scholarly journals Experimental Evidence from an Integrated Early Childhood Parenting Program in Sierra Leone

2021 ◽  
Author(s):  
Anjali Chandra ◽  
Subha Mani ◽  
Heather Dolphin ◽  
Meredith Dyson ◽  
Yembeh Marah
Keyword(s):  
Early Childhood ◽  
Experimental Evidence ◽  
Sierra Leone ◽  
Parenting Program ◽  
Childhood Parenting

scholarly journals Implementation of Reach Up early childhood parenting program: acceptability, appropriateness, and feasibility in Brazil and Zimbabwe

2018 ◽  
Vol 1419 (1) ◽  
pp. 120-140 ◽  
Author(s):  
Joanne A. Smith ◽  
Helen Baker-Henningham ◽  
Alexandra Brentani ◽  
Rose Mugweni ◽  
Susan P. Walker
Keyword(s):  
Early Childhood ◽  
Parenting Program ◽  
Childhood Parenting ◽  
Program Acceptability

scholarly journals Infant temperament, early-childhood parenting, and early-adolescent development: Testing alternative models of Parenting × Temperament interaction

2021 ◽  
pp. 1-12
Author(s):  
Xiaoya Zhang ◽  
Kristina Sayler ◽  
Sarah Hartman ◽  
Jay Belsky
Keyword(s):  
Early Childhood ◽  
Differential Susceptibility ◽  
Early Adolescent ◽  
Emotional Symptoms ◽  
Supportive Parenting ◽  
Parents And Children ◽  
Parameterized Model ◽  
Using Data ◽  
Childhood Parenting ◽  
Avon Longitudinal Study

Abstract Here we evaluate whether infant difficult temperament (6 months) functions as a vulnerability or more general plasticity factor when investigating effects of early-childhood parenting (8–42 months) on both positive and negative early-adolescent socioemotional development (age 8–11 years). Using data from the Avon Longitudinal Study of Parents and Children (ALSPAC, N = 14,541) and a re-parameterized model-testing approach to distinguish alternative person × environment conceptual models, results indicated that temperament × parenting interacted in predicting externalizing (i.e., hyperactivity, conduct problems), but not other behavior (i.e., emotional symptoms, peer problems), in a (weak) differential susceptibility manner. While more and less supportive parenting predicted, respectively, fewer and more behavior problems, it did so more strongly for children who were more difficult as infants.

Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers

2021 ◽  
pp. 227-251
Author(s):  
Theresa J. Canada
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
University Campus ◽  
Childhood Education ◽  
Urban City ◽  
Parents And Children ◽  
Childhood Parenting ◽  
Early Childhood Center

This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.

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