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Résultat de la recherche
6 recherche sur le mot-clé 'Early childhood education'




Early detection for better outcomes: Universal developmental surveillance for autism across health and early childhood education settings / Beth MOZOLIC-STAUNTON in Research in Autism Spectrum Disorders, 71 (March 2020)
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Titre : Early detection for better outcomes: Universal developmental surveillance for autism across health and early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Beth MOZOLIC-STAUNTON, Auteur ; Michelle DONELLY, Auteur ; Jacqui YOXALL, Auteur ; Josephine BARBARO, Auteur Article en page(s) : p.101496 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early detection Early identification Early childhood education Screening Developmental surveillance Universal Community-based Index. décimale : PER Périodiques Résumé : Access to appropriate early intervention is dependent on timely and accurate identification of children who display early signs of developmental challenges, yet up to 22 % of Australian children have developmental issues that are undetected prior to school. Developmental surveillance using the Social Attention Communication Surveillance- Revised (SACS-R) and the Parents Evaluation of Developmental Status (PEDS) tools was implemented prospectively with a large, diverse sample in community-health and early education settings. Outcomes were investigated to compare the discriminative validity and agreement of the SACS-R and PEDS tools in the early identification of children with Autism Spectrum Disorder (ASD). Results indicate there is a significant difference in the sensitivity and rates of agreement between PEDS and SACS-R in the early identification of ASD across both settings, with SACS-R accurately identifying substantially more children with ASD. Development of policy within health and education sectors that supports implementation of robust, universal developmental surveillance can potentially improve outcomes for children at higher likelihood for ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101496[article] Early detection for better outcomes: Universal developmental surveillance for autism across health and early childhood education settings [Texte imprimé et/ou numérique] / Beth MOZOLIC-STAUNTON, Auteur ; Michelle DONELLY, Auteur ; Jacqui YOXALL, Auteur ; Josephine BARBARO, Auteur . - p.101496.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101496
Mots-clés : Autism spectrum disorder Early detection Early identification Early childhood education Screening Developmental surveillance Universal Community-based Index. décimale : PER Périodiques Résumé : Access to appropriate early intervention is dependent on timely and accurate identification of children who display early signs of developmental challenges, yet up to 22 % of Australian children have developmental issues that are undetected prior to school. Developmental surveillance using the Social Attention Communication Surveillance- Revised (SACS-R) and the Parents Evaluation of Developmental Status (PEDS) tools was implemented prospectively with a large, diverse sample in community-health and early education settings. Outcomes were investigated to compare the discriminative validity and agreement of the SACS-R and PEDS tools in the early identification of children with Autism Spectrum Disorder (ASD). Results indicate there is a significant difference in the sensitivity and rates of agreement between PEDS and SACS-R in the early identification of ASD across both settings, with SACS-R accurately identifying substantially more children with ASD. Development of policy within health and education sectors that supports implementation of robust, universal developmental surveillance can potentially improve outcomes for children at higher likelihood for ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Addressing challenging behaviors in challenging environments: Findings from Ohio's early childhood mental health consultation system / Chin R. REYES in Development and Psychopathology, 33-2 (May 2021)
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Titre : Addressing challenging behaviors in challenging environments: Findings from Ohio's early childhood mental health consultation system Type de document : Texte imprimé et/ou numérique Auteurs : Chin R. REYES, Auteur ; Walter S. GILLIAM, Auteur Année de publication : 2021 Article en page(s) : p.634-646 Langues : Anglais (eng) Mots-clés : Edward Zigler behavioral outcomes early childhood education early childhood mental health consultation preschool children preschool expulsion Index. décimale : PER Périodiques Résumé : Early childhood mental health consultation (ECMHC) has been promoted by the federal government as a promising model for reducing early childhood expulsions and suspensions and is now implemented by numerous states. Despite growing ECMHC proliferation, this study is only the second randomized controlled trial of ECMHC, extending the methodologies of the first to include assessment of effects on random peers. Classrooms were assigned randomly to treatment or waitlist-control condition (n = 51 classrooms, 57 preschool teachers, and 190 preschoolers). Evaluation measures were collected at both pretreatment and posttreatment, following approximately six consultation visits. Classroom and teacher outcomes were evaluated with ordinary least squares regressions, while hierarchical linear modeling was used to evaluate child-level outcomes, accounting for the nested study design. Treatment children (both the target children who prompted the referral for ECMHC and random peers) evidenced significant improvements in social and emotional skills. Promising trend findings were noted for child behavior problem reduction and teacher pedagogical approach and locus of control. No significant effects were found on likelihood of expulsion and classroom mental health climate. This is the first ECMHC to demonstrate effects on nontarget peers in a rigorous randomized controlled trial. Programmatic and methodologic limitations and implications are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.634-646[article] Addressing challenging behaviors in challenging environments: Findings from Ohio's early childhood mental health consultation system [Texte imprimé et/ou numérique] / Chin R. REYES, Auteur ; Walter S. GILLIAM, Auteur . - 2021 . - p.634-646.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.634-646
