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PubMed1976

The impact of chronic asthma on the developing child: observations made in a group setting.

Fourteen asthmatic children between 11 and 14 years of age participated in weekly group discussion sessions for nine months. The purposes were to allow open discussion about asthma, to mutually educate the children and staff about the medical and social implications of their disease and to give the patients a chance to deal with adults without fear of reprimand or betrayal of trust. Anger, envy, fear, sadness and guilt were the emotions predominant in the sessions. Group sessions may offer a further modality in the total care of the asthmatic child.

Adolescent↗
PubMed2005

Iron deficiency anaemia and child development.

A developmental test was carried out to evaluate the effect of iron deficiency anaemia on child development by using Bailey Scale of Infant Development (BSID) and Enjoji Scale of Infant Analytical development (ESID). The subjects were 54 children, divided into three groups. Group 1 consisted of 15 infants with anaemia; Group 2: 10 infants with a past history of anaemia and Group 3: 29 healthy normal infants without anaemia formed the control group. The characteristics of infants and their family background were not different among the three groups except for the male/female ratio. The mean mental developmental index (MDI) and psychomotor developmental index (PDI) of Group 1 and Group 2 were lower than that of control group using the BSID test. The mean speech development quotients of Group 1 and Group 2 were lower than that of control group in ESID. These tendencies were observed after subjects were stratified by sex. Therefore, the results of the study suggests that iron deficiency anaemia may affect child development especially speech development.

Anemia, Iron-Deficiency↗
PubMed1999

How do Child Development Teams work? Findings from a UK national survey.

The area of child disability is the 'Cinderella' of community child health services. It lacks a clear commissioning model, agreed quality standards or guidance on the level of resources required. In this climate of uncertainty, a national survey of Child Development Teams was undertaken in order to describe their basic structure and processes. The paper reports information from 242 multidisciplinary teams providing local services, with statutory funding, to children with neurodevelopmental disability and their families. The picture presented is encouraging in part. For example, 79% of teams operate from a Child Development Centre, which may be expected to enhance team communication. In terms of the initial assessment process for a developmentally delayed child, most teams (91%) report that they would hold a case discussion afterwards, although only 74% would always include parents, and only 70% always give their report(s) to parents. The impression of management practices is weak, with only 62% giving a clear answer about who manages the team, and less than half having a written policy or contract for the team's work. The survey findings provide a sampling framework from which further evaluative research can be generated.

Child↗
PubMed2002

[Child development and early intervention centers].

INTRODUCTION: Child development and early intervention centres (CDIAT) are centres with interdisciplinary characteristics whose objective is the care of children under 6 years of age with developmental disorders or at risk of developing them. DEVELOPMENT: The main goal of these centers is the detection and diagnosis of developmental disorders (TD) in order to begin treatment and support and to counsel the family when the first signs of developmental disorders appear or situations of risk are suspected. The concept of CDIAT is based on a broad concept of 'developmental disorders' which includes not only conditions such as Cerebral Palsy or Learning Discapacity but also difficulties of differing degrees in all developmental fields, be they motor, communication, language, cognitive, behavioural or emotional. The most specific characteristics of a CDIAT are its interdisciplinarity, coordination with the resources within the area and community involvement. CONCLUSIONS: A CDIAT, with its interdisciplinary and highly specialised team, becomes a referral centre for professionals in the area when they suspect the presence of developmental disorders, giving better opportunity for more integrated attention, permitting the onset of family advice and intervention at a very early age, when definite diagnosis is often difficult.

Child↗
PubMed1987

The role of cognition in child development and disorder.

The role of cognition in child development is reviewed with respect to the role of cognitive processing and cognitive deficits. Cognitive processing is discussed with respect to the self-system; the effects of psychosocial experiences; risk, vulnerability and protective mechanisms; vulnerability to depression; aetiology and treatment of depression. Cognitive deficits are discussed with respect to the socio-emotional consequences of language delay and reading difficulties; hyperkinetic/attentional deficit syndromes; schizophrenia; and autism. It is concluded that the ways in which we appraise our life circumstances and the ways in which we react to experiences of all kinds are greatly influenced by how we think about ourselves and our environment. Biases and distortions in such cognitive processing may be associated with social and emotional malfunction. These biases may derive from earlier experiences, from intensive temperamental styles, or from deficits in the ability to process incoming information. The further study of cognitive processing and cognitive deficits is likely to be rewarding and helpful for clinical practice.

Attention Deficit Disorder with Hyperactivity↗
PubMed2006

Mothers' beliefs about knowledge, child development, and parenting strategies: expanding the goals of parenting programs.

