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[The role of play in child development].
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Teaching teenagers about child development.
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The effects of home environment on child development.
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Predictive value of standardized I. Q. tests assessed in a longitudinal study of child development [proceedings].
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Lead and child development.
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Child development teams: are they fulfilling their purpose?
Child development teams (CDTs) have been in existence for a quarter of a century, yet little is known of how they function or what they do. This paper originated in a national seminar on how CDTs function and what they seek to achieve. It discusses the wide range of practice in CDTs across Britain and the apparent deficiencies in service provision for certain types of disability. Since each child has a unique set of needs, the composition of the team must be flexible and responsive to the changing circumstances of each child. The need for a philosophical shift to take account of changing parental expectations is stressed. There is a need for further research on a number of topics, including: the patterns of service provision and the differences between districts; the implementation of what is already known about standards of good practice; the possible role of a charter for disabled children and their families; the training needs of future CDT professionals.
Use of videotaped interactions during pediatric well-child care to promote child development: a randomized, controlled trial.
The authors performed a randomized, controlled trial to assess the impact of the Video Interaction Project (VIP), a program based in pediatric primary care in which videotaped interactions are used by child development specialists to promote early child development. Ninety-three Latino children (51 VIP, 42 control) at risk of developmental delay on the basis of poverty and low maternal education (none had completed high school) were assessed for cognitive and language development at age 21 months. Results differed depending on the level of maternal education; the VIP was found to have a moderate impact on children whose mothers had between seventh and 11th grade education (approximately 0.75 SD for cognitive development, 0.5 SD for expressive language) but little impact on children whose mothers had sixth grade or lower education.
Effects of poverty and maternal depression on early child development.
Researchers have renewed an interest in the harmful consequences of poverty on child development. This study builds on this work by focusing on one mechanism that links material hardship to child outcomes, namely the mediating effect of maternal depression. Using data from the National Maternal and Infant Health Survey, we found that maternal depression and poverty jeopardized the development of very young boys and girls, and to a certain extent, affluence buffered the deleterious consequences of depression. Results also showed that chronic maternal depression had severe implications for both boys and girls, whereas persistent poverty had a strong effect for the development of girls. The measures of poverty and maternal depression used in this study generally had a greater impact on measures of cognitive development than motor development.
Describing the burden of malaria on child development: what should we be measuring and how should we be measuring it?
There are a number of pathways, both direct and indirect, through which malaria infection could impact the course of child development, causing impairment and disability and adding to the burden of malaria. We present an overview of relevant studies that illustrate these pathways, updating the evidence previously presented. We conclude that before the mechanisms and numbers of affected children can be adequately defined, a wider range of potential pathways to impaired development need to be investigated. Only then can the calculation of the burden be evidence-based, rather than merely speculative. Priorities for future research are described. The calculation of the impact of malaria on child development also requires a degree of uniformity in the definition of outcome across studies. This is currently lacking, and suggestions are made for a common approach to the reporting of results.
Low-birth-weight infants born to adolescent mothers. Effects of coresidency with grandmother on child development.
OBJECTIVE: To explore the impact of young maternal age, coresidency with infant's grandmother, and other familial and environmental factors on development of low-birth-weight (LBW) infants. DESIGN: Prospective cohort analyses. SETTING: Eight medical institutions in different geographical locations participating in the Infant Health and Development Program. PARTICIPANTS: Control population of 272 LBW, preterm infants enrolled in the Infant Health and Development Program born to mothers aged 15 to 24 years. MAIN OUTCOME MEASURE: Child cognitive, behavioral, and health outcomes at 36 months' gestation-corrected age. RESULTS: Maternal age was not significantly related to child development. Coresidence with infant's grandmother was associated with improved cognitive and health outcomes. Maternal ethnicity, maternal verbal ability, and other environmental factors were also associated with child outcomes. CONCLUSIONS: Findings of this study support the need for programs that include the extended family of at-risk infants, providing education and literacy skills to the mothers and encouraging participation of all care givers of the child.
Henri Wallon's Theory of Early Child Development: The Role of Emotions
The present paper gives an account of part of the stage theory of early child development of the French theorist Henri Wallon (1879-1962). Unlike his contemporary Jean Piaget, Wallon concentrated his efforts upon a description of the child's emotional development and the role emotions play in establishing the bond between child and caregiver. The description of Wallon's stage theory is preceded by biographical information and a presentation of his methodological views. It is argued that Wallon's theory is unique in its focus, exerted influence upon theorists such as Lev Vygotsky, and is basically compatible with modern insights about the nature of child development and the growth of intersubjectivity.
