Search Results (89)

Background: Preschool bedroom television placement represents an established risk factor for negative psychological and behavioral outcomes in adolescence. Girls and boys have different risk factors for developmental psychopathology. It is unclear if childhood sport participation can act as a protective factor for the potential maladaptive behaviors associated with having a bedroom television in early childhood. Methods: This study aims to evaluate the impact of having a bedroom television in early childhood on later externalizing behaviors while examining the potential beneficial role of extracurricular sport participation in middle childhood using the Quebec Longitudinal Study of Child Development (Canada). We examine subsequent teacher-reported psycho-social outcomes by the end of sixth grade. Linear regression is used to examine the interaction between child-reported bedroom television placement (age 4 years) and parent-reported childhood sport participation trajectories (ages 6 to 10 years) in predicting behavioral outcomes at age 12 years. Results: For boys, extracurricular sport amplified the relationship between having a preschool bedroom television and subsequent physical aggression (b = 0.95, SE = 0.32, p < 0.001) and ADHD symptoms (b = 0.59, SE = 0.30, p ≤ 0.05), beyond individual and family characteristics. No interaction results were found for girls; however, consistent sport participation between ages 6 and 10 years resulted in a decrease in ADHD symptoms in girls (b = −0.329, SE = 0.102, p ≤ 0.001). Conclusion: Unexpectedly, for boys exposed to early bedroom television, consistently participating in extracurricular sport in childhood exacerbated long-term behavioral risks. Social unpreparedness from bedroom television placement countered the intended benefits of sport. This private access to screens might influence sedentary, unsupervised, isolated activity that increases the chances of viewing violence and reduces opportunities for social interaction. Full article

Background/Objectives: Time spent with parents and educators encompasses a large portion of a child’s waking hours, with the home and early childhood education and care serving as two of the first settings in which children develop social and cognitive abilities. While previous studies have used social and cognitive tests to examine antecedents of child behavior, we extend such studies to take into account the congruence and incongruence of parents’ and teachers’ views on those antecedents. We examine the importance of parent-teacher alignment on the perceptions of a child’s personality and abilities in early development. Methods: Parents and teachers of 2968 German Kindergarten-aged (4–5 years old) children were surveyed using the National Educational Panel Study (NEPS). Parents and teachers independently rated 10 child behavioral traits, with higher scores indicating more prosocial behavior. Educators also rated children on five developmental abilities (social abilities, ability to concentrate, language abilities, general knowledgeability, and mathematical reasoning) compared to the student’s peers. While previous work has often examined how parental investments in children or teachers’ views of children might be related to development, we provide a new take by examining parents and teachers in conjunction with each other. Research that has looked at both parents and teachers has tended to examine alignment, or lack thereof, on child behaviors and personality traits. We analyzed child developmental abilities using OLS regression models, measures of parent–teacher divergences in ratings of child behavior, and demographic controls. Results: Greater differences in parent and teacher perceptions of desire for knowledge were negatively associated with all five developmental abilities. Differences in parent and teacher perceptions on talkativeness, confidence, good-naturedness, and understanding were negatively associated with at least one developmental outcome. By contrast, differences in perceptions of children’s neatness were positively associated with all five developmental abilities. Conclusions: Using both parent and teacher perceptions of child behaviors and abilities is a unique approach to understanding the relevance of parent and educator perceptions to a child’s development. Our findings indicate the need for collaboration across young children’s home and school or care settings. Establishing congruence in perceptions and the kinds of relationships that can lead to such congruence can help children with behavioral issues receive support in both home and educational settings and encourage mutual respect and partnership between parents and educators. Full article

