ABSTRACT

This study explored gross motor development (GMD) trajectories among 6359 children, with and without autism, from the Growing Up in New Zealand longitudinal cohort study. By the age of 8, 173 children had either an autism diagnosis (n = 108) or parent-reported autism concerns (n = 65). Gross motor milestones were reported by mothers when children were 9, 24, and 54 months of age. We found that irrespective of autism diagnosis, GMD delays at 24 months of age were more likely among girls, children born preterm, and those whose mothers identified as European. A mixed-effect logistic regression model, controlling for antenatal maternal and child covariates, revealed that the proportion of children with GMD delay (relative to their peers) increased significantly from 9 to 54 months for all three groups, but the increase was greater for those with autism concerns (OR = 1.28, 95% CI = 1.08–1.52) or an autism diagnosis (OR = 1.26, 95% CI = 1.10–1.43) compared to the no autism group (OR = 1.06, 95% CI = 1.02–1.10). Differences in the changes in GMD performance among children with an autism diagnosis compared to those without autism occurred between 9 and 24 months (OR = 2.16, 95% CI = 1.13–4.13). No significant GMD delay differences were found at any time between children with an autism diagnosis versus those with autism concerns. Children with a GMD delay should be screened for autism at 24 m. Early identification is the first step toward knowledge-based, effective intervention of developmental difficulties.

This paper surveys research and practice on enhancing peer assessment with artificial intelligence. Its objectives are to give the structure of the theoretical framework underpinning the study, synopsize a sco...

Abstract

Engineering design entails making value-laden judgments against ill-defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they produce. We begin by critiquing dominant approaches to engineering design education, specifically, engineering education's social-technical dualism and the ubiquitous ideology of depoliticization, which has exacerbated the effects of mis/disinformation in engineering design. We follow by outlining a framework for developing students' capacity for mitigating its effects in the specific context of engineering design thinking and making value-laden engineering judgments and decision-making. We envision three areas of opportunity for engineering design education to teach students strategies for navigating these challenges when engaging with (a) the processes and practices of engineering, which reflect the unique types of information students engage with across the design process, (b) people and their communities, including the strategic and careful performance of activities for gathering information, while mitigating the harms to misinformation and disinformation and maximizing the benefits of community involvement, and (c) the social and technical criteria of engineering design outcomes in the form of artifacts (e.g., products, processes).

ABSTRACT

Several studies suggest that children's learning and engagement with the content of play activities is affected by the ways parents and children interact. In particular, when parents are overly directive and set more goals during play with their children, their children tend to play less or are less engaged by subsequent challenges with the activity on their own. A concern, however, is that this directed interaction style is only compared with other styles of parent–child interaction, not with a baseline measure of engagement or learning. The present study incorporates such a baseline measure, comparing it with previously-collected data on children's engagement and learning in a set of circuit-building challenges. Regarding engagement, children were less engaged by the challenges when their parents were more directed during a free play setting (tested in Sobel et al. 2021) than when children had no prior experience playing with the circuit components. Regarding learning, children were better able to complete the circuit challenges and provided more causal explanations for how the completed challenges worked when they had experience playing with the circuit blocks with their parent. Overall, these data suggest that parent–child interaction during a STEM activity relates to both children's engagement and performance on challenges related to that activity.

ABSTRACT

The patient health questionnaire-9 (PHQ-9) is widely utilized in assessing individuals' depression levels. Nevertheless, research regarding its factor structure and measurement invariance remains inadequate. The aim of this study was to delve into the factor structure of the PHQ-9 and to further investigate its measurement invariance across gender and age as a prerequisite for its use in cross-group comparisons. A confirmatory factor analysis (CFA) was conducted on 7422 Chinese students to assess the best-fitting factor structure of the PHQ-9. Furthermore, a serial CFA was undertaken to investigate measurement invariance across genders and age groups. CFA confirmed the two-factor model with the three items “sleep disturbance,” “fatigue,” and “appetite change” loading on somatic factor, and the other items loading on cognitive/affective factor as the best-fit structure. Findings demonstrated that the PHQ-9 had measurement invariance across gender and age. CFA and measurement invariance results support the application of the PHQ-9 for assessing an individual's depression.

ABSTRACT

The patient health questionnaire-9 (PHQ-9) is widely utilized in assessing individuals' depression levels. Nevertheless, research regarding its factor structure and measurement invariance remains inadequate. The aim of this study was to delve into the factor structure of the PHQ-9 and to further investigate its measurement invariance across gender and age as a prerequisite for its use in cross-group comparisons. A confirmatory factor analysis (CFA) was conducted on 7422 Chinese students to assess the best-fitting factor structure of the PHQ-9. Furthermore, a serial CFA was undertaken to investigate measurement invariance across genders and age groups. CFA confirmed the two-factor model with the three items “sleep disturbance,” “fatigue,” and “appetite change” loading on somatic factor, and the other items loading on cognitive/affective factor as the best-fit structure. Findings demonstrated that the PHQ-9 had measurement invariance across gender and age. CFA and measurement invariance results support the application of the PHQ-9 for assessing an individual's depression.

ABSTRACT

Neurodevelopmental disorders (NDDs) encompass a group of conditions that impact brain development and function, exhibiting significant genetic and clinical heterogeneity. NAA15, the auxiliary subunit of the N-terminal acetyltransferase complex, has garnered attention due to its association with NDDs. However, the precise role of NAA15 in cortical development and its contribution to NDDs remain elusive. By employing targeted sequencing on a large Chinese cohort affected by ASD and conducting an extensive literature review, we have compiled 64 distinct variants in the NAA15 gene identified among individuals with neurodevelopmental disorders. Our research demonstrates that loss of NAA15 leads to a substantial increase in neuronal count, potentially resulting in aberrant brain development and triggering repetitive as well as anxious behaviors in mice models. Furthermore, disorder-associated variants within NAA15 impair axon and synapse formation processes crucial for neural connectivity establishment. These findings shed light on the consequences of NAA15 deficiency along with its de novo mutations on brain development while unraveling the cellular mechanisms underlying NDDs.

