Primary Care Strategies for Promoting Parent-Child Interactions and School Readiness in At-Risk Families

Mendelsohn, Alan L.; Huberman, Harris S.; Berkule, Samantha B.; Brockmeyer, Carolyn; Morrow, Lesley Mandel; Dreyer, Benard P.

doi:10.1001/archpediatrics.2010.254

Cited by 136 publications

(142 citation statements)

References 27 publications

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“…Two studies (14,15) verified the effect of children's immediate social environment, family dynamics, and aspects of parents' history as potential risk factors for their language development. One of the studies (14) highlighted that early pediatric care represents a significant opportunity of improving children's development. This study emphasizes that poverty is related to difficulties in children's development and in their chances to get education.…”

Section: Resultsmentioning

confidence: 99%

“…This happens because the verbal interactions between parents and children are important for the proper development of children's oral language and reading, which tend to be reduced when families have low socioeconomic level. The methodology used (14) interactions between parents and children of 410 families, who were assessed through the use of StimQ-Infant questionnaire (23) , which is characterized as a structured interview to evaluate the interactions between parents and children and children's development in the first years of childhood. In this study, a diary was also used in which mothers wrote their reading activities to their children at home.…”

Section: Resultsmentioning

confidence: 99%

“…Some of the investigations in this review (14)(15)(16)(17) involved the participation of subjects in intervention programs to reduce risk factors. Generally, these programs had as their aim to change parents' behavior, and they were effective in reducing complications through the development of children that had risk factors related to language.…”

Section: Resultsmentioning

confidence: 99%

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Risk factors for proper oral language development in children: a systematic literature review

Gurgel

Vidor

Joly

et al. 2014

CoDAS

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Purpose:To conduct a systematic review of literature production related to risk factors for proper oral language development in children.Methods:We used the terms "child language," "risk factors," and "randomized controlled trial" in MEDLINE (accessed via PubMed), Lilacs, SciELO, and The Cochrane Library from January 1980 to February 2014. Randomized controlled trials involving the study of some risk factors related to child language were included. Works with individuals who were not from the age group 0–12 years and presented no reliable definition of risk factors were excluded. The research findings were classified according to their theme and categorized methodological aspects.Results:We observed the lack of a standardized list of risk factors for language available for health professionals. The main risk factor mentioned was family dynamics, followed by interaction with parents, immediate social environment, and encouragement given to the child in the first years of life. It was also observed that organic hazards such as brain injury, persistent otitis media, and cardiac surgery, besides the type of food and parental counseling, may be related to language disorders.Conclusion:More randomized controlled trials involving the evaluation of risk factors for child language and the creation of further studies involving children above 6 years of age and males are needed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Risk factors for proper oral language development in children: a systematic literature review

Gurgel

Vidor

Joly

et al. 2014

CoDAS

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“…A continued collaboration with parents may further improve the outcomes of promising interventions, especially in light of the findings that early family characteristics are likely to play an important role in the development of school readiness (Mendelsohn et al, 2011). Furthermore, as suggested by research findings, children may benefit from continued support in the home, and the added involvement of their parents in educational interventions.…”

Section: Discussionmentioning

confidence: 99%

Ready or not: Kindergarten classroom engagement as an indicator of child school readiness

Fitzpatrick

2012

SAJCE

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Children's preparedness for school is an important predictor of their eventual academic attainment, health, and personal success well into adulthood. Although kindergarten knowledge of numbers and vocabulary represent robust indicators of children's readiness to learn at school entry, theory and research suggest that selfdirected learning skills are also important in meeting the challenges of the elementary school classroom. This review examines evidence related to the potential benefits (e.g. improving children's academic outcomes) of targeting classroom engagement skills, a person-environment fit characteristic reflecting task-orientation and industriousness. Reviewed studies suggest that classroom engagement skills are malleable and robust predictors of later elementary school achievement. Research also suggests that cognitive control skills in the form of executive functions are likely to underlie individual differences in classroom engagement. This paper provides evidence that developing pre-school and kindergarten curriculum that target cognitive control can be a useful strategy for enhancing student engagement behaviour. Developing early interventions that bolster school readiness can then help circumvent risks for later academic and social impairments in childhood and adolescence.

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“…Se ha mostrado que durante los primeros años de vida, existe relación entre las interacciones madre-hijo y el desa rrollo cognitivo, social y lingüístico de los niños (Evans & Porter, 2009;Landry, Smith, Miller-Lancar & Surank, 1998;Masur & Olson, 2008;Murray & Hornbaker, 1997;Page, Wilhelm, Gamble & Card, 2010;Pearson et al, 2011;Young, Merin, Rogers & Ozonoff, 2009). Los programas de intervención temprana que han contemplado en sus estrategias diversas acciones para mejorar estas interaciones, han sido considerados más exitosos al mostrar su impacto favorable en el desarrollo de los niños (Góngora & Farkas, 2009;Kleberg, Westrup & Stjernqvist, 2000;Landry, Smith, Swank & Guttentag, 2008;Landry et al, 2011;Mendelsohn et al, 2011;Neu & Robinson, 2010;Newnham, Milgrom & Skouteris, 2008;Smith, Cumming & Xeros-Constantinides, 2010;Taylor, Davis & Kemper, 1997). Con relación a las interacciones madre-hijo en niños considerados con riesgo, se han reportado mayores interac ciones en madres de niños de bajo riesgo que en las de niños de al to riesgo (Korja, Latva & Lehtonen, 2012).…”

Section: Introductionunclassified

Interacciones tempranas madre-niño y predicción de desarrollo motor mediante ecuaciones estructurales: Aplicación del modelo en niños con riesgo de daño neurológico perinatal

Rábago

Ramírez

Pérez

et al. 2013

Interd

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RESUMENLos impactos más importantes de las expresiones tempranas del daño neurológico en los niños, son las dificultades para establecer intercambios con su medio social, afectando en la etapa inicial las primeras interacciones con su ma dre. Niños con riesgo biológico muestran grandes dificultades para iniciar interacciones. Cuando las madres se ajustan en una relación bidireccional se logra un aumento en las iniciaciones del niño; si las madres responden menos, los niños disminuyen las iniciaciones y aumentan la irritabilidad.Los programas de intervención temprana que integran en sus estrategias el manejo de las interac ciones madre-niño se han considerado exitosos por sus implicaciones directas en el desa rrollo del niño. Se requiere mayor soporte empírico sobre la influencia de patrones específicos de in teracciones tempranas madre-hijo y el desa rrollo posterior de niños con daño neurológico perinatal, en términos de prevención de alte raciones o discapacidad. Se realizó un estudio longitudinal y se reporta el efecto de las interacciones de reciprocidad madre-hijo en el desa rrollo motor observado en niños a los 4, 8 y 12 meses de edad, a través del empleo del Modelo de Ecuaciones Estructurales (Curva de Crecimiento Latente). Se concluye que el modelo permitió mostrar que en niños de riesgo perinatal, las interacciones madre-hijo representan un buen predictor del desarrollo motor en el primer año de vida. Estos hallazgos tienen importantes impli-

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Primary Care Strategies for Promoting Parent-Child Interactions and School Readiness in At-Risk Families

Cited by 136 publications

References 27 publications

Risk factors for proper oral language development in children: a systematic literature review

Risk factors for proper oral language development in children: a systematic literature review

Ready or not: Kindergarten classroom engagement as an indicator of child school readiness

Interacciones tempranas madre-niño y predicción de desarrollo motor mediante ecuaciones estructurales: Aplicación del modelo en niños con riesgo de daño neurológico perinatal

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