Background/Objectives: Early care and education programs promote children’s social–emotional development, predicting later school success. The COVID-19 pandemic worsened an existing youth mental health crisis and increased teacher stress. Therefore, we applied an infant and early childhood mental health consultation model, Jump Start Plus COVID Support (JS+CS), aiming to decrease behavioral problems in children post-pandemic. Methods: A cluster randomized controlled trial compared JS+CS to an active control, Healthy Caregivers–Healthy Children (HC2), at 30 ECE centers in low-income areas in South Florida. Participants were not blinded to group assignment. Teachers reported on children’s social–emotional development at baseline and post-intervention using the Devereux Early Childhood Assessment and Strengths and Difficulties Questionnaire. We assessed whether teacher stress, classroom practices, and self-efficacy mediated the relationship between JS+CS and child outcomes. We also explored whether baseline behavior problems moderated JS+CS effects on child protective factors, relative to HC2. Results: Direct group-by-time differences between JS+CS and HC2 were limited. However, JS+CS demonstrated significant within-group improvements in teacher-reported child protective factors, behavior support practices, and classroom safety practices. Classroom safety practices consistently mediated positive changes in child behaviors, including the DECA total protective factor score and subdomains of initiative and self-regulation. Additionally, teacher perceptions of behavior support mediated gains in child attachment. Conclusions: JS+CS shows promise in building protective systems around children through intentional support for teachers, underscoring the value of whole-child, whole-environment approaches in early intervention. Full article

Background: Schizotypal traits are considered to be clinical and cognitive features of Schizotypal Disorder in children (SDc). These traits are also seen in children and adolescents with high-functioning Autism Spectrum Disorder (ASD). This study examines the influence of schizotypal traits (and their severity) on the capacity of children with ASD to manage emotions, develop relationships with others, and adapt in school and family life. Methods: The Schizotypal traits of 63 children (6–12 years old) with High Functioning ASD were measured by the Melbourne Assessment of Schizotypy in Kids (MASK). Parents and teachers of the participating children completed the Child Behavior Checklist (CBCL) and Teachers’ Report Form (TRF) from the Achenbach System of Empirically Based Assessment and the Aberrant Behavior Checklist (ABC). Results: Overall, the results indicated correlations between the MASK scores and problems recorded by teachers, such as Internalizing problems (i.e., Anxious/Depressed, Withdrawn/Depressed, and Other problems score) according to TRF and Inappropriate speech scores, according to teacher’s ABC scales. Schizotypal traits impact the social, emotional, and behavioral functioning of children with ASD at home and school environments. Conclusions: The assessment of schizotypal traits in children with ASD provides critical information about a child’s functionality and cognitive development, also leading to the identification of potential cognitive-neuropsychological endophenotypes within ASD with characteristics of both Autism and Schizophrenia spectra. Τhe development of a valid assessment tool is required, as well as the design of targeted interventions to prevent the loss of functionality. Full article

This paper describes the development and testing of a classroom and complementary home-based intervention to build preschoolers’ spatial orientation skills, focusing on exploring implementation feasibility and initial child learning outcomes. Spatial orientation, one type of spatial thinking, involves understanding the relationship between spatial positions, using maps and models to represent and navigate through space, and using spatial vocabulary. Evidence continues to accumulate that gaining spatial skills helps overall mathematics achievement and that learning resources are needed in this field. This mixed-methods study is the third in a series of investigations that leverage a design-based implementation research approach to develop preschool resources to support spatial orientation with both hands-on and technology-based experiences. Through a quasi-experimental comparison study, treatment teachers implemented eight weeks of hands-on activities, read-aloud stories, and digital activities (including an augmented reality app) and a sample of families also engaged in complementary home-based activities. The findings suggest that the resources help teachers feasibly implement spatial lessons, and preschoolers improve their learning of spatial concepts with the use of the classroom and home-based intervention. Full article

