The Influence of Caregiver Language on the Association Between Child Temperament and Spoken Language in Children Who Are Deaf or Hard of Hearing DOI
Kristina Bowdrie, Holly Lind-Combs, Andrew Blank

et al.

Ear and Hearing, Journal Year: 2023, Volume and Issue: 44(6), P. 1367 - 1378

Published: May 2, 2023

Objectives: To examine the interaction between child temperament and caregiver linguistic input (i.e., syntactic complexity lexical diversity) on receptive language in children who are deaf or hard of hearing (DHH). Design: Families 59 DHH ( M age = 5.66 years) using spoken for communication participated this cross-sectional study. Caregivers completed Child Behavior Questionnaire—Short Form, which measured across three established factors effortful control, negative affectivity, surgency-extraversion) with their a semi-structured, dyadic play that occurred during home visit. Caregivers’ was quantified based diversity complexity. Children also norm-referenced measures Comprehensive Assessment Spoken Language-2, age-appropriate Clinical Evaluation Language Fundamentals) visit were combined into composite measure language. Results: When caregivers used lower to moderate levels diversity, control positively related However, when higher not each other. Conclusions: Family environments rich might provide protective influence outcomes by helping ensure varying self-regulatory abilities achieve better comprehension. These findings highlight importance encouraging stimulating language-learning children.

Language: Английский

ICT Skills in the Deployment of 21st Century Skills: A (Cognitive) Developmental Perspective through Early Childhood DOI Creative Commons
Anke Maria Weber, Samuel Greiff

Applied Sciences, Journal Year: 2023, Volume and Issue: 13(7), P. 4615 - 4615

Published: April 5, 2023

ICT technologies are an integral part of today’s digitized society. Therefore, it is important that children acquire skills as 21st century education to prepare them for later life. Drawing on the literature, seven can profit from addition skills, i.e., technical, information, communication, collaboration, critical thinking, creative, and problem-solving skills. While many efforts have been made integrate into primary secondary school curricula, implementation these in early childhood care remains a challenge due developmental concerns. This paper aims uncover antecedents childhood, mainly addressing children’s cognitive development, propose ways implement child-friendly ways. literature psychology, were identified: inductive, deductive, abductive, causal, scientific reasoning, executive functions, computational thinking. Moreover, five additional fine motor language self-regulation, social-emotional creativity. On backdrop antecedents, implementing classrooms proposed include digital games learning apps, collaborative play or activities with toy robots.

Language: Английский

Citations

17
A Comparison of Three Executive Function Batteries in a Preschool-Aged Sample DOI Creative Commons
Laura Kuhn, Marie Camerota, Michael T. Willoughby

et al.

Children, Journal Year: 2024, Volume and Issue: 11(7), P. 811 - 811

Published: July 2, 2024

There is great interest in the development of executive function (EF) preschool period. Accordingly, multiple performance-based measures EF have been developed for this age group, yet little known about how they compare to one another. This study used a large and diverse sample 3-to-5-year-old children (N = 846), who completed subtests National Institutes Health’s Toolbox Cognition Battery (NTCB), Wechsler Preschool Primary Scale Intelligence (WPPSI-IV), Touch battery. Scores across three batteries were compared associations with age, income, race/ethnicity examined. Results revealed that (1) tasks moderately correlated (r 0.44–0.51, all p < 0.001), but had higher mean accuracy scores on than NTCB or WPPSI-IV. (2) Mean linearly associated child (all F > 32.68, 0.0001). (3) Comparisons by income showed lower low-income WPPSI-IV White NTCB. Across batteries, there was consistently Hispanic children. In conclusion, we examined performed similarly several metrics. may be more appropriate younger children, while well older

Language: Английский

Citations

3
Adherence to the 24‐h Movement Behaviors Guidelines and Associations With Cognitive and Behavioral Self‐Regulation Among Brazilian Preschoolers DOI Open Access
Natália Batista Albuquerque Goulart Lemos, Valerie Carson, Paulo Santos

et al.

American Journal of Human Biology, Journal Year: 2025, Volume and Issue: 37(1)

Published: Jan. 1, 2025

Adherence to 24-h movement guidelines has been associated with early health benefits, including neurodevelopmental outcomes. However, the associations between these and Cognitive (CSR) Behavioral (BSR) self-regulation in preschoolers are underexplored. This study investigated adherence CSR BSR Brazilian preschoolers.

