75 recherche sur le mot-clé 'child development'

Effects of a scalable home-visiting intervention on child development in slums of urban India: evidence from a randomised controlled trial / Alison ANDREW in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.644-652 Titre : Effects of a scalable home-visiting intervention on child development in slums of urban India: evidence from a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Alison ANDREW, Auteur ; Orazio ATTANASIO, Auteur ; Britta AUGSBURG, Auteur ; Monimalika DAY, Auteur ; Sally GRANTHAM-MCGREGOR, Auteur ; Costas MEGHIR, Auteur ; Fardina MEHRIN, Auteur ; Smriti PAHWA, Auteur ; Marta RUBIO-CODINA, Auteur Article en page(s) : p.644-652 Langues : Anglais (eng) Mots-clés : Child development  home visiting  parent-child interaction Index. décimale : PER Périodiques Résumé : BACKGROUND: An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. METHODS: Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10-20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. TRIAL REGISTRATIONS: ISRCTN89476603, AEARCTR-0000169. RESULTS: Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. CONCLUSIONS: This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas. En ligne : http://dx.doi.org/10.1111/jcpp.13171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Effects of a scalable home-visiting intervention on child development in slums of urban India: evidence from a randomised controlled trial [Texte imprimé et/ou numérique] / Alison ANDREW, Auteur ; Orazio ATTANASIO, Auteur ; Britta AUGSBURG, Auteur ; Monimalika DAY, Auteur ; Sally GRANTHAM-MCGREGOR, Auteur ; Costas MEGHIR, Auteur ; Fardina MEHRIN, Auteur ; Smriti PAHWA, Auteur ; Marta RUBIO-CODINA, Auteur . - p.644-652. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.644-652 Mots-clés : Child development  home visiting  parent-child interaction Index. décimale : PER Périodiques Résumé : BACKGROUND: An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. METHODS: Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10-20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. TRIAL REGISTRATIONS: ISRCTN89476603, AEARCTR-0000169. RESULTS: Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. CONCLUSIONS: This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas. En ligne : http://dx.doi.org/10.1111/jcpp.13171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Maternal caregiving ameliorates the consequences of prenatal maternal psychological distress on child development / Leah A. GRANDE in Development and Psychopathology, 34-4 (October 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-4 (October 2022) . - p.1376-1385 Titre : Maternal caregiving ameliorates the consequences of prenatal maternal psychological distress on child development Type de document : Texte imprimé et/ou numérique Auteurs : Leah A. GRANDE, Auteur ; Danielle A. SWALES, Auteur ; Curt A. SANDMAN, Auteur ; Laura M. GLYNN, Auteur ; Elysia Poggi DAVIS, Auteur Article en page(s) : p.1376-1385 Langues : Anglais (eng) Mots-clés : Child Development  Child, Preschool  Depression/psychology  Female  Humans  Mothers/psychology  Pregnancy  Prenatal Exposure Delayed Effects/psychology  Psychological Distress  Stress, Psychological/psychology  cognitive function  depression  fetal programming  maternal care  parenting  prenatal stress  resilience Index. décimale : PER Périodiques Résumé : Children exposed to prenatal maternal psychological distress are at elevated risk for a range of adverse outcomes; however, it remains poorly understood whether postnatal influences can ameliorate impairments related to prenatal distress. The current study evaluated if sensitivematernal care during the first postnatal year could mitigate child cognitive and emotional impairments associated with prenatal psychological distress. Prenatal maternal psychological distress was assessed via self-reports of anxiety, depression, and perceived stress for 136 mothers at five prenatal and four postpartum time points. Quality of maternal care (sensitivity to nondistress, positive regard, and intrusiveness reverse-scored) were assessed during a mother-child play interaction at 6 and 12 months. Child cognitive function and negative emotionality were assessed at 2 years, using The Bayley Scales and the Early Childhood Behavior Questionnaire. Elevated prenatal distress was associated with poorer child cognitive function and elevated negative emotionality. Children exposed to elevated prenatal maternal distress did not, however, display these outcomes if they received high-quality caregiving. Specifically, maternal care moderated the relation between prenatal psychological distress and child cognitive function and negative emotionality. This association remained after consideration of postnatal maternal psychological distress and relevant covariates. Sensitive maternal care was associated with altered offspring developmental trajectories, supporting child resilience following prenatal distress exposure. En ligne : http://dx.doi.org/10.1017/s0954579421000286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Maternal caregiving ameliorates the consequences of prenatal maternal psychological distress on child development [Texte imprimé et/ou numérique] / Leah A. GRANDE, Auteur ; Danielle A. SWALES, Auteur ; Curt A. SANDMAN, Auteur ; Laura M. GLYNN, Auteur ; Elysia Poggi DAVIS, Auteur . - p.1376-1385. Langues : Anglais (eng) in Development and Psychopathology > 34-4 (October 2022) . - p.1376-1385 Mots-clés : Child Development  Child, Preschool  Depression/psychology  Female  Humans  Mothers/psychology  Pregnancy  Prenatal Exposure Delayed Effects/psychology  Psychological Distress  Stress, Psychological/psychology  cognitive function  depression  fetal programming  maternal care  parenting  prenatal stress  resilience Index. décimale : PER Périodiques Résumé : Children exposed to prenatal maternal psychological distress are at elevated risk for a range of adverse outcomes; however, it remains poorly understood whether postnatal influences can ameliorate impairments related to prenatal distress. The current study evaluated if sensitivematernal care during the first postnatal year could mitigate child cognitive and emotional impairments associated with prenatal psychological distress. Prenatal maternal psychological distress was assessed via self-reports of anxiety, depression, and perceived stress for 136 mothers at five prenatal and four postpartum time points. Quality of maternal care (sensitivity to nondistress, positive regard, and intrusiveness reverse-scored) were assessed during a mother-child play interaction at 6 and 12 months. Child cognitive function and negative emotionality were assessed at 2 years, using The Bayley Scales and the Early Childhood Behavior Questionnaire. Elevated prenatal distress was associated with poorer child cognitive function and elevated negative emotionality. Children exposed to elevated prenatal maternal distress did not, however, display these outcomes if they received high-quality caregiving. Specifically, maternal care moderated the relation between prenatal psychological distress and child cognitive function and negative emotionality. This association remained after consideration of postnatal maternal psychological distress and relevant covariates. Sensitive maternal care was associated with altered offspring developmental trajectories, supporting child resilience following prenatal distress exposure. En ligne : http://dx.doi.org/10.1017/s0954579421000286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