ABSTRACT

East Asians are more likely than North Americans to attend to visual scenes holistically, focusing on the relations between objects and their background rather than isolating components. This cultural difference in context sensitivity—greater attentional allocation to the background of an image or scene—has been attributed to socialization, yet it is unknown how early in development it appears, and whether it is moderated by social information. We employed eye-tracking to investigate context-sensitivity in 15-month-olds in Japan (n = 45) and the United States (n = 52). Viewing faces, Japanese infants were more attentive and studied the background longer than U.S. infants. Viewing cartoon videos, Japanese infants looked at the background twice as long as U.S. infants, particularly for objects with eyes. In parent-child book reading, Japanese parents referred to the background significantly more than U.S. parents, although this was uncorrelated with infant behavior on the preceding tasks. These findings illustrated that cultural differences in attention are detectable in infancy, and that sustained attention may be an important foundation upon which culturally-specific attentional styles are built. Overall, results were consistent with the view that a context-sensitive orientation first emerges for social information and later generalizes to non-social situations.

ABSTRACT

This research scrutinizes the link between academic stressors (both challenge and hindrance types) and the academic performance of university faculty, while also considering the mediating role of achievement motivation. Furthermore, the study evaluates the moderating influence of faculty self-efficacy on the relationship between these stressors and academic performance. The sample encompassed 7000 full-time teachers from universities across Sichuan Province, China, with approximately 55% female participants and an average teaching experience of 13 years. Faculty academic stressors (challenge and hindrance stressors), achievement motivation, self-efficacy, and academic performance were all assessed using self-report techniques. The application of structural equation modeling revealed significant relationships between academic stressors (both challenge and hindrance types) and academic performance. Achievement motivation was found to entirely mediate the effects of academic stressors (challenge and hindrance stressors) on academic performance. In addition, the study underscored the moderating impact of self-efficacy on the relationship between faculty academic stressors and academic performance. The significance of enhancing faculty academic performance through stress reduction, increased achievement motivation, and self-efficacy is discussed.

ABSTRACT

This research scrutinizes the link between academic stressors (both challenge and hindrance types) and the academic performance of university faculty, while also considering the mediating role of achievement motivation. Furthermore, the study evaluates the moderating influence of faculty self-efficacy on the relationship between these stressors and academic performance. The sample encompassed 7000 full-time teachers from universities across Sichuan Province, China, with approximately 55% female participants and an average teaching experience of 13 years. Faculty academic stressors (challenge and hindrance stressors), achievement motivation, self-efficacy, and academic performance were all assessed using self-report techniques. The application of structural equation modeling revealed significant relationships between academic stressors (both challenge and hindrance types) and academic performance. Achievement motivation was found to entirely mediate the effects of academic stressors (challenge and hindrance stressors) on academic performance. In addition, the study underscored the moderating impact of self-efficacy on the relationship between faculty academic stressors and academic performance. The significance of enhancing faculty academic performance through stress reduction, increased achievement motivation, and self-efficacy is discussed.

Abstract

Black women are more likely to experience traumatic birthing events, more likely to experience perinatal depression, and less likely to receive mental health treatment than women of other racial and ethnic backgrounds, and yet largely overlooked in perinatal mental health research. This pilot study seeks to understand how unacceptable racial disparities and adverse perinatal outcomes influence Black maternal depression and maternal bonding by exploring how prior traumatic loss moderates the relationship between depression and bonding during a subsequent pregnancy among a sample of Black mothers. We use survey data collected from 75 Black mothers as part of the Black Fathers, Equal Partners in Promoting Maternal and Infant Health study, a collaboration between the University of Wisconsin Madison and the African American Breastfeeding Network in Milwaukee, Wisconsin, USA. Study results suggest there is a correlation between maternal depression and bonding; when traumatic loss is included as an interaction variable, it produces a moderating effect, changing the direction of the relationship between bonding and depression. As maternal depression increases, bonding increases when moderated by the variable traumatic loss. This finding has important implications for infant mental health research and practice, disrupting the expectation that depression necessarily poses a risk to maternal–infant bonding.

ملخص

النساء السود أكثر عرضة للتعرض لأحداث الولادة الصادمة، وأكثر عرضة للإصابة بالاكتئاب في فترة ما حول الولادة، وأقل عرضة لتلقي علاج الصحة النفسية من النساء من خلفيات عرقية وإثنية أخرى، ومع ذلك يتم تجاهل هذه الفئة إلى حد كبير في أبحاث الصحة النفسية في الفترة المحيطة بالولادة. تسعى هذه الدراسة إلى فهم أعمق لكيفية تأثير التحيزات العرقية غير المقبولة في صدمة الولادة على اكتئاب الأمهات السود والتعلق الأمومي من خلال استكشاف كيف أن صدمة الولادة السابقة تعدل العلاقة بين الاكتئاب والتعلق أثناء الحمل اللاحق بين عينة من الأمهات السود. نستخدم بيانات المسح التي تم جمعها من 75 من الأمهات السود كجزء من دراسة ”الآباء السود، شركاء متساوون في تعزيز صحة الأمهات والرضع“، وهي دراسة بالتعاون بين جامعة ويسكونسن ماديسون وشبكة الرضاعة الطبيعية الأمريكية الأفريقية في ميلووكي بولاية ويسكونسن بالولايات المتحدة الأمريكية. تشير نتائج الدراسة إلى وجود علاقة بين اكتئاب الأمهات والتعلق؛ وعندما يتم تضمين صدمة الولادة كمتغير تفاعلي، ينتج عنها تأثير معتدل، مما يغير اتجاه العلاقة بين التعلق والاكتئاب. ومع ازدياد اكتئاب الأمهات يزداد التعلق ، ويزداد التعلق عند التوسط في صدمة الولادة. هذه النتيجة لها تطبيقات مهمة في أبحاث الصحة النفسية للرضع وممارستها، مما يعطل التوقع بأن الاكتئاب يشكل بالضرورة خطراً على الترابط بين الأم والرضيع.

