发布求助
文献互助 智能选刊 最新文献

Infants & Young Children最新文献

筛选
英文 中文
The Early Childhood Personnel Center 幼儿人事中心
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000191
M. Bruder, Darla Gundler, V. Stayton, Peggy Kemp
{"title":"The Early Childhood Personnel Center","authors":"M. Bruder, Darla Gundler, V. Stayton, Peggy Kemp","doi":"10.1097/IYC.0000000000000191","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000191","url":null,"abstract":"There are concerns about the quantity and quality of personnel in early childhood intervention (ECI) as the numbers of infants and young children with delays and disabilities grow in number, needs, and diversity. The Early Childhood Personnel Center (ECPC) was funded to provide technical assistance (TA) to state systems of ECI and institutions of higher education (IHE) through the development of comprehensive systems of personnel development (CSPD). A CSPD is comprised of 6 interrelated subcomponents and each provides the infrastructure necessary to meet the current and future needs of a competent workforce. The subcomponents include recruitment and retention, personnel standards, preservice programs, in-service training, leadership and sustainability, and evaluation. TA audiences have included ECI administrators, IHE faculty, doctoral students, professional development providers, and families that jointly develop, implement, and evaluate effective personnel practices, policies, and systems. The purpose of this article is to provide an overview of the TA provided by the ECPC over the past 8 years.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"12 1","pages":"69 - 82"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81140234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Shared Book Reading Effects on Number Naming in Preschoolers at Risk for Numeracy Delays 共享书籍阅读对学龄前儿童数字命名的影响
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000187
Clarissa Alfes, Kristen Missall, Kathleen Artman Meeker
{"title":"Shared Book Reading Effects on Number Naming in Preschoolers at Risk for Numeracy Delays","authors":"Clarissa Alfes, Kristen Missall, Kathleen Artman Meeker","doi":"10.1097/IYC.0000000000000187","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000187","url":null,"abstract":"Number naming, or knowledge of math numerals, has been described as a gatekeeper skill in preschool math development because it is necessary for later math tasks such as calculation. This article describes a small group intervention piloted with 10 preschoolers found to be at risk for delays in early numeracy development during universal screening. Target numerals were assigned randomly to one of three conditions (book, activity, and control). Using an adapted alternating treatment design, intervention conditions were delivered to small groups in 15-min sessions three times per week for 8 weeks. Each intervention session included a manualized counting book and activity, which were delivered in random order each session, but included the same numerals for number identification, verbal counting during one-to-one correspondence, and number naming. Across the 8 weeks of intervention, some preschoolers exhibited growth in number naming in intervention conditions as compared to control; participants varied in whether the book or activity intervention condition was more effective for their learning.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"86 1","pages":"122 - 140"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76815878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Inclusive Classroom Profile Training Program 包容性课堂简介培训计划
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000189
T. West, Elena Soukakou, P. Winton
{"title":"Inclusive Classroom Profile Training Program","authors":"T. West, Elena Soukakou, P. Winton","doi":"10.1097/IYC.0000000000000189","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000189","url":null,"abstract":"This article provides results of the effectiveness of a training program for a measure, the Inclusive Classroom Profile (ICP), that is designed to assess the quality of classroom practices that support the individualized needs of the children with disabilities in early childhood inclusive programs. The ICP training program was developed to train users of the ICP to administer the measure with accuracy and reliability. The study assessed the extent to which participants in the training program were able to learn to apply the measure with reliability, as well as the extent to which they found the training and the measure useful for their professional practice. Results indicated that participants of the ICP training successfully met the required reliability standards, rated the components of the training program highly, found the ICP measure easy to use, and continued to use the ICP measure following their participation in the training.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"117 1","pages":"83 - 94"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80006521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Early Intervention Increased Food Acceptance in Children With Visual Impairment 早期干预提高视力障碍儿童的食物接受度
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000188
A. Clark, K. Ferrell, Catherine A. Smyth, C. Spicer, Zoe L. Morgese, C. B. Puchalski, Laura L. Pickler, H. P. Dewald, Jamie Erskine
