Search Results (131)

The bioecological model emphasizes parent–child interactions as proximal processes associated with children’s development over time, whereas family systems theory highlights the distinct yet interdependent roles of mothers and fathers. However, few longitudinal studies have simultaneously examined the associations of mothers’ and fathers’ parenting styles with preschool children’s social problem-solving skills. This study recruited 275 co-residing mother–father Chinese families and employed a three-wave longitudinal design to investigate the longitudinal associations between fathers’ and mothers’ parenting styles and preschool children’s social problem-solving skills, while considering primary-caregiver status. After accounting for prior levels, mothers’ authoritative parenting at Time 2 was positively associated with children’s social problem-solving skills at Time 3, whereas mothers’ authoritarian parenting at Time 1 was negatively associated with social problem-solving skills at Time 2. Fathers’ authoritative parenting showed no significant longitudinal association. However, the interaction between authoritarian parenting at Time 1 and whether the father was identified as the primary caregiver was significantly associated with children’s social problem-solving skills at Time 2. These findings indicate limited and interval-specific longitudinal associations between parenting styles and children’s social problem-solving skills and the possible relevance of primary-caregiver status. Full article

Home-rearing environments are integral to early childhood development. However, it remains unclear whether their developmental significance has changed over time. This study aimed to examine the temporal changes in home-rearing environments and their longitudinal associations with child developmental atypicality in Japan, using baseline assessments from 1999 to 2023 and follow-up assessments through 2024. Data were obtained from the Japanese Childcare Cohort Study, a nationwide childcare-based developmental surveillance project. The analysis included 40,627 1-year observation pairs of 18,210 children enrolled in childcare centers. Home-rearing environments were assessed using the Index of Child Care Environment, and developmental atypicality was evaluated using the Child Development Scale across six domains. Logistic regression models were used to examine the associations between baseline home-rearing environments and developmental atypicality 1 year later, adjusting for baseline developmental status, sex, and age. Generalized additive models and rolling-window analyses were used to assess temporal trends and time-varying associations. Overall, the Index of Child Care Environment scores increased gradually throughout the study period, although social stimulation declined after the mid-2010s. Higher-quality home-rearing environments were generally associated with a lower risk of subsequent developmental atypicality. Protective associations strengthened over time, particularly in the social, communication, vocabulary, and intellectual domains. Home-rearing environments and their developmental implications changed over the 25-year observation period. These findings highlight the continued importance of promoting direct caregiver–child interactions, including shared activities and social engagement. Early childhood surveillance should be periodically re-evaluated to remain relevant to evolving caregiving practices and family contexts. Full article

Companion animals have increasingly become central to human emotional life, yet the literature linking living with companion animals, human–animal interaction, and mental health remains fragmented. This study mapped global research trends on companion animals and mental health from 2000 to 2024 using bibliographic records retrieved from the Web of Science Core Collection (WoSCC). A final dataset of 930 peer-reviewed articles was analyzed with Bibliometrix (RStudio), CiteSpace, and VOSviewer to characterize publication growth, national and institutional collaboration, influential authors and journals, co-cited references, keyword clusters, and citation bursts. Results show a strong nonlinear increase in output after 2015, with the United States as the dominant contributor and Australia and the WoSCC country node labelled England (distinct from Scotland) as important international bridges. Core knowledge clusters center on human–animal interaction, animal-assisted intervention, older adults, child/adolescent development, loneliness, attachment, and post-traumatic stress. Recent burst terms and references indicate a shift from general companion-animal caregiving and physiological stress buffering toward intervention design, vulnerable populations, and pandemic-era mental health. Overall, the field has matured into an interdisciplinary research area with growing methodological sophistication, but future work should strengthen cross-cultural evidence, longitudinal designs, standardized outcome measures, and explicit assessment of animal welfare. Full article

