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| Author | : Terry Miller-Herringer |
| Publisher | : |
| Total Pages | : 602 |
| Release | : 1990 |
| Genre | : Child development |
| ISBN | : |
| Author | : Holly Paymon |
| Publisher | : |
| Total Pages | : 102 |
| Release | : 2019 |
| Genre | : Children |
| ISBN | : |
"Children with autism experience deficits in social and communication skills compared to their typically developing peers. Quality parental behaviors during dyadic interactions and children's expressive language ability could be important predictors of peer social competence during early childhood, especially for children with autism. This study examines the relations between parental behaviors, child expressive language ability, and peer social competence for children with autism spectrum disorder (ASD) and a comparison group of typically developing (TD) children. Secondary data from the Early Childhood Longitudinal Study--Birth Cohort (ECLS-B), a nationally representative longitudinal study following a sample of children born in the U.S. in 2001 from birth through kindergarten entry, were analyzed. Two subgroups of young children with and without a parent-reported diagnosis of autism were analyzed to understand the relative importance of parental behaviors and child expressive language ability in explaining peer social competence in kindergarten. Parental sensitivity, parental emotional supportiveness, and parental stimulation of cognitive development were hypothesized to particularly increase peer social competence for children with autism, relative to typically developing children. Additionally, it was hypothesized that parental intrusiveness, may have a lower negative impact, or possibly even a positive impact, on peer social competence, when autism is present, relative to typically developing children. Parent and child behaviors were examined using a dyadic and interactive Two Bags Task. Child expressive language ability was measured using parent reports of children's expressive vocabulary usage. Peer social competence was measured from teacher responses to five items from the Preschool and Kindergarten Learning Behavior Scales--Second Edition (PKBS-2). Results showed between- and within-group differences across time for ASD and TD groups. Children with autism demonstrated lower peer social competence in kindergarten, compared to their typically developing peers. Main effects were found for child expressive language ability and parental intrusiveness on peer social competence in kindergarten. Specifically, child expressive language ability (at both waves 2 and 3) was positively associated with peer social competence such that higher levels of child expressive language ability were associated with greater peer competence in kindergarten. Parental intrusiveness (at both waves) was negatively associated with peer social competence, such that higher parental intrusiveness was associated with less peer social competence in kindergarten. Positive interaction effects were also found for autism and parental stimulation of cognitive development (at wave 3) as well as autism and child expressive language ability (at both waves) on peer social competence in kindergarten. Thus, for children with autism, parental stimulation of cognitive development (at wave 3) and child expressive language ability (at both waves) had stronger positive impacts on peer social competence in kindergarten, relative to typically developing children. Results of the present study are discussed in terms of potential interventions for improving the quality of parent-child interactions and the importance of fostering language and peer social competence during early childhood for children with autism."--Abstract from author supplied metadata
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 525 |
| Release | : 2016-11-21 |
| Genre | : Social Science |
| ISBN | : 0309388570 |
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
| Author | : Martha Whalen Kent |
| Publisher | : |
| Total Pages | : 360 |
| Release | : 1979 |
| Genre | : Child development |
| ISBN | : |
| Author | : Gary W. Ladd |
| Publisher | : Yale University Press |
| Total Pages | : 454 |
| Release | : 2005-01-01 |
| Genre | : Family & Relationships |
| ISBN | : 9780300106435 |
This book examines the role of peer relationships in child and adolescent development by tracking research findings from the early 1900s to the present. Dividing the research into three generations, the book describes what has been learned about children's peer relations and how children's participation in peer relationships contributes to their health, adjustment, and achievement. Gary W. Ladd reviews and interprets the investigative focus and findings of distinct research eras to highlight theoretical or empirical breakthroughs in the study of children's peer relations and social competence over the last century. He also discusses how this information is relevant to understanding and promoting children's health and development. In a final chapter, the author appraises the major discoveries that have emerged during the three research generations and analyzes recent scientific agendas and discoveries in the peer relations discipline.
| Author | : Judy Garber |
| Publisher | : Cambridge University Press |
| Total Pages | : 352 |
| Release | : 1991-05-31 |
| Genre | : Family & Relationships |
| ISBN | : 052136406X |
Provides a developmental perspective of the regulation and dysregulation of emotion, in particular, how children learn about feelings and how they learn to deal with both positive and negative feelings. Emotion regulation involves the interaction of physical, behavioral, and cognitive processes in response to changes in one's emotional state. The changes can be brought on by factors internal to the individual (e.g. biological) or external (e.g. other people). Featuring contributions from leading researchers in developmental psychopathology, the volume concentrates on recent theories and data concerning the development of emotion regulation with an emphasis on both intrapersonal and interpersonal processes. Original conceptualizations of the reciprocal influences among the various response systems--neurophysiological-biochemical, behavioral-expressive, and subjective-experiential--are provided, and the individual chapters address both normal and psychopathological forms of emotion regulation, particularly depression and aggression, from infancy through adolescence. This book will appeal to specialists in developmental, clinical, and social psychology, psychiatry, education, and others interested in understanding the developmental processes involved in the regulation of emotion over the course of childhood.
| Author | : Ross D. Parke |
| Publisher | : Routledge |
| Total Pages | : 508 |
| Release | : 2016-03-10 |
| Genre | : Psychology |
| ISBN | : 131723345X |
Originally published in 1992, this volume provided an up-to-date overview of recent research concerning the links between family and peer systems. Considerable work in the past had focused on family issues or peer relationships, but these systems had typically been considered separately. This volume bridges the gap across these two important socialization contexts and provides insights into the processes that account for the links across the systems – the ways in which the relationships between these systems shift across development. In addition, the variations in the links between family and peers are illustrated by cross-cultural work, studies of abused children, and research on the impact of maternal depression. In short, the volume provides not only a convenient overview of recent progress at the time but lays out an agenda for future research.
| Author | : Carolyn Saarni |
| Publisher | : CUP Archive |
| Total Pages | : 410 |
| Release | : 1989 |
| Genre | : Psychology |
| ISBN | : 9780521407779 |
This volume assembles the most recent thinking and empirical research from key theorists and researchers on how children, from preschool through early adolescence, make sense of their own and others' emotional experience. Contributors discuss the control of emotion, the role of culture, empathic experience, and the emerging theory of mind that is implicit in children's views of emotion. Annotation copyrighted by Book News, Inc., Portland, OR
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
| Author | : Daniel Cervone |
| Publisher | : Guilford Press |
| Total Pages | : 434 |
| Release | : 1999-03-29 |
| Genre | : Psychology |
| ISBN | : 9781572304369 |
This volume reveals how social-cognitive structures and processes serve as a basis of personality coherence--the unique patterns of experience and action that make each of us who we are. In doing so, the volume demonstrates how a personality theory can be built on psychology's broader foundation of knowledge about cognitive and affective systems and the interactions between persons and the sociocultural environment. Presenting novel theoretical developments from leaders in personality, social, cultural, and developmental psychology, chapters show how personality coherence arises from the ways people assign meaning to social information, gain causal agency over their lives through self-knowledge and self-reflective processes, and organize multiple life events within a framework of goals and life tasks. The book stands as the most definitive presentation to date of the social-cognitive theories of personality.
