Search Results (62)

Background: This longitudinal study aims to explore the stability and changes in child temperament dimensions between the ages of three and six, analyzing their relationship with emotional and behavioral problems, differentiated by gender. Method: This study involved 24 boys and 25 girls from various early childhood education centers in Málaga, Spain. To assess temperament, the Spanish adaptation of the Children’s Behavior Questionnaire was used, while emotional and behavioral problems were evaluated using the SPECI Screening for Emotional and Behavioral Problems in Children. Results: Findings indicate that 9 out of the 15 temperament dimensions remained stable, while 4—anger/frustration, attentional focusing, perceptual sensitivity, and sadness—showed significant changes in the total sample. The gender-specific analysis revealed different developmental patterns for boys and girls. Girls exhibited changes in attentional focusing, fear, and perceptual sensitivity, while boys showed changes in anger/frustration and attentional focusing. In addition, girls scored higher in discomfort and fear, whereas boys stood out in activity levels. Regarding behavioral problems, girls’ externalizing symptoms were significantly associated with attentional focusing and smiling/laughter, while internalizing symptoms were linked to low-intensity pleasure and perceptual sensitivity. Conclusions: These findings highlight the importance of addressing temperament from a gender-differentiated perspective when designing educational and family interventions aimed at promoting socioemotional development. Full article

We investigated the relationship between process quality in early childhood education and care (ECEC) and children’s socio-emotional development in a meta-analysis of longitudinal studies. Our multi-level meta-analysis of 31 publications reporting on 16 longitudinal studies (N = 17,913 children, age: 2.5–18 yrs) demonstrates that the process quality of ECEC is a small but significant predictor of children’s socio-emotional development over time (ES = 0.103, SE = 0.026, p < 0.001, 95% CI: 0.052–0.155). This longitudinal association extends to the age of 18 years in our sample. Process quality of ECEC is, thus, a significant and stable predictor of children’s socio-emotional development and well-being from toddlerhood to adolescence. The longitudinal relationship was moderated by the type of care (center-based vs. home-based) and the informant (parent, professional caregiver, external assessor, or self-report of the child). Implications for future ECEC research are discussed. Full article

Parental empathy and sensitivity play a crucial role in the development of child attachment and socioemotional growth, influencing emotional regulation, social skills, and psychological well-being. However, no comprehensive systematic review integrates emotional, genetic, and neurobiological perspectives. Objectives: this systematic review aims to synthesize existing evidence on the relationship between parental empathy and sensitivity with child attachment and socioemotional development, integrating classical theories with contemporary findings and considering contextual factors such as adversity and intergenerational dynamics. Method: searches were conducted for studies published between 1993 and 2024. Empirical studies examining empathy (affective, cognitive, and multidimensional), parental sensitivity, child attachment (secure, avoidant, ambivalent, disorganized, or DMM), and socioemotional development were included. A total of 16 studies met the inclusion criteria, encompassing longitudinal, cross-sectional, genetic, neurobiological, and experimental designs. Results: key findings include the following: positive socialization predicted greater empathy, and self-regulation maternal anxiety reduced sensitivity and indirectly affected attachment; emotional empathy positively influenced sensitivity; genetic predispositions affected sensitivity through crying; neurobiological studies revealed altered PCC–amygdala connectivity in postpartum depression. Conclusions: the findings demonstrate that parental empathy and sensitivity significantly influence child attachment security and socioemotional development through emotional regulation, genetic predispositions, and neurobiological mechanisms. This review provides a comprehensive framework for understanding the parent–child bond and highlights implications for evidence-based parenting interventions. Full article

Background/Objectives: Emotional regulation and attention are markedly underdeveloped in institutionalized children (IC) relative to non-institutionalized children (NIC). Caregivers in temporary institutional settings tend to exhibit contingency-responsive behaviors with limited affective engagement, which may restrict optimal socio-emotional development. Despite the critical role that sleep routines play in child development, their association with emotional regulation and attention in the context of institutionalization remains insufficiently explored. The present study aimed to assess the impact of institutionalization on emotional regulation, attention, and sleep hygiene in childhood, as well as to investigate whether sleep mediates the relationship between emotional regulation and attention. Methods: A total of 110 children aged 7 to 11 years (N = 55 IC; N = 55 NIC) were assessed using the Emotion Regulation Checklist (ERC), the Cancellation Test (Toulouse-Piéron), and the Children’s Chronotype Questionnaire. Results: Regression analyses and parametric tests revealed significant differences between IC and NIC groups. IC exhibited lower emotional regulation (β = 8.018, p < 0.05) and poorer attention (β = 3.818, p < 0.05) compared with NIC. Additionally, the MidSleep Point (MSP) was significantly different between groups, with NIC demonstrating shorter sleep periods (β = −1158.545, p < 0.05), contrary to expectations. Conclusions: These findings suggest that prolonged institutionalization impairs socio-emotional development, with downstream effects on cognitive functioning, particularly attention. While differences in sleep routines between IC and NIC were observed, sleep did not appear to directly mediate the relationship between emotional regulation and attention, nor did it present a primary risk factor compared with the broader developmental challenges associated with institutional care. Full article

