Child & Youth Care Forum最新文献

{"title":"The Content of Verbal Bullying and Emotional Reactions Among Middle-School Students","authors":"Susan Kapitanoff, Carol Pandey","doi":"10.1007/s10566-024-09796-7","DOIUrl":"https://doi.org/10.1007/s10566-024-09796-7","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Verbal bullying is often reported by students. However, little is known about the exact things that bullies say to students or the immediate emotional reactions elicited by verbal bullying.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>This study examined verbal bullying to determine what specific taunts are used in bullying, how students feel when they hear these taunts, if there is a relationship between particular taunts and feelings, and gender differences among these variables.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>Participants in this field study included a sample of middle school students, grades 6–8, with data collected over three years (N = 339) from a large school district in the United States. Using an open-ended format, students wrote things they thought bullies might say and how they would feel if they heard these taunts.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Individual taunts such as “ugly” and “fat” and those falling into the categories of Stupid, Name Calling, and Personal Insults were most common. Frequent emotional responses were Sad, Angry/Hatred, and Depressed. Gender differences in both taunts and feelings were few, but females were more likely than males to be sensitive to issues of appearance, sexual propriety, and genuineness.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>These data expand the literature by specifying the content of verbal bullying and immediate emotional reactions to it. They identify appearance as well as competence and warmth, key factors in the Stereotype Content Model, as underlying much of the content of verbal bullying.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"29 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140047138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent Engagement in Child-Focused Interventions: A Systematised Review of Qualitative Allied Health Literature","authors":"Victoria Burney, Clare M. McCann, Angela Arnold-Saritepe","doi":"10.1007/s10566-024-09797-6","DOIUrl":"https://doi.org/10.1007/s10566-024-09797-6","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Parent engagement in child-focused interventions is increasingly recognised as an important aspect of effective intervention delivery. While several fields have an emerging literature around parent engagement, no reviews currently exist which combine findings across allied health literatures.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>This review aimed to explore factors relevant to understanding parent engagement in child-focused interventions, as described in qualitative literature across allied health disciplines, toward informing the clinical practice of helping professionals in effectively engaging parents.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>A systematised qualitative literature review was carried out, with a comprehensive search of five online databases (CINAHL, Embase, MEDLINE, PsycINFO, Scopus) for allied health literature (specifically: behaviour analysis, occupational therapy, psychology, and speech-language therapy) using parent engagement key words. Reference searching and citation tracking steps supported the search. Thematic synthesis was used as the overarching framework and analysis approach.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>8824 unique studies were generated in the search. Of the 71 studies which met inclusion criteria, 38 reported qualitative findings and were included in the analysis. Five themes were identified including: societal context, interpersonal context, clinician features, family features, and relationship as engagement.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Findings support conceptual explanations of parent engagement as a complex and dynamic process, emphasising the joint contributions of parents and clinicians in developing therapeutic relationships which promote engagement. Across allied health research there are consistency of understandings around parent engagement, supporting the conclusion that clinicians can look to literatures from various helping fields to inform clinical practice around engaging parents in interventions.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"47 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child Social Support Moderates the Association Between Maternal Psychopathology and Child School Engagement","authors":"Kari N. Thomsen, Kathryn H. Howell, Debra Bartelli","doi":"10.1007/s10566-024-09800-0","DOIUrl":"https://doi.org/10.1007/s10566-024-09800-0","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>School engagement is a positive, malleable aspect of youth functioning that may be influenced by familial factors. Both risk and protective factors may affect youth’s school engagement.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>Utilizing an intergenerational transmission of risk framework, the current study examined how maternal factors (i.e., maternal psychopathology, maternal trauma history, maternal education) and youth factors (i.e., social support) relate to school engagement.