Various background characteristics of children are explored spanning socio - demographic, socio - economic, parenting and
early child development factors.
Not exact matches
Grantees implement programs which teach parents and
early education providers about ways to strengthen families and build protective
factors (such as parenting skills and resilience in times of stress; building social connections and a support network; and knowledge of
child development) in an effort to prevent
child abuse and neglect before it begins.
A number of model programs were unable to document program impacts on parenting and home environment
factors that are predictive of
children's
early learning and
development through control group designs.
We know currently that an estimated 200 million
children alive today will fail to reach their full physical, mental and social potential because of negative
factors that inhibit
early childhood
development, amongst them, not being breastfeed.
HeLTI is an international research collaboration where four linked intervention cohorts will implement and test approaches to i) prevent overweight and obesity in
children and risk
factors for non-communicable diseases (NCDs) and ii) improve
early childhood
development (ECD).
Very
early birth
factors such as birth weight and a mother's age impact the
development of a
child.
This research shows for the first time, that the cooperation of paternal and maternal
factors in the plant zygote helps to shape the
child's plant body from the
early stage of
development.
Scientists also hope to gain crucial insights into autism's risk
factors from several large new studies, including the federally funded
Early Autism Risk Longitudinal Investigation, which will enroll 1,200 mothers of autistic
children at the start of a subsequent pregnancy and then track the newborn
child's first three years of
development.
Rowe comes to HGSE from the University of Maryland where she worked as an assistant professor of human
development in the college of education, leading a research program on understanding the role of parents and family
factors in
children's
early language and literacy
development.
Three major
developments of the past 20 years are now bearing fruit: 1) the creation of standards and accountability; 2) research on how the brain develops in
early childhood and its implications for pre-K education and
child care; and 3) an emerging focus on the single biggest
factor in student achievement - teacher quality.
Factors such as early childhood development and community safety were also important factors to guarantee that each child would reach [his / her] full pot
Factors such as
early childhood
development and community safety were also important
factors to guarantee that each child would reach [his / her] full pot
factors to guarantee that each
child would reach [his / her] full potential.
* Recent analyses indicate that environmental
factors associated with vocabulary
development and emergent literacy skills are already present among
children as
early as 15 months of age.2 By first grade, unfortunately, the repercussions become all too clear:
children from high - income families are likely to know about twice as many words as
children from low - income families, putting these
children at a significantly higher risk for school failure.3
All of these
factors, Perrera writes, «can directly or indirectly affect
early brain
development, the cognitive and behavioral functioning of
children and their ability to learn.»
This then established the relationship between neighbourhood socioeconomic status (SES) and a number of
children's health and developmental outcomes.9 Longitudinal research suggested structural characteristics such as poverty and demography were mediated through community - level social processes that influenced the functioning of families and
children.10, 11 Today, however, there is still limited understanding of the modifiable community - level
factors likely to benefit outcomes for young
children despite socioecological frameworks suggesting there are multiple levels of influence (individual, family, community) on
early child development (ECD).12, 13 Investigating these influences is thought best undertaken through a combination of quantitative and qualitative methods that can test these multiple influences on ECD.14, 15
In partnership with the Colorado Department of Human Services Office of
Early Childhood, Illuminate Colorado is awarding mini grants to support three curricula to prevent
child maltreatment: Nurturing Healthy Sexual
Development, Darkness to Light's Stewards of
Children, and Bringing the Protective
Factors to Life in Your Work.
Kids in Communities Study (KiCS) study protocol: a cross-sectional mixed - methods approach to measuring community - level
factors influencing
early child development in Australia
Early childhood experiences that promote relational health lead to secure attachment, effective self - regulation and sleep, normal development of the neuroendocrine system, healthy stress - response systems, and positive changes in the architecture of the developing brain.86, 87 Perhaps the most important protective factors are those that attenuate the toxic stress effects of childhood poverty on early brain and child development.3,
Early childhood experiences that promote relational health lead to secure attachment, effective self - regulation and sleep, normal
development of the neuroendocrine system, healthy stress - response systems, and positive changes in the architecture of the developing brain.86, 87 Perhaps the most important protective
factors are those that attenuate the toxic stress effects of childhood poverty on
early brain and child development.3,
early brain and
child development.3, 5,88
Given emerging preclinical and clinical findings demonstrating the importance of both genetic and environmental (e.g., care giving and social supports)
factors in determining the consequences of
early stress, we examined the moderating role of the 5 - HTTLPR and social supports on the
development of depression in maltreated
children.