Learn to Fly was developed between February 2022 and March 2023 with the goal of fostering greater social participation and intergenerational dialogue around the recognition and solution of pertinent social issues through the development of psychological flexibility and socioemotional competences in children at the start of their academic careers. Based on a participatory methodology and the concepts of the third generation of Cognitive Behavioral Therapies (CBTs) and ACT (Acceptance Commitment Therapy), the target audience included children of ages 5 and 6 (pre-school and first grade), their teachers, and their families. The Learn to Fly pilot initiative was implemented in eight partner institutions on the Portuguese mainland with the participation of 289 children, their families, and 22 educators. Learn to Fly was evaluated after 12 weeks of implementation using a combination of methodologies, including interviews, focus groups, and pre- and post-tests. Teachers emphasized that the initiative brought families closer to the school, thereby strengthening connections between the school and the community, when analyzing the impact of the project on the school community. Positive changes were observed in the children’s behaviors, particularly with respect to hyperactivity, relationship problems with colleagues, prosocial behavior, socioemotional skills, their perceptions of their participation in various scenarios (their city and country), and intergenerational dialogue with their parents. In addition to the teachers’ preconceived notions about child participation, they became more aware of the possibility of children having a say in decision-making and discovered that the program promoted this aspect. Presently equipped with resources, it is envisaged that teachers trained to implement Learn to Fly will play a significant role in promoting positive child development and social engagement. Full article

Background/Objectives: Early childhood psychopathology has a profoundly negative impact on various areas of psychosocial functioning. Psychopathology and child development are closely linked and influenced by a range of factors, such as socioeconomic status and pre- and postnatal risks. This cross-sectional study aims to gain a deeper understanding of child development in children with early psychopathology and to derive implications for the diagnosis and treatment of the youngest children. Methods: This cross-sectional study examines the developmental status of children aged 0 to 5 years with early psychopathology (EPP) in comparison to gender- and age-matched healthy controls (HC). A newly self-developed objective, semi-structured, symptom-based interview was administered in each subgroup by trained research assistants. This interview is based on the DC: 0–5 classification system. The ET 6-6-R was used as a standardized developmental test, covering the developmental areas of gross and fine motor skills, cognition, language development, and socioemotional development. Demographic characteristics, including maternal education and household income, were considered as potential confounders. Results: Children with early pathology elicited a lower total developmental quotient than healthy controls. HC demonstrated a better performance in fine motor skills, language development, and socioemotional development than their counterparts with EPP. HC showed better gross motor skills as well, but statistical significance was p = 0.08. After controlling for maternal education, overall development and socioemotional development were found to be lower in the EPP group than in the HC group. Conclusions: These findings highlight the need to identify psychopathology and associated developmental deficits early in childhood which might allow more targeted treatments, enhancing developmental opportunities for affected children. Full article

Cultural and religious diversity in Spain, driven by recent decades of migratory flows, has not been exempt from generating social tensions and, unfortunately, an increasing stigmatization of migrant children. This article examines how power dynamics and exclusion impact the identity construction of these young people, particularly within the child protection system. Through interviews and focus groups with young people and professionals in Barcelona and Melilla, this study highlights the resistance strategies these young individuals employ to counteract stigmatizing narratives. The findings indicate that, despite inclusion policies, imposed labels reinforce their vulnerability and limit their social and community participation. Although interfaith dialogue is proposed as a tool to mitigate these tensions, professionals working with these children emphasize the lack of institutional support and insufficient training in socio-cultural diversity, which hinders their efforts. The study underscores the importance of developing interfaith competencies that foster mutual respect and recognition, concluding with a critique of the current protection system. It advocates for a comprehensive approach to addressing these young people’s emotional, social, and spiritual needs beyond solely legal and educational aspects. Full article