The timing of maternal depressive symptoms and child cognitive development: a longitudinal study / Jonathan P. EVANS in Journal of Child Psychology and Psychiatry, 53-6 (June 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-6 (June 2012) . - p.632–640 Titre : The timing of maternal depressive symptoms and child cognitive development: a longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan P. EVANS, Auteur ; Roberto MELOTTI, Auteur ; Jon HERON, Auteur ; Paul G. RAMCHANDANI, Auteur ; Nicola WILES, Auteur ; Lynne MURRAY, Auteur ; Alan STEIN, Auteur Année de publication : 2012 Article en page(s) : p.632–640 Langues : Anglais (eng) Mots-clés : Perinatal  maternal depression  child development  depression  intelligence Index. décimale : PER Périodiques Résumé : Background:  Maternal depression is known to be associated with impairments in child cognitive development, although the effect of timing of exposure to maternal depression is unclear. Methods:  Data collected for the Avon Longitudinal Study of Parents and Children, a longitudinal study beginning in pregnancy, included self-report measures of maternal depression the Edinburgh Postnatal Depression Scale, completed on 6 occasions up to 3 years of age, and IQ of the index child (WISC) measured at aged 8 years. We used these data to assign women to 8 groups according to whether depression occurred in the antenatal, postnatal, preschool period, any combination of these times, or not at all. We compared a model comprising all patterns of depression (saturated model) with models nested within this to test whether there is a relationship between depression and child cognitive development and, if so, whether there is a sensitive period. We then investigated the relationship with child IQ for each model, following adjustment for confounders. Results:  Six thousand seven hundred and thirty-five of 13,615 children from singleton births (49.5%, of eligible core sample) attended a research clinic at 8 years and completed a WISC with a score ≥ 70. A total of 5,029 mothers of these children had completed mood assessments over the 3 time periods. In unadjusted analyses, all three sensitive period models were as good as the saturated model, as was an accumulation model. Of the sensitive period models, only that for antenatal exposure was a consistently better fit than the accumulation model. After multiple imputation for missing data (to n = 6,735), there was no effect of postnatal depression on child IQ independent of depression at other times [−0.19 IQ points, 95% confidence interval (CI) −1.5 to 1.1 points]. There was an effect of antenatal depression (−3.19 IQ points, 95% CI: −4.33 to −2.06) which attenuated following adjustment (−0.64 IQ points, 95% CI: −1.68 to 0.40). Conclusions:  The postnatal period is not a sensitive one for the effect of maternal depression on child cognitive development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02513.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157 [article] The timing of maternal depressive symptoms and child cognitive development: a longitudinal study [Texte imprimé et/ou numérique] / Jonathan P. EVANS, Auteur ; Roberto MELOTTI, Auteur ; Jon HERON, Auteur ; Paul G. RAMCHANDANI, Auteur ; Nicola WILES, Auteur ; Lynne MURRAY, Auteur ; Alan STEIN, Auteur . - 2012 . - p.632–640. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-6 (June 2012) . - p.632–640 Mots-clés : Perinatal  maternal depression  child development  depression  intelligence Index. décimale : PER Périodiques Résumé : Background:  Maternal depression is known to be associated with impairments in child cognitive development, although the effect of timing of exposure to maternal depression is unclear. Methods:  Data collected for the Avon Longitudinal Study of Parents and Children, a longitudinal study beginning in pregnancy, included self-report measures of maternal depression the Edinburgh Postnatal Depression Scale, completed on 6 occasions up to 3 years of age, and IQ of the index child (WISC) measured at aged 8 years. We used these data to assign women to 8 groups according to whether depression occurred in the antenatal, postnatal, preschool period, any combination of these times, or not at all. We compared a model comprising all patterns of depression (saturated model) with models nested within this to test whether there is a relationship between depression and child cognitive development and, if so, whether there is a sensitive period. We then investigated the relationship with child IQ for each model, following adjustment for confounders. Results:  Six thousand seven hundred and thirty-five of 13,615 children from singleton births (49.5%, of eligible core sample) attended a research clinic at 8 years and completed a WISC with a score ≥ 70. A total of 5,029 mothers of these children had completed mood assessments over the 3 time periods. In unadjusted analyses, all three sensitive period models were as good as the saturated model, as was an accumulation model. Of the sensitive period models, only that for antenatal exposure was a consistently better fit than the accumulation model. After multiple imputation for missing data (to n = 6,735), there was no effect of postnatal depression on child IQ independent of depression at other times [−0.19 IQ points, 95% confidence interval (CI) −1.5 to 1.1 points]. There was an effect of antenatal depression (−3.19 IQ points, 95% CI: −4.33 to −2.06) which attenuated following adjustment (−0.64 IQ points, 95% CI: −1.68 to 0.40). Conclusions:  The postnatal period is not a sensitive one for the effect of maternal depression on child cognitive development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02513.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157