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>Participants were 117 youth of color aged 8–13 years (<i>M</i>_age = 9.96, <i>SD</i> = 1.40), 51% female, 89% Black or African American and their female primary caregivers; all families had experienced adversity. Using a single-group, cross-sectional design, hierarchical linear regression models examined direct and interactive effects. The first block included maternal psychopathology (i.e., anxiety or depression), maternal trauma history, maternal education, and child social support. The second block added the interaction between maternal psychopathology and child social support.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Results revealed a direct, positive relation between child social support and school engagement. Social support also moderated the association between maternal anxiety and school engagement; for individuals with extremely low social support, higher maternal anxiety was related to lower school engagement.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Results illustrate the value of an intergenerational approach to exploring how maternal factors have implications for youth functioning. Findings also highlight the importance of social support among families of color exposed to adversity. Limitations include the cross-sectional design; thus, future research would benefit from longitudinal examination of maternal and child factors related to school engagement to assess temporal and directional effects.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"80 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140008454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling the Developmental Dynamics of Labeling Theory: Within-Individual Effects of Perceived Informal Labeling on Deviant Self-Concept in the Korean Context","authors":"Joonggon Kim","doi":"10.1007/s10566-024-09798-5","DOIUrl":"https://doi.org/10.1007/s10566-024-09798-5","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Labeling theory underscores the sequential process that unfolds within an individual, influenced by those in his or her immediate surroundings. Nevertheless, research into the developmental characteristics of labeling theory remains limited. Furthermore, prior studies investigating the impact of informal labeling have predominantly occurred within a Western cultural context.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>This study explores two fundamental aspects of within-individual dynamics in the influence of perceived informal labeling on deviant self-concept, utilizing a sample of Korean youth: (1) the evolution of a labeled youth’s deviant self-concept over time and (2) variations in the development of the deviant self-concept among individuals.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>Using HLM 8.0, A series of random-effects models were estimated using six-wave panel data from Korean youth.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>The findings reveal that (1) the immediate within-individual effect of perceived informal labeling on deviant self-concept was significantly positive. However, when one- and two-year time intervals between variables were considered, the effects showed a reverse significance. (2) The increase in deviant self-concept over a six-year span was less pronounced for those with a higher level of perceived informal labeling in the first wave, suggesting that these youths attempted to mitigate the adverse effects of labeling.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>The impact of perceived informal labeling is not consistent over time. Moreover, labeling effects may be shaped by an individual’s cultural background. This study is significant as it offers empirical testing of the developmental aspects of labeling theory within a unique cultural context.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"127 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Evaluation of Child and Parent Outcomes Following Community-Based Early Intervention with Randomised Parent-Mediated Intervention for Autistic Pre-Schoolers","authors":"Cherie C. Green, Catherine A. Bent, Jodie Smith, Lacey Chetcuti, Mirko Uljarević, Katherine Pye, Gabrielle Toscano, Kristelle Hudry","doi":"10.1007/s10566-024-09792-x","DOIUrl":"https://doi.org/10.1007/s10566-024-09792-x","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>As autistic children are being diagnosed at a younger age, the need to identify appropriate early supports has increased. Therapist-delivered and parent-mediated autism intervention may benefit children and parents.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>This pilot study examined developmental outcomes for autistic pre-schoolers and mental health and wellbeing outcomes for their parents (<i>n</i> = 53) following a 10-month intervention period.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>All families were accessing therapist-delivered interventions—the Early Start Denver Model (ESDM) or usual community services—and some families also received additional parent-coaching ESDM (P-ESDM). Families were assessed at 3 timepoints.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Overall children made significant gains in cognitive skills and adaptive behaviour, with no differences between groups. Parents overall reported increased parenting stress over time. P-ESDM conferred no added benefit for child outcomes, and similarly, no clear benefit for parent outcomes.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Our findings suggest that children receiving early intervention make developmental gains, regardless of type of intervention, and challenges assumptions that, as an adjunct to other intervention programs, P-ESDM improves child or parent outcomes. Further research is needed to explore the effects of parent-mediated programs.