomes after GBS sepsis in Uganda. Methods Participants were infants with culture-proven GBS sepsis &lt;3 months of age and a gestationally matched comparison cohort of infants who did not have GBS sepsis in Kampala, Uganda. Neurodevelopmental impairment up to 24 months (corr

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