Article
Multidisciplinary Sciences
Jimena Cosso, Alexa Ellis, Connor D. O'Rear, Erica L. Zippert, Sara A. Schmitt, David J. Purpura
Summary: This study found that parents' math anxiety can be seen as a multidimensional construct through confirmatory factor analysis. However, structural equation modeling revealed that parental math anxiety is not a significant predictor of children's numeracy performance.
ANNALS OF THE NEW YORK ACADEMY OF SCIENCES
(2022)
Article
Psychology, Multidisciplinary
Yingjie Wang, Ying Tao, Li Zhu, Yan Li, Dingwen Huang
Summary: Negative affect is an important temperament in children that affects their social skills. Limited evidence exists for this association in preschool children. This study aimed to examine the role of the teacher-child relationship in the relationship between negative affect and social skills in Chinese preschoolers. The findings suggest that the teacher-child relationship moderates the association between negative affect and social skills, with teacher-child closeness buffering the negative effects and teacher-child conflict exacerbating them.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Medicine, Research & Experimental
Lisbeth Josefina Reales Chacon, Andrea Carolina Penafiel Luna, Elsa Carolina Auquilla Ordonez
Summary: Neurosensory therapies combined with recreational activities have been proven effective in improving fine motor skills in children, demonstrating significant improvement in eye-hand coordination, digital grasp, finger flexibility, and other skills.
INVESTIGACION CLINICA
(2021)
Article
Pediatrics
John S. Hutton, Guixia Huang, Clare Crosh, Thomas DeWitt, Richard F. Ittenbach
Summary: The SharePR parent-report measure is an efficient tool to quantify shared reading quality with infants, and it exhibits promising psychometric properties. It is valuable for both research purposes and providing guidance for early reading.
PEDIATRIC RESEARCH
(2023)
Article
Education, Special
Dionisia Aparecida Cusin Lamonica, Celia Maria Giacheti, Michele Dias Hayssi Haduo, Maria Jaquelini Dias dos Santos, Nathani Cristina da Silva, Luciana Pinato
Summary: The study found that around 68.9% of children with ASD have sleep disorders, with sleep quality positively correlated with the severity of ASD and negatively correlated with functional performance, but not correlated with communication.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2021)
Article
Psychology, Educational
Bi Ying Hu, Yuanfang Guo, Shuang Wang, Virginia E. Vitiello
Summary: The study reveals that there are reciprocal associations between teacher-child relationships and children's academic skills in the context of Chinese preschool education, and these relationships are dynamic, influenced by both teachers and students.
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
(2021)
Article
Psychology, Educational
Arya Ansari, Michael A. Gottfried
Summary: The study found that students who were frequently absent in elementary school showed lower academic, executive function, and socioemotional outcomes. Students who consistently missed school throughout elementary school tended to have lower long-term outcomes across developmental domains, with the negative impact being more significant for Black students. Subgroup differences were minimal in this study.
Article
Education & Educational Research
Alissa A. Lange, Kimberly Brenneman, Narges Sareh
Summary: This study evaluated the effects of an early mathematics intervention through a classroom-based interactive mathematics game on preschool children, teachers, and families. The intervention resulted in positive impacts on numeral identification, but not on other domains. Classroom math games positively associated with verbal counting, while no impact of family game play was found.
EARLY EDUCATION AND DEVELOPMENT
(2021)
Article
Education & Educational Research
Tao Deng, Bi Ying Hu, X. Christine Wang, Yuanhua Li, Chunlian Jiang, Yijie Su, Jennifer LoCasale-Crouch
Summary: This study examined the use of concept development strategies by Chinese preschool math teachers and its relationship with children's higher-order thinking processes. The findings revealed that Chinese teachers rarely used certain strategies, but when they used clarification/comparison and brainstorming strategies, it was positively associated with children's higher-level cognitive processes. These findings have implications for promoting effective concept development strategies in preschool math instruction.
EARLY EDUCATION AND DEVELOPMENT
(2023)
Article
Psychology, Multidisciplinary
Ashli-Ann Douglas, Camille Msall, Bethany Rittle-Johnson
Summary: This study systematically developed measures to assess parents' knowledge about preschool-aged children's math skills. The measures demonstrated reliability and validity, providing valuable insights into the impact of the Home Math Environment on children's math development.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Audiology & Speech-Language Pathology
Richa S. Deshmukh, Jill M. Pentimonti, Tricia A. Zucker, Bridget Curry
Summary: This study examines conversations initiated through teacher questions during shared book reading in early childhood classrooms. Findings show that teachers are responsive to children's answers and provide support or challenge accordingly. However, there is variability in the use of scaffolding strategies, with infrequent use of strategies such as causal effects, predictions, and recasts.
LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS
(2022)
Article
Audiology & Speech-Language Pathology
Leiziane Pereira, Sabrina da Conceicao Guedes, Rosane Luzia de Souza Morais, Juliana Nogueira Pontes Nobre, Juliana Nunes Santos
Summary: The study on 104 children aged 24 to 42 months found that greater availability of toys and materials, as well as higher family economic levels, were positively associated with cognitive development in children.
Article
Education & Educational Research
Nina Sokolovic, Ashley Brunsek, Michelle Rodrigues, Sahar Borairi, Jennifer M. Jenkins, Michal Perlman
Summary: The study investigated the reliability of evaluating interactions between early childhood educators and children using a thin-slice coding approach. Findings indicated that the RIFL-Ed. measure demonstrated good psychometric properties and was associated with certain domains of the CLASS: Toddler Version. Less than half of the variance in scores was shared across educators in the same classrooms.
EARLY EDUCATION AND DEVELOPMENT
(2022)
Article
Pharmacology & Pharmacy
Stella Tsamitrou, Marie-Helene Plumet
Summary: This paper presents a longitudinal study on communication development in children with Autism Spectrum Disorder (ASD) attending an inclusive preschool program in France. The study found that structured and unstructured activities have different effects on communication development, with children showing more frequent engagement in structured activities and increased initiations in unstructured activities over time. Children interacted more frequently with adults than with peers, and their communication quality improved in forms and functions. The study suggests promoting children's initiatives, enhancing social sharing opportunities, and supporting peer-to-peer interactions in inclusive preschool settings for children with ASD.
ANNALES MEDICO-PSYCHOLOGIQUES
(2023)
Article
Public, Environmental & Occupational Health
Luciana Ferreira, Vania de Fatima Matias de Souza, Francielli Ferreira da Rocha, Pamela Norraila da Silva, Francielle Cheuczuk, Jose Luiz Lopes Vieira
Summary: This quantitative study used descriptive and inferential statistics to verify the relationships between individual and environmental factors in the motor competence of 6-10 year old children. The results indicated that an appropriate home environment played a protective role in the development of motor competence. Children living in suitable homes were 66% more likely to have motor competence on average. The study also highlighted the disparity in motor competence between genders, particularly for 9-10 year old girls living in unsuitable households in the central region of the city and attending public schools.
CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL-BRAZILIAN JOURNAL OF OCCUPATIONAL THERAPY
(2023)