Early adversity and learning: implications for typical and atypical behavioral development / Jamie L. HANSON in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.770-778 Titre : Early adversity and learning: implications for typical and atypical behavioral development Type de document : Texte imprimé et/ou numérique Auteurs : Jamie L. HANSON, Auteur ; Wouter VAN DEN BOS, Auteur ; Barbara J. ROEBER, Auteur ; Karen D. RUDOLPH, Auteur ; Richard J. DAVIDSON, Auteur ; Seth D. POLLAK, Auteur Article en page(s) : p.770-778 Langues : Anglais (eng) Mots-clés : Learning  child development  social behavior  early life experience  child abuse Index. décimale : PER Périodiques Résumé : Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. En ligne : http://dx.doi.org/10.1111/jcpp.12694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Early adversity and learning: implications for typical and atypical behavioral development [Texte imprimé et/ou numérique] / Jamie L. HANSON, Auteur ; Wouter VAN DEN BOS, Auteur ; Barbara J. ROEBER, Auteur ; Karen D. RUDOLPH, Auteur ; Richard J. DAVIDSON, Auteur ; Seth D. POLLAK, Auteur . - p.770-778. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.770-778 Mots-clés : Learning  child development  social behavior  early life experience  child abuse Index. décimale : PER Périodiques Résumé : Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. En ligne : http://dx.doi.org/10.1111/jcpp.12694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Exploratory investigation of the effects of interest-based learning on the development of young children with autism / Carl J. DUNST in Autism, 15-3 (May 2011)  

