5 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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4199-4208 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 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 [article] Early Interventionists' Appraisals of Intervention Strategies for Toddlers with Autism Spectrum Disorder and Their Peers in Inclusive Childcare Classrooms [texte imprimé] / 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 / Marie-Pier LAROSE in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.762-770 Titre : Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance Type de document : texte imprimé Auteurs : Marie-Pier LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Barbara 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 [article] Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance [texte imprimé] / Marie-Pier LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Barbara 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)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-3 (August 2022) . - p.1025-1033 Titre : Differential susceptibility 2.0: Are the same children affected by different experiences and exposures? Type de document : texte imprimé 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 [article] Differential susceptibility 2.0: Are the same children affected by different experiences and exposures? [texte imprimé] / 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

The influence of early childhood education and care on the relation between early-life social adversity and children?s mental health in the environmental influences for Child Health Outcomes Program / Michelle BOSQUET ENLOW in Development and Psychopathology, 37-3 (August 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-3 (August 2025) . - p.1628-1646 Titre : The influence of early childhood education and care on the relation between early-life social adversity and children?s mental health in the environmental influences for Child Health Outcomes Program Type de document : texte imprimé Auteurs : Michelle BOSQUET ENLOW, Auteur ; Courtney K. BLACKWELL, Auteur ; Phillip SHERLOCK, Auteur ; Maxwell MANSOLF, Auteur ; Traci A. BEKELMAN, Auteur ; Clancy BLAIR, Auteur ; Nicole R. BUSH, Auteur ; J. Carolyn GRAFF, Auteur ; Christine HOCKETT, Auteur ; Leslie D. LEVE, Auteur ; Kaja Z. LEWINN, Auteur ; Elizabeth B. MILLER, Auteur ; Monica MCGRATH, Auteur ; Laura E. MURPHY, Auteur ; Wei PERNG, Auteur Article en page(s) : p.1628-1646 Langues : Anglais (eng) Mots-clés : Early childhood  childcare  mental health  psychosocial risk  socioeconomic risk Index. décimale : PER Périodiques Résumé : Early adversity increases risk for child mental health difficulties. Stressors in the home environment (e.g., parental mental illness, household socioeconomic challenges) may be particularly impactful. Attending out-of-home childcare may buffer or magnify negative effects of such exposures. Using a longitudinal observational design, we leveraged data from the NIH Environmental influences on Child Health Outcomes Program to test whether number of hours in childcare, defined as 1) any type of nonparental care and 2) center-based care specifically, was associated with child mental health, including via buffering or magnifying associations between early exposure to psychosocial and socioeconomic risks (age 0-3 years) and later internalizing and externalizing symptoms (age 3-5.5 years), in a diverse sample of N = 2,024 parent-child dyads. In linear regression models, childcare participation was not associated with mental health outcomes, nor did we observe an impact of childcare attendance on associations between risk exposures and symptoms. Psychosocial and socioeconomic risks had interactive effects on internalizing and externalizing symptoms. Overall, the findings did not indicate that childcare attendance positively or negatively influenced child mental health and suggested that psychosocial and socioeconomic adversity may need to be considered as separate exposures to understand child mental health risk in early life. En ligne : https://www.cambridge.org/core/product/E3CA75BC0672C35F559B437D106F2043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=564 [article] The influence of early childhood education and care on the relation between early-life social adversity and children?s mental health in the environmental influences for Child Health Outcomes Program [texte imprimé] / Michelle BOSQUET ENLOW, Auteur ; Courtney K. BLACKWELL, Auteur ; Phillip SHERLOCK, Auteur ; Maxwell MANSOLF, Auteur ; Traci A. BEKELMAN, Auteur ; Clancy BLAIR, Auteur ; Nicole R. BUSH, Auteur ; J. Carolyn GRAFF, Auteur ; Christine HOCKETT, Auteur ; Leslie D. LEVE, Auteur ; Kaja Z. LEWINN, Auteur ; Elizabeth B. MILLER, Auteur ; Monica MCGRATH, Auteur ; Laura E. MURPHY, Auteur ; Wei PERNG, Auteur . - p.1628-1646. Langues : Anglais (eng) in Development and Psychopathology > 37-3 (August 2025) . - p.1628-1646 Mots-clés : Early childhood  childcare  mental health  psychosocial risk  socioeconomic risk Index. décimale : PER Périodiques Résumé : Early adversity increases risk for child mental health difficulties. Stressors in the home environment (e.g., parental mental illness, household socioeconomic challenges) may be particularly impactful. Attending out-of-home childcare may buffer or magnify negative effects of such exposures. Using a longitudinal observational design, we leveraged data from the NIH Environmental influences on Child Health Outcomes Program to test whether number of hours in childcare, defined as 1) any type of nonparental care and 2) center-based care specifically, was associated with child mental health, including via buffering or magnifying associations between early exposure to psychosocial and socioeconomic risks (age 0-3 years) and later internalizing and externalizing symptoms (age 3-5.5 years), in a diverse sample of N = 2,024 parent-child dyads. In linear regression models, childcare participation was not associated with mental health outcomes, nor did we observe an impact of childcare attendance on associations between risk exposures and symptoms. Psychosocial and socioeconomic risks had interactive effects on internalizing and externalizing symptoms. Overall, the findings did not indicate that childcare attendance positively or negatively influenced child mental health and suggested that psychosocial and socioeconomic adversity may need to be considered as separate exposures to understand child mental health risk in early life. En ligne : https://www.cambridge.org/core/product/E3CA75BC0672C35F559B437D106F2043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=564

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)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.658-669 Titre : From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities Type de document : texte imprimé 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 [article] From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities [texte imprimé] / 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