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The school years
Published in Julia Whitaker, Alison Tonkin, Play for Health Across the Lifespan, 2021
As in early childhood, development during this period is a holistic and fluid process that is interconnected and dependent on each developmental domain (Ministry of Children and Youth Services 2017). As they move through the first years of school, children become physically stronger and better coordinated; they are increasingly aware of their own thoughts and emotions – and those of other people (Mah and Ford-Jones 2012). Language acquisition continues at an impressive rate, enhancing the ability to communicate with others, although it remains hard for children of this age to put their ideas and feelings into words. Play along with other forms of symbolic representation such as art, music, and drama are now the main channels for self-expression and communication (Ministry of Children and Youth Services 2017). With increasing opportunities to socialize with their peers, without the need for adult intervention (Ludicology 2020), children gradually develop their social and communication skills, increasing their sociality through their natural inclination for play. Play experiences during middle childhood form the seedbed of resilience and adaptability, enhancing children’s sense of personal wellbeing (ibid.) and readiness for the world.
Education and support for fathers
Published in Mary L. Nolan, Parent Education for the Critical 1000 Days, 2020
Fathers want to know how to support their partners in pregnancy, labour and postnatally. They want realistic preparation for the challenges of early parenthood. Studies have found that men experience the first months of fatherhood as more uncomfortable than rewarding (Barclay & Lupton, 1999) and as disappointing, frustrating and overwhelming (McKellar et al., 2008; Premberg et al., 2008). Fathers want to know what to expect in the first few weeks of the baby’s life and how they might feel, and to understand how their relationship with their partner might change (Deave et al., 2008). They want skills to help their partners and themselves (St George & Fletcher, 2011) and to be able to look after the baby (Matthey & Barnett, 1999). They want information about early childhood development and how to tell whether their baby is well or unwell (Buckelew et al., 2006). Overall, they want to be actively involved with their babies (Fletcher et al., 2008).
Nutrition-Sensitive Interventions for the First 1,000 Days
Published in Crystal D. Karakochuk, Kyly C. Whitfield, Tim J. Green, Klaus Kraemer, The Biology of the First 1,000 Days, 2017
Encompassing the first 1,000 days from birth through to primary school, early childhood development (ECD) programs aim to improve physical, cognitive, and psychosocial growth among young children. The World Bank categorizes 25 ECD interventions into “packages,” representing the five stages of life before age 5 [33]. In each stage, families are provided subsidized access to food and nutrition supplements, as well as “psychosocial stimulation interventions,” which include household learning activities, formal preschool education, health services, and resources for improved health care [34]. Most of the interventions essential for a child’s growth and development are reflected in the six sectors discussed in this chapter, including but not limited to family planning, WASH, immunizations, deworming, and quality education [33]. Figure 25.3 provides an overview of the five standard support packages designed by the World Bank [33].
Promoting early language development in the Arab world and Sustainable Development Goals 3, 4, 10 and 17
Published in International Journal of Speech-Language Pathology, 2023
Ghada Khattab, Alshaimaa Gaber Salah Abdelwahab, Khalid Al-Shdifat, Zakiyah Alsiddiqi, Caroline Floccia, Edith Kouba Hreich, Cristina McKean, Camille Moitel Messarra, Thair Odeh, Anastasia Trebacz
Our research reveals the importance of considering the views of all stakeholders who contribute to early childhood development (SDG 17) to ensure that efforts to support oral language development are effective and do not inadvertently exclude families with the greatest needs. Ongoing work provides the necessary data to standardise the Arabic CDI Toddler in three countries, enabling early years professionals and parents to monitor language development and detect difficulties, thereby advancing good health and well-being (SDG 3), quality education (SDG 4), and reduced inequalities (SDG 10). In Lebanon, multilingual results highlight the need to consider relative language exposure (Cattani et al., 2014). Data from refugee families underscore the importance of mothers’ education and limited educational opportunities in refugee camps. Collaboration with non-governmental organisations and policy-makers will focus on developing systems of support enabling access for all children to quality education, health and quality of life.
MIRRORS program: Helping pregnant and postpartum women and families with substance use problems
Published in Substance Abuse, 2022
James H. Bray, Brittany Zaring-Hinkle, Nadine Scamp, Kelsee Tucker, Meghan K. Cain
Currently, all staff receive initial and ongoing training in trauma-informed care and interventions based on the above model. Clinical staff receive additional training including how to implement Seeking Safety, a core trauma-informed curriculum used across all of the residential treatment center programs. In addition, both staff and all clients are educated on the brain science of early childhood development and how consistent, interactive caregiving fosters positive childhood development and builds resiliency to adverse childhood experiences. Trauma screenings are conducted for women and their families at admission, and service plans address trauma-related needs and supports. The TIC committee meets on a quarterly basis to maintain continuous quality improvement in trauma informed care implementation. Monthly TIC surveys are administered to clients, providing direct participant input that feeds into the objectives and activities of the TIC committee.
Handwashing knowledge and practices among caregivers of pre-school children in underprivileged areas of Nelson Mandela Bay
Published in South African Journal of Clinical Nutrition, 2022
L Steenkamp, M Williams, J Ronaasen, A Feeley, I Truter, P Melariri
One participant stated ‘that is how it is supposed to be and, our mothers taught us like that as we grew up’ (F4, P6). They also realise the vulnerability of children: ‘since we take care of children who are not aware of the presence of germs around them … it is important to educate them about handwashing’ (FG5, P5). Cultural and societal practices are embedded in daily life, and are acquired through social learning, therefore parental knowledge and role modelling should be in line with hand-washing standards in order to ensure adequate handwashing practice. This can be achieved using educational campaigns and interventions to target caregivers through parent education programmes, local healthcare facilities and ECD centre parent gatherings, all sharing the same messages.19