Reflecting on emotionally challenging experiences with caregivers is a critical developmental process through which children learn to identify, express, and regulate emotions. However, much of the existing literature on caregiver–child emotion socialization has centered White, middle-class families, limiting understanding of how these processes unfold within culturally and contextually situated interactions among Black families. Guided by Margaret Beale Spencer’s Phenomenological Variant of Ecological Systems Theory and the Integrative Conceptual Model of Adaptive Racial/Ethnic and Emotion Socialization, the present study explored how Black girls (ages 5–11) described experiences of sadness, stress, and anger during caregiver-guided conversations embedded within a culturally grounded shared book reading activity. Fifteen Black girls (M = 8.27 years, SD = 1.71) and their caregivers participated in a novel video-recorded shared reading activity followed by a guided discussion about emotions. Black girls described sadness in relation to separation from loved ones, social exclusion, and witnessing harm; stress primarily in response to academic pressures; and anger in response to perceived unfairness and injustice. They also identified diverse emotion regulation strategies, including deep breathing, solitude, cognitive reframing, imaginative coping, and seeking social support. Across emotional contexts, caregivers consistently encouraged elaboration, validated children’s emotional experiences, and reinforced adaptive coping strategies, creating supportive opportunities for collaborative emotional meaning-making. Our findings highlight shared reading as a culturally affirming context for caregiver-supported emotion socialization and underscore the importance of centering Black girls’ voices in research on socioemotional development. Full article

Background/Objectives: The predictive value of the Nursing Child Assessment Feeding Scale (NCAFS) for eating, diet, and growth outcomes among healthy infants is not well-described. Methods: In this prospective cohort study, healthy infants (n = 227) were assessed with the NCAFS at 0.5, 2, and 4 months and outcomes were measured concurrently and at 12 months. Maternal feeding and infant eating behaviors were observed during a separate feeding and assessed with the Infant Feeding Styles Questionnaire, Baby Eating Behavior Questionnaire, Children’s Eating Behavior Questionnaire-Toddler, and a diet questionnaire. Sucking was measured and anthropometry obtained. Results: In mixed models with repeated measures, concurrent associations included maternal verbalization while waiting for a separate feeding with maternal Sensitivity to Cues (β = 0.80) and maternal Cognitive Growth Fostering (β = 1.05); maternal verbalization during a separate feeding with maternal Social–Emotional Growth Fostering (β = 1.10) and maternal Cognitive Growth Fostering (β = 1.37); suck duration with infant Clarity of Cues (β = −5.35); feeding duration with maternal Social–Emotional Growth Fostering (β = 0.04), maternal Cognitive Growth Fostering (β = 0.03), and infant Responsiveness to Caregiver (β = 0.06); and bottle-feeding intensity with maternal Social–Emotional Growth Fostering (β = −1.11). Prospective associations included maternal Sensitivity to Cues with infant weight-for-length z-score change per month (β = −0.02) and maternal Social–Emotional Growth Fostering with breastmilk feeding intensity (β = 0.06). Conclusions: Associations were primarily null. However, more social interaction during feeding, less nutritive sucking (i.e., shorter suck duration), longer feeding duration, and lower bottle-feeding intensity were associated with more optimal NCAFS scores concurrently, and more optimal NCAFS scores were associated with lower weight-for-length z-score change and greater breastmilk feeding intensity prospectively. Full article

Caregivers’ knowledge of language milestones and active engagement in responsive interactions are critical predictors of children’s long-term literacy and communication outcomes. Qualitative inquiry that captures caregivers’ personal perspectives and systemic barriers is essential in order to fully understand how these language-rich environments are created. This study examines caregivers’ perceptions of their natural everyday interactions with children under five, exploring their knowledge of resources and barriers to accessing speech–language support services. Eight primary caregivers of at least one child aged under five participated. After completing a brief demographic questionnaire each participant engaged in a semi-structured interview focused on their perceptions and knowledge of supporting children’s language development through everyday verbal interactions and navigating barriers to services. Data were analyzed using reflexive thematic analysis. Findings highlight the new insights that emerge when caregivers are asked to reflect on how they create language-rich environments. Participants valued Early Childhood Education (ECE) networks as a key source of information but reported a lack of reliable, accessible guidelines on language developmental milestones. Caregivers also expressed a need for practical strategies to enhance everyday interactions. Despite sample size limitations, these findings highlight challenges faced by caregivers and the critical need for further qualitative inquiry into how caregivers’ perceptions shape communication-supportive practices. Full article

