scholarly journals Inclusion in Kindergarten, with An Aspect on Social Disadvantage

2020 ◽  
pp. 311-334
Author(s):  
Lukáš Stárek ◽  
Eliška Buchtová
Keyword(s):  
Mental Health ◽  
Child Development ◽  
Home Environment ◽  
Family Income ◽  
Economic Status ◽  
Social Disadvantage ◽  
Emotional And Behavioural Problems ◽  
Parental Mental Health ◽  
Considerable Evidence ◽  
Teacher Assistants

Social disadvantage is a construct that captures various dimensions of social position, such as economic status, educational attainment, as well as ethnicity. There is considerable evidence that social disadvantage is associated with emotional and behavioural problems in children (Bergin & Bergin, 2015). Nowadays, the theme of inclusion is accurate hence the issue of social disadvantages is not topic just for the pedagogy and pedagogical workers. At the same level, the authors focus on social disadvantages children in kindergartens. A challenge for intervention includes that social disadvantage is often structural in nature and, as a result, is largely impervious to change. It has been found that much of the association of low family income with adverse child development is indirect, through more proximal processes such as parental mental health and the home environment, rather than direct. Therefore, it is crucial for pedagogical workers such as teacher, teacher assistants etc., to acknowledge the sensitivity of social disadvantages which a family can face to. This chapter aims to highlights the issue of social disadvantages which can occur in kindergarten, with an emphasis on inclusion. By using the case studies the authors have found out how a status of a social disadvantage child influence a child and its family. Also, how this problematic is seen by pedagogical workers in chosen kindergarten.

scholarly journals “Watch Me Grow- Electronic (WMG-E)” surveillance approach to identify and address child development, parental mental health, and psychosocial needs: study protocol

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
V. Eapen ◽  
S. Woolfenden ◽  
V. Schmied ◽  
B. Jalaludin ◽  
K. Lawson ◽  
...  
Keyword(s):  
Mental Health ◽  
Child Development ◽  
Intervention Group ◽  
Parental Engagement ◽  
Policy Implications ◽  
Trial Registration ◽  
Psychosocial Needs ◽  
Parental Mental Health ◽  
Developmental Surveillance ◽  
Health And Social Care

Abstract Background The COVID-19 pandemic and the associated economic recession has increased parental psychosocial stress and mental health challenges. This has adversely impacted child development and wellbeing, particularly for children from priority populations (culturally and linguistically diverse (CALD) and rural/regional communities) who are at an already increased risk of health inequality. The increased mental health and psychosocial needs were compounded by the closure of in-person preventive and health promotion programs resulting in health organisations embracing technology and online services. Watch Me Grow- Electronic (WMG-E) – developmental surveillance platform- exemplifies one such service. WMG-E was developed to monitor child development and guide parents towards more detailed assessments when risk is identified. This Randomised Controlled Trial (RCT) aims to expand WMG-E as a digital navigation tool by also incorporating parents’ mental health and psychosocial needs. Children and families needing additional assessments and supports will be electronically directed to relevant resources in the ‘care-as-usual’ group. In contrast, the intervention group will receive continuity of care, with additional in-person assessment and ‘warm hand over’ by a ‘service navigator’ to ensure their needs are met. Methods Using an RCT we will determine: (1) parental engagement with developmental surveillance; (2) access to services for those with mental health and social care needs; and (3) uptake of service recommendations. Three hundred parents/carers of children aged 6 months to 3 years (recruited from a culturally diverse, or rural/regional site) will be randomly allocated to the ‘care-as-usual’ or ‘intervention’ group. A mixed methods implementation evaluation will be completed, with semi-structured interviews to ascertain the acceptability, feasibility and impact of the WMG-E platform and service navigator. Conclusions Using WMG-E is expected to: normalise and de-stigmatise mental health and psychosocial screening; increase parental engagement and service use; and result in the early identification and management of child developmental needs, parental mental health, and family psychosocial needs. If effective, digital solutions such as WMG-E to engage and empower parents alongside a service navigator for vulnerable families needing additional support, will have significant practice and policy implications in the pandemic/post pandemic period. Trial registration The trial (Protocol No. 1.0, Version 3.1) was registered with ANZCTR (registration number: ACTRN12621000766819) on July 21st, 2021 and reporting of the trial results will be according to recommendations in the CONSORT Statement.

scholarly journals Little in Norway: a prospective longitudinal community-based cohort from pregnancy to child age 18 months

BMJ Open ◽  
2019 ◽  
Vol 9 (12) ◽  
pp. e031050 ◽  
Author(s):  
Vibeke Moe ◽  
Eivor Fredriksen ◽  
Marian Kjellevold ◽  
Lisbeth Dahl ◽  
Maria Wik Markhus ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Child Development ◽  
Data Collection ◽  
Parental Mental Health ◽  
Social Emotional ◽  
Community Based ◽  
Prospective Longitudinal ◽  
Child Age ◽  
In Pregnancy

