Early Childhood Intervention: A Continuing Evolution

Meisels, Samuel J.; Shonkoff, Jack P.

doi:10.1017/cbo9780511529320.003

Cited by 104 publications

(93 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Early childhood service is a field that involves many disciplines (see Meisels & Shonkoff, 2000), including psychology, social work, public health, nursing, parent education, infant mental health, and early childhood education. The importance of forming a strong alliance with the participating parents or caregivers from the very beginning is a central theoretical principle across virtually all of these disciplines, although how the relationship is conceptualized can vary considerably (Korfmacher, 2007;Zeanah, Larrieu, Boris, & Nagle, 2006).…”

Section: The Helping Relationshipmentioning

confidence: 99%

The good, the bad, and the ambivalent: Quality of alliance in a support program for young mothers

Humphries

Korfmacher

2012

Infant Mental Health Journal

View full text Add to dashboard Cite

The relationship that develops between early childhood service providers and parents is seen as a critical component in program implementation, although little is known about how service providers and parents view this relationship. The current qualitative study examines the helping relationship between doulas and 12 African American adolescent mothers who participated in a larger study of prenatal and postnatal support. Mothers and their doulas were interviewed separately at the beginning and the end of program participation about the quality of the helping relationship and how they spent their time together. Content analysis revealed positive, negative, and ambivalent themes in mothers' and doulas' descriptions of their relationships, although the majority of the relationships were considered positive. For the most part, doulas and mothers agreed on the quality of the relationship that they formed with each other. Mothers were more likely to note the enjoyable aspects of spending time with their doula while doulas focused more on issues of trust and acceptance. The young mothers and doulas often considered amount of contact and availability (or lack thereof) as a sign of the quality of the relationship. Results are discussed in terms of the professional role of the doula and cultural influences in help-giving behavior.

show abstract

Section: The Helping Relationshipmentioning

confidence: 99%

The good, the bad, and the ambivalent: Quality of alliance in a support program for young mothers

Humphries

Korfmacher

2012

Infant Mental Health Journal

View full text Add to dashboard Cite

show abstract

“…Further, this theory suggests that although medical or biological risk factors (reproductive casualties) may play a role in the development of later problems, it is the caretaking environment that will determine the ultimate outcome. Meisels and Shonkoff (2000) argue that Sameroff and Chandler's theory of the bidirectional influence of biology and environment on human development impacted on research and service delivery in the evolving models of intervention. Sameroff and Fiese (2000) have continued to expand on this theory, further emphasizing that multiple contributing forces at multiple levels of the child's life are determinants of child development, and that child characteristics are a force within this transactional model.…”

Section: Systems Theories Of Human Development and Their Effects On Pmentioning

confidence: 99%

Family Literacy Programs: Where Have They Come from and Where Are They Going?

Doyle

2012

Front Educ China

View full text Add to dashboard Cite

Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In this paper, the influence of learning theories, the research on children's early literacy development, and the sociopolitical context with gave rise to the intervention movement, will be reviewed with respect to their impact on current models of family literacy programs. The research on program evaluation is also considered, and is related to current practice and future directions in family literacy programming. Keywords family literacy, early literacy, parent involvement, early intervention Theoretical Perspectives on Human DevelopmentCognitive and social constructive theories of intelligence and learning that emerged in the 1950s challenged the maturational and behavioral perspectives of learning theory advanced in earlier decades. These new theories would, in the emerging sociopolitical context, prove to have potent effects on the practice of educating young children. Teale and Sulzby (1986) argue that the impetus for this "cognitive revolution" was the research on the cognitive development of children by Jerome Bruner and his colleagues at the newly established Center for Cognitive Studies at Harvard University. Bruner (1960) advanced the view of the child as both active and capable in advancing their own learning. The work of other researchers at this time complemented the constructivist emphasis of Bruner's work, and highlighted the importance of early experiences. Hunt (1961) rejected the maturationists' notion of the immutability of intelligence and called for a consideration of environmental factors in children's developmental trajectories. Bloom's (1964) work bolstered Hunt's position that the environment

show abstract

“…The field of early childhood intervention has a relatively short but rich history (Dunst, 1996;McLean, Sandall, & Smith, 2016;Meisels & Shonkoff, 2000). In the 50+ years since Hunt (1961) first noted that experiences early in a child's life could alter developmental outcomes, and later, that respon-Carl J. Dunst, Deborah W. Hamby, Linda L. Wilson, Marilyn Espe-Sherwindt, & Donna E. Nelson sive caregiving was an important factor in shaping those outcomes (Hunt, 1987), considerable advances have been made in terms of understanding which experiences under which conditions have which kinds of outcomes and benefits (e.g., Britto, Engle, & Super, 2013;Farrell et al, 2016;Odom & Wolery, 2003;Reichow, Boyd, Barton, & Odom, 2016).…”

Section: Introductionmentioning

confidence: 99%

Practitioner-informed improvements to early childhood intervention performance checklists and practice guides

Dunst

Hamby

Wilson

et al. 2017

REiD

View full text Add to dashboard Cite

Results from four early childhood practitioner field-tests of performance checklists and early intervention practice guides are reported. Findings from the first field-test were used to make changes and improvements in the checklists and practice guides were evaluated in the second and third field-tests, and findings from the latter two field-tests were used to improve the checklist and practice guide evaluated in the fourth field-test. The results indicated that changes made in response to practitioners' suggestions and feedback were associated with (1) progressive increases in the practitioners' social validity judgments of the checklists, practice guides, and checklistpractice guide correspondence; and (2) progressive decreases in the number of practitioner suggestions and feedback for improving the early intervention materials. The field-test research demonstrates the importance of practitioner input, suggestions, and feedback for improving the usefulness of early childhood intervention practices.

show abstract

Early Childhood Intervention: A Continuing Evolution

Cited by 104 publications

References 0 publications

The good, the bad, and the ambivalent: Quality of alliance in a support program for young mothers

The good, the bad, and the ambivalent: Quality of alliance in a support program for young mothers

Family Literacy Programs: Where Have They Come from and Where Are They Going?

Practitioner-informed improvements to early childhood intervention performance checklists and practice guides

Contact Info

Product

Resources

About