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A Relationship-Based Framework for Early Childhood Media Use
Published in Mary Nolan, Shona Gore, Contemporary Issues in Perinatal Education, 2023
Jenny S. Radesky, Katherine Rosenblum
This chapter reviews the research evidence about media, parent–child interaction, and child social–emotional development and then seeks to translate evidence into action-oriented guidance within a relationship-based intervention framework. This framework aims to complement World Health Organization and other guidelines for family screen use by highlighting the ways media use intersects with parent–child relationships in the context of everyday experiences that we hope will be relevant to early childhood interventionists.
Developmental Trauma
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
The ultimate product of this social-emotional development is a particular system in the prefrontal area of the right brain that is capable of regulating emotions, including positive emotions such as joy and interest, as well as negative emotions such as fear and aggression. Experience not only affects the structure of the brain but the way the system of chemicals in the human body works. Chemicals, such as hormones (released from an endocrine gland into the bloodstream) and neurotransmitters (released by nerve terminals), send signals between neurons and other bodily systems. Some commonly known ones include serotonin, dopamine, adrenaline and oxytocin. High levels of stress in pregnancy lead to the production of the stress hormone cortisol, which crosses the placenta and can affect the developing foetus. Experiences of neglect or trauma, even when not consciously remembered, can affect both behaviours and hormonal systems.
Traumatic Childbirth
Published in Rosa Maria Quatraro, Pietro Grussu, Handbook of Perinatal Clinical Psychology, 2020
A prospective study of the impact of postpartum PTSD symptoms on child development at two years of age was conducted in Norway (Garthus-Niegel, Ayers, Martini, von Soest, & Eberhard-Gran, 2016). In this population-based sample (N = 1,472) postpartum PTSD symptoms had a small predictive relationship with poor child social emotional development at two years of age. Even after adjusting for confounding variables of mothers’ depression and anxiety and infant temperament, the relationship was still significant. Boys and children who had early difficult temperament were especially susceptible to the negative impact of mothers’ PTSD symptoms.
Infants, children, and youth in foster care with prenatal substance exposure: a synthesis of two scoping reviews
Published in International Journal of Developmental Disabilities, 2023
Lenora Marcellus, Dorothy Badry
Attachment based theories provided the framework for the majority of sources focused on infants