Child care for children with and without disabilities: The provider, observer, and parent perspectives

Knoche, Lisa L.; Peterson, Carla A.; Edwards, Carolyn Pope; Jeon, Hyun Joo

doi:10.1016/j.ecresq.2006.01.001

Cited by 60 publications

(49 citation statements)

References 47 publications

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“…Public funding to enhance early development is sound economic policy as well, particularly for children living in poverty (Heckman, 2006). Yet large numbers of children do not have access to high-quality, inclusive early care and education likely to simultaneously enhance child development and provide family support (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002;ClarkeStewart, Vandell, Burchinal, O'Brien, & McCartney, 2002;Knocke, Peterson, Edwards, & Jeon, 2006;Odom et al, 2001;Shonkoff & Phillips, 2000).…”

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confidence: 99%

Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty

et al. 2011

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This study examined the prevalence of indicators of disability or potential disability among preschool-aged children enrolled in the Early Head Start Research and Evaluation Longitudinal Follow-Up. Three categories of indicators were established: received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified into at least one category. Children living in poverty from birth through preschool and of minority status were among those most likely to be classified; these children were likely to have received a variety of services. The majority of children who received Part C services (79.8%) received Part B services as preschoolers, but 33% of the children with a developmental risk identified before age 3 continued to have a developmental risk during preschool yet did not receive specialized services. Results highlight the importance of understanding the relations among child and family characteristics and service receipt to inform policy and practice. High-quality early childhood programs are associated with better outcomes, especially for children at risk for developmental delays or poor academic achievement (Love et al., 2005;Peisner-Feinberg et al., 2001;Ramey et al., 2000;Schweinhart et al., 2005). Public funding to enhance early development is sound economic policy as well, particularly for children living in poverty (Heckman, 2006). Yet large numbers of children do not have access to high-quality, inclusive early care and education likely to simultaneously enhance child development and provide family support (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; ClarkeStewart, Vandell, Burchinal, O'Brien, & McCartney, 2002;Knocke, Peterson, Edwards, & Jeon, 2006;Odom et al., 2001;Shonkoff & Phillips, 2000). Early Care and Education Services: Current and Historical EffortsStates are expanding early care and education services, through both universal preschool education and enhancement of child care quality. A total of 38 states now fund preschool education. During the 2008-2009 school year, 25% of American 4-year-olds and 3% of 3-year-olds attended publically funded preschools, a slight increase over previous years (Barnett, Epstein, Friedman, Sansanelli, & Hustedt, 2009). Quality, however, varied; eight states improved on the Quality Standards Checklist established by the National Institute for Early Education Research, but three states lost ground. When adjusted for inflation, per child spending for preschool education decreased slightly (Barnett et al., 2009). Since 2000, 22 states and the District of Columbia assess the quality of early care and education programs, particularly child care programs, through rigorous Quality Ratings Systems (National Child Care Information and Technical Assistance Center, 2010). These efforts have spawned an array of training opportunities for early care and education providers. received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified...

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Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty

et al. 2011

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“…Types of interventions and their objectives have been a focus for some studies in recent years, highlighting how a baby can acquire and demonstrate motor skills when a task is offered in a suitable environment, especially in the presence of people with whom he is familiar (18)(19) .…”

Section: Discussionmentioning

confidence: 99%

Intraclass reliability of the Alberta Infant Motor Scale in the Brazilian version