摘 要

黑人女性更可能经历创伤性分娩事件, 更容易患上围产期抑郁症, 且接受心理健康治疗的可能性低于其他种族和族裔背景的女性。然而, 她们在围产期心理健康研究中却被忽视了。本研究旨在更深入地了解分娩创伤中不可接受的种族差异如何影响黑人母亲的抑郁症状和依恋关系。研究利用一组黑人母亲探讨了先前分娩创伤在随后的妊娠期抑郁症状与依恋关系之间的调节作用。我们使用了从 75 名黑人母亲收集的调查数据, 这是“黑人父亲:平等伙伴促进母婴健康”研究的一部分, 该研究由威斯康星大学麦迪逊分校和位于美国威斯康星州密尔沃基的非裔美国人母乳喂养网络合作开展。研究结果表明, 母亲的抑郁症状与依恋关系之间存在相关性;当将分娩创伤作为交互变量时, 它会产生调节作用, 从而改变依恋与抑郁之间的关系方向。当分娩创伤作为调节因素时, 随着母亲抑郁症状的增加, 其依恋关系也随之增强。这一发现对婴儿心理健康研究和实践具有重要意义, 打破了抑郁症必然对母婴关系构成风险的传统假设。

Les femmes noires sont plus à même de vivre des événements traumatiques à l'accouchement, plus à même de vivre une dépression périnatale et plus à même de recevoir un traitement de santé mentale que les femmes d'autres origines raciales et ethniques. Pourtant, les recherches en santé mentale périnatale les négligent largement. Cette étude s'est donnée pour but de mieux comprendre comment ces disparités raciales inacceptables dans le traumatisme de l'accouchement influencent la dépression maternelle noire ainsi que l'attachement maternel, en explorant comment un traumatisme de la naissance précédent modère la relation entre la dépression et l'attachement dans une grossesse subséquente chez un échantillon de mères noires. Nous utilisons les données recueillies auprès de 75 mères noires dans le cadre de l’étude sur les pères noirs intitulée en anglais Black Fathers, Equal Partners in Promoting Maternal and Infant Health, une collaboration entre l'Université du Wisconsin à Madison et le African American Breastfeeding Network à Milwaukee (état du Wisconsin) aux États-Unis. Les résultats de l’étude suggèrent qu'il existe une corrélation entre la dépression maternelle et l'attachement. Lorsque le traumatisme à la naissance est inclus en tant que variable d'interaction, il produit un effet modérateur, ce qui change la direction de la relation entre l'attachement et la dépression. Lorsque la dépression maternelle augmente, l'attachement augmente lorsqu'il est modéré par un traumatisme à la naissance. Ces résultats ont des implications importantes pour les recherches et la pratique en santé mentale infantile, bouleversant les assomptions selon lesquelles la dépression pose nécessairement un risque aux liens entre la mère et le nourrisson.

Schwarze Frauen erleben häufiger traumatische Geburtsereignisse, leiden häufiger an perinatalen Depressionen und werden seltener psychotherapeutisch behandelt als Frauen anderer ethnischer Herkunft, und dennoch werden sie in der Forschung zur perinatalen psychischen Gesundheit weitgehend übersehen. Diese Studie sucht nach einem tiefen Verständnis dafür, wie inakzeptable ethnische Unterschiede bei Geburtstraumata Depressionen und Bindung Schwarzer Mütter beeinflussen, indem sie untersucht, wie frühere Geburtstraumata den Zusammenhang zwischen Depressionen und Bindung während einer nachfolgenden Schwangerschaft in einer Stichprobe Schwarzer Mütter moderieren. Wir verwenden Umfragedaten von 75 Schwarzen Müttern, die im Rahmen der Studie „Black Fathers, Equal Partners in Promoting Maternal and Infant Health“ (Schwarze Väter, gleichberechtigte Partner bei der Förderung der Gesundheit von Müttern und Kindern), einer Zusammenarbeit zwischen der University of Wisconsin-Madison und dem African American Breastfeeding Network in Milwaukee, Wisconsin, USA, erhoben wurden. Die Studienergebnisse deuten darauf hin, dass es eine Korrelation zwischen mütterlicher Depression und Bindung gibt. Wenn Geburtstraumata als Interaktionsvariable einbezogen wird, hat dies einen moderierenden Effekt, der die Richtung des Zusammenhangs zwischen Bindung und Depression ändert. Wenn die mütterliche Depression zunimmt, nimmt die Bindung zu, wenn sie durch das Geburtstrauma moderiert wird. Dieses Ergebnis hat wichtige Auswirkungen auf die Forschung und Praxis im Bereich der psychischen Gesundheit von Säuglingen und widerlegt die Erwartung, dass Depressionen zwangsläufig ein Risiko für die Mutter-Kind-Bindung darstellen.

抄録

黒人女性は、他の人種や民族的背景を持つ女性に比べて、出産時にトラウマとなるできごとを経験する可能性が高く、周産期うつ病を経験する可能性が高く、メンタルヘルス治療を受ける可能性が低いが、周産期のメンタルヘルス研究ではほとんど見落とされてきた。本研究では、黒人の母親のサンプルにおいて、過去の出産トラウマがその後の妊娠中の抑うつと愛着の関係にどのように影響するかを探り、出産トラウマにおける受け入れがたい人種間格差が、黒人の母親の抑うつと母親の愛着にどのように影響するかをより深く理解しようとするものである。我々は、米国ウィスコンシン州ミルウォーキーにあるウィスコンシン大学マディソン校とアフリカ系アメリカ人母乳育児ネットワークの共同研究であるBlack Fathers, Equal Partners in Promoting Maternal and Infant Health研究の一環として、75人の黒人母親から収集した調査データを用いている。研究結果は、母親の抑うつと愛着との間に相関関係があることを示唆しており、出産時のトラウマが交互作用変数として含まれると、それが波及効果を生み出し、愛着と抑うつの関係の方向を変える。母親の抑うつが増加するにつれて、愛着は出生時のトラウマによって影響されると増加する。この知見は、乳児のメンタルヘルス研究と実践に重要な示唆を与え、抑うつが必ず母親と乳児の絆にリスクをもたらすという予想を覆すものである。

