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Résultat de la recherche
4 recherche sur le mot-clé 'childcare'




Early Interventionists' Appraisals of Intervention Strategies for Toddlers with Autism Spectrum Disorder and Their Peers in Inclusive Childcare Classrooms / Melissa MAYE in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
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Titre : Early Interventionists' Appraisals of Intervention Strategies for Toddlers with Autism Spectrum Disorder and Their Peers in Inclusive Childcare Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Melissa MAYE, Auteur ; Victoria SANCHEZ, Auteur ; Angela STONE-MACDONALD, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.4199-4208 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Childcare Community implementation Naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Mounting evidence supports several naturalistic developmental behavioral interventions (NDBI) for toddlers and preschoolers within inclusive childcare centers and preschools. However, these interventions pose many barriers to community implementation. As part of a larger project to create an adapted NDBI for early educators in childcare centers, we surveyed 101 early interventionists who had worked with a toddler with autism within the last 12 months. Early interventionists rated 22-of-31 NDBI strategies to be significantly more effective for All Toddlers versus Toddlers with Autism. However, when comparing the top 10 rated strategies between groups, there was a large degree of overlap. Moreover, many of these highly rated NDBI strategies are consistent with best practice accreditation and early education standards within the United States. En ligne : http://dx.doi.org/10.1007/s10803-020-04456-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4199-4208[article] Early Interventionists' Appraisals of Intervention Strategies for Toddlers with Autism Spectrum Disorder and Their Peers in Inclusive Childcare Classrooms [Texte imprimé et/ou numérique] / Melissa MAYE, Auteur ; Victoria SANCHEZ, Auteur ; Angela STONE-MACDONALD, Auteur ; Alice S. CARTER, Auteur . - p.4199-4208.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4199-4208
Mots-clés : Autism spectrum disorder Childcare Community implementation Naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Mounting evidence supports several naturalistic developmental behavioral interventions (NDBI) for toddlers and preschoolers within inclusive childcare centers and preschools. However, these interventions pose many barriers to community implementation. As part of a larger project to create an adapted NDBI for early educators in childcare centers, we surveyed 101 early interventionists who had worked with a toddler with autism within the last 12 months. Early interventionists rated 22-of-31 NDBI strategies to be significantly more effective for All Toddlers versus Toddlers with Autism. However, when comparing the top 10 rated strategies between groups, there was a large degree of overlap. Moreover, many of these highly rated NDBI strategies are consistent with best practice accreditation and early education standards within the United States. En ligne : http://dx.doi.org/10.1007/s10803-020-04456-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance / M. P. LAROSE in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
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Titre : Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance Type de document : Texte imprimé et/ou numérique Auteurs : M. P. LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; I. OUELLET-MORIN, Auteur ; B. MAUGHAN, Auteur ; Edward D. BARKER, Auteur Article en page(s) : p.762-770 Langues : Anglais (eng) Mots-clés : Adolescent Child Child Behavior Disorders Child Care Child Health Female Humans Longitudinal Studies Pregnancy Problem Behavior adversity childcare cognitive development externalizing behaviors prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Children exposed to early adversity are vulnerable to cognitive impairments and externalizing behaviors. Attending childcare may, however, partly buffer this detrimental effect by providing social and cognitive stimulation in a secure environment. The aims of this study were (a) to determine whether the association between exposure to adversity and later externalizing behaviors is mediated by children's cognitive abilities, and (b) to examine if childcare attendance moderates this mediation-thereby highlighting a protective function of children's childcare attendance. METHODS: Data come from the Avon Longitudinal Study of Children and Parents (N = 6,149). Exposure to adversity was assessed by maternal reports three times from the second trimester of the mother's pregnancy to the child's fourth year of age. Childcare attendance was assessed on four occasions between eight months and three years of age. Factors explaining differences in childcare attendance were controlled using propensity score weights. Children's cognitive abilities were assessed by the Weschler Intelligence Scale for Children at eight years of age, and externalizing behaviors were reported by mothers using the Development and Well-Being Assessment interview at 10, 13, and 15 years of age. RESULTS: Notably, lower cognitive abilities partly accounted for the higher levels of externalizing behaviors in adolescents exposed to adversity (B indirect effect = 0.02, 95% CI = 0.007-0.03, p < .01). Importantly, childcare attendance moderated this indirect effect. For children exposed to adversity, being in maternal care was associated with lower cognitive abilities which were related to higher levels of externalizing behaviors. On the contrary, for children exposed to adversity, attending childcare was associated with higher cognitive abilities which were linked to lower levels of externalizing behaviors. CONCLUSIONS: Easily accessible community childcare may be a relatively low-cost public health strategy to prevent the emergence of externalizing behavioral problems in adolescence through its positive effects on cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.13313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.762-770[article] Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance [Texte imprimé et/ou numérique] / M. P. LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; I. OUELLET-MORIN, Auteur ; B. MAUGHAN, Auteur ; Edward D. BARKER, Auteur . - p.762-770.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.762-770