Depression and attachment insecurity of the primary caregiver and more distal family adversity
factors (such as incomplete schooling or vocational training of parents, high person - to - room ratio,
early parenthood, and broken - home history of parents) were found to best predict inadequate parenting13, 14 and precede the
development of a
child's low compliance with parents, low effortful control, and behavior problems.13, 15, — , 17 These psychosocial familial characteristics might also constrain the transfer of program contents into everyday family life and the maintenance of modified behaviors after the conclusion of the programs.
Environmental
factors may cause this, as occurs in Rutter's autism phenocopy described in Romanian orphans adopted by western families in the
early 1990s.1 These
children had experienced extreme, profound neglect; after adoption, they began to present to services with abnormal or delayed
development.
Key Findings From a 2009 National Parent Survey: Implications for Infant - Toddler Public Policy (PDF - 42 KB) ZERO TO THREE (2010) Explores issues and challenges that parents of young
children confront today, where gaps in knowledge of
early development exist, what sources of information and support these parents turn to, and what
factors influence their approach to parenting.
Parenting skills and a variety of family risk
factors are influenced by the effects of disadvantage, meaning that Indigenous
children are more likely to miss out on the crucial
early childhood
development opportunities that are required for positive social, educational, health and employment outcomes later in life.
If some of these
factors in
early childhood can be identified
early, the effects of risk
factors can be moderated by building protective
factors that aid
children's resilience and
development.
The
child is at the center and their
development and learning occurs within the context of relationships with family,
early childhood education and care services, the community as well as other broader
factors in society.
Children who have risk
factors present during their
early development can show difficulties later in life.
Stress regulation in
children is important for understanding the
development and prevention of psychiatric disorders.1 Environmental
factors that operate at key points in
development may shape affective and behavioral regulation and hypothalamic - pituitary - adrenal (HPA) axis function in
children, much as environmental
factors have been shown to shape HPA regulation in rodents and nonhuman primates.2
Early experiences in rodents exert lifelong organizing effects on stress responsivity.
Altogether, the conclusion of the study was that, under some circumstances,
early non-maternal
child care can be an environmental risk
factor for attachment security and compromised later
development.
The first 5 years of life are critical for the
development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for
children in families of lower social class, are already apparent.2 — 4
Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.
Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of
early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.
early brain
development and a mechanism for the transmission of future health inequalities.8
Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.
Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through
early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.
early childhood, a wide range of socially stratified risk and protective
factors may begin to place
children on different trajectories of cognitive
development.9, 10
Likewise, beginning in utero and extending throughout
early childhood, key risk and protective
factors for
children's cognitive
development show steep gradients by SES.
Because not all
children with depressed mothers show later problems, research must also examine risk and protective
factors that are associated with different patterns of
early child development and adjustment.4, 5 For example, are
children whose mothers have a family history of depression or who were depressed before or during pregnancy at especially high risk for adjustment difficulties?
Our team and organization grew out of the Strengthening Families Illinois initiative which has been implementing the Strengthening Families ™ Protective
Factors approach since 2005 and achieving success in embedding the Protective
Factors framework into Illinois»
child welfare system and hundreds of
early childhood programs as well as supporting the
development of thousands of parent leaders through training and Parent Cafe implementation.
His research includes investigating the effects of community - level
factors, maternal psychosocial
factors (e.g., trauma), and offspring epigenetic influences on
early childhood
development; the evaluation of approaches to improve service engagement; and the use of quasi-experimental methods and large administrative datasets to estimate the causal effects of home visiting on maternal and
child health outcomes.
This approach, which is being used in a number of
early childhood quality systems, helps
child welfare,
early education and other programs work with families to build the following protective
factors: resilience, social connections, concrete support in times of need, knowledge of parenting and
child development, and social and emotional competence of
children.