This study examined the relationship between mothers' beliefs about knowledge (epistemology) and conceptions of child development and parent-child communication strategies. One hundred twenty mothers of preschool-aged children completed the Ways of Knowing measure and Parent Communication Strategies Interview; a subset of 38 also completed the Concepts of Development Questionnaire. Analyses revealed that mothers with more complex understanding of knowledge have less categorical and more multi-faceted conceptions of child development and are more likely to endorse parenting strategies that are less authoritarian and more cognitively challenging for children. EDITOR'S STRATEGIC IMPLICATIONS: Prevention programs designed to promote constructive parenting should foster parents' epistemological development (which guide beliefs and practices) rather than dwell on individual parent behaviors. The authors continue to develop the promising practice of tailoring interventions on the basis of parents' personal belief systems (see also Burns & Bond, 2004).

Adolescent↗
PubMed2006

Child development and the physical environment.

Characteristics of the physical environment that influence child development are discussed. Topics include behavioral toxicology, noise, crowding, housing and neighborhood quality, natural settings, schools, and day care settings. Socioemotional, cognitive, motivation, and psychophysiological outcomes in children and youths are reviewed. Necessary methodological and conceptual advances are introduced as well.

Child↗
PubMed1994

Maternal HIV infection: parenting and early child development.

Examined whether support could offset the potential stress of maternal HIV infection with regard to parenting and early child development in two studies of low income, urban, drug-using mothers of infants and toddlers. In one study, support was provided through home intervention; in the other, support was measured through self-report. There were few differences in parenting and early child development related to maternal HIV infection. HIV+ mothers reported less child-related stress among their toddlers, more normative levels of child abuse potential following 18 months of home intervention, and displayed more positive involvement with their children. Results, interpreted from ecological theory, suggest that although the early stages of maternal HIV infection may have been too distal to influence the lives of high-risk mothers of infants and toddlers, when differences existed, HIV+ mothers demonstrated more positive attitudes and behaviors toward parenting and were more able to benefit from home intervention than HIV- mothers.

Adult↗
PubMed1979

Nutrition component in a comprehensive child development program. I. The home visitor's role in the prenatal intervention phase.

Nutritional services were integrated in a comprehensive child development program for sixty-eight disadvantaged urban families in an attempt to promote maximum cognitive and psychosocial functioning in their children. Child development trainers made weekly home visits beginning in pregnancy, which combined data gathering, direct nutritional counseling, and early sensory excercises for infants. This paper describes the prenatal home visit program, the training of the home visitors, how the 24-hr. food recall method was adapted for their use, the nature of the home visits, and the complex role of the home visitor. The group whose families participated in the prenatal home visits and were also followed for six months after the infants' birth scored higher on six-month Cattell Scales than did a control group who entered the program at six months of age. There were no stillbirths or neonatal deaths. The incidence of low-birth-weight infants was lower than the national averages. Participation in the program was high.

Child Development↗
PubMedDate not supplied

Prenatal exposure to methylmercury and child development: influence of social factors.

BACKGROUND: In the Seychelles Child Development Main Study (SCDS), at 19 months of age, enhanced MDI scores were associated with increasing methylmercury (MeHg) exposure in higher caregiver IQ groups at several levels of family income. We performed a similar analysis of the 66-month evaluations to determine if the modifying influences of social and environmental factors were consistent with those previously observed. METHODS: Prenatal MeHg exposure was determined by analysis of maternal hair growing during pregnancy. Children in the cohort (N=711) were evaluated for cognitive ability (McCarthy Scales of Children's Abilities), language development (Preschool Language Scale), drawing and copying (Bender Gestalt Test), scholastic achievement (the Woodcock-Johnson Test of Achievement), and behavior (the Child Behavior Checklist). Interactions between prenatal MeHg exposure and caregiver intelligence, socioeconomic status (SES), home environment, and gender were examined by multiple regression analysis. RESULTS: The median prenatal MeHg exposure was 5.9 ppm (range=0.5-26.7 ppm). Gender significantly influenced the association between prenatal exposure and drawing and copying; however, the effects were not consistent. Prenatal exposure interacted with one or more social or environmental covariates for general cognitive ability, overall language ability, and prearithmetic achievement. Again, the effects were not consistent across either endpoints or covariate categories. CONCLUSIONS: Evidence of a small influence by social and environmental variables at 66 months is neither internally consistent nor consistent with earlier results. Overall, a consistent pattern of effect modification (EM) has not been observed, suggesting that the results may be due to chance.

