Family history of ADHD associates with stronger problem‐solving skills amongst 2‐ to 3‐year‐olds

JCPP Advances, Год журнала: 2025, Номер unknown

Опубликована: Март 12, 2025

Abstract Background Attention‐Deficit/Hyperactivity Disorder (ADHD) is linked to strengths in creative problem‐solving amongst school‐aged children and adults. In contrast, autism (which frequently co‐occurs with ADHD) associated lower generativity, perseverative responses during problem‐solving. Little known about how ADHD traits—or broader heritable phenotypes—associate skills early childhood. Methods 129 UK 2‐ 3‐year‐olds (exploratory dataset) 74 Swedish (confirmatory without a family history (FH) of autism, completed task. Parents reported on their 3‐year‐olds’ traits using the Child Behaviour Checklist Social Responsiveness Scale‐2. FH group differences performance were tested ANOVA dataset, FH‐autism FH‐ADHD as fixed factors) t ‐test combined datasets split by FH‐ADHD). Linear regressions success autism/ADHD run both samples. Results Compared peers no FH‐ADHD, showed higher at 2 (partial ω = 0.106) 3 years 0.045) exploratory dataset. confirmatory FH‐ADHD‐and‐autism trended towards scores compared no‐FH‐ADHD (comprising FH‐autism‐only no‐FH ADHD‐or‐autism sub‐groups) but only significantly for when FH‐ADHD‐ or‐autism ( g s 0.977). (but not autism) positively β 0.212, p 0.031) samples 0.173, 0.024). Effects consistent direction magnitude, significant, sample alone 0.201, 0.103). Conclusions Considering child's alongside neurodivergent may help identify likely strengths, access them: Children and/or are have an aptitude generative presented highly motivating, ecologically valid challenges.

Язык: Английский

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Dynamic Mathematical Processing Through Symbolic, Situational, and Verbal Representations

Integrative Psychological and Behavioral Science, Год журнала: 2025, Номер 59(1)

Опубликована: Янв. 1, 2025

Язык: Английский

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When using objects is not enough: microgenetic analysis of an educational situation in early childhood education

Estudos de Psicologia (Campinas), Год журнала: 2025, Номер 42

Опубликована: Янв. 1, 2025

Abstract Objective The study investigates how intentional actions of a teacher, through the use objects by 2- to 3-year-old children in educational settings, promoting emergence indicators related executive functions. Method Videos situations conducted teacher with 12 public school were analyzed. analysis focused on semi-structured task carried out after shared reading children’s book, aiming observe teacher’s interventions, uses objects, and actions. Results results indicate that interventions appeared restrict semiotic dynamics involving books, little anticipation expected outcomes at key moments activity. These limited promotion functions during interactions. However, it was observed some able regulate their exert level control over task. Conclusion It is concluded that, although mediation could have promoted greater challenges, demonstrated self-regulation. This suggests action handling can, extent, foster development control, even minimally directed interventions. highlights need for more planned pedagogical practices impact processes functioning from early years Early Childhood Education.

Язык: Английский

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Quando usar objetos não é suficiente: análise microgenética de uma situação educativa na escola infantil

Estudos de Psicologia (Campinas), Год журнала: 2025, Номер 42

Опубликована: Янв. 1, 2025

Resumo Objetivo O estudo investiga como a ação intencional da professora partir do uso de objetos por crianças 2 3 anos em situações educativas favorece emergência indicadores relacionados com as funções executivas. Método Foram analisados vídeos conduzidas uma 12 escola pública. A análise concentrou-se tarefa semiestruturada realizada após leitura compartilhada um livro infantil, o intuito observar intervenções professora, os usos dos e ações das crianças. Resultados Os resultados indicam que realizou pareciam restringir dinâmicas semióticas envolvendo livros, pouca antecipação esperados momentos-chave atividade. Essas restringem promoção executivas nas durante interações. No entanto, observou-se algumas conseguiram regular suas gerar algum tipo controle na tarefa. Conclusão Conclui-se que, embora mediação poderia ter promovido maiores desafios, demonstraram autorregulação. Isso sugere manuseio podem, certa medida, favorecer desenvolvimento executivo, mesmo pouco direcionadas. aponta para necessidade práticas pedagógicas mais intencionais planejadas impactem nos processos funcionamento executivo desde primeiros no Ensino Infantil.

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Developing gestures in the infant classroom: from showing and giving to pointing

European Journal of Psychology of Education, Год журнала: 2024, Номер 39(4), С. 4671 - 4702

Опубликована: Авг. 22, 2024

Язык: Английский

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