Language: Английский

Citations

0
Executive functioning is linked to feeding practices and food insecurity in Head Start mothers DOI

Nicholas F. Skinner,

Amy M. Moore, Kathleen Keller

et al.

Appetite, Journal Year: 2025, Volume and Issue: unknown, P. 107952 - 107952

Published: March 1, 2025

Language: Английский

Citations

0
Hot and cool executive function in the development of behavioral problems in grade school DOI
Yiji Wang, Huayu Ji

Development and Psychopathology, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 11

Published: Feb. 28, 2024

Abstract Despite the well-established link between children’s executive function and behavioral adjustment, it remains unclear whether hot cool aspects of are uniquely associated with problems. Using longitudinal data spanning in grade school ( N = 1,140), this study aimed to examine skills may be related development Hot were measured tasks, standardized tests, questionnaires at 54 months first grade, respectively. Internalizing externalizing problems evaluated by teachers using throughout school. The results indicated that, independent each other, negatively internalizing over time between-individual level, adjusting for within-individual fluctuations. Moreover, positively level across Findings provide needed evidence clarify relations problems, emphasizing importance both understanding school-age children.

Language: Английский

Citations

2
The relevance of top-down self-regulation for children's and adolescents' developmental outcomes DOI
Nancy Eisenberg, Maciel M. Hernández, Antonio Zuffianò

et al.

Current Opinion in Psychology, Journal Year: 2024, Volume and Issue: 58, P. 101847 - 101847

Published: July 23, 2024

Language: Английский

Citations

2
Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years DOI Creative Commons

Aashna R. Doshi,

Sabine Weinert, Manja Attig

et al.

Learning and Individual Differences, Journal Year: 2024, Volume and Issue: 114, P. 102515 - 102515

Published: Aug. 1, 2024

Previous evidence suggests that early self-regulation is related to the development of scientific literacy (SL) at preschool and primary school age. However, how (emotionally neutral) executive functions more emotion-related facets associate with SL remains largely unexplored. Drawing on data from 1,931 children their parents a German longitudinal cohort study, study analysed various unravelled associations ages 5 7, while controlling for important child family factors. The results indicated inhibitory control phonological working memory are both ages. Furthermore, effect these later remained significant even after earlier SL, children's parent-reported effortful age 7 was completely mediated by 5.

Language: Английский

Citations

2
Temperament and Child Development in Context DOI
Liliana J. Lengua, Maria A. Gartstein, Qing Zhou

et al.

Published: Nov. 22, 2024

Children's temperament is a central individual characteristic that has significant implications, directly and indirectly, for their social, emotional, behavioral, cognitive, health outcomes, through its evocative moderating effects on other social contextual influences. Accounting these influences critical to articulating the role of in children's development. This Element defines describes roots neurobiological systems as well relevance developmental with focus understanding influence environmental contexts. It covers key periods, situating contribution development complex changing processes contexts from infancy adolescence. The concludes by underscoring value integrating contextual, relational, dynamic approaches pointing future directions research application.

Language: Английский

Citations

2
Relationship between executive function and persistence in 5-year-olds DOI

Moeko Ishikawa,

Yusuke Moriguchi, Yasuhiro Kanakogi

et al.

Cognitive Development, Journal Year: 2023, Volume and Issue: 67, P. 101361 - 101361

Published: July 1, 2023

Language: Английский

Citations

4
Development of prosocial behavior and inhibitory control in late childhood: A longitudinal exploration of sex differences and reciprocal relations DOI Creative Commons
Lia Ferschmann,

Ingrid Overweg,

Fanny Dégeilh

et al.

Child Development, Journal Year: 2023, Volume and Issue: 95(1), P. 313 - 323

Published: July 31, 2023

Abstract This study examined longitudinal development of prosocial behavior, assessed by the parent‐reported Strength and Difficulty Questionnaire, inhibitory control, measured Opposite Worlds Task, in a sample aged 9 12 years ( n = 9468, 49.9% girls, 85.8% White) from Avon Longitudinal Study Parents Children. The goal was to assess whether level behavior at age relates change vice versa. Sex differences were also explored. Latent score models showed that low control boys associated with more decreases age. may suggest interventions targeting foster their social competence.

Language: Английский

Citations

4