scholarly journals Paid maternal leave is associated with better language and socioemotional outcomes during toddlerhood

Infancy ◽  
2021 ◽  
Author(s):  
Karina Kozak ◽  
Ashley Greaves ◽  
Jane Waldfogel ◽  
Jyoti Angal ◽  
Amy J. Elliott ◽  
...  
Keyword(s):  
Socioemotional Outcomes

scholarly journals Prenatal maternal infections and children's socioemotional outcomes

2020 ◽  
Author(s):  
Hildigunnur Anna Hall ◽  
Lydia Gabriela Speyer ◽  
Aja Louise Murray ◽  
Bonnie Auyeung
Keyword(s):  
Child Outcomes ◽  
Neurodevelopmental Disorder ◽  
Emotional Symptoms ◽  
Maternal Infections ◽  
Prenatal Infection ◽  
Prenatal Infections ◽  
Strengths And Difficulties ◽  
Uk Millennium Cohort Study ◽  
Subclinical Symptoms ◽  
Socioemotional Outcomes

Previous research suggests that prenatal maternal infections may be associated with increased odds of children having a neurodevelopmental disorder. However, little evidence exists on associations with broader child outcomes, especially subclinical symptoms. Participants were the N = 14,021 members of the population-representative UK Millennium Cohort Study. We examined associations between prenatal maternal infections, both maternal-reported and hospital-recorded, and children’s socioemotional development, using the Strengths and Difficulties Questionnaire (SDQ) at age three. Maternal-reported prenatal infections were associated with increased emotional symptoms, after adjusting for several potential confounds and covariates. Hospital-recorded prenatal infections were not associated with children’s socioemotional outcomes, after adjusting for potential confounding and covarying factors. Findings suggest that prenatal maternal infections, particularly those which the mothers remember months later, may be associated with increased emotional problems in early childhood. This emphasises the need for screening for and preventing infections during pregnancy. Further, the occurrence of prenatal infection indicates the potential need for early intervention for children’s emotional difficulties.

Making Retention Count: The Power of Becoming a Peer Tutor

2009 ◽  
Vol 111 (8) ◽  
pp. 1894-1915
Author(s):  
Leigh Mesler
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Peer Tutoring ◽  
Research Study ◽  
Grade Student ◽  
Peer Tutors ◽  
Retained Students ◽  
Peer Tutor ◽  
Action Research Study ◽  
Socioemotional Outcomes

Background/Context A review of the literature demonstrates that grade retention often fails to improve the academic and socioemotional outcomes of retained students. Although little empirical work on peer tutoring has focused specifically on retained students, the literature suggests that those students who act as peer tutors often experience improved school performance and self-concepts. Purpose of Study This work developed out of a concern that elementary school students being held back to repeat a grade, or retained, were not benefiting academically from non-promotion. The purpose of this action research study was to identify and implement an intervention that would improve the academic and socioemotional outcomes of a twice-retained third-grade student. Setting This study took place in a New York City public elementary school. Intervention The intervention involved implementing a 12-week peer tutoring program in which a retained third-grade student tutored a struggling classmate in mathematics. Research Design This is an action research study in which the author conducted research and implemented an intervention in her own classroom. Results After serving as a peer tutor, this student experienced increased math achievement, an improved self-concept, and better classroom behavior. These results suggest that having struggling students serve as peer tutors may be effective in improving both their academic achievement and socioemotional outcomes.

scholarly journals Frontal EEG asymmetry moderates the associations between negative temperament and behavioral problems during childhood

2020 ◽  
pp. 1-10
Author(s):  
Ran Liu ◽  
Susan D. Calkins ◽  
Martha Ann Bell
Keyword(s):  
Behavioral Problems ◽  
Externalizing Problems ◽  
Community Sample ◽  
Eeg Asymmetry ◽  
Frontal Eeg Asymmetry ◽  
Resilience Process ◽  
Study Results ◽  
Eeg Activation ◽  
Socioemotional Outcomes

Abstract Fearful inhibition and impulsivity-anger significantly predict internalizing and externalizing problems, respectively. An important moderator that may affect these associations is frontal EEG asymmetry (FA). We examined how temperament and FA at 6 years interactively predicted behavioral problems at 9 years. A community sample of 186 children (93 boys, 93 girls) participated in the study. Results indicated that the effect of fearful inhibition on parent-reported internalizing problems increased as children exhibited greater right FA. The effect of impulsivity-anger on parent-reported externalizing problems increased as children showed greater left FA. Because FA was allowed to vary rather than children being dichotomized into membership in left FA and right FA groups, we observed that children’s FA contributed to the resilience process only when FA reached specific asymmetry levels. These findings highlight the importance of considering the different functions of FA in combination with specific dimensions of temperament in predicting children’s socioemotional outcomes. Clinical implications include providing suggestions for intervention services by demonstrating the role of FA in developing behavioral problems and inspiring research on whether it is possible to alter EEG activation and thus potentially improve developmental outcomes.