Children with intellectual disabilities experience unique developmental, social, and environmental challenges that intersect with adverse childhood experiences (ACEs) and positive childhood experiences (PCEs), shaping their psychosocial outcomes. While prior research has mainly examined single adversities or protective elements, the frameworks of ACEs and PCEs provide a broader understanding of their cumulative and interactive effects. However, these constructs remain underexplored in children with intellectual disabilities. This scoping review maps the range, conceptualization, and impact of ACEs, PCEs, and related concepts on psychosocial outcomes. Following the Joanna Briggs Institute (JBI) methodology, a search of PsycInfo, MEDLINE, CINAHL, Web of Science, and Google Scholar identified studies until October 2024. Two reviewers screened and extracted data using standardized criteria. Findings reveal variability in how ACEs and PCEs are defined and measured. ACE exposure, particularly the cumulative impact of multiple ACEs (polyvictimization), links to adverse psychosocial outcomes, including emotional (e.g., anxiety, depression, Post-Traumatic Stress Disorder), behavioral (e.g., aggression, conduct problems), and developmental (e.g., social and adaptive skill deficits) difficulties. PCEs—such as positive parent–child relationships, teacher–student support, and peer acceptance—mitigate risks, though impact varies by context. Intellectual disabilities severity and socioeconomic adversity shape associations. Further research is needed to inform the adaptation of ACE–PCE frameworks for children with intellectual disabilities. Full article

The article explores the concept of family language policy in relation to heritage languages and child agency in the context of Latvian as a heritage language. Its aim is to find out what role Latvian may have in relation to other languages within the core families in the diaspora, as well as in communication with their extended families in Latvia. For this, we investigate which language beliefs and attitudes underlie those language practices and examine children’s engagement in family language management. Our research is based on 20 in-depth interviews collected in 2023. Respondents were recruited through the distance online learning program “Latvian as a foreign language teacher” created for the Latvian diaspora and through Saturday (community) schools. The main research questions are as follows: What role does Latvian have in relation to other languages in Latvian diasporic families, and how do language practices reflect beliefs and attitudes of the parents? Which languages and which communication channels are used by diasporic families in communication with their (extended) families in Latvia? What impact do children have on family language policies? Our data show a huge diversity in family language practices, switching between two and more languages depending on communicative situations, the age of children, their language proficiency, and the communication channels. Family members flexibly use their languages to participate in family life and to achieve interactional goals, not always focusing just on particular language use. Heritage language transmission correlates with family language planning and consequent language use. On the other hand, language is tightly tied to the relationships and emotions of family members. Full article

The promotion of enhanced well-being among children and collaboration among families, schools, and communities is paramount and is a pressing concern in the global education sector. This necessitates that preschool teachers possess the necessary competencies for effective family-preschool partnerships (FPPs). This study explored the competencies necessary for Chinese kindergarten teachers to engage in FPP using behavioral event interviews with 30 participants. Thematic analysis identified key competency traits, and independent samples t-tests with Bonferroni correction compared collaboration competencies between outstanding and typical teachers, as well as across different career stages. Consequently, a comprehensive crisscrossing competency framework consisting of four quadrants was developed. This framework distinguishes between high-performance and general traits, as well as between stable and variable traits that may evolve across career stages. High-performance traits such as communication, expression, and relationship management should be prioritized in the training and recruitment of early childhood educators involved in FPP. In contrast, intrinsic qualities that foster successful FPP, such as child orientation, should be cultivated early and sustained throughout a teacher’s career. From a developmental perspective, this framework provides a crucial foundation for evaluating and training kindergarten teachers in the competencies essential for fostering effective FPP. Full article

Introduction: The aim of this study is to explore variables relating to teacher–student relationships, and their association with the detection of child maltreatment in secondary schools (12–18 age range), given that child and adolescent abuse is under revealed and underreported, and teachers play an important role in identifying and detecting it. Method: 662 teachers from secondary schools from different autonomous communities in Spain answered a self-administrated questionnaire. Results: This study revealed that while theoretical knowledge of the issue goes hand-in-hand with a higher self-reported ability to recognize cases among students, the same does not hold true of the teachers’ real detection capacity. Nonetheless, a relationship of trust with students and addressing child maltreatment in the classroom contributes to a better real detection capacity by teachers, relating this information to the possible existence of a teacher–student alliance. Discussion: We propose a trust-constructed relationship between both agents, named the teacher–student alliance. Prospective: These results point to the need for further research into the association and characteristics of teacher–student alliances on the identification in schools of cases of child maltreatment. Full article