Achievement↗
PubMedDate not supplied

Family poverty, welfare reform, and child development.

Our review of research suggests that family poverty has selective effects on child development. Most important for policy are indications that deep or persistent poverty early in childhood affects adversely the ability and achievement of children. Although the 1996 welfare reforms have spurred many welfare-to-work transitions, their time limits and, especially, sanctions are likely to deepen poverty among some families. We suggest ways policies might be aimed at preventing either economic deprivation itself or its effects.

Aid to Families with Dependent Children↗
PubMed2005

Social inequalities in maternal opinion of child development in southern Brazil.

AIMS AND METHODS: Concurrent validity of maternal opinion of child development was estimated in a cross-sectional, population-based survey of 6-59-mo children (n=3025), using a standard measure devised from the Denver Developmental Screening Test. RESULTS: Sensitivity, specificity and negative predictive value increased with maternal education and family income. Positive predictive value was higher in low-income families and children with impairments, low birthweight and long hospital stays. CONCLUSION: Children at social and clinical risk should be assessed more carefully, even if maternal report is normal or advanced.

Brazil↗
PubMed1997

Lesbian motherhood: the impact on child development and family functioning.

The wide variety of lesbian families who became visible during the past 20 years gave rise to important practical and theoretical questions. Up to now society has treated lesbian mothers differently with regard to a number of child-issues. In the past, divorcing lesbian mothers were often denied child custody because of their sexual orientation and the majority of fertility centers still refuse lesbian couples in their donor insemination programs. The present article reviews whether there is any theoretical and empirical evidence for the most widespread assumptions on which such decisions have been based. A number of psychological theories, such as psychoanalytic theory, social and cognitive learning theory and attachment theory are discussed with regard to the two most salient features of lesbian families; the absence of a father and the homosexual orientation of the mother. Meanwhile, there is a growing body of empirical research investigating a variety of aspects of child development, such as gender development, emotional/behavioral adjustment and social competence. Most of these studies involved children of divorced lesbian mothers who spent their early years in a heterosexual household. More recently, however, studies were sporadically carried out among children who were raised from birth in a lesbian relationship. As early childhood experiences are believed to have an important impact on future development, the study of these newly created families provides a challenge for existing psychological theories. Although many important research questions have yet to be addressed, the results of all reviewed studies were unanimous; none of the investigations could identify an adverse effect of lesbian motherhood on child development.

Adolescent↗
PubMedDate not supplied

Knowledge and attitude among child development project officers towards breast feeding.

A study was conducted to determine the knowledge and attitude about breast feeding (BF) amongst child development project officers (CDPOs) working in Integrated Child Development Services Scheme. A semi structured pretested questionnaire was administered. It was found that majority of respondent had correct knowledge about feeding of colostrum, age of initiation of breast feeding and introduction of semi-solid foods. Majority of CDPOs had the knowledge that consumption of dry fruits, milk and desi ghee would increase that breast milk secretion. The percentage of subjects who were aware that BF should be discontinued if mother is suffering from illness like breast cancer (48%) tuberculosis (57%), malaria (67%) and Diarrhoea (84%). There is need of continuing education of CDPOs for updating their knowledge.

Breast Feeding↗
PubMed1979

Mode of delivery and developmental characteristics in a thousand Dunedin three year olds: a report from the Dunedin Multidisciplinary Child Development Study.

A study of 1037 representative Dunedin children delivered by a variety of modes was described. The results showed that there were no significant differences in maternal general mental ability, training in child development, or background of child experiences among the five delivery groups studied. Also, there were no significant differences between children who were spontaneous deliveries or any of the other groups in age at which the developmental milestones were achieved, nor in any of the developmental characteristics assessed.

Breech Presentation↗
PubMed1991

Increasing adolescent mothers' knowledge of child development: an intervention program.

This study focused upon an intervention program that allowed adolescent mothers to have major input in identifying knowledge they needed concerning their children's growth and their own parenting skills. Seventy-six females participated in the 4-month program. A pretest-posttest design was used to measure changes in self-esteem, knowledge of child development, and tendencies toward inappropriate interactions with children. Analysis of effectiveness of this program indicated that it had been effective. Results revealed significant differences between pre- and posttest measures of child development knowledge in the areas of infant and toddler development. Further analysis indicated a significant change in the subjects' child abuse potential at the end of the program. No significant difference could be found in measures of self-esteem between the beginning and end of the program. A 10-month follow-up study coordinated between two public agencies found that none of the adolescent parents who had completed the program had been reported for child abuse or neglect. The results support the importance of short-term intervention programs for adolescent parents.

Adolescent↗