Correction to: Child Development and the Community Environment: Understanding Overweight across the Income Gradient Child Obes 2017;13(6):479–489; DOI: 10.1089/chi.2017.0025

doi:10.1089/chi.2017.0025.correx

Child Development and the Community Environment: Understanding Overweight across the Income Gradient

Childhood Obesity ◽

10.1089/chi.2017.0025 ◽

2017 ◽

Vol 13 (6) ◽

pp. 479-489 ◽

Cited By ~ 1

Author(s):

Brittany R. Schuler ◽

Nicole O'Reilly

Keyword(s):

Child Development ◽

Community Environment ◽

Income Gradient

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Contributions Management of Parenting and Education Program to Strengthen the Service Three Early Childhood Education Center

International Education Studies ◽

10.5539/ies.v12n2p100 ◽

2019 ◽

Vol 12 (2) ◽

pp. 100 ◽

Cited By ~ 1

Author(s):

Rudi Hariawan ◽

Nurul Ulfatin ◽

Muhammad Huda A. Y. ◽

Imron Arifin

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Child Development ◽

Family Environment ◽

Education Program ◽

Sense Of Self ◽

Parenting Education ◽

Positive Contribution ◽

Community Environment ◽

Childhood Education

Early age is a “golden moment” which will not be repeated in the period of child development. A rare opportunity must be utilized to provide the best education and care in three centers, namely; school, family and community environment. The purpose of this research is to; 1) Describe the contribution of parenting education management; and 2) Describe the practice of parenting education in three education centers. This research method uses a qualitative approach with a multi-case study design. These informants were teachers, principals, and parents of students from the two Early Childhood Education institutions in the West Nusa Tenggara Province, Indonesia. Data collection is done by in-depth interviews with informants, participatory observation, and documentation review. The results revealed that; 1) a positive contribution to the management of education and parenting in three education centers with the following stages; first, Plan-collaboration in designing the parenting education program; second, Do-collaboration in the parenting education program at school and inactivating it in the family and community environment, and third, Check-control and evaluate program achievements, then make a follow-up plan for the program; 2) Implementation, in; first-family environment strengthens the relationship between mother and child, the growing sense of self-confidence of parents in educating and caring for their children; second kindergartens environment by holding parenting education activities, holding days of child development consultations, building relationships, support and trust in schools; and third-community environment is the application of local wisdom values by community members.

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EDUCATING CHILDREN TO BE A DISCIPLINE PERSON

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i6.7977 ◽

2019 ◽

Vol 3 (6) ◽

Author(s):

Daviq Chairilsyah

Keyword(s):

Child Development ◽

Social Environment ◽

Critical Period ◽

Educational Environment ◽

Community Environment ◽

Stage Of Development ◽

Moral Standards ◽

The Social ◽

The Family ◽

And Control

The golden age is a critical period where parents must provide discipline as an initial foundation for children to be able to apply discipline early on. The formation of this initial discipline will influence and also determine the discipline of children at a later stage of development. Cultivation of discipline needs to start as early as possible starting from within the family, the educational environment, and the community environment. Through discipline, children can learn to behave in a way that is approved by the social environment. Discipline is defined as compliance with regulations or subject to supervision and control as an exercise that aims to develop themselves to behave in an orderly manner. The things that can be done by parents and teachers is by practising the discipline of children routinely and consistently, getting used to behaving by values based on moral standards, and the need for parental control to develop internalized children. Besides, also recognize the age and stage of child development, invite children to talk from heart to heart, apply the consequences they receive when doing an action and finally give praise to the child when it is disciplined.

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The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5401.101 ◽

1989 ◽

Vol 54 (1) ◽

pp. 101-105 ◽

Cited By ~ 19

Author(s):

J. Bruce Tomblin ◽

Cynthia M. Shonrock ◽

James C. Hardy

Keyword(s):

Child Development ◽

Language Development ◽

Expressive Language ◽

Strong Predictor ◽

Receptive Language ◽

Strongly Correlated ◽

Language Measure ◽

The Mean ◽

Child Development Inventory ◽

Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

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Complex Trauma and Prenatal Alcohol Exposure: Clinical Implications

Perspectives on School-Based Issues ◽

10.1044/sbi13.2.32 ◽

2012 ◽

Vol 13 (2) ◽

pp. 32-42 ◽

Cited By ~ 8

Author(s):

Yvette D. Hyter

Keyword(s):

Central Nervous System ◽

Nervous System ◽

Child Development ◽

Academic Outcomes ◽

Complex Trauma ◽

Prenatal Alcohol Exposure ◽

Alcohol Exposure ◽

Clinical Implications ◽

Prenatal Alcohol ◽

The Brain

Abstract Complex trauma resulting from chronic maltreatment and prenatal alcohol exposure can significantly affect child development and academic outcomes. Children with histories of maltreatment and those with prenatal alcohol exposure exhibit remarkably similar central nervous system impairments. In this article, I will review the effects of each on the brain and discuss clinical implications for these populations of children.

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