{"title":"Early Intervention Increased Food Acceptance in Children With Visual Impairment","authors":"A. Clark, K. Ferrell, Catherine A. Smyth, C. Spicer, Zoe L. Morgese, C. B. Puchalski, Laura L. Pickler, H. P. Dewald, Jamie Erskine","doi":"10.1097/IYC.0000000000000188","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000188","url":null,"abstract":"Limited literature exists documenting mealtime challenges and evidence for early intervention for children with visual impairment (VI). The objective of this pilot study was to determine whether a mealtime routines intervention for children with VI from 6 to 24 months would affect food texture, variety, and healthy food choices. The intervention occurred in homes/childcare settings involving children with VI, their caretakers, and their early interventionists. The intervention group scored higher than the control group for acceptance of food textures at 6–24 months (p ≤ .005) and at 13–24 months (p ≤ .007) and for consuming a greater variety of foods between 6 and 12 months (p ≤ .04). Assessment scores for positive caregiver and child mealtime behaviors were higher for the intervention group, p = .0000. The intervention showed promise for enhancing positive mealtime behaviors, feeding skills, and food acceptance.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":"109 - 121"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85809708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Developmental Benefits of Allowing Deaf Children With Cochlear Implants Early Access to Sign Language 让植入人工耳蜗的失聪儿童早期接触手语的发展益处
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000185
Mckenna Johnson
{"title":"The Developmental Benefits of Allowing Deaf Children With Cochlear Implants Early Access to Sign Language","authors":"Mckenna Johnson","doi":"10.1097/IYC.0000000000000185","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000185","url":null,"abstract":"This review addresses the question of how early access to sign language influences the development of deaf children with cochlear implants (CIs) by examining the literature surrounding the topic across the domains of spoken/written language development, cognitive development, and sociocultural development. Although research in the realm of language development is mixed, there appear to be few potential detriments to sign language access that may not be mediated by other aspects, such as age of implantation. Early sign language access, furthermore, shows potential to prevent developmental delays in general as well as specific cognitive functioning, and the current article speculates that claiming a Deaf identity (to which sign language is vital) may act as a protective factor against the stress of stigma surrounding hearing loss. Based on the relative insufficiency of current research to offer undisputable long-term concerns regarding the impact of sign language on development, as well as the existing evidence that suggests that early access to sign language may act as a protective factor against delays in multiple developmental domains, this review concludes that the potential benefits of allowing deaf children with CIs early and comprehensive access to sign language outweigh any possible risks.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"262 1","pages":"141 - 155"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77150954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Early Intervention and Newborn Screening 早期干预和新生儿筛查
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-01-01 DOI: 10.1097/IYC.0000000000000181
D. Bailey
{"title":"Early Intervention and Newborn Screening","authors":"D. Bailey","doi":"10.1097/IYC.0000000000000181","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000181","url":null,"abstract":"Both early intervention (EI) programs for infants and toddlers with disabilities and newborn screening (NBS) programs to identify specific disorders shortly after birth rest on the assumption that the best way to prevent or lessen the impact of a disorder is to provide treatment as early as possible. Despite this shared vision, the two programs differ in substantial ways, including historical beginnings and subsequent evolution; program entry and eligibility; service models; evidence, efficacy, and outcomes; roles and responsibilities vis-à-vis families; and financing. Each program is well established and highly successful. But 4 crosscutting issues need to be addressed: (1) documenting meaningful outcomes for children and families; (2) deciding whether and how to provide highly effective yet very expensive treatments; (3) implementing surveillance activities to monitor progress and determine optimal timing for intervention; and (4) identifying appropriate intersections between EI and NBS. Solving these challenges will require national and state leadership, stakeholder engagement, collaboration between EI and NBS, and a significant investment of resources if the promise of maximizing benefit for children and families is to be realized.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"60 1","pages":"3 - 16"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87393305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood 教师对评估幼儿社会情感发展的优势和缺陷工具的看法