Urbanisation and reduced natural spaces pose increasing challenges to children’s holistic development in early learning environments. This study investigates how four biophilic design elements—water, plants, animals, and ecosystems—affect the physical, mental, and social well-being of kindergarten children in Henan Province, China. A quantitative questionnaire survey was conducted with children, parents, and teachers from four selected kindergartens. The questionnaire consisted of three parts: demographic information, preferences toward biophilic design elements, and perceived impacts of these elements on children’s development. Considering young children’s limited ability to self-report psychological and emotional states, children’s preferences were statistically compared to those of parents and teachers using IBM SPSS Statistics Version 26. Results showed no significant differences; thus, data from parents and teachers were retained for further analysis. Subsequently, Partial Least Squares Structural Equation Modelling (PLS-SEM) was applied to explore relationships between biophilic elements and children’s developmental outcomes. Results indicated that water and animal elements were associated with higher levels of physical activity and psychological resilience, plants were linked to greater social adaptability, and ecosystem landscapes were related to overall indicators of child development. Because the dataset is geographically limited, these quantitative results should be interpreted as exploratory evidence. Importantly, these interventions can be feasibly incorporated into existing facilities, offering practical avenues for swift implementation. To better facilitate such practical implementation, this study synthesises key findings into a comprehensive framework, explicitly outlining how these biophilic elements can be prioritised and effectively integrated into kindergarten designs. Future research is recommended to examine long-term effects and cultural adaptability. Full article

This study explored how Korean students’ happiness impacts depression during their transition from middle to high school, emphasizing teacher relationships as a mediator and peer and parental relationships as moderators. Utilizing data from 2147 students (1150 male, 997 female) in the Korean Children and Youth Panel Survey, this study assessed happiness, depression, and relationships with teachers, peers, and parents in 2020 and 2021. Data analyses involved Pearson’s correlations, descriptive statistics, and the SPSS 28.0 macro-PROCESS model for mediation and moderated mediation. Happiness in third-grade middle school students (M = 3.0509, SD = 0.4583) was positively linked to high school teacher relationships (β = 0.1958, p < 0.001) and negatively linked to depression (β = −0.1732, p < 0.001). Teacher relationships mediated the link between happiness and depression, with an indirect effect of β = −0.0339 (p < 0.001). Reduced negative parental attitudes strengthened the link between happiness and teacher relationships (β = −0.1045, p < 0.01). Teacher–student relationships are vital for adolescent emotional health, particularly during academic stress. Policies should encourage such relationships, enhance parenting, and develop students’ social skills. Full article

Learn to Fly was developed between February 2022 and March 2023 with the goal of fostering greater social participation and intergenerational dialogue around the recognition and solution of pertinent social issues through the development of psychological flexibility and socioemotional competences in children at the start of their academic careers. Based on a participatory methodology and the concepts of the third generation of Cognitive Behavioral Therapies (CBTs) and ACT (Acceptance Commitment Therapy), the target audience included children of ages 5 and 6 (pre-school and first grade), their teachers, and their families. The Learn to Fly pilot initiative was implemented in eight partner institutions on the Portuguese mainland with the participation of 289 children, their families, and 22 educators. Learn to Fly was evaluated after 12 weeks of implementation using a combination of methodologies, including interviews, focus groups, and pre- and post-tests. Teachers emphasized that the initiative brought families closer to the school, thereby strengthening connections between the school and the community, when analyzing the impact of the project on the school community. Positive changes were observed in the children’s behaviors, particularly with respect to hyperactivity, relationship problems with colleagues, prosocial behavior, socioemotional skills, their perceptions of their participation in various scenarios (their city and country), and intergenerational dialogue with their parents. In addition to the teachers’ preconceived notions about child participation, they became more aware of the possibility of children having a say in decision-making and discovered that the program promoted this aspect. Presently equipped with resources, it is envisaged that teachers trained to implement Learn to Fly will play a significant role in promoting positive child development and social engagement. Full article