Background: Digital behavioral phenotyping of autism spectrum disorder (ASD) offers a promising approach for developing more scalable diagnostic frameworks across diverse global contexts. Machine learning (ML) models show promise for ASD diagnosis using behavioral videos, but critical questions remain regarding whether models trained on data from one country work in another, and how the background of the raters affects the accuracy. Our work addresses these questions by testing whether ML models can accurately diagnose ASD across different populations and rater groups. Methods: This work evaluates the performance of a supervised ML framework for binary classification of ASD versus non-ASD [speech, language and communication disorders (SLC) + neurotypical (NT)] in a cohort of 227 children in Bangladesh. We first assessed the cross-domain model transferability of a clinical-instrument-trained logistic regression model (LR-9) on behavioral ratings that were based on videos of Bangladeshi children interacting with caregivers and toys at two major child development centers in Dhaka, Bangladesh. We then trained five diverse classifiers (Logistic Regression, Random Forest, XGBoost, SVM, and RuleFit) on the full annotated Bangladeshi dataset. Using SHAP-based consensus elbow feature selection, we identified a compact set of features that maintained the performance. Finally, we developed ensemble models to improve predictive stability. Results: The LR-9 model, originally trained on U.S. clinical instrument data, was evaluated on video-based behavioral ratings from 214 Bangladeshi children. When tested on Bangladeshi clinician ratings, the LR-9 model achieved a sensitivity of 86.1% (95% CI: [0.78–0.93]) and AUC of 0.79 (95% CI: [0.73–0.86]). The distinction across rater groups was between trained raters (clinicians and students) and crowd workers, who showed lower sensitivity 28.5% (95% CI: [0.21, 0.39]). When tested on the aggregated ratings from all groups, the model achieved an AUC of 0.78 (95% CI: [0.72–0.84]). Inter-rater reliability followed the same pattern: individual agreement was fair (Krippendorff’s α = 0.26), but the multi-rater consensus was reliable (ICC(1,k) = 0.84), with Bangladeshi clinicians showing the highest agreement (α = 0.34) and crowd workers the lowest (α = 0.20). We then trained new models directly on the Bangladeshi ratings. All model types achieved similar AUC values (0.86–0.89), with overlapping confidence intervals. Using just 8–11 key behaviors kept the similar performance while cutting the features by 66–75%. Combining ensembles gave similar results (e.g., Bayesian averaging: AUC 0.88 [0.78, 0.95]) but with more stable predictions. Conclusion: This study provides evidence that mobile video-based ASD diagnosis can achieve comparable performance (AUC: 0.89 [0.76, 0.96]) to models trained on clinical instrument data. This work contributes to the development of broader adaptable autism detection tools, bypassing the dependence on traditional clinical instrument data. Full article

Early childhood education (ECE) professionals’ reflections on mental states have been associated with staff–child interaction quality and child development. However, experimental evidence from mentalization training in ECE teacher education is limited. Fifteen Finnish student teachers with a caregiver background, enrolled in a higher education program, participated in a Video Enhanced Reflective Practice (VERP) intervention. The training was integrated in two blended learning study modules, where the focus was to support children’s language, cognitive, and social–emotional development. The student teachers’ observed mental state talk increased during trainer-guided peer discussions as well as student-guided discussions with two children during picture book reading interactions. The student teachers’ self-reported general interaction skills also improved. In the pilot study, growth was observed in mentalization and interaction skills, following a higher education program that combined VERP with evidence-based content. The preliminary data suggest that future interventions should focus on the transfer of training and on improving ECE student teachers’ talk about emotional states during interactions with children. Full article