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-01-01 DOI: 10.1097/IYC.0000000000000180
N. M. Sjö, A. Kiil, Peter Jensen
{"title":"Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood","authors":"N. M. Sjö, A. Kiil, Peter Jensen","doi":"10.1097/IYC.0000000000000180","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000180","url":null,"abstract":"This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional Assessment Measure (SEAM). We examine the teachers' views on the clarity, relevance, and acceptability, as well as estimating average completion times, of the three questionnaires in the context of Danish childcare. Overall, the SEAM was rated better able to convey the child's strengths, was more acceptable by teachers than the C-TRF and SDQ-T, and provided a better basis for talking with parents. Given its content and acceptability, we conclude this strength-based measure strongly merits inclusion in child assessment of socioemotional development.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"34 1","pages":"33 - 45"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75142503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Challenging Behaviors and Executive Function in Preschool-Aged Children 学龄前儿童的挑战行为与执行功能
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-01-01 DOI: 10.1097/IYC.0000000000000183
Miriam Kuhn, Courtney E. Boise, Christine A. Marvin, L. Knoche
{"title":"Challenging Behaviors and Executive Function in Preschool-Aged Children","authors":"Miriam Kuhn, Courtney E. Boise, Christine A. Marvin, L. Knoche","doi":"10.1097/IYC.0000000000000183","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000183","url":null,"abstract":"Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory self-control, working memory, and/or planning/organization) in young children. This mixed-methods study explores this relationship for a population of 19 preschool children. The study includes analysis of interviews with parents, teachers, and early childhood coaches for 4 of the children. Results demonstrated a significant relationship between teacher reports of challenging behaviors and deficits in global EF skills. In addition, participants provided a rich qualitative description of the children's challenges with inhibitory self-control, flexibility, and attention control. Oppositional or defiant behaviors were also prevalent within this group of 4 children. The constellation of difficulties for these children has implications for adults aiming to support positive social development and suggests next steps for research regarding behavioral targets and strategies and the collaborative parent–professional team efforts needed to address the children's needs.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"83 1","pages":"46 - 65"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73405262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenges and Successes in Addressing Food Selectivity in Children With Developmental Disabilities During Preschool Mealtimes 在学龄前儿童进餐时间解决发育障碍儿童食物选择的挑战和成功
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2020-10-01 DOI: 10.1097/IYC.0000000000000176
A. Gast, Collin Shepley, Justin D. Lane
{"title":"Challenges and Successes in Addressing Food Selectivity in Children With Developmental Disabilities During Preschool Mealtimes","authors":"A. Gast, Collin Shepley, Justin D. Lane","doi":"10.1097/IYC.0000000000000176","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000176","url":null,"abstract":"Supplemental Digital Content is Available in the Text. We evaluated the effects of a multicomponent intervention to address food selectivity issues of 3 preschoolers with developmental disabilities. The intervention comprised strategies evidencing ecological validity in both research and practice. All sessions took place during typical mealtimes in children's classroom or lunchroom, with peers present, and a school-based staff member serving as the instructor. A multiple probe design across behaviors (touch, smell, taste, and eat), with a nested changing criterion design in the final tier, was used to evaluate changes in eating behaviors. Exploratory behaviors related to eating increased for all children; however, the designed intervention did not result in increased consumption of nonpreferred foods. Modifications resulted in one child demonstrating consistent increases in the consumption of nonpreferred foods, but these modifications did not result in increased consumption for other children. Challenges and future directions in treating food selectivity using resources typically available during mealtimes in preschool settings are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"60 1","pages":"300 - 312"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83738903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From the Editor 来自编辑
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2020-10-01 DOI: 10.1097/iyc.0000000000000179
{"title":"From the Editor","authors":"","doi":"10.1097/iyc.0000000000000179","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000179","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"73 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79149424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书