Background: Preterm birth, even for moderate or late preterm infants (MLPIs), is associated with longer-term developmental challenges. Family Integrated Care (FICare) models of care, like Alberta FICare, aim to improve outcomes by integrating parents into neonatal care during hospitalization. This follow-up study examined the association between models of care (Alberta FICare versus standard care) and risk of child developmental delay at 18 months corrected age (CA) and explored the influences of maternal psychosocial distress. Methods: We assessed 257 mothers and 298 infants from a cluster randomized controlled trial (ID: NCT0279799) conducted in ten Level II NICUs in Alberta, Canada. Risk of delay was assessed using developmental screening tests. Maternal psychosocial distress was assessed using self-reported measures of depressive symptoms, anxiety, parenting stress, and self-efficacy. Results: There was no association between model of care and risk of developmental delay. Higher maternal parenting stress was associated with increased risk of developmental delay. Conclusions: Alberta FICare was not associated with decreased risk of developmental delay at 18 months CA. Maternal parenting stress may play an important role in the development of MLPIs and should be addressed post-discharge. Full article

Consumption of added sugars negatively affects schoolchildren’s health, making it essential to promote strategies designed to reduce their intake through educational interventions. This study aimed to evaluate the effect of a nutritional education intervention, INCAI, on the consumption of added sugars among schoolchildren in southeastern Mexico. A 9-month educational intervention was designed to promote healthy eating, physical activity, and the development of socio-emotional skills among primary school children. Information on the usual intake of foods and beverages was collected from 400 schoolchildren at the beginning and end of the intervention using a semiquantitative food frequency questionnaire. For the analysis, a generalized estimating equation (GEE) model was constructed using the Poisson distribution family to estimate the effect of the intervention. The relative incidence in the final stage showed a slight increase of 4% (p = 0.093) in the percentage of added sugars compared with the baseline levels in the control group. By contrast, the intervention effect, represented by the interaction between treatment and time, showed a 10% reduction in the final stage in the intervention group (p < 0.001). Based on these findings, the INCAI educational intervention effectively reduced added sugar consumption by 10% in the intervention group, while no significant reduction was observed in the control group. These results suggest that nutritional education programs can be a useful strategy for lowering added sugar intake among schoolchildren, highlighting the importance of incorporating such interventions into public health policies targeting child populations. Full article

This article aims to illustrate the pivotal role that the environment plays in early child development (ECD), drawing upon data derived from the ethnographic research on children’s daily routines. Participant observation and in-depth interviews were conducted over the course of several fieldwork periods (2013–2018). The concept of “mutual raising” is employed to examine the daily interactions between middle-aged children and their domestic animals. To gain an insight into how children develop sophisticated and ecologically relevant skills to become autonomous and responsible for the care of others within the context of environmental interdependence, we present and analyze a cultural practice that is salient to the identity and way of life in rural communities of the Andean region in South America: becoming a shepherd. Considering the aforementioned findings, it can be posited that being able to care for others represents a significant developmental milestone. This discussion highlights the limitations of the dominant theoretical and disciplinary lens through which ECD is currently studied, those so-called W.E.I.R.D societies. Consequently, it is imperative to advocate for an integrative and transdisciplinary framework for ECD studies that incorporates anthropological evidence and the cultural experiences of children and families who have been historically marginalized by dominant ECD models. Full article

Parental reactions to children’s negative emotions (PRCNEs), a type of emotion socialization, has been theorized to shape children’s socioemotional development. Few studies have examined cultural variations in PRCNE among Western/Minority World cultures. The present study used a cross-cultural, preschool-based sample of 101 parent–child dyads (child age = 36–79 months, 42% females; parent age = 19–58 years, 89% mothers) from two countries: U.S. (n = 33, 58% White/European American, 87% with college or above education) and France (n = 68, 61% French or other European origin, 40% with college or above education). Parents self-reported PRCNEs across 12 hypothetical scenarios. Children’s behavioral problems and prosocial behaviors were rated by parents and preschool teachers. Children’s emotion knowledge was measured by a behavioral task. We examined (1) cultural group variations in PRCNEs, and (2) the relations between PRCNE and children’s socioemotional outcomes. Controlling for demographics, French parents endorsed more non-supportive PRCNE than U.S. parents. Across both cultures, parents’ higher use of distress and punitive reactions were linked to lower parent-rated child prosocial behaviors. These findings revealed differences and similarities in PRCNEs between French and U.S. families and have implications for early childhood education practices promoting socioemotional competence. Full article