Background/Objectives: Childhood obesity is prevalent in the United States, and although food environments (FEs) may be related to child weight, findings remain inconsistent. This study evaluated neighborhood and home FEs’ associations with children’s weight and explored interactive effects of the neighborhood and home FEs on child weight. We hypothesized that children exposed to less healthy neighborhood and home FEs would have higher weight. Methods: This secondary analysis leveraged baseline data from caregiver–child dyads (n = 115) enrolled in an obesity intervention trial (HABITS). The Modified Retail Food Environment Index (mRFEI) was calculated as the proportion of healthy versus unhealthy food vendors within a 4-mile buffer of participants’ homes using food retailer data from business directories and geographic information systems software. Caregivers reported fruit, vegetable, and sugary beverage availability at home. Child weight was measured and used to determine weight-for-age z-scores (WAZs). Linear regression models were used to examine neighborhood FE, home FE, and their interactions as predictors of child WAZs. Results: Participants were majority non-Hispanic Black (77%) with household incomes of <$30,000/year (73%). Children were 3.0 ± 1.0 years old. Child WAZs were negatively associated with home fruit availability (β = −0.07, 95% CI: −0.14 to −0.01, p = 0.02), with no associations observed for the neighborhood FE or other home FE factors and no interaction between neighborhood and home FEs on weight. Conclusions: There were no significant associations between neighborhood FEs and weight among young children, while within the home FE, only the availability of fruit was associated with child weight. Full article

Play is a universal activity. Yet there are cultural and linguistic differences in how families engage in adult–child play. In the present study, Thai–English bilingual mother–child dyads completed a toy play task in both languages. The results revealed cross-linguistic differences in bilingual mothers’ and children’s conversation styles. When speaking Thai, the nature of bilinguals’ dyadic play was more adult-centered, characterized by the use of directives by the mothers and use of repetitions by the children, which was congruent with parent–child interpersonal dynamics in high-power-distance Asian cultures. When speaking English, the play session was more child-centered, evidenced by children’s use of directives and encouragements, which was congruent with behavioral norms in low-power-distance Western cultures. Bilingual mothers and children exhibited positive associations in their narrative styles during both the Thai and English sessions. Additionally, the preliminary results provided evidence that cross-linguistic differences in mother–child speech patterns may be moderated by child gender. These findings suggest that the communicative and interactional patterns that bilingual caregivers modeled for bilingual children varied across languages and that preschoolers aligned their behaviors with those exemplified by their mothers. We conclude that bilingualism influences early social communication, with theoretical and applied implications for researchers, educators, and clinicians. Full article

Background and Objectives: Child dental neglect is a clinically significant form of maltreatment that frequently reflects broader challenges related to caregiving within the family environment. Although oral manifestations have been described in prior research, the socio-behavioral profile of responsible caregivers remains insufficiently characterized, particularly in Central and Eastern European contexts. This study aimed to identify caregiver-level socio-behavioral characteristics associated with child dental neglect and to examine their relationships with clinical outcomes. Materials and Methods: A retrospective cross-sectional analytical study was conducted on 333 children (aged 4–17 years) diagnosed with dental neglect, presenting at a municipal hospital and a private dental practice in Oradea, Romania (2020–2024). Caregiver-level variables included age, educational attainment, socioeconomic status, health condition, substance use, and family structure. Associations were analyzed using Fisher’s Exact Test, Pearson Chi-Square, and Mann–Whitney U test, with Bonferroni correction applied where appropriate. Results: Most caregivers were young adults (93.1%), with low educational attainment (40.2% had no formal schooling) and high rates of alcohol use (47.1%). Low family income was present in 89.2% of cases and was significantly associated with non-adherence to the dental treatment plan (p  =  0.039). Caregivers without formal education were associated with neglect in rural areas (43.4% vs. 26.2%; p  <  0.001). Children of drug-using caregivers were significantly older at presentation (median: 12 vs. 8 years; p  =  0.014), and caregiver drug use was more prevalent in urban settings (18.0% vs. 1.8%; p  <  0.001). Over half of the children (52.9%) came from disrupted family environments. Conclusions: Dental neglect was consistently associated with young, poorly educated, and financially disadvantaged caregivers exhibiting high rates of substance use and unstable family structures. These factors may interact in complex ways, highlighting the multifactorial nature of dental neglect. Dental professionals are well positioned for early identification and have a professional and ethical responsibility to integrate child safeguarding into routine clinical practice. Full article