PurposeThe Little in Norway (LiN) project is a cross-disciplinary prospective longitudinal study starting in pregnancy. It was set up to investigate maternal and paternal mental health functioning in the transition to parenthood, detect pathways to healthy and aberrant child development and generate new knowledge about mechanisms underlying differential child mental health susceptibility.ParticipantsThe LiN cohort is a community-based sample comprising 1036 families (1036 mothers, 884 partners, 1017 children). All pregnant women and their partners receiving routine prenatal care at well-baby clinics at nine geographically selected sites across Norway were invited to participate. Enrolment took place from September 2011 to October 2012. This cohort profile comprises 10 data collection waves spanning from enrolment in pregnancy until child age 18 months.Findings to dateFour types of information have been collected: multi-informant questionnaire reports, direct observation of interaction, test data and biological samples. The most significant findings so far relate to three domains of results. First, when examining risk factors for parental mental health problems, results showed that the parents’ own adverse childhood experiences and attachment style were related to anxiety, depression and stress in the perinatal period. The perception of difficult child temperament was also found to contribute to parenting stress in the first year after birth. Second, we studied how parental mental health risk factors were related to later child development and social emotional functioning, for example, linking maternal symptoms to social-emotional outcomes and paternal symptoms to language outcomes. Third, we investigated the relation between maternal nutrition during pregnancy and aspects of early child development. Results showed that mild to moderate maternal iodine deficiency in pregnancy was associated with poorer language skills up to 18 months, but not with reduced cognitive or fine and gross motor skills.Future plansA data collection point at 36 months is completed and currently being analysed. A new data collection wave is planned when the children are 8 years of age.Trial registration numberISRCTN66710572.

scholarly journals Parenting and personality disorder: clinical and child protection implications

2015 ◽  
Vol 21 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Gwen Adshead
Keyword(s):  
Mental Health ◽  
Personality Disorder ◽  
Child Development ◽  
Personality Disorders ◽  
Child Protection ◽  
Psychiatric Morbidity ◽  
Healthcare Providers ◽  
Mental Healthcare ◽  
Parental Mental Health ◽  
Psychological Burden

SummaryI review some of the evidence that parental personality disorder represents a risk to child development, in terms of both transmission of genetic vulnerability and the environmental stress of living with a parent who has a personality disorder that negatively affects their parenting capacities. I argue that there are two compelling reasons to impose a duty on mental healthcare providers to offer services for adults with personality disorders that specifically focus on their parenting identity: first, because effective therapies for personality disorder are now available; and second, because there is a strong utilitarian and economic argument for improving parental mental health so as to reduce the economic and psychological burden of their offsprings' future psychiatric morbidity.

scholarly journals Parental Mental Health Mediates Links Between Socioeconomic Status and Child Development

2021 ◽  
Author(s):  
Tess A. Smith ◽  
Duncan Astle ◽  
Rogier Kievit
Keyword(s):  
Mental Health ◽  
Socioeconomic Status ◽  
Child Development ◽  
First Year ◽  
Parental Mental Health ◽  
Mediating Role ◽  
Parents And Children ◽  
Key Aspects ◽  
First Year Of Life ◽  
The Impact

The impact of socioeconomic status (SES) on early child development is well-established, but the mediating role of parental mental health is poorly understood. Data were obtained from The Avon Longitudinal Study of Parents and Children (N = 13,855, 44.8% female), including measures of early SES, key aspects of development during mid-late childhood (ages 7-8), and parental mental health during early childhood (ages 0-3). Parental mental health in the first year of life partially mediated the association between SES and child mental health (β = 0.016, p < 0.0001), and cognitive ability (β = -0.011, p < 0.05). These findings emphasise the complexity of SES-outcome associations, with other proximal factors within the first year of life partially mediating outcomes years later.

Parental mental health, education, age at childbirth and child development from six to 18 months

2009 ◽  
Vol 98 (5) ◽  
pp. 834-841 ◽  
Author(s):  
For-Wey Lung ◽  
Bih-Ching Shu ◽  
Tung-Liang Chiang ◽  
Shio-Jean Lin
Keyword(s):  
Mental Health ◽  
Child Development ◽  
Health Education ◽  
Parental Mental Health ◽  
Mental Health Education

Associations between Family Income and Child Development: Mediation by Antenatal Maternal Mental Health

2018 ◽  
Author(s):  
Evelyn Law ◽  
Ramkumar Aishworiya ◽  
Shirong Cai ◽  
Andrée–Anne Bouvette–Turcot ◽  
Birit FP Broekman ◽  
...  
Keyword(s):  
Mental Health ◽  
Child Development ◽  
Family Income ◽  
Maternal Mental Health

scholarly journals Mediating pathways in the socio-economic gradient of child development

2016 ◽  
Vol 40 (6) ◽  
pp. 483-491 ◽  
Author(s):  
Marta Rubio-Codina ◽  
Orazio Attanasio ◽  
Sally Grantham-McGregor
Keyword(s):  
Child Development ◽  
Home Environment ◽  
Parental Education ◽  
Maternal Education ◽  
Economic Status ◽  
Household Wealth ◽  
Fine Motor ◽  
Middle Income ◽  
Home Stimulation

Research has previously shown a gap of near 0.5 of a standard deviation (SD) in cognition and language development between the top and bottom household wealth quartile in children aged 6–42 months in a large representative sample of low- and middle-income families in Bogota, using the Bayley Scales of Infant and Toddler Development. The gaps in fine motor and socio-emotional development were about half that size. Developmental deficits increased with age. The current study explored the associations amongst child development, household socio-economic status (SES), and a set of potential mediating variables—parental characteristics, child biomedical factors, and the quality of the home environment—in this sample. We ran mediation tests to quantify the contribution of these variables to the SES gap, and explored the role of age as a moderator. Parental education, particularly maternal education, and the quality of the home environment mediated the SES gap in all outcomes examined. Height-for-age mediated a small amount of the deficit in language scales only. More educated mothers provided better home stimulation than less educated mothers and the home environment partly mediated the effect of maternal education. These results suggested that in interventions aimed at promoting child development, those focusing on the quality of the home environment should be effective.

Factors preventing child abuse: A focus on child development, childcare environment, and home environment

2014 ◽  
Author(s):  
Yukiko Mochizuki ◽  
Emiko Tanaka ◽  
Yoko Onda ◽  
Etsuko Tomisaki ◽  
Ryoji Shinohara Shinohara ◽  
...  
Keyword(s):  
Child Abuse ◽  
Child Development ◽  
Home Environment
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