Background: Educational professionals face significant challenges in determining the most appropriate educational placement for each child with ASD, which is a major concern for their parents. The purpose of this paper is to identify the factors in the development of students with ASD (language development, cognitive development, and socio-emotional development) that are most relevant in determining the modalities of schooling in early childhood education. Methods: A total of 381 Psychopedagogical Evaluation Reports from students with ASD aged 3 to 5 years were reviewed. The importance of each variable was identified using artificial neural network analysis. Classification trees were used to determine their distribution in the two schooling modalities. Results: A total of 42.9% of boys aged 3–5 years with ASD and 54.12% of girls aged 3–5 years with ASD were enrolled in specific modalities. Conclusions: Cognitive development and comprehensive language were the two variables that best explained whether children with ASD were educated in specific or ordinary modalities. The presence of a significantly impaired level of cognitive development was the best predictor of schooling in specific modalities, and for the rest of the cognitive levels, the greater the difficulties in comprehensive language, the greater the likelihood of schooling in specific modalities. Full article

This study aims to explore the reliability, construct validity, and content validity of the Child Learning and Developmental Playful Assessment Battery (Batería de Evaluación Lúdica del Aprendizaje y Desarrollo Infantil; BELADI), a quantitative instrument based on the authentic assessment and playful learning principles, the purpose of which is to assess infant learning and development through motor and competitive games as well as storytelling. The sample was composed of 113 children from Albacete (Spain) between 58 and 72 months of chronological age (M = 64.72; SD = 3.671). To explore the content validity, an expert judgement was carried out and the Content Validity Coefficient (CVC) was calculated. The reliability was analysed using the Cronbach’s alpha and McDonald’s Ω, and an exploratory factor analysis (EFA) was conducted. The results revealed high reliability indexes in each of the developmental domains, and the EFA included 11 items distributed in two factors for the psychomotor domain, 27 items grouped in three factors for the cognitive domain, and 20 items divided into four factors for the socioemotional domain. In conclusion, the study verifies the validity and reliability of the BELADI for the assessment of the infant learning and development through play, which may be used in research, education, and psychopedagogy. Full article

Active play allows children to develop social and cognitive skills, which could lead to higher school engagement. Little is known about the role of child socioemotional difficulty in these associations. This study aims to examine the interaction between active play and socioemotional difficulty in childhood and their prospective association with academic engagement in adolescence. The participants were 4537 children (51.1% boys) who were longitudinally followed, between ages 6 and 14 years, from the National Longitudinal Study on Children and Youth (NLSCY), Canada. Active play (weekly organized sport and unstructured physical activity outside of school hours) and child behavior (hyperactivity, anxiety, and relational difficulties) were reported by mothers for their children at age 6 years. Academic engagement was self-reported at age 14 years. Unstructured physical activity predicted lower subsequent school engagement for boys (β = −0.057, p < 0.05). Boys with high anxiety symptoms and high relational aggression who participated in more unstructured physical activity in childhood were subsequently less engaged in school (respectively, β = −0.066, p < 0.05 and β = −0.062, p < 0.05). Girls who partook in more organized sports showed lower school engagement in adolescence when they had high anxiety symptoms (β = −0.067, p < 0.05). Although past studies have highlighted the contribution of active play to school engagement, certain socioemotional difficulties could impede the child’s ability to reap its benefits. Full article

Background/Objectives: Evidence indicates that persistent transgressive behaviors often begin early in development and increase around age twelve, and warns that children who exhibit transgressive behaviors in childhood or early adolescence tend to develop criminal behaviors in adulthood which makes childhood a critical unit of analysis for timely intervention. The study examines risk and protective factors in childhood related to illegal behavior, through the perspective of developmental criminology. The observation of risk and protective factors in early stages allows us to design interventions that prevent social adjustment problems in children from becoming more complex by maintaining the transgression of social norms over time. Factors identified by developmental criminology can be organized according to ecological systems theory and discussed in relation to previous criminological studies. Methods: Using a systematic review based on the PRISMA method, the study identifies 24 updated developmental criminology articles that study early protective factors between birth and age twelve. Result: Risk factors at the individual level include biological, socioemotional, behavioral, symptomatic aspects and adverse life experiences. Individual protective factors include cognitive, socioemotional, and personality development aspects. Risk factors at an interpersonal and contextual level are related to family, school, peers, socioeconomic situation and governance. Conclusions: This review highlights the importance of recognizing risk and protective factors in child development, contemplating interventions at multiple levels where an articulation between the various institutions involved in child care is possible. Full article