Public ISBD [article]  inAutism > 15-3 (May 2011) . - p.295-305 Titre : Exploratory investigation of the effects of interest-based learning on the development of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Carl J. DUNST, Auteur ; Carol M. TRIVETTE, Auteur ; Tracy MASIELLO, Auteur Année de publication : 2011 Article en page(s) : p.295-305 Langues : Anglais (eng) Mots-clés : autism  child development  child interests  everyday learning Index. décimale : PER Périodiques Résumé : The influences of child participation in interest-based learning activities on the development of 17 preschoolers with autism was the focus of this brief report. The children’s mothers identified their children’s interests and the everyday family and community activities that provided opportunities for interest-based learning. Parents then implemented intervention procedures for 14 to 16 weeks to increase child participation in the selected activities. Based on an investigator-administered interestingness scale, the children were divided into high and low interest-based learning groups. The children’s language, cognitive, social, and motor development quotients obtained at the beginning, the middle, and the end of the intervention were the dependent measures. Results showed that the high interest-based group made considerably more developmental progress compared to the low interest-based group. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361310370971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Exploratory investigation of the effects of interest-based learning on the development of young children with autism [Texte imprimé et/ou numérique] / Carl J. DUNST, Auteur ; Carol M. TRIVETTE, Auteur ; Tracy MASIELLO, Auteur . - 2011 . - p.295-305. Langues : Anglais (eng) in Autism > 15-3 (May 2011) . - p.295-305 Mots-clés : autism  child development  child interests  everyday learning Index. décimale : PER Périodiques Résumé : The influences of child participation in interest-based learning activities on the development of 17 preschoolers with autism was the focus of this brief report. The children’s mothers identified their children’s interests and the everyday family and community activities that provided opportunities for interest-based learning. Parents then implemented intervention procedures for 14 to 16 weeks to increase child participation in the selected activities. Based on an investigator-administered interestingness scale, the children were divided into high and low interest-based learning groups. The children’s language, cognitive, social, and motor development quotients obtained at the beginning, the middle, and the end of the intervention were the dependent measures. Results showed that the high interest-based group made considerably more developmental progress compared to the low interest-based group. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361310370971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Immediate impact of child maltreatment on mental, developmental, and physical health trajectories / Sibylle Maria WINTER in Journal of Child Psychology and Psychiatry, 63-9 (September 2022)  

Permalink

A mother–child intervention program for adolescent mothers: Results from a randomized controlled trial (the TeeMo study) / Christine FIRK in Development and Psychopathology, 33-3 (August 2021)  

Permalink

Vulnerability and resiliency implications of human capital and linked inequality presence denial perspectives: Acknowledging Zigler's contributions to child well-being / Bronwyn NICHOLS LODATO in Development and Psychopathology, 33-2 (May 2021)  

Permalink

Annual Research Review: Critical windows - the microbiota-gut-brain axis in neurocognitive development / Caitlin S. M. COWAN in Journal of Child Psychology and Psychiatry, 61-3 (March 2020)  

Permalink

Associations of conflict and migration on childhood cognitive development in Ethiopia: Evidence from a longitudinal study / Lina Y. DEMIS in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)  

Permalink