What are the social, perinatal and
early childhood health
factors that promote positive
early childhood
development in Aboriginal and non-Aboriginal
children?
• to describe the lives of
children in Ireland, in order to establish what is typical and normal as well as what is atypical and problematic; • to chart the
development of
children over time, in order to examine the progress and wellbeing of
children at critical periods from birth to adulthood; • to identify the key
factors that, independently of others, most help or hinder
children's
development; • to establish the effects of
early childhood experiences on later life; • to map dimensions of variation in
children's lives; • to identify the persistent adverse effects that lead to social disadvantage and exclusion, educational difficulties, ill health and deprivation; • to obtain
children's views and opinions on their lives; • to provide a bank of data on the whole
child; and to provide evidence for the creation of effective and responsive policies and services for
children and families; • to provide evidence for the creation of effective and responsive policies and services for
children and families.
Cross-disciplinary teams work together to assess, support, and follow families with infants and
children who are identified by providers as showing
early signs of social and emotional difficulties or are experiencing risk
factors known to lead to poor social and emotional
development outcomes.
3
FACTORS WHICH HELP OR HINDER IMPROVEMENT 3.1 Introduction 3.2 Key findings 3.3 Domains of influence on cognitive development 3.3.1 Demographic characteristics 3.3.2 Family composition 3.3.3 Parenting factors 3.3.4 Experience of childcare and pre-school 3.3.5 Child health and early development 3.3.6 Parenting support 3.3.7 Maternal health and health behaviours 3.3.8 Material and economic circumstances 3.4 Summary of single domain effects 3.5 Combined domain effects 3.5.1 Summary of combined domain effects 3.5.2 Explaining the effect of education on gaps in
FACTORS WHICH HELP OR HINDER IMPROVEMENT 3.1 Introduction 3.2 Key findings 3.3 Domains of influence on cognitive
development 3.3.1 Demographic characteristics 3.3.2 Family composition 3.3.3 Parenting
factors 3.3.4 Experience of childcare and pre-school 3.3.5 Child health and early development 3.3.6 Parenting support 3.3.7 Maternal health and health behaviours 3.3.8 Material and economic circumstances 3.4 Summary of single domain effects 3.5 Combined domain effects 3.5.1 Summary of combined domain effects 3.5.2 Explaining the effect of education on gaps in
factors 3.3.4 Experience of childcare and pre-school 3.3.5
Child health and
early development 3.3.6 Parenting support 3.3.7 Maternal health and health behaviours 3.3.8 Material and economic circumstances 3.4 Summary of single domain effects 3.5 Combined domain effects 3.5.1 Summary of combined domain effects 3.5.2 Explaining the effect of education on gaps in ability
Neither is there much of an understanding of the extent to which the issues and
factors which have been shown to influence
early social and behavioural
development in
children elsewhere affect Scottish
children in the same way.
Notably,
early problems with language
development was one of the few
factors significantly associated with peer problems; 23 % of
children who were reported to have language difficulties at age 2 had peer problem scores in the borderline or abnormal range at school entry compared with 14 % of those with no language difficulties.
Capitalising on recent
developments in the availability of linked data relating to
child development, health and community services, our study will bring together comprehensive population data relating to social and demographic
factors, perinatal
factors, health in
early childhood, use of
early childhood services and
child development at school entry for Aboriginal
children in NSW.
Promoting positive
early childhood
development in Aboriginal
children is a key priority for Australia, and yet we have little information about the
factors that drive it, and little evidence regarding what programmes and services are effective.
Nonmaternal care and family
factors in
early development: An overview of the NICHD Study Of Early Child
early development: An overview of the NICHD Study Of
Early Child
Early Child Care.
Knowledge of various
factors (individual, sociocultural and environmental) that influence language
development among
children learning more than one language during the
early years
The Americans» Changing Lives Study which involved 3617 participants found that higher levels of parental stress were related to poorer self - rated health in parents.2 Moreover, parental stress is a known risk
factor for
child maltreatment and family violence, both of which are increasing globally.3 These
early adverse events are detrimental to
children's health and
development.