Resumen

Las mujeres de raza negra están más propensas a experimentar situaciones traumáticas al dar a luz, más propensas a experimentar depresión perinatal, y menos propensas a recibir tratamiento de salud mental que las mujeres de otros grupos raciales y étnicos, y aun así tienen más altas posibilidades de que no se les tome en cuenta en la investigación sobre la salud mental perinatal. Este estudio busca comprender más profundamente cómo las inaceptables disparidades raciales en cuanto al trauma de dar a luz influyen la depresión materna en la raza negra y la afectividad materna por medio de explorar cómo el previo trauma de dar a luz modera la relación entre la depresión y la afectividad durante un embarazo subsecuente dentro de un grupo muestra de mujeres de raza negra. Usamos datos obtenidos de una encuesta con 75 mujeres de raza negra como parte del estudio Papás de Raza Negra, Iguales Participantes para Promover la Salud Materna e Infantil, una colaboración entre la Universidad de Wisconsin-Madison y la Red Afroamericana del Sistema de Amamantar en Milwaukee, Wisconsin, Estados Unidos de América. Los resultados del estudio sugieren que hay una correlación entre la depresión y la afectividad maternas; cuando se incluye el trauma de dar a luz como una variable de interacción, este produce un efecto moderativo, cambiando la dirección de la relación entre afectividad y depresión. A medida que aumente la depresión materna, la afectividad aumenta cuando es moderada por el trauma de dar a luz. Esta conclusión tiene importantes implicaciones para la investigación y práctica de salud mental infantil, causando una disrupción en la expectativa de que la depresión necesariamente presenta un riesgo a la unión afectiva materno-infantil.

Abstract

Children diagnosed with autism spectrum disorder are at high risk of being bullied, but research on teaching children with autism self-protection skills for bullying situations is scant. We taught five children self-protection skills for two types of bullying (threats and unkind remarks) and consecutive bullying occurrences. We first evaluated behavioral skills training and a textual prompt to teach children to report threats of physical or material harm, provide a disapproving statement after a first unkind remark, and occupy themselves with an activity away from a bully after a second unkind remark. Additional tactics were necessary to aid in the discrimination of bullying situations for two children. There were increases in the self-protection skills with all children. Results further support that an active-learning approach is efficacious in teaching responses to bullying in simulated situations. Considerations for teaching these skills while maintaining trust and rapport with children and caregivers are discussed.

Abstract

Children born to mothers with opioid use disorder (OUD) are at increased risk of maltreatment and out-of-home care (OOHC) placement. This study examines the parent-child interaction quality and home environments of 92 New Zealand children with prenatal opioid exposure (OE) and 106 non-opioid-exposed (NE) children. Experiences for those in maternal care versus OOHC were of particular interest. Biological mothers completed a lifestyle interview during late pregnancy/at birth. At 18 months, parent-child interaction observations, maternal/primary caregiver interviews, and the Home Observation for Measurement of the Environment were completed during a home visit. At age 4.5, children underwent developmental assessment. By 18 months, 20% of OE children were in OOHC. Mothers with OUD who were younger, less cooperative, and had increased polysubstance use during pregnancy were more likely to have lost custody of their child. OE children in their mother's care experienced less positive parenting and lower-quality home environments than NE children. OE children in OOHC had similarly resourced environments to NE children, yet experienced lower levels of parental warmth and responsiveness. Early parenting predicted child cognition, language, and behavior 3 years later, underscoring the critical importance of supporting the parenting and psychosocial needs of OE children's parents/caregivers to improve long-term outcomes.

ملخص

الأطفال الذين يولدون لأمهات يعانين من اضطراب تعاطي المواد الأفيونية (OUD) هم أكثر عرضة لخطر سوء المعاملة والإيداع في الرعاية خارج المنزل (OOHC). تتناول هذه الدراسة جودة التفاعل المبكر بين الوالدين والطفل والبيئات المنزلية ل 92 طفلاً يعانون من التعرض للأفيون (OE) قبل الولادة مقارنة ب 106 طفل غير معرضين للأفيون (NE) في نيوزيلندا. وكانت تجارب تقديم الرعاية لمن هم في رعاية الأمهات مقابل الأطفال تحت الرعاية خارج المنزل ذات أهمية خاصة. أكملت جميع الأمهات البيولوجيات مقابلات شخصية تتناول نمط الحياة أثناء أواخر الحمل/عند الولادة. وعند عمر 18 شهرًا، تم إكمال ملاحظات التفاعل بين الوالدين والطفل، ومقابلات مع الأمهات/مقدمي الرعاية الأولية، والملاحظة المنزلية لقياس البيئة خلال زيارة منزلية. في سن 4.5 سنوات، خضع الأطفال لتقييم النمو. وبحلول 18 شهرًا، كان 20% من الأطفال الذين يعانون من التعرض للمواد الأفبونية (OE) مودعون تحت الرعاية خارج المنزل. وكانت الأمهات اللاتي يعانين من اضطراب المواد الأفيونية واللاتي كن أصغر سنًا وشخصياتهن أقل تعاونًا وتعاطيهن للمخدرات المتعددة أثناء الحمل أكثر عرضة لفقدان حضانة أطفالهن. عانى أطفالOE في رعاية الأمهات من تربية أقل إيجابية وبيئات منزلية أقل جودة من الأطفال في مجموعة (NE). كان لدى أطفالOE المودعون تحت الرعاية الخارجية بيئات ذات موارد مماثلة مقارنة بالأطفال في (NE)، إلا أنهم عانوا من مستويات أقل من الدفء والاستجابة. وقد تنبأت تجارب الأبوة والأمومة المبكرة بإدراك الطفل ولغته وسلوكه بعد 3 سنوات، مما يؤكد الأهمية الحاسمة لدعم احتياجات الوالدين ومقدمي الرعاية النفسية والاجتماعية لآباء أطفال (OE) ومقدمي الرعاية لتحسين النتائج على المدى الطويل.

