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Children's Patterns (children + pattern)
Selected AbstractsThe Methamphetamine Home: Psychological Impact on Preschoolers in Rural TennesseeTHE JOURNAL OF RURAL HEALTH, Issue 3 2008Comfort B. Asanbe PhD ABSTRACT:,Context:A growing number of children reside with methamphetamine-abusing parents in homes where the illicit drug is produced. Yet, the effects of a methamphetamine environment on psychological child outcome are still unknown. Purpose: To examine whether preschoolers who lived in methamphetamine-producing homes are at increased risk for developing psychological problems. Methods: The participants were 58 white children between the ages of 4 and 5 years; 31 with a history of living in methamphetamine-producing homes and 27 children who live in non-methamphetamine producing homes in rural Tennessee. The groups were similar in age, gender, and socioeconomic background. The groups were compared for behavioral and emotional adjustment using the behavior assessment system for children-parent rating scale-preschool (BASC-PRS-P) form. Biological or custodian parents completed a rating on their preschoolers that provided information about the children's pattern of behavior and feelings. Findings: Preschoolers from the methamphetamine-producing homes showed more externalizing problems than their peers, but were comparable on internalizing problems. On specific behaviors, the data indicate that preschoolers in the methamphetamine group showed higher aggression symptoms than their peers from non-methamphetamine-producing homes. Conclusions: These findings, if replicated, point to the need for mental health screening when a child is removed from a methamphetamine-producing home. [source] Psychological essentialism and cultural variation: children's beliefs about aggression in the United States and South AfricaINFANT AND CHILD DEVELOPMENT, Issue 2 2008Jessica W. Giles Abstract The present study compared indigenous South African versus African-American schoolchildren's beliefs about aggression. Eighty 7,9 year olds (40 from each country) participated in interviews in which they were asked to make inferences about the stability, malleability, and causal origins of aggressive behaviour. Although a minority of participants from both countries endorsed essentialist beliefs about aggression, South African children were more likely than American children to do so. Results also revealed some degree of coherence in children's patterns of beliefs about aggression, such that children responded across superficially different measures in ways that appear theoretically consistent. The authors consider these findings in light of debates concerning the role of cultural forces in shaping person perception. Copyright © 2007 John Wiley & Sons, Ltd. [source] The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second GradeCHILD DEVELOPMENT, Issue 5 2001Ellen S. Peisner-Feinberg The cognitive ad socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher , child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences. [source] Children's Physical Activity: The Contribution of Playing and WalkingCHILDREN & SOCIETY, Issue 5 2008Roger L. Mackett This paper draws on research in which 200 children were fitted with motion sensors and asked to keep travel and activity diaries. The findings show that walking and playing away from home can contribute significantly to children's volume of physical activity, with consequent implications for their health. Not only do both playing and walking provide high levels of physical activity, they are linked to other behaviours which further augment the level of physical activity. Children who walk rather than use the car tend to be generally more active than other children, and children tend to be more active when they are out of their homes than when they are in them. The findings are placed in the context of other research about children's travel and physical activity, and conclusions drawn about the need to reverse current trends in children's patterns of travel and physical activity. [source] | ||||||||||