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Security of children's relationships with nonparental care providers: a meta-analysis 总被引：3，自引：0，他引：3
Meta-analysis aggregated results of 40 investigations involving 2,867 children who averaged 29.6 (SD = 8.6) months of age when their attachments to care providers were assessed using either the Strange Situation (SS) or the Attachment Q-Set (AQS). As opposed to parents, secure attachments to nonparental care providers were less likely (using SS) or equally likely (using AQS), respectively. Secure child-care provider attachments were more likely in home- than center-based care, when the children were assessed longer after enrollment, and when they were girls. Whereas care providers' sensitivity to individual children predicted attachment security only in the small groups that characterize home-based settings, group-related sensitivity was a reliable predictor of secure child-care provider attachment, especially in child care centers. 相似文献
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The onset of regular nonparental care for infants and toddlers has complex psychobiological and behavioral effects on their functioning both at home and in child care centers. Maladaptive behavior on the part of children who spend many hours in child care may reflect not the direct effects of nonparental care but the inability of parents to buffer the enhanced levels of stress experienced in child care. Successful adaptation demands careful equilibration of the contrasting limitations and benefits of the two environments, with parental care characterized by stress reduction and emotional regulation and providers' care characterized by emphasis on cognitive stimulation and behavioral regulation. 相似文献
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Anne Milatz Michael Glüer Elena Harwardt-Heinecke Gregor Kappler Lieselotte Ahnert 《Early childhood research quarterly》2014
The Student–Teacher Relationship Scale (STRS) is widely used for research in kindergarten and school. The increasing number of applications inside and outside of the U.S. stresses the need to investigate STRS properties, accordingly. The present study used the STRS in German-speaking countries, examining whether (a) the original factor structure is appropriate for a German version, (b) whether applications of a German STRS are invariant across contexts (kindergarten, first and second grade) as well as gender, and (c) whether construct and criterion validity are met. The original STRS was translated into German and filled out by 368 kindergarten and 503 elementary school teachers in Germany and Austria. Observations in kindergartens, student reports in schools, and teacher reports of students’ characteristics served as validity criteria. Results of confirmatory factor analyses (CFAs) did not confirm the original STRS factor structure. Subsequent exploratory factor analyses on training samples resulted in significant item reductions, followed by further CFAs on validation samples. The bootstrapped results yielded an adjusted three-factor model with subscales indicating satisfying alphas and invariance across context and gender. Construct and criterion validity were met for all subscales of the German STRS based on various criteria from both, observations and reports. 相似文献
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A. Wilcke J. Weissfuss H. Kirsten G. Wolfram J. Boltze P. Ahnert 《Annals of dyslexia》2009,59(1):1-11
Dyslexia is a complex reading and writing disorder with a strong genetic component. In a German case-control cohort, we studied
the influence of the suspected dyslexia-associated gene DCDC2. For the first time in a German cohort, we describe association
of a 2445 basepair deletion, first identified in an American study. Evidence of association for three DCDC2 single nucleotide
polymorphisms (rs807724, rs793862, rs807701), previously identified in German or American cohorts, was replicated. A haplotype
of these polymorphisms showed evidence for association as well. Thus, our data further corroborate association of DCDC2 with
dyslexia. Analysis of functional subgroups suggests association of investigated DCDC2 variants mainly with nondysphonetic,
nonsevere, but probably dyseidetic (surface) dyslexia. Based on the presumed function of DCDC2, our findings point to a role
of impaired neuronal migration in the etiology of the disease.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users.
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| A. WilckeEmail: |
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Although recommended in most treatment guidelines for child/adolescent rehabilitation, there is a lack of standards regarding the amount of exercise therapy that children and adolescents should receive during rehabilitation to ensure effective treatment. First, existing treatment guidelines were examined with regard to data on the frequency, duration, content, and modes of procedure of exercise therapy in the treatment of children and adolescents with asthma, obesity, and atopic dermatitis. Moreover, the actual implementation of exercise therapy in child/adolescent rehabilitative care was analyzed by using standardized data on the classification of therapeutic measures of the years 2007/2008 and comparing different rehabilitation centers. In the context of a nationwide survey, experts and clinicians were asked to describe and define how exercise therapy can be adopted in rehabilitative practice. On this basis, an expert workshop was conducted during which a pilot version of treatment guidelines for child/adolescent rehabilitation was developed and compared with actual medical care practice. Obese children/adolescents receive the highest amount of exercise therapy (4.7 h/week). However, children suffering from atopic dermatitis engage just as long in therapeutic exercises (1.9 h/week) as do children with asthma (1.9 h/week). Exercise therapy modules vary significantly between rehabilitation centers in terms of average frequency and duration. When comparing treatment guidelines and actual medical practice, it becomes apparent that only children up to the age of 7 with atopic dermatitis or asthma are provided to some degree adequately with exercise therapeutic treatment, whereas children aged 8 or older with asthma and/or obesity receive too little exercise therapy. Potential reasons for large variations between rehabilitation centers regarding the use of exercise therapy as well as possible factors that influence discrepancies between actual rehabilitative care practice and therapeutic guidelines are discussed. 相似文献
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Seventy 15-month-old infants were studied at home before starting child care, during adaptation (mothers present) and separation (first 9 days without mothers) phases, and 5 months later. Security of infant-mother attachment was assessed before and 3 months after child care began. In the separation phase, salivary cortisol rose over the first 60 min following the mothers' departures to levels that were 75% to 100% higher than at home. Compared with insecure infants, secure infants had markedly lower cortisol levels during the adaptation phase and higher fuss and cry levels during the separation phase, and their fuss and cry levels were significantly correlated with their cortisol levels. Attachments remained secure or became secure if mothers spent more days adapting their children to child care. 相似文献
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Brenda L. Volling Natasha J. Cabrera Mark E. Feinberg Damon E. Jones Brandon T. McDaniel Siwei Liu David Almeida Jin-kyung Lee Sarah J. Schoppe-Sullivan Xin Feng Micah L. Gerhardt Claire M. Kamp Dush Matthew M. Stevenson Paige Safyer Richard Gonzalez Joyce Y. Lee Bernhard Piskernik Lieselotte Ahnert Elizabeth Karberg Jenessa Malin Catherine Kuhns Jay Fagan Rebecca Kaufman W. Justin Dyer Ross D. Parke Jeffrey T. Cookston 《Monographs of the Society for Research in Child Development》2019,84(1):7-160
Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development. 相似文献
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