(1) Testing Children's Development from Birth to School Age (2) A Study of Imagination in Early Childhood and its Function in Mental Development (3)Play in Childhood

Nature ◽  
1936 ◽  
Vol 137 (3456) ◽  
pp. 125-127
Author(s):  
A. D. F.
Keyword(s):  
Early Childhood ◽  
Mental Development ◽  
School Age ◽  
Children's Development ◽  
Children’S Development

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Impact Study: Early Education use and Child Outcomes up to Age 5

2020 ◽  
Vol 8 (10) ◽  
pp. 414-417
Author(s):  
David Hancock
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Child Outcomes ◽  
Impact Study ◽  
Childhood Education ◽  
Education And Care ◽  
The Subject ◽  
Children's Development ◽  
Children’S Development

There is evidence to suggest that early childhood education and care has a significant impact on children's development. A recent report on the subject has revealed some interesting conclusions about the link between settings and outcomes

scholarly journals ‘Grandmother, aren’t you going to sing for us?’ Current childcare practices and caregivers’ perceptions of and receptivity to early childhood development activities in rural Burkina Faso

2019 ◽  
Vol 4 (2) ◽  
pp. e001233 ◽  
Author(s):  
Jennifer Hollowell ◽  
Mari Dumbaugh ◽  
Mireille Belem ◽  
Sylvain Kousse ◽  
Tessa Swigart ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Burkina Faso ◽  
Early Childhood Development ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Media Intervention ◽  
Sub Saharan ◽  
Children's Development ◽  
Children’S Development

IntroductionEffective stimulation and responsive caregiving during the first 2 years is crucial for children’s development. By age 3–4 years, over 40% of children in sub-Saharan Africa fail to meet basic cognitive or socioemotional milestones, but there are limited data on parenting and childcare practices. This study, conducted to inform the design of a mass media intervention, explored practices, perceptions, motivators and obstacles to childhood development-related practices among parents and caregivers of children aged 0–2 years in rural Burkina Faso.MethodsWe performed two rounds of six focus groups with 41 informants in two villages, using an adapted version of the Trials of Improved Practices methodology. These first explored beliefs and practices, then introduced participants to the principles and benefits of early childhood development (ECD) and provided illustrative examples of three practices (interactive ways of talking, playing and praising) to try with their children. One week later, further discussions explored participants’ experiences and reactions. Data were analysed inductively using thematic content analysis.ResultsExisting activities with young children were predominantly instructive with limited responsive interaction and stimulation. Participants were receptive to the practices introduced, noted positive changes in their children when they adopted these practices and found engagement with children personally rewarding.ConclusionInteractive, stimulating activities with young children did not appear to be widespread in the study area, but caregivers were receptive to information about the importance of early stimulation for children’s development. ECD messages should be tailored to the local sociocultural context and consider time limitations.

scholarly journals The Role of the Working Mother in Preschoolers’ Play Activities

2021 ◽  
pp. 65-74
Author(s):  
. Mariana ◽  
Debilly Yuan Boyoh
Keyword(s):  
School Children ◽  
Working Mothers ◽  
School Age Children ◽  
School Age ◽  
Working Mother ◽  
Quantitative Correlation ◽  
Children's Development ◽  
Correlation Design ◽  
Children’S Development

A key preschooler activity is playtime. When the children play, assistance is needed. The role of mothers in children’s development is very important, particularly with regards to the provision of appropriate games based on the child’s age. However, this is more difficult for working mothers as their time and ability to monitor their children’s development is more limited. This study aims to determine the role of working mothers with regards to play assistance and game selection in pre-school children. The study used a quantitative correlation design. The population and sample in this study were 81 mothers working in the Bandung Advent Hospital with pre-school age children (3-6 years), and a purposive sampling method was used. Data collection consisted of a questionnaire with 12 statements for the assistance element and 10 statements for the game choice element. The data was analyzed by using univariate and bevariat analysis. The findings demonstrate that the role of mothers in children playing assistance is adequate and they generally choose games that are suitable for pre-school age children (72.8%). Moreover, there was no significant relationship between the role of working mothers in play-assistance and choosing toys in pre-school children with pValue> 0.05.   Keywords: Role of working mothers, pre-school age children, play accompaniment

scholarly journals The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Dewi Fitriani ◽  
Umar Bin Abdul Aziz
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Expressive Language ◽  
Positive Influence ◽  
Children's Development ◽  
Children’S Development

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

Sign in / Sign up

Export Citation Format

Share Document