摘 要

患有阿片类药物使用障碍(OUD)的母亲所生的孩子遭受虐待和被送往家庭外护理(OOHC)的风险更高。本研究考察了新西兰92名产前接触阿片类药物(OE)的儿童与106名未接触阿片类药物(NE)的儿童的早期亲子互动质量和家庭环境, 尤其关注母亲护理与OOHC护理的看护经历。在妊娠晚期或分娩时, 所有生母均完成了一项生活方式访谈。在儿童18个月时, 通过家访完成了亲子互动观察、母亲或主要看护者访谈以及“家庭环境测量观察”。在儿童4.5岁时, 对其进行了发育评估。研究发现, 到18个月时, 20%的OE儿童被安置于OOHC。年龄较小、性格合作性较低、孕期多重药物使用增多的OUD母亲更有可能失去孩子的监护权。由母亲看护的OE儿童较NE儿童接受到的积极养育更少, 家庭环境质量较低。OOHC中的OE儿童拥有与NE儿童类似的资源环境, 但获得的温暖和响应程度较低。研究表明, 早期养育经历对三年后儿童的认知、语言及行为发展具有预测作用, 突显了为OE儿童的父母或看护者提供养育支持和心理社会援助的重要性, 以改善儿童长期发育结果。

Résumé

Les enfants nés de mères ayant un trouble de consommation d'opioïdes (ici abrégé TCO) encourent un risque accru de maltraitance et de placement dans des établissements de soins hors du domicile (ici abrégé selon l'anglais OOHC). Cette étude examine la qualité de l'interaction parent-enfant précoce et les environnements domestiques de 92 enfants ayant eu une exposition prénatale aux opioïdes (EO) par rapport à 106 enfants non exposés aux opioïdes (NE) en Nouvelle-Zélande. Les expériences de soins pour les personnes en soins maternels par rapport aux OOHC se sont révélées particulièrement intéressantes. Toutes les mères biologiques ont complété une entrevue sur le mode de vie à la fin de leur grossesse ou à la naissance. À 18 mois, les observations de l'interaction parent-enfant, les entrevues avec la mère/la personne prenant soin de l'enfant et l'observation à domicile pour évaluer l'environnement ont été effectuées pendant une visite à domicile. À l’âge de 4,5 ans, les enfants ont fait l'objet d'une évaluation développementale. À 18 mois, 20 % des enfants de l'EO étaient en OOHC. Les mères ayant un TCO qui étaient plus jeunes, avaient une personnalité moins coopérative et avaient consommé davantage de polysubstances pendant la grossesse étaient plus à même d'avoir perdu la garde de leurs enfants. Les enfants EO placés sous la garde de leur mère se sont avéré connaître des relations moins positives et un milieu familial de moindre qualité que les enfants NE. Les enfants EO placés en OOHC se sont avérés avoir des environnements dotés de ressources similaires à ceux des enfants NE, mais ils ont présenté des niveaux plus faibles de chaleur et de réactivité. Les expériences parentales précoce ont prédit la cognition de l'enfant en matière de cognition, de langage et de comportement trois ans plus tard, soulignant ainsi l'importance cruciale qu'il y a de soutenir le parentage et les besoins psychosociaux des parents/personnes prenant soint des enfants EO afin d'améliorer les résultats à long terme.

Zusammenfassung

Kinder von Müttern mit einer Opioidkonsumstörung (Opioid Use Disorder; OUD) haben ein erhöhtes Risiko von Misshandlung und externer Unterbringung außerhalb des Elternhauses (out-of-home care; OOHC). In dieser Studie wurde die Qualität der frühen Eltern-Kind-Interaktion und das häusliche Umfeld von 92 Kindern mit pränataler Opioidexposition (OE) im Vergleich zu 106 nicht opioidexponierten (NE) Kindern in Neuseeland untersucht. Von besonderem Interesse waren die Betreuungserfahrungen der Kinder in mütterlicher Obhut im Vergleich zu OOHC. Alle biologischen Mütter wurden während der späten Schwangerschaft/bei der Geburt interviewt. Im Alter von 18 Monaten wurden während eines Hausbesuchs Beobachtungen der Eltern-Kind-Interaktion, Befragungen der Mutter bzw. der primären Betreuungsperson und die Home Observation for Measurement of the Environment (häusliche Beobachtung zur Umgebungsmessung) durchgeführt. Im Alter von 4,5 Jahren wurden die Kinder einer Entwicklungsbeurteilung unterzogen. Im Alter von 18 Monaten befanden sich 20 % der OE-Kinder in der OOHC. Mütter mit einer Drogenabhängigkeit, die jünger waren, eine weniger kooperative Persönlichkeit hatten und während der Schwangerschaft vermehrt polyvalenten Drogenkonsum aufwiesen, verloren mit größerer Wahrscheinlichkeit das Sorgerecht für ihre Kinder. OE-Kinder, die von ihren Müttern betreut wurden, erlebten eine weniger positive elterliche Erziehung und ein schlechteres häusliches Umfeld als NE-Kinder. OE-Kinder in OOHC hatten ein ähnlich gut ausgestattetes Umfeld wie NE-Kinder, erlebten jedoch ein geringeres Maß an Wärme und Ansprechbarkeit. Frühe elterliche Erfahrungen sagten die kognitiven Fähigkeiten, die Sprache und das Verhalten des Kindes drei Jahre später voraus, was unterstreicht, wie wichtig es ist, die elterlichen und psychosozialen Bedürfnisse der Eltern/Bezugspersonen von Kindern mit OE zu unterstützen, um die langfristigen Auswirkungen zu verbessern.