A
child who has a risk
factor is a member of a group of
children for whom the percentage who will go on to develop an illness, poor mental health, inadequate school achievement, unsuccessful social relationships, etc. is higher than the percentage who will develop such problems in a group lacking the risk
factor.47 The
development of any one human being is not perfectly predictable from one event, even one as powerful as the loss of
early attachment.
Analyses of findings from an
earlier intensive
child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behav
child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»
development program for low birth weight
children and their parents (the Infant Health and
Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»
Development Program) suggest that the cognitive effects for the
children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the
child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behav
child effects.10 A recent analysis of the Chicago
Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behav
Child Parent Centers, an
early education program with a parent support component, examined the
factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on
children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation
children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in
children's education that occurred
early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.
Increased volume in this brain region is associated with more optimal
development of a number of psychosocial
factors (e.g., stress reactivity).15 Links between
early responsive parenting and increased volume in the hippocampal region also suggest that the
early developmental period is an important time to facilitate responsive parenting practices, especially in high risk families, in order to enhance the parent -
child relationship.
Determinants of
early child development in Chile: health, cognitive
development and demographic
factors
General indices regarding mental health of mothers have been associated with their
children's sleep, and less well - organized sleep patterns have been noted in children from poorly functioning families.113) Mothers of children with sleep disturbances exhibited much higher psychological stress than did controls, obtaining increased scores on all factors of the General Health Questionnaire (GHQ).114) Children's sleep quality significantly predicted that of their mothers, with maternal sleep quality associated with stress and fatigue.115) Moreover, infants of mothers with low levels of depression and anxiety were more likely to recover from sleep problems than those with high levels of depression and anxiety after controlling for the influence of attachment patterns.116) Sleep disturbances in early childhood were positively related to negative maternal perceptions of their child, 117) potentially interfering with the development of beneficial parent - child inter
children's sleep, and less well - organized sleep patterns have been noted in
children from poorly functioning families.113) Mothers of children with sleep disturbances exhibited much higher psychological stress than did controls, obtaining increased scores on all factors of the General Health Questionnaire (GHQ).114) Children's sleep quality significantly predicted that of their mothers, with maternal sleep quality associated with stress and fatigue.115) Moreover, infants of mothers with low levels of depression and anxiety were more likely to recover from sleep problems than those with high levels of depression and anxiety after controlling for the influence of attachment patterns.116) Sleep disturbances in early childhood were positively related to negative maternal perceptions of their child, 117) potentially interfering with the development of beneficial parent - child inter
children from poorly functioning families.113) Mothers of
children with sleep disturbances exhibited much higher psychological stress than did controls, obtaining increased scores on all factors of the General Health Questionnaire (GHQ).114) Children's sleep quality significantly predicted that of their mothers, with maternal sleep quality associated with stress and fatigue.115) Moreover, infants of mothers with low levels of depression and anxiety were more likely to recover from sleep problems than those with high levels of depression and anxiety after controlling for the influence of attachment patterns.116) Sleep disturbances in early childhood were positively related to negative maternal perceptions of their child, 117) potentially interfering with the development of beneficial parent - child inter
children with sleep disturbances exhibited much higher psychological stress than did controls, obtaining increased scores on all
factors of the General Health Questionnaire (GHQ).114)
Children's sleep quality significantly predicted that of their mothers, with maternal sleep quality associated with stress and fatigue.115) Moreover, infants of mothers with low levels of depression and anxiety were more likely to recover from sleep problems than those with high levels of depression and anxiety after controlling for the influence of attachment patterns.116) Sleep disturbances in early childhood were positively related to negative maternal perceptions of their child, 117) potentially interfering with the development of beneficial parent - child inter
Children's sleep quality significantly predicted that of their mothers, with maternal sleep quality associated with stress and fatigue.115) Moreover, infants of mothers with low levels of depression and anxiety were more likely to recover from sleep problems than those with high levels of depression and anxiety after controlling for the influence of attachment patterns.116) Sleep disturbances in
early childhood were positively related to negative maternal perceptions of their
child, 117) potentially interfering with the
development of beneficial parent -
child interactions.