Background/Objectives: Household poverty is a known risk factor for early childhood development. However, the extent to which caregiver education may moderate income-related developmental disadvantages remains underexplored in Southeast Asian contexts. This study investigated whether caregiver educational attainment buffers the association between household income, child-rearing environments, and early developmental outcomes in Indonesia. Methods: This study utilized cross-sectional data from Indonesian caregivers. To maximize statistical power, analyses of the home environment using the Index of Child Care Environment included the full sample (N = 933). Analyses of developmental outcomes using the Early Childhood Development Index were restricted to 3- and 4-year-old children (N = 355). General Linear Models (GLMs) were conducted, controlling for child age and sex. Results: For the home environment, both household income (p = 0.042) and caregiver education (p = 0.021) were independent, significant predictors, with no significant interaction. However, for developmental outcomes, the Income × Caregiver Education interaction was statistically significant (p < 0.001). Conclusions: Income and caregiver education were independently associated with the home environment, while their interaction was associated with developmental outcomes among children aged 3 to 4 years. These findings are consistent with an educational buffering hypothesis and warrant further longitudinal research. Full article

With the introduction of antiretroviral treatment, HIV has become more of a chronic disease, resulting in people living with HIV living longer. This progress has also been realised among children and adolescents living with HIV, whose primary caregivers have always been instrumental in supporting and caring for them. Despite the general progress in the fight against HIV and the crucial role of caregivers in supporting children living with HIV, the reality is that the struggle is not yet over. The existing literature demonstrates that there are some untold sufferings not only of those children who are living with HIV but also their families and primary caregivers. Drawing from the biopsychosocial theoretical framework, this exploratory qualitative study sought to explore the experiences, challenges and coping strategies of caregivers of children living with HIV/AIDS in South Africa. A total of eight participants were recruited from Pretoria and Cape Town through purposive sampling. Semi-structured interviews were conducted and analysed through Braun and Clarke’s thematic model of qualitative data analysis. The findings revealed various experiences, including reluctance to disclose the child’s HIV-positive status, financial challenges, experiences involving support systems and the coping strategies for managing challenges. The study demonstrated the complexity of HIV as a condition involving the interaction of biological, psychological and social dynamics. Full article

Bilingual children learn their languages through rich interactions with caregivers within dynamic family contexts. However, little is known about how families align their two languages to support bilingual acquisition and how this varies across bilingual communities. This study examines language choice alignment across two communities: French–English families in Quebec (Canada) and Spanish–English families in New Jersey (United States). Thirty-nine children aged 18–35 months and their families were video-recorded during two 20 min home play sessions—one with a primary caregiver only and one including additional household members. Utterances were coded for speaker identity and language. We found strong turn-by-turn alignment between primary caregivers and children across both communities and sessions, with observed alignment exceeding chance in ⅔ of analyzed sessions at rates 20–22% above baseline. Other family members showed weaker correspondence with children’s language choices. Children’s alignment was modulated by language exposure and age, whereas caregivers’ alignment only decreased when additional members were present. These findings demonstrate that primary caregivers and their bilingual children align language choices consistently across diverse family configurations and communities. This linguistic coupling may support bilingual development across diverse interaction contexts, highlighting primary caregivers’ central role in early bilingual experiences across societies where bilingualism is and is not the norm. Full article

Many children with autism spectrum disorder (ASD) display elevated levels of challenging behaviors and decreased social engagement. Parent Child Interaction Therapy (PCIT) may help children with ASD increase rates at which they engage and interact with their caregivers. Existing barriers to treatment completion, including high attrition and travel time and costs, may be ameliorated by delivering PCIT virtually (iPCIT) and setting attainable mastery criteria. This study utilized a multiple baseline design across three caregiver-child dyads with ASD to determine whether an iPCIT protocol affected caregivers’ use of positive engagement skills, children’s engagement, and children’s challenging behaviors. Results demonstrated increased and improved caregiver-implemented engagement and behavior management practices with some improvements in child outcomes. These findings suggested that iPCIT is an effective treatment modality for teaching parents to increase and maintain their use of positive engagement skills across time. Without explicit instructions to avoid negative interaction behaviors, increases in positive engagement skills did not result in concomitant decreases in negative interaction behaviors. Increases in social engagement were observed for two children, but a decrease in engagement was observed in the third. Implications for future research and practice are discussed. Full article