Mots-clés : Adolescent Child Child Behavior Disorders Child Care Child Health Female Humans Longitudinal Studies Pregnancy Problem Behavior adversity childcare cognitive development externalizing behaviors prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Children exposed to early adversity are vulnerable to cognitive impairments and externalizing behaviors. Attending childcare may, however, partly buffer this detrimental effect by providing social and cognitive stimulation in a secure environment. The aims of this study were (a) to determine whether the association between exposure to adversity and later externalizing behaviors is mediated by children's cognitive abilities, and (b) to examine if childcare attendance moderates this mediation-thereby highlighting a protective function of children's childcare attendance. METHODS: Data come from the Avon Longitudinal Study of Children and Parents (N = 6,149). Exposure to adversity was assessed by maternal reports three times from the second trimester of the mother's pregnancy to the child's fourth year of age. Childcare attendance was assessed on four occasions between eight months and three years of age. Factors explaining differences in childcare attendance were controlled using propensity score weights. Children's cognitive abilities were assessed by the Weschler Intelligence Scale for Children at eight years of age, and externalizing behaviors were reported by mothers using the Development and Well-Being Assessment interview at 10, 13, and 15 years of age. RESULTS: Notably, lower cognitive abilities partly accounted for the higher levels of externalizing behaviors in adolescents exposed to adversity (B indirect effect = 0.02, 95% CI = 0.007-0.03, p < .01). Importantly, childcare attendance moderated this indirect effect. For children exposed to adversity, being in maternal care was associated with lower cognitive abilities which were related to higher levels of externalizing behaviors. On the contrary, for children exposed to adversity, attending childcare was associated with higher cognitive abilities which were linked to lower levels of externalizing behaviors. CONCLUSIONS: Easily accessible community childcare may be a relatively low-cost public health strategy to prevent the emergence of externalizing behavioral problems in adolescence through its positive effects on cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.13313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Differential susceptibility 2.0: Are the same children affected by different experiences and exposures? / Jay BELSKY in Development and Psychopathology, 34-3 (August 2022)
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Titre : Differential susceptibility 2.0: Are the same children affected by different experiences and exposures? Type de document : Texte imprimé et/ou numérique Auteurs : Jay BELSKY, Auteur ; Xiaoya ZHANG, Auteur ; Kristina SAYLER, Auteur Article en page(s) : p.1025-1033 Langues : Anglais (eng) Mots-clés : differential susceptibility childcare domain specific domain general polygenic Index. décimale : PER Périodiques Résumé : Differential susceptibility theory stipulates that some children are more susceptible than others to both supportive and adverse developmental experiences/exposures. What remains unclear is whether the same individuals are most affected by different exposures (i.e., domain general vs. specific). We address this issue empirically for the first time using, for illustrative and proof-of-principle purposes, a novel influence-statistics’ method with data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Results indicated that previously documented effects of greater quality of care on enhanced pre-academic skills and greater quantity of care on more behavior problems apply mostly to different children. Analyses validating the new method indicated, as predicted, that (a) the quantity-of-care effect applied principally to children from more socioeconomically advantaged families and that (b) being highly susceptible to both, one or neither childcare effect varied as a function of a three-gene, polygenic-plasticity score (serotonin transporter linked polymorphic region [5-HTTLPR], dopamine receptor D4 [DRD4], brain-derived neurotrophic factor [BDNF]) in a dose “response manner (i.e., 2>1>0). While domain-specific findings involving child-care effects cannot be generalized to other environmental influences, the influence-statistics’ approach appears well suited for investigating the generality “specificity of environment effects, that is, of œdifferential, differential susceptibility. En ligne : http://dx.doi.org/10.1017/S0954579420002205 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Development and Psychopathology > 34-3 (August 2022) . - p.1025-1033[article] Differential susceptibility 2.0: Are the same children affected by different experiences and exposures? [Texte imprimé et/ou numérique] / Jay BELSKY, Auteur ; Xiaoya ZHANG, Auteur ; Kristina SAYLER, Auteur . - p.1025-1033.
Langues : Anglais (eng)
in Development and Psychopathology > 34-3 (August 2022) . - p.1025-1033
Mots-clés : differential susceptibility childcare domain specific domain general polygenic Index. décimale : PER Périodiques Résumé : Differential susceptibility theory stipulates that some children are more susceptible than others to both supportive and adverse developmental experiences/exposures. What remains unclear is whether the same individuals are most affected by different exposures (i.e., domain general vs. specific). We address this issue empirically for the first time using, for illustrative and proof-of-principle purposes, a novel influence-statistics’ method with data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Results indicated that previously documented effects of greater quality of care on enhanced pre-academic skills and greater quantity of care on more behavior problems apply mostly to different children. Analyses validating the new method indicated, as predicted, that (a) the quantity-of-care effect applied principally to children from more socioeconomically advantaged families and that (b) being highly susceptible to both, one or neither childcare effect varied as a function of a three-gene, polygenic-plasticity score (serotonin transporter linked polymorphic region [5-HTTLPR], dopamine receptor D4 [DRD4], brain-derived neurotrophic factor [BDNF]) in a dose “response manner (i.e., 2>1>0). While domain-specific findings involving child-care effects cannot be generalized to other environmental influences, the influence-statistics’ approach appears well suited for investigating the generality “specificity of environment effects, that is, of œdifferential, differential susceptibility. En ligne : http://dx.doi.org/10.1017/S0954579420002205 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities / Deborah L. VANDELL in Development and Psychopathology, 33-2 (May 2021)
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Titre : From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities Type de document : Texte imprimé et/ou numérique Auteurs : Deborah L. VANDELL, Auteur ; Sandra D. SIMPKINS, Auteur ; Yangyang LIU, Auteur Année de publication : 2021 Article en page(s) : p.658-669 Langues : Anglais (eng) Mots-clés : behavior problems childcare early care and education organized activities Index. décimale : PER Périodiques Résumé : Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development. En ligne : http://dx.doi.org/10.1017/s0954579420001376 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.658-669[article] From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities [Texte imprimé et/ou numérique] / Deborah L. VANDELL, Auteur ; Sandra D. SIMPKINS, Auteur ; Yangyang LIU, Auteur . - 2021 . - p.658-669.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.658-669
Mots-clés : behavior problems childcare early care and education organized activities Index. décimale : PER Périodiques Résumé : Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development. En ligne : http://dx.doi.org/10.1017/s0954579420001376 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444