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"253 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exposure to COVID-19 Disruptions Moderates the Effect of Temperament on Anxiety in Preschool-Age Children","authors":"Madelaine R. Abel, Yael G. Dai, Aude Henin, Alice S. Carter, Antonia L. Hamilton, Mikayla Ver Pault, Jordan Holmén, Dina R. Hirshfeld-Becker","doi":"10.1007/s10566-024-09794-9","DOIUrl":"https://doi.org/10.1007/s10566-024-09794-9","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Both child temperament (specifically high shyness and fear) and environmental stressors like the COVID-19 pandemic are known to confer risk for elevated anxiety symptoms in children. However, few studies have examined the long-term impact of the pandemic on young children’s anxiety.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>We examined the moderating effects of disruptions experienced during the early months of the pandemic on the longitudinal association between shy and fearful temperament at age 2 pre-pandemic and anxiety symptoms in the year following the start of the pandemic.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>Participants were 125 parents of toddlers (M_age = 26 months, 54% girls, 80% White) who were participating in an ongoing anxiety screening study when the pandemic started in 2020. Shy and fearful temperament were assessed pre-pandemic at age 2 years using the Early Childhood Behavior Questionnaire and anxiety symptoms were assessed within the first post-pandemic year (at ages 3 or 4) using the Spence Preschool Anxiety Scale. Parents completed the Epidemic-Pandemic Impacts Inventory at the start of the pandemic to assess types of disruptions experienced.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Shyness predicted higher anxiety symptoms among children whose parents experienced more work-related disruptions. Fear was associated with higher anxiety symptoms at lower levels of social activities disruption but was unrelated to anxiety symptoms at high levels of these disruptions.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Results suggest that anxious temperament may serve as a meaningful screening target for identifying the children most in need of support during times of major stress.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"8 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the Mask: Decoding Children’s Mental Health Patterns Amidst COVID-19 and the Role of Parenting","authors":"","doi":"10.1007/s10566-024-09793-w","DOIUrl":"https://doi.org/10.1007/s10566-024-09793-w","url":null,"abstract":"<h3>Abstract</h3> <span> <h3>Background</h3> <p>The COVID-19 pandemic has had a substantial impact on children and families worldwide. Children’s mental health has been at the forefront of pandemic research, with several observational studies documenting its decline. Limited person-centred research exists, however, investigating the diverse mental health responses of vulnerable children during COVID-19.</p> </span> <span> <h3>Objective</h3> <p>The purpose of this study is to examine the profiles of 289 low-income children’s mental health transitions from pre-COVID-19 to during COVID-19.</p> </span> <span> <h3>Methods</h3> <p>Mothers’ reports of children’s mental health using the Strengths and Difficulties Questionnaire from before (<span> <span>(overline{X })</span> </span>= 2.73 years, <em>SD</em> = 0.23) and during (<span> <span>(overline{X })</span> </span>= 5.31 years, <em>SD</em> = 0.59) COVID-19 were used.</p> </span> <span> <h3>Results</h3> <p>Three comparable profile solutions were identified pre- and early during the pandemic. Latent transition analysis revealed diverse patterns of children’s mental health trajectory from prior to during COVID-19. Based on transition probabilities, the majority of children in the <em>Average Levels of Internalizing/Externalizing Problems</em> and <em>Externalizing Problems</em> profiles pre-pandemic showed stability in profile membership. Interestingly, most children in the high levels of <em>Internalizing/Externalizing Problems</em> profile pre-pandemic experienced some improvement in their mental health. Pre-pandemic maternal mental health and parenting had significant associations with children’s profile membership at both time points.</p> </span> <span> <h3>Conclusions</h3> <p>Our findings reveal the heterogeneity in children's mental health responses in times of large-scale crises. They also identify how pre-existing maternal risk factors may underlie the diverse experiences of children who underwent declining, stable, or improving mental health profiles during the COVID-19 pandemic.</p> </span>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"8 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Psychosocial Factors Relate to Climate in a Racially Stratified Sample School","authors":"Joi R. Claiborne, Dante D. Dixson","doi":"10.1007/s10566-023-09791-4","DOIUrl":"https://doi.org/10.1007/s10566-023-09791-4","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>In an American society where a majority of students are from minoritized backgrounds, a better understanding of the relationship between psychosocial factors and school climate across racial groups is needed to assist schools in providing a supportive and positive learning environment for all students.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>The relationship between school climate and five psychosocial factors—motivation, academic self-concept, goal valuation, attitude towards teachers, and attitude towards school—is explored and a better understanding of how these psychosocial factors predict one’s experience of their school’s climate, both in general and across racial groups is further investigated.