[Pathogenetic environmental factors in child development].
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[Changes in the framework of child development].
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Maternal psychological distress during pregnancy in relation to child development at age two.
Concern exists that a constellation of negative maternal emotions during pregnancy generates persistent negative consequences for child development. Maternal reports of anxiety, pregnancy-specific and nonspecific stress, and depressive symptoms were collected during mid-pregnancy and at 6 weeks and 24 months after birth in a sample of healthy women with low risk pregnancies. Developmental assessment and cardiac vagal tone monitoring were administered to 94 children at age 2. Higher levels of prenatal anxiety, nonspecific stress, and depressive symptoms were associated with more advanced motor development in children after postnatal control for each psychological measure; anxiety and depression were also significantly and positively associated with mental development. Mild to moderate levels of psychological distress may enhance fetal maturation in healthy populations.
[Parenthood and child development after reproduction medicine treatment. Psychosomatic follow-up of 46 parents after assisted reproduction].
On the basis of a longitudinal study on "parenthood and child development after successful conception by IVF" in which 46 couples with 64 children born after reproductive medical treatment (IVF or ICSI) were followed up for three years, we now discuss several aspects of the psychological situation of those involved. Reference is made to the characteristics of the "structure" of the couples, their attitude towards the treatment, their experience of the pregnancy, features of child development and of the parent-child relationship, as well as to the prevailing psychological strategies of the couples for coping with the stresses and risks of assisted fertilization. Preliminary results show that during the course of treatment and following the birth of the children, the partnerships remained stable, and that relationships between family members are, for the most part, developing favorably.
The Houston Parent--Child Development Center and the primary prevention of behavior problems in young children.
This study reports the effectiveness of the Houston Parent--Child Development Center (PCDC) program for preventing behavior problems in young children. The PCDC is a 2-year, intensive parent-child education program for children 1-3 and their parents. Low-income Mexican American families were randomly assigned to program or control groups. A follow-up of the program 1-4 years later, when children averaged 5 1/2 years of age, was carried out with 128 mothers who were interviewed about behavior problems of their children. A MANCOVA showed main effects for group and sex as well as a group by sex interaction. The principle result was that control boys were more destructive, overactive, negative attention-seeking, and less emotionally sensitive than program boys and girls and control girls. The program is seen as an effective primary prevention approach to behavior problems. Prior evaluations have shown that it also enhances children's cognitive skills. Other parent--child education programs should be examined as approaches to primary prevention.
Using measurement error models to assess effects of prenatal and postnatal methylmercury exposure in the Seychelles Child Development Study.
Studies of the effects of environmental exposures on human health typically require estimation of both exposure and outcome. Standard methods for the assessment of the association between exposure and outcome include multiple linear regression analysis, which assumes that the outcome variable is observed with error, while the levels of exposure and other explanatory variables are measured with complete accuracy, so that there is no deviation of the measured from the actual value. The term measurement error in this discussion refers to the difference between the actual or true level and the value that is actually observed. In the investigations of the effects of prenatal methylmercury (MeHg) exposure from fish consumption on child development, the only way to obtain a true exposure level (producing the toxic effect) is to ascertain the concentration in fetal brain, which is not possible. As is often the case in studies of environmental exposures, the measured exposure level is a biomarker, such as the average maternal hair level during gestation. Measurement of hair mercury is widely used as a biological indicator for exposure to MeHg and is the only indicator that has been calibrated against the target tissue, the developing brain. Variability between the measured and the true values in explanatory variables in a multiple regression analysis can produce bias, leading to either over or underestimation of regression parameters (slopes). Fortunately, statistical methods known as measurement error models (MEM) are available to account for measurement errors in explanatory variables in multiple regression analysis, and these methods can provide an (either "unbiased" or "bias-corrected") estimate of the unknown outcome/exposure relationship. In this paper, we illustrate MEM analysis by reanalyzing data from the 5.5-year test battery in the Seychelles Child Development Study, a longitudinal study of prenatal exposure to MeHg from maternal consumption of a diet high in fish. The use of the MEM approach was made possible by the existence of independent, calibration data on the magnitude of the variability of the measurement error deviations for the biomarker of prenatal exposure used in this study, the maternal hair level. Our reanalysis indicated that adjustment for measurement errors in explanatory variables had no appreciable effect on the original results.