Mots-clés : Edward Zigler behavioral outcomes early childhood education early childhood mental health consultation preschool children preschool expulsion Index. décimale : PER Périodiques Résumé : Early childhood mental health consultation (ECMHC) has been promoted by the federal government as a promising model for reducing early childhood expulsions and suspensions and is now implemented by numerous states. Despite growing ECMHC proliferation, this study is only the second randomized controlled trial of ECMHC, extending the methodologies of the first to include assessment of effects on random peers. Classrooms were assigned randomly to treatment or waitlist-control condition (n = 51 classrooms, 57 preschool teachers, and 190 preschoolers). Evaluation measures were collected at both pretreatment and posttreatment, following approximately six consultation visits. Classroom and teacher outcomes were evaluated with ordinary least squares regressions, while hierarchical linear modeling was used to evaluate child-level outcomes, accounting for the nested study design. Treatment children (both the target children who prompted the referral for ECMHC and random peers) evidenced significant improvements in social and emotional skills. Promising trend findings were noted for child behavior problem reduction and teacher pedagogical approach and locus of control. No significant effects were found on likelihood of expulsion and classroom mental health climate. This is the first ECMHC to demonstrate effects on nontarget peers in a rigorous randomized controlled trial. Programmatic and methodologic limitations and implications are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Early childhood child care and disruptive behavior problems during adolescence: a 17-year population-based propensity score study / M. ORRI in Journal of Child Psychology and Psychiatry, 60-11 (November 2019)
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Titre : Early childhood child care and disruptive behavior problems during adolescence: a 17-year population-based propensity score study Type de document : Texte imprimé et/ou numérique Auteurs : M. ORRI, Auteur ; R. E. TREMBLAY, Auteur ; C. JAPEL, Auteur ; Michel BOIVIN, Auteur ; F. VITARO, Auteur ; T. LOSIER, Auteur ; M. R. BRENDGEN, Auteur ; B. FALISSARD, Auteur ; M. MELCHIOR, Auteur ; Sylvana M. CÔTÉ, Auteur Article en page(s) : p.1174-1182 Langues : Anglais (eng) Mots-clés : Early childhood education adolescence child care disruptive problems externalising behaviour family adversity longitudinal opposition physical aggression poverty prevention trajectories Index. décimale : PER Périodiques Résumé : BACKGROUND: Child-care services during early childhood provide opportunities for social interactions that may facilitate children's learning of acceptable social behaviors. Furthermore, they may reduce exposure to family adversity for some children. The aim of this study was to determine whether intensity of exposure to child-care services prior to age 5 years has a beneficial effect on disruptive behavior problems during adolescence, and whether the effect is more pronounced for children from low socioeconomic families. METHODS: N = 1,588 participants from the Quebec Longitudinal Study of Child Development were assessed 14 times from 5 months to 17 years. Intensity of child-care exposure was measured from 5 months to 5 years of age. Main outcomes were self-reported physical aggression and opposition from age 12 to 17 years. Family socioeconomic status (SES) was measured at 5 months. Factors explaining differences in child-care use were controlled using propensity score weights (PSW). RESULTS: Children exposed to moderate-intensity child-care services (part-time child-care services before 1(1/2) years and full time afterward) reported lower levels of physical aggression (d = -.11, p = .056) and opposition (d = -.14, p = .029) during adolescence compared to children exposed to low-intensity child-care services. A significant child care by SES interaction (p = .017) for physical aggression indicated that the moderate-intensity child-care effect was specific to children from low SES families (d = -.36, p = .002). No interaction with socioeconomic status was found for opposition. CONCLUSIONS: Moderate-intensity child-care services from infancy to school entry may prevent disruptive behavior during adolescence, especially for disadvantaged children. En ligne : http://dx.doi.org/10.1111/jcpp.13065 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1174-1182[article] Early childhood child care and disruptive behavior problems during adolescence: a 17-year population-based propensity score study [Texte imprimé et/ou numérique] / M. ORRI, Auteur ; R. E. TREMBLAY, Auteur ; C. JAPEL, Auteur ; Michel BOIVIN, Auteur ; F. VITARO, Auteur ; T. LOSIER, Auteur ; M. R. BRENDGEN, Auteur ; B. FALISSARD, Auteur ; M. MELCHIOR, Auteur ; Sylvana M. CÔTÉ, Auteur . - p.1174-1182.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1174-1182
Mots-clés : Early childhood education adolescence child care disruptive problems externalising behaviour family adversity longitudinal opposition physical aggression poverty prevention trajectories Index. décimale : PER Périodiques Résumé : BACKGROUND: Child-care services during early childhood provide opportunities for social interactions that may facilitate children's learning of acceptable social behaviors. Furthermore, they may reduce exposure to family adversity for some children. The aim of this study was to determine whether intensity of exposure to child-care services prior to age 5 years has a beneficial effect on disruptive behavior problems during adolescence, and whether the effect is more pronounced for children from low socioeconomic families. METHODS: N = 1,588 participants from the Quebec Longitudinal Study of Child Development were assessed 14 times from 5 months to 17 years. Intensity of child-care exposure was measured from 5 months to 5 years of age. Main outcomes were self-reported physical aggression and opposition from