Much attention has been given to the predictive role of callous–unemotional (CU) traits in children’s social and peer functioning. As an important dimension of social adaptation, early social withdrawal in preschool left-behind children (LBC) might be the outcome of psychological factors and growth environments. This study explored the predictive effect of CU traits on social withdrawal among preschool LBC, including the indirect effect of emotion regulation and teacher–child relationship quality. Data from 513 Chinese preschool LBC (257 boys and 256 girls) were reported by their teachers in rural areas, including assessments of CU traits, emotion regulation, social withdrawal, and teacher–child relationship quality. Path analyses showed that the CU traits of young LBC could significantly positively predict the prevalence of social withdrawal, and emotion regulation played a key mediating role in this effect path. Notably, teacher–child relationship quality moderated the indirect effect of emotion regulation on CU traits and withdrawal behaviors. Therefore, the moderated mediation model was supported. The findings expanded the recognition of LBC with CU traits and further suggested that the association of some personality traits and growing environments in the early left-behind childhood can significantly make a difference in peer functioning and social adjustment. Full article

Successful interaction between family and preschool is crucial in the early stages of bilingual development. Traditionally, a Finnish–Russian preschool brings together children from Finnish-speaking, Russian-speaking, and bilingual families. Educators communicate with children and parents in different languages, using specific translanguaging strategies to develop both languages. The study explores how educators interact with parents and how children interact with each other without a common language. Reflective interviews with teachers explore various aspects of their professional activities, emphasizing the expert use of different languages to expand children’s language skills and foster appreciation. Teachers’ attitudes can shift upon reflection, underscoring the need for partnerships with parents. Additionally, the study analyzes educators’ opinions about play without a common language among children with diverse languages. The longitudinal case study within a bilingual Finnish–Russian preschool thematically groups answers from 18 interviews, focusing on the dynamic relationship between teachers and parents, crucial for creating a supportive learning environment for children’s holistic development. The results show that educators, when reflecting on their role in bilingual education, emphasize a wide range of positive examples of interactions with parents, from constructive professional relationships to long-lasting friendships. They believe that while they cannot replace family interactions, they can develop the child’s abilities within their group of peers. Specifically, play without a common language allows children to communicate with peers in different languages. Full article

Background/Objectives: Children showing emotional–behavioral problems experience lower psychosocial well–being concurrently and in later stages. Developmental research suggests that emotion regulation abilities and the quality of peer relationships play a central role in predicting several behavioral and emotional difficulties. The present study investigates the way emotion regulation skills and peer acceptance and rejection contribute to behavior problems in a sample of Italian schoolers, also verifying the role of gender. Methods: The participants were 220 children (97 boys) aged between 7 and 9 years attending four primary schools in northern Italy. The level of social acceptance and rejection of each child was measured using the sociometric technique of Peer Nomination. In addition, the Emotion Regulation Checklist filled in by the teachers, and the Child Behavior Checklist, completed by the parents, were used to assess children’s emotion regulation abilities and the presence of behavior difficulties, respectively. Results: The main results confirm that behavioral problems are both negatively associated with emotional regulation skills and positively with the social rejection level. However, the impact of peer rejection on the manifestation of problem behavior is fully mediated by children’s ability to regulate their emotions. Interestingly, this pattern of interrelationships only applies to male participants. Conclusions: The study helps to clarify the mechanism through which the degree of peer rejection influences emotional–behavioral difficulties and emphasizes the importance of considering gender-specific processes within interpersonal risk models of problem behavior. Full article