Silva

Maia

Lopes

et al. 2013

Rev. esc. enferm. USP

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RESUMOObjetivou-se analisar a confiabilidade intraclasse da escala Alberta Infant Motor Scale (AIMS), na versão brasileira, em crianças pré-termo e a termo. Estudo metodológico, realizado de novembro de 2009 a abril de 2010, com 50 crianças atendidas em duas instituições públicas de Fortaleza, Ceará, Brasil. As crianças foram agrupadas conforme a idade gestacional em pré-termo e a termo e avaliadas no laboratório de comunicação de uma instituição pública ou em domicílio por três avaliadores. Os índices de correlação intraclasse para as categorias prono, supino, sentado e em pé variaram de 0,553 a 0,952, mantendose em sua maioria acima de 0,800. Apenas no item em pé do terceiro avaliador o índi-ce foi 0,553. Quanto ao escore total e ao percentil, os índices variaram de 0,843 a 0,954. A Escala mostrou-se um instrumento confiável para avaliar o desempenho motor grosso de crianças brasileiras, particularmente as cearenses, independente da idade gestacional ao nascer. DESCRITORES RESUMENEl objetivo fue analizar la confiabilidad intra-clase de Alberta Infant Motor Scale (AIMS) en la versión brasileña, en niños pre-término y a término. Estudio metodológico, realizado de noviembre de 2009 a abril de 2010, con 50 niños atendidos en dos instituciones públicas de Fortaleza/ Ceará/Brasil. Los niños fueron agrupados, según la edad gestacional, en pretérmino y término y evaluados en un laboratorio de comunicación de una institución pública o en sus domicilios, por tres evaluadores. Los índices de correlación intra-clase para las categorías prono, supino, sentado y de pie variaron de 0,553 hasta 0,952, mantenién-dose en su mayoría encima de 0,800 y sólo en el ítem de pie del tercer evaluador, el índice fue 0,553. Mientras que en el Score total y el Percentil, hubo una variación de 0,843 hasta 0,954. Se concluye que la escala es un instrumento confiable para evaluar el rendimiento motor grueso de niños brasileños, en particular de Ceará, independientemente de la edad gestacional al nacer.

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“…Sabe-se que a qualidade da interação da criança com os principais cuidadores potencializa o desenvolvimento 32 . Os pais mais jovens além de não terem tanta demandam profissional, o que favorece a interação por mais tempo com seus filhos, muitas vezes recebem apoio da família no cuidado da criança [39][40][41] . Diante disto, sugerese que futuros estudos avaliem não somente os pais como cuidadores principais da criança, mas sim outros membros da família, bem como educadores das creches, que possam estar interagindo diretamente com a criança, e desta maneira influenciando no processo desenvolvimentista.…”

Section: Grupo De Bebês De Mães Adolescentesunclassified

Motor and Cognitive Development Predictors of Infants of Adolescents and Adults Mothers

2017

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RESUMOPouco se sabe sobre a repercussão para o desenvolvimento do bebê dos fatores ambientais e das tarefas cotidianas as quais a mãe adolescente está exposta. Por isso o presente estudo propôs identificar as associações e os preditores do desenvolvimento motor e cognitivo de bebês filhos de mães adolescentes e adultas. Foram avaliados 40 bebês com idade entre 0 e 18 meses, tendo 20 bebês em cada grupo -mães adolescentes e adultas. ABSTRACTLittle is known about the impact of environmental factors and daily tasks for the infant development which the adolescent mother is exposed. Therefore the present study was to identify associations and predictors of motor and cognitive development of infants of adolescent and adult mothers. Participated 40 babies aged between 0 and 18 months, 20 babies in each group -adolescent and adult mothers. Alberta Motor Infant Scale, Bayley Scale of Infant Development; Affordances in the Home Environment for Motor Development, Knowledge of Infant Development and Daily Activities of Infant was used for assessments. A strong association between motor skills and cognition (r² = 0.88) in both groups was observed. The predictors of motor development in the adolescent mother group were paternal age, home space, the mother does not work outside the home, parents' educational level, number of toys and adults in the household, parenting practices and knowledge of parents The predictors of cognitive development were parents living together, the amount of rooms in the residence and parenting practices. In the adult mother group, the predictors of motor development were the cognitive development, caesarean birth, parents living together, amount of rooms in the residence and parenting practices. As predictors of cognitive development, remained in the regression model the motor development, number of days in the ICU, number of rooms in the residence and parental practice. Conclusions: The interdependence between cognition and motor skills, family and residence characteristics, and parenting practices were the main determinants of infant trajectory. Keywords: Adolescent. Pregnancy. Cognition. Motor dexterity. IntroduçãoO desenvolvimento humano é um processo que decorre das mudanças nos domínios motor, cognitivo, afetivo e físico. Os domínios motor e cognitivo do desenvolvimento estão em constante interação, sendo fortemente influenciados um pelo outro 1 . Consequentemente é fundamentar ao estudar o desenvolvimento infantil, compreender as muitas conexões na qual

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Child care for children with and without disabilities: The provider, observer, and parent perspectives

Cited by 60 publications

References 47 publications

Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty

Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty

Intraclass reliability of the Alberta Infant Motor Scale in the Brazilian version

Motor and Cognitive Development Predictors of Infants of Adolescents and Adults Mothers

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