age 12 to 17 years. Family socioeconomic status (SES) was measured at 5 months. Factors explaining differences in child-care use were controlled using propensity score weights (PSW). RESULTS: Children exposed to moderate-intensity child-care services (part-time child-care services before 1(1/2) years and full time afterward) reported lower levels of physical aggression (d = -.11, p = .056) and opposition (d = -.14, p = .029) during adolescence compared to children exposed to low-intensity child-care services. A significant child care by SES interaction (p = .017) for physical aggression indicated that the moderate-intensity child-care effect was specific to children from low SES families (d = -.36, p = .002). No interaction with socioeconomic status was found for opposition. CONCLUSIONS: Moderate-intensity child-care services from infancy to school entry may prevent disruptive behavior during adolescence, especially for disadvantaged children. En ligne : http://dx.doi.org/10.1111/jcpp.13065 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 Psychological well-being in midlife following early childhood intervention / Christina F. MONDI in Development and Psychopathology, 35-1 (February 2023)
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Titre : Psychological well-being in midlife following early childhood intervention Type de document : Texte imprimé et/ou numérique Auteurs : Christina F. MONDI, Auteur ; Arthur J. REYNOLDS, Auteur Article en page(s) : p.357-382 Langues : Anglais (eng) Mots-clés : early childhood education mechanisms of early intervention preschool psychological wellbeing poverty Index. décimale : PER Périodiques Résumé : The present study is the first to examine the relations between participation in a public early childhood intervention (the Child-Parent Center (CPC) program) and psychological well-being (or, positive functioning) into early mid-life. Data are drawn from the Chicago Longitudinal Study (CLS), which has followed a cohort of 1,539 individuals who grew up in urban poverty for over four decades. Approximately two-thirds of the original study cohort participated in the CPC program in early childhood; the rest comprise a demographically matched comparison group. Participantsâ?? psychological functioning at age 35-37 was assessed using the Ryff Scales of Psychological Wellbeing. Results support a positive relationship between CPC preschool participation and long-term psychological wellbeing. Moderated mediation (e.g., whether CPC effects on wellbeing differ across subgroups) and potential mechanisms across multiple social-ecological levels (according to the 5-Hypothesis Model of early intervention) are also empirically investigated. Future directions for child development research, early childhood intervention, and public policy are discussed. En ligne : https://doi.org/10.1017/S0954579421001528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499
in Development and Psychopathology > 35-1 (February 2023) . - p.357-382[article] Psychological well-being in midlife following early childhood intervention [Texte imprimé et/ou numérique] / Christina F. MONDI, Auteur ; Arthur J. REYNOLDS, Auteur . - p.357-382.
Langues : Anglais (eng)
in Development and Psychopathology > 35-1 (February 2023) . - p.357-382
Mots-clés : early childhood education mechanisms of early intervention preschool psychological wellbeing poverty Index. décimale : PER Périodiques Résumé : The present study is the first to examine the relations between participation in a public early childhood intervention (the Child-Parent Center (CPC) program) and psychological well-being (or, positive functioning) into early mid-life. Data are drawn from the Chicago Longitudinal Study (CLS), which has followed a cohort of 1,539 individuals who grew up in urban poverty for over four decades. Approximately two-thirds of the original study cohort participated in the CPC program in early childhood; the rest comprise a demographically matched comparison group. Participantsâ?? psychological functioning at age 35-37 was assessed using the Ryff Scales of Psychological Wellbeing. Results support a positive relationship between CPC preschool participation and long-term psychological wellbeing. Moderated mediation (e.g., whether CPC effects on wellbeing differ across subgroups) and potential mechanisms across multiple social-ecological levels (according to the 5-Hypothesis Model of early intervention) are also empirically investigated. Future directions for child development research, early childhood intervention, and public policy are discussed. En ligne : https://doi.org/10.1017/S0954579421001528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 Zigler's conceptualization of diversity: Implications for the early childhood development workforce / Cynthia GARCIA COLL in Development and Psychopathology, 33-2 (May 2021)
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Titre : Zigler's conceptualization of diversity: Implications for the early childhood development workforce Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia GARCIA COLL, Auteur ; Kia L. FERRER, Auteur Année de publication : 2021 Article en page(s) : p.483-492 Langues : Anglais (eng) Mots-clés : Edward Zigler culture diversity training early childhood development early childhood education head start racism Index. décimale : PER Périodiques Résumé : The United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States. En ligne : http://dx.doi.org/10.1017/s0954579420001960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.483-492[article] Zigler's conceptualization of diversity: Implications for the early childhood development workforce [Texte imprimé et/ou numérique] / Cynthia GARCIA COLL, Auteur ; Kia L. FERRER, Auteur . - 2021 . - p.483-492.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.483-492
Mots-clés : Edward Zigler culture diversity training early childhood development early childhood education head start racism Index. décimale : PER Périodiques Résumé : The United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States. En ligne : http://dx.doi.org/10.1017/s0954579420001960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development / Sohyun An KIM in Autism, 29-1 (January 2025)
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