要旨

オピオイド使用障害(OUD)のある母親から生まれた子どもは、虐待や家庭外養育(OOHC)措置のリスクが高い。本研究では、ニュージーランドにおいて、出生前にオピオイド曝露(OE)を受けた92人の子どもと、オピオイド曝露を受けていない(NE)106人の子どもの、早期の親-子の相互交流の質と家庭環境を検証した。特に、母親による養育経験対OOHCの養育経験が注目された。全ての生物学的母親は、妊娠後期/出生時にライフスタイル・インタビューに答えた。18ヵ月時には、家庭訪問で親-子の相互交流の観察、母親/主たる養育者の面接、環境測定のための家庭観察が行われた。4歳半時、子どもたちは発達評価を受けた。18ヵ月時までに、OE児の20％がOOHCにいた。OUDのある母親は、年齢がより若く、性格がより協調性に欠き、妊娠中の多剤併用がより多い方が、子どもの親権を失う可能性が高かった。母親が養育しているOE児は、NE児よりも積極的な子育てを受けず、家庭環境の質も低かった。OOHCのOE児は、NE児と同じような資源環境であったが、温かさと応答性のより低いレベルの体験をしていた。早期の子育て体験は、3年後の子どもの認知、言語、行動を予測するので、長期的に結果を向上させるために、OE児の親達/養育者達の子育てと心理社会的ニーズを支援することが極めて重要であることを強調した。

Resumen

Los niños nacidos de madres con trastorno de uso de un opioide (OUD) se encuentran bajo un aumento de riesgo de maltrato y de ser colocados en lugares de cuidado fuera de casa (OOHC). Este estudio examina la calidad de la temprana interacción progenitor-niño y el entorno hogareño de 92 niños expuestos a opioides prenatalmente (OE) comparativamente con 106 niños no expuestos a opioides (NE) en Nueva Zelanda. De interés particular fueron las experiencias de los cuidadores para aquellos bajo el cuidado materno vs. OOHC. Todas las madres biológicas completaron una entrevista sobre el estilo de vida hacia el final del embarazo/al momento del nacimiento. A los 18 meses, durante una visita a casa, se completaron las observaciones de la interacción progenitor-niño, las entrevistas maternas/cuidadora primaria, así como las Observaciones en Casa para Mediciones del Entorno. A la edad de 4.5, los niños pasaron por una evaluación del desarrollo. Para los 18 meses, 20% de los niños OE estaban en OOHC. Las madres con un OUD que eran más jóvenes, que presentaban personalidades menos cooperadoras y que tenían un incrementado uso de múltiples sustancias durante el embarazo, estuvieron más propensas a perder la custodia de sus niños. Los niños OE bajo el cuidado de sus madres experimentaron una crianza menos positiva y una más baja calidad del entorno hogareño que los niños NE. Los niños OE en OOHC tenían de manera similar a los niños NE entornos con recursos, pero aun así experimentaron niveles más bajos de calidez y sensibilidad. Las tempranas experiencias de crianza predijeron la cognición, el lenguaje y el comportamiento del niño 3 años después, lo cual enfatiza la importancia crítica de apoyar la crianza y las necesidades sicosociales de los progenitores/cuidadores de niños OE para mejorar los resultados a largo plazo.

Abstract

This blended pilot-empirical and theoretical manuscript documents a reflective journey undertaken by a group of early childhood teacher educators located across different regions of the United States as they examined their course design, materials, and syllabi construction. Grounded in reflective practice, intersectionality, and critical pedagogy, their collaborative endeavor necessitated profound self-examination and recognition of oppressive structures inherent within the field and reproduced throughout course syllabi, thereby perpetuating societal inequities inside and outside the classroom context. Their iterative, evolving effort resembled a reflective consultation group, marked by continuous self-reflection, challenging assumptions, and transforming actions, vividly portrayed in their vignettes. A nonlinear spiral model emerged as a visual representation of the multiple entry points into an ongoing process—highlighting access points that encourage curiosity and interrogation of academic syllabi and course content. The inclusive nature of this inquiry invites faculty members and practitioners to confront racism, ableism, and other systems of domination, amplify marginalized scholarship, and redefine early childhood education-related fields, including the Infant and Early Childhood Mental Health landscape. It also underscores the imperative of sustained introspection and collaborative action in nurturing equity.

ملخص

توثق هذه الورقة النظرية التجريبية المختلطة رحلة تأملية قامت بها مجموعة من معلمي ومعلمات الطفولة المبكرة في مناطق مختلفة من الولايات المتحدة أثناء قيامهم بفحص تصميم مساقاتهم وموادهم وبناء مناهجهم الدراسية. على أساس الممارسة التأملية والتقاطعية والتربوية النقدية، استلزم مسعاهم التعاوني فحصًا ذاتيًا عميقًا واعترافًا بالبنى القمعية المتأصلة في هذا المجال والتي تتكرر في المناهج الدراسية، وبالتالي إدامة عدم المساواة المجتمعية داخل وخارج سياق الصف الدراسي. كان جهدهم المتكرر والمتطور أشبه بمجموعة استشارية تأملية تتسم بالتأمل الذاتي المستمر، وتحدي الافتراضات، وتغيير الإجراءات، وهو ما تم تصويره بوضوح في مقاطعهم القصيرة. برز نموذج حلزوني غير خطي كتمثيل مرئي لنقاط الدخول المتعددة في عملية مستمرة—مع تسليط الضوء على نقاط الوصول التي تشجع على الفضول والاستجواب للمناهج الأكاديمية ومحتوى المقررات الدراسية. تدعو الطبيعة الشمولية لهذا الاستقصاء أعضاء هيئة التدريس والممارسين إلى مواجهة العنصرية والتمييز ضد ذوي الإعاقة وأنظمة الهيمنة الأخرى، وإبراز الأبحاث المهمشة، وإعادة تعريف مشهد الصحة النفسية للرضع والطفولة المبكرة. كما يؤكد على حتمية الاستبطان المستمر والعمل التعاوني في تعزيز المساواة.

