The Impact of Classroom on the Attitudes and Actions of Young Children

This study evaluated the effectiveness of Incredible Years® (IY) programs for Attention-Deficit/Hyperactivity Disorder (ADHD) in children aged 3 to 8 years based on a systematic literature review. Effects of IY programs for children with or at risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as having conduct problems or disruptive behavior. Search strategies identified 17 publications reflecting 11 unique intervention studies, including three with samples demonstrating elevated ADHD symptoms or meeting criteria for ADHD. Effects on ADHD outcomes, primarily parent report, were positive and comparable to those seen for conduct problems; benefits were also seen on social skills. Smaller and more variable effects were seen on observational measures and teacher reports. The overall methodological strength of this literature was relatively strong, although lack of fidelity measurement is a weakness. Using criteria established by the American Psychological Association’s Division 53 (Society of Clinical Child and Adolescent Psychology), the IY Basic Parent Program may be considered Probably Efficacious for young children at risk for ADHD. In addition, the combined IY parent and child treatment programs can be considered Possibly Efficacious for children aged 4 to 6 years with ADHD, based on one study by the developer with a diagnosed sample.

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IS HAVING A HELICOPTER MOTHER A TRAUMATIC EXPERIENCE? THE RELATIONSHIP BETWEEN HELICOPTER MOTHER ATTITUDE AND TRAUMATIC EXPERIENCES AND LEARNED HELPLESSNESS

Psycho-Educational Research Reviews ◽

10.52963/perr_biruni_v10.n3.19 ◽

2021 ◽

Vol 10 (3) ◽

Author(s):

Hasan Yılmaz ◽

Coşkun Arslan ◽

Emel Arslan

Keyword(s):

Young Children ◽

Learned Helplessness ◽

Scientific Explanation ◽

Traumatic Experience ◽

Traumatic Experiences ◽

Scientific Fact ◽

Scientific Facts ◽

The Impact ◽

The Relationship

The purpose of this study is to examine the impact of mothers’ and teachers’ testimonies that conflict with scientific facts and scientific explanations on kindergartners’ judgments. The participants consisted of 104 young children in Şanlıurfa province in Turkey. Their ages ranged from 48 to 79 months, with a mean age of 61.48 months (SD = 5.58). The participants were randomly assigned to the following four groups: 1) Scientific explanation followed by teacher’s testimony, 2) teacher’s testimony; 3) scientific explanation followed by mother’s testimony, 4) mother’s testimony. The children responded to a question about a scientific fact. After the response, they watched their mothers’ or teachers’ testimonies which contradict the scientific fact. Findings revealed that when a scientific explanation was not provided, the children tended to show deference to their teachers’ and especially mothers’ testimony. A week later, a follow-up measurement revealed that this impact did not last a week.

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The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children

Early Childhood Education Journal ◽

10.1007/s10643-021-01270-6 ◽

2021 ◽

Author(s):

Kirsten Read ◽

Grace Gaffney ◽

Ashley Chen ◽

Amina Imran

Keyword(s):

Young Children ◽

Literacy Practices ◽

Home Literacy ◽

Home Literacy Practices ◽

The Impact

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The sibling as a factor of parental control over the use of gadgets by children

SHS Web of Conferences ◽

10.1051/shsconf/202111905001 ◽

2021 ◽

Vol 119 ◽

pp. 05001

Author(s):

Nadezhda Sivrikova ◽

Elena Nemudraya ◽

Natalya Gilyazeva ◽

Ekaterina Gnatyshina ◽

Elena Moiseeva

Keyword(s):

Young Children ◽

Parental Control ◽

Digital Technologies ◽

Second Child ◽

Digital Devices ◽

Frequency Of Use ◽

The Family ◽

Mathematical Processing ◽

The Impact ◽

Parental Strategies

The study aimed to examine the impact on parental strategies of regulating children’s digital gadgets from having a second child in the family. Ninety-three mothers took part in the survey. Twenty women had two children, one woman – three children, the others women – on one child. Parents evaluated the frequency of use of digital devices by each child and then filled out several checklists. The mathematical processing of data is represented by the analysis of сrosstabs (Cramer’s V Test and Somer’s D Test). The results of the study show that the use of digital devices is widespread among young children. At the same time, with the presence of senior siblings, the age of admission of the child to digital devices decreases. Thus, young children are exposed to digital technologies. Most parents seek to regulate the time and content children use. However, their rules were less stringent for the second child in the family. Parents should pay more attention to this.

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A Pilot Study on the Impact of Occupational Therapy Home Programming for Young Children With Cerebral Palsy

American Journal of Occupational Therapy ◽

10.5014/ajot.61.4.463 ◽

2007 ◽

Vol 61 (4) ◽

pp. 463-468 ◽

Cited By ~ 25

Author(s):

I. Novak ◽

A. Cusick ◽

K. Lowe

Keyword(s):

Cerebral Palsy ◽

Pilot Study ◽

Young Children ◽

Occupational Therapy ◽

Children With Cerebral Palsy ◽

The Impact ◽

Home Programming

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Impact of Challenging Behavior on Marginalized and Minoritized Caregivers of Children With Disabilities

Topics in Early Childhood Special Education ◽

10.1177/02711214211052087 ◽

2021 ◽

pp. 027112142110520

Author(s):

Nicole B. Adams ◽

Stacy N. McGuire ◽

Hedda Meadan ◽

Melanie R Martin ◽

Adriana K. Terol ◽

...

Keyword(s):

Early Childhood ◽

Young Children ◽

Challenging Behavior ◽

Mexican American ◽

Children With Disabilities ◽

Common Occurrence ◽

Structured Interviews ◽

Cultural Interpretation ◽

Young Children With Disabilities ◽

The Impact

Challenging behavior (CB) is a common occurrence in early childhood and frequently occurs in young children with disabilities. CB is also culturally perceived and includes differences in how caregivers understand and define the topography of CB. Despite the cultural interpretation, CB is known to impact the child and their family but there has been little exploration of what marginalized caregivers perceive as the impact of the CB that their young children with disabilities exhibit. We used semi-structured interviews to explore the perceptions of 24 caregivers, who identified as Black, Mexican American, and White, about the impact of their child’s CB. Caregivers shared how the CB impacted themselves, their families, their child, and others. Although much of the impact was similar among caregivers, we discuss nuanced differences across ethnic groups.

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