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>Data was collected through a school-administered survey focused on improving school climate. A diverse sample of 2524 high school students completed the survey, which was administered by school teachers during a school-wide free period with students.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>All five psychosocial factors predict students’ having a positive perception of their school’s climate, with medium to large effect sizes. Further, results from a series of stepwise multiple regressions indicate that (a) student attitudes toward their teachers were the most significant predictor of their perceptions about their school’s climate, and (b) the combination of psychosocial factors that best predict student perceptions of their school climate varied across racial groups.</p><h3 data-test=\"abstract-sub-heading\">Conclusion</h3><p>The findings highlight an important first step in exploring how psychosocial perceptions can be leveraged to improve students’ perceptions of their school climate, in addition to considering the importance of teachers and racial considerations within school climate.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"22 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139666326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child Care Providers’ Quality Improvement within QRIS","authors":"James Elicker, Zachary S. Gold, Aura Ankita Mishra, Sharon L. Christ","doi":"10.1007/s10566-023-09786-1","DOIUrl":"https://doi.org/10.1007/s10566-023-09786-1","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Child care quality rating and improvement systems exist to inform child care decisions and improve the quality of care. While previous research has shown QRIS have effects on quality, less is known about how child care providers vary in engagement and improvement within QRIS. In a voluntary QRIS, it is important to understand how providers vary in motivation, engagement, and progress within the system.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>Identify provider characteristics and attitudes that predict QRIS quality advancement. Identify and describe provider subgroups whose rates of quality improvement were different.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>A random sample of providers (<i>N</i> = 179) and their coaches were interviewed five times over 2 years. The outcome was change in QRIS levels. Predictors were type of care, personal/professional characteristics, QRIS motivation, and coach perceptions of provider motivation and likelihood to advance. Linear regression was used to model change in QRIS level over five time points. Latent profile analysis was used to sort providers into classes.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Significant overall predictors of QRIS change were providers’ education level and fewer years of experience, and coach’s perception of the provider’s likelihood to advance. Four subgroups in the latent profile analysis varied by rate of advancement, type of care, education, experience, professional engagement, QRIS motivation, and general readiness to change.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Results point to the importance of assessing early and continuing attitudes, engagement, professionalization, and education of participating child care providers. The incentives and needs of providers in most QRIS will vary widely. Technical support geared to provider characteristics will be more effective in improving within QRIS.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139578601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working Memory Profiles and Their Impact on Early Literacy and Numeracy Skills in Kindergarten Children","authors":"Marina Shvartsman, Shelley Shaul","doi":"10.1007/s10566-023-09788-z","DOIUrl":"https://doi.org/10.1007/s10566-023-09788-z","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>The working memory (WM) system is recognized as a crucial cognitive function that underpins the acquisition of new knowledge and the development of foundational skills during childhood. Children’s early literacy and numeracy skills lay the foundation for future academic success in reading and mathematics. While previous research has established a link between WM and early literacy as well as numeracy, the specific contributions of different WM components to the development of various skills in kindergarten-aged children remain unclear.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>This study aimed to investigate the associations between distinct profiles of WM and academic achievements in early literacy and numeracy among kindergarten children.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>A battery of memory tests (simple WM and complex WM) were administered to a cohort of 250 kindergarten children aged between five and seven years. Additionally, a range of tasks assessing mathematical and language skills were administered.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Our findings align with our initial hypotheses, revealing differences between profiles of simple WM and complex WM in relation to early mathematics and language skills. Generally, children who exhibited higher WM abilities outperformed their peers who had lower WM capabilities.</p><h3 data-test=\"abstract-sub-heading\">Conclusion</h3><p>This study emphasizes the critical role of WM in early childhood education. Children with limited WM function are at a heightened risk of academic underachievement. Furthermore, both components of WM—simple WM and complex WM—emerge as influential factors in shaping children's proficiency in early literacy and numeracy skills.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"6 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}