摘 要

这篇融合了试点实证研究与理论探讨的手稿记录了一群来自美国不同地区的幼儿教师教育工作者在检视其课程设计、教材和教学大纲构建时所展开的反思性旅程。这一协作性努力以反思性实践、交叉性理论和批判性教育法为基础, 要求参与者进行深刻的自我审视, 并认识到该领域内固有的压迫性结构, 以及这些结构如何通过课程大纲的形式得以再现, 从而在课堂内外延续了社会不平等。他们这种不断迭代、不断发展的工作过程类似于一个反思性咨询小组, 贯穿了持续的自我反思、挑战假设和行动转化, 这些特征在他们的叙事片段中得到了生动展现。一个非线性螺旋模型逐步形成, 作为这一持续过程的视觉表达, 揭示了多个切入点——这些切入点鼓励对学术教学大纲和课程内容进行好奇探究与深入质疑。这种包容性的探究方式邀请了教职员工和从业人员共同面对种族主义、能力歧视及其他支配性系统, 放大被边缘化的学术成果, 并重新定义婴幼儿心理健康领域的格局。它也强调了在培育公平的过程中, 持续反思与协作行动的必要性。

Cet article, combinant des données empiriques et théoriques, documente un parcours de réflexion entrepris par un groupe d’éducateurs de la petite enfance situés dans différentes régions des États-Unis alors qu'ils examinaient la conception de leur cours, le matériel et les programmes. Ancrés dans la pratique de réflexion, l'intersectionnalité et la pédagogie critique, leurs effort sde collaboration a nécessité un examen approfondi de soi-même et la reconnaissance des structures oppressives inhérentes au domaine et reproduites tout au long des programmes d’études, perpétuant ainsi des inégalités sociales à l'intérieur et à l'extérieur du contexte de la salle de classe. Leur effort itératif et évolutif a ressemblé à un groupe de consultation de réflexion, marqué par une réflexion continue sur soi, le fait de défier les suppositions existantes et marqué par des actions transformatrices, représentées de manière vivante dans leurs vignettes. Un modèle non linéaire en spirale est apparu comme une représentation visuelle des multiples points d'entrée dans un processus continu—mettant en évidence les points d'accès qui encouragent la curiosité et l'interrogation du contenu des programmes scolaires et des cours. La nature inclusive de cette enquête invite les membres du corps enseignant et les praticiens à faire face au racisme, au capacitisme et aux autres systèmes de domination, à amplifier le savoir marginalisé et à redéfinir le paysage de la santé mentale des nourrissons et des jeunes enfants. Il souligne également l'impératif d'une introspection soutenue et d'une action concertée pour favoriser l’équité.

Das vorliegende Manuskript dokumentiert die Reflexionsreise einer Gruppe von Frühpädagogik-Ausbilder:innen aus verschiedenen Regionen der USA, die ihr Kursdesign, ihre Materialien und ihre Lehrplankonstruktion untersuchten. Auf der Grundlage von reflektiver Praxis, Intersektionalität und kritischer Pädagogik erforderte ihr gemeinsames Vorhaben eine tiefgreifende Selbstuntersuchung und die Anerkennung von Unterdrückungsstrukturen, die dem Feld innewohnen und in den Lehrplänen reproduziert werden, wodurch gesellschaftliche Ungleichheiten innerhalb und außerhalb des Klassenzimmers fortbestehen. Ihre iterativen, sich entwickelnden Bemühungen ähnelten einer reflektiven Beratungsgruppe, die durch kontinuierliche Selbstreflexion, was Infragestellen von Annahmen und transformierende Handlungen gekennzeichnet war, die in in Vignetten anschaulich dargestellt wurde. Es entstand ein nicht-lineares Spiralmodell als visuelle Darstellung der verschiedenen Einstiegspunkte in einen fortlaufenden Prozess, das Zugangspunkte hervorhebt, welche die Neugier und Hinterfragung von akademischen Lehrplänen und Kursinhalten fördern. Der integrative Charakter dieser Untersuchung lädt Fakultätsmitglieder und Praktizierende dazu ein, sich mit Rassismus, Ableismus und anderen Herrschaftssystemen auseinanderzusetzen, marginalisierte Wissenschaft zu stärken und die Landschaft der psychischen Gesundheit von Kindern und Kleinkindern neu zu definieren. Sie unterstreicht auch die Notwendigkeit einer nachhaltigen Selbstbeobachtung und kollaborativer Maßnahmen zur Förderung von Gerechtigkeit.

抄録

この予備的研究と理論の混合原稿は、米国の異なる地域における幼児の教師教育者のグループが、コースのデザイン、教材、シラバスの構成を検討しながら経験した省察的な道のりを記録したものである。省察的実践、交差性、批判的教育学に根ざした彼らの共同作業は、奥深い自己検討と、その分野に内在し、シラバスのコースを通して再生産され、それにより、教室の文脈の内側や外側で社会的不公平が永続することになった圧制的な構造の認識を必要とした。彼らの反復的で発展的な努力は、省察的なコンサルテーション・グループに似ており、継続的な自己内省、仮定への挑戦、行動変容によって特徴づけられ、彼らのヴィネット (エピソード) に生き生きと描かれている。進行中のプロセスへの複数の入り口を視覚的に表現するものとして、非線形のスパイラル・モデルが浮かび上がり、学術的なシラバスやコースの内容に対する好奇心や疑問を促すアクセス・ポイントが強調された。この考察の包括的性質は、教員や実践者が人種差別、障害者差別、その他の支配のシステムに立ち向かい、周縁化された学問を増幅させ、乳幼児期精神保健の状況を再定義するよう、促す。また、公平性を育むためには、持続的な内省と共同行動が不可欠であることも強調している。

Resumen

Este combinado manuscrito piloto-empírico y teorético documenta una jornada de reflexión emprendida por un grupo de educadores, maestros de la temprana niñez, localizados a lo largo de diferentes regiones de Estados Unidos mientras ellos examinaban el diseño de sus cursos, materiales y los parámetros del programa de estudios. Con base en la práctica con reflexión, la interseccionalidad y la pedagogía crítica, su esfuerzo colaborativo necesitaba de un profundo autoexamen y reconocimiento de las estructuras opresivas inherentes dentro del campo y reproducidas a través de los programas de estudios de curso, perpetuando así las inequidades de la sociedad dentro y fuera del contexto del aula de clase. Su iterativo esfuerzo en desarrollo se parecía a un grupo de consulta con reflexión, marcado por continua auto reflexión, asunciones desafiantes y acciones en transformación, vívidamente reflejadas en sus viñetas. Un modelo en espiral, no lineal surgió como una representación visual de los múltiples puntos de entrada hacia un proceso en curso—subrayando puntos de acceso que alentaban la curiosidad y la interrogante del programa de estudios académico y el contenido del curso. La naturaleza inclusiva de esta investigación invita a los miembros del profesorado y a quienes practican la profesión a confrontar el racismo, el capacitismo y otros sistemas de dominación, ampliar la escolaridad investigativa marginalizada, así como redefinir el panorama de la Salud Mental Infantil y la Temprana Niñez. También enfatiza lo imperativo de la introspección sostenida y la acción colaborativa en el fomento de la equidad.