Late-Preterm Birth and Its Association With Cognitive and Socioemotional Outcomes at 6 Years of Age

PEDIATRICS ◽  
2010 ◽  
Vol 126 (6) ◽  
pp. 1124-1131 ◽  
Author(s):  
N. M. Talge ◽  
C. Holzman ◽  
J. Wang ◽  
V. Lucia ◽  
J. Gardiner ◽  
...  
Keyword(s):  
Preterm Birth ◽  
Late Preterm ◽  
Late Preterm Birth ◽  
Socioemotional Outcomes

Late-Preterm Birth and Its Association With Cognitive and Socioemotional Outcomes at 6 Years of Age

2011 ◽  
Vol 66 (4) ◽  
pp. 193-195 ◽  
Author(s):  
Nicole M. Talge ◽  
Claudia Holzman ◽  
Jianling Wang ◽  
Victoria Lucia ◽  
Joseph Gardiner ◽  
...  
Keyword(s):  
Preterm Birth ◽  
Late Preterm ◽  
Late Preterm Birth ◽  
Socioemotional Outcomes

scholarly journals Landscapes of becoming social: A systematic review of evidence for associations and pathways between interactions with nature and socioemotional development in children

2020 ◽  
Author(s):  
Lærke Mygind ◽  
Mette Kurtzhals ◽  
Clare Nowell ◽  
Paulina S. Melby ◽  
Matt P. Stevenson ◽  
...  
Keyword(s):  
Systematic Review ◽  
Green Space ◽  
Internal Validity ◽  
Later Life ◽  
Risk Of Bias ◽  
Observational Research ◽  
Synthesis Methods ◽  
Eligibility Criteria ◽  
Registration Number ◽  
Socioemotional Outcomes

Background. Existing research indicates that spending time in nature is associated with diverse aspects of children’s health and wellbeing. Although fundamental to later life chances and health, no systematic reviews, to our knowledge, have focused specifically on the effects of interaction with nature on socioemotional functioning in childhood. Objectives. Amongst children, what is the consistency of associations between the availability of or spending time in nature on socioemotional function and development? Furthermore, which child behaviours and states independently associate with socioemotional function and availability of or spending time in nature, and what is the consistency of associations between these behaviours and states and contact with nature?Data sources. Embase, Environment Complete, MEDLINE, and APA PsycINFO. Eligible studies were backward and forward snowball-searched. Study eligibility criteria. Studies investigating effects of, or associations between, availability of or interaction with nature on socioemotional or proximal outcomes in children under the age of 12 years were included in this review. Study appraisal and synthesis methods. The internal validity of studies investigating socioemotional outcomes were based on assessments of elements of study design, conduct, and reporting to identify potential issues related to confounding or other biases. The number of analyses indicating positive, negative, and non-significant associations between availability or interaction with green space and the outcomes were summed.Results. A total of 223 eligible full-texts, of which 43 pertained to socioemotional outcomes and 180 to proximal outcomes, met eligibility criteria. Positive associations between availability of and spending time in green space were found with children’s intra- and interpersonal socioemotional function and development. Proportions of positive findings ranged from 13.9% to 55% across experimental and observational research, exposures, populations, and contexts. Modifying and mediating factors were identified. We found consistent evidence for improved aspects of cognition and, for children over six years, reduced risk of obesity and overweight in association with green space; consistent links between movement behaviours in the experimental, but not observational research; tentative trends suggesting associations with play, motor skills, language, screen time, and communication skills; little evidence for positive associations between green space and mood, physical wellbeing, and stress; some evidence for associations with healthy birth outcomes, and little evidence for direct associations between availability of green space and asthma and allergy prevalence, however, mediation via, for example, air pollution was likely.Limitations. We identified few studies without either probable or severe risk of bias in at least one item. Improved study quality may therefore result in different results. Restricting analyses to include only studies considered at low risk of bias indicated similar or slightly lower proportions of positive findings. Risk of bias in proximal outcomes was not assessed.Conclusions. The empirical evidence for benefits of availability of and interaction green space for child socioemotional function and development must currently be considered limited. A number of proximal indicators were identified. Systematic review registration number. PROSPERO ID: CRD42019135016.

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