ABSTRACT

Contagious crying in infants has been considered an early marker of their sensitivity to others’ emotions, a form of emotional contagion, and an early basis for empathy. However, it remains unclear whether infant distress in response to peer distress is due to the emotional content of crying or acoustically aversive properties of crying. Additionally, research remains severely biased towards samples from Europe and North America. In this study, we address both aspects by employing the novel and non-invasive method of infrared thermal imaging, in combination with behavioural markers of emotional contagion, to measure emotional arousal during a contagious crying paradigm in a cross-cultural sample of 10- to 11-month-old infants from rural and urban Uganda and the United Kingdom (N = 313). Infants heard social stimuli of positive, negative, and neutral emotional valence (infant laughing, crying, and babbling, respectively) and a non-social, acoustically matched artificial aversive sound. Results revealed that overall changes (as opposed to positive or negative) in infant nasal temperature were larger in response to crying and laughing compared to the artificial aversive sound and larger for crying than for babbling. Infants showed stronger behavioural responses for crying than for the artificial stimulus, as well as for crying than for laughing. Overall, our results support the view that infants within the first year of life experience emotional contagion in response to peer distress, an effect that is not just explained by the aversive nature of the stimuli. Sensitivity to others’ emotional signals in the first year of life may provide the core building blocks for empathy. A video abstract of this article can be viewed at https://youtu.be/JbwL3BHkKlU.

ABSTRACT

The classical view is that perceptual attunement to the native language, which emerges by 6–10 months, developmentally precedes phonological feature abstraction abilities. That assumption is challenged by findings from adults adopted into a new language environment at 3–5 months that imply they had already formed phonological feature abstractions about their birth language prior to 6 months. As phonological feature abstraction had not been directly tested in infants, we examined 4–6-month-olds’ amodal abstraction of the labial versus coronal place of articulation distinction between consonants. In the training phase, infants heard a series of labial non-words paired with an animal image and a series of coronal non-words (multisyllabic) paired with another image. At test, they viewed a silent video of a talker producing coronal and labial words, paired with either the familiarised image or the contrary image. The infants looked significantly longer on matching trials than mismatching trials, suggesting amodal abstraction of this consonantal place of articulation distinction by 4–6 months. These findings provide direct evidence for the inference from the adoptee findings that phonological feature abstraction emerges prior to perceptual attunement.

ABSTRACT

Newborns are able to neurally discriminate between speech and nonspeech right after birth. To date it remains unknown whether this early speech discrimination and the underlying neural language network is associated with later language development. Preterm-born children are an interesting cohort to investigate this relationship, as previous studies have shown that preterm-born neonates exhibit alterations of speech processing and have a greater risk of later language deficits. This investigation also holds clinical importance, as differences in neonatal speech discrimination and its functional networks may serve as predictors of later language outcomes. We therefore investigated neural speech discrimination using functional near-infrared spectroscopy in 92 preterm- and term-born neonates and its predictive value for language development in 45 of them. Three to five years later, preterm-born and term-born children did not significantly differ in language comprehension, sentence production, the use of morphological rules, or phonological short-term memory. In addition, the gestational age at birth was not a significant predictor of language development. Neural speech discrimination, in contrast, was strongly correlated with later phonological short-term memory. However, not the extent of speech discrimination, but rather its lateralization, was a predictor of language development. Children with less right hemisphere involvement—and therefore more left-lateralized speech discrimination at birth—showed better development of phonological short-term memory three to five years later. These findings suggest that the ability of fetuses to form memory traces is reflected by neonatal abilities to neurally discriminate speech, which in turn is a predictor for later phonological short-term memory.

ABSTRACT

Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective. The central concern of this article is to describe the tacit knowledge about teaching and learning that frames and guides the professional vision of preservice and in-service biology teachers. To collect data, a video clip was used as a stimulus for 31 group discussions and 9 individual interviews with a total of 115 preservice and in-service biology teachers. The video clip showed classroom interactions between the teacher and students, specifically addressing student conceptions in evolution classes. From 40 available cases, a subsample of 15 contrasting ones was used for in-depth interpretation and typification. The comparative analyses reveal that these cases share a common feature: professional vision is carried out in an evaluative mode, with participants assessing the teacher's actions and the students' learning outcomes. In their evaluations, the four reconstructed types expressed type-specific tacit knowledge about teaching and learning. For example, they differ in their conceptualizations of teaching, which form the basis of the evaluation: (1) direct transmission of scientific norms, (2) establishing and facilitating access to scientific norms, (3) interaction that considers individual learners' point of view, and (4) contingent mediation between student conceptions and scientific norms. In the discussion, the results are related to learning theories and strategies for teaching the theory of evolution to develop suggestions for teacher education and professional development.

Giving feedback is key to online collaborative discussion, but the impact of feedback on role-scripts in online discussion remains unclear. To address this research gap, a mixed factorial experiment was conduc...

Abstract

A longstanding and significant disparity in representation across gender, economic status, ethnicity, race, and sexual identity exists within STEM doctoral training. Most of the research on the retention and attrition of minoritized PhD STEM students focuses on individual factors, rather than system level issues. To address these gaps, we qualitatively examined longitudinal experiences of 33 Asian American, Black, and Latiné female biomedical PhD students, using a structural violence framework. The researchers developed three themes: (1) institutional hostility toward core aspects of identity; (2) the importance of intersectionality and within-group variation in experiences with structural violence; and (3) students' growing awareness of structural violence in training. Findings have significant implications for the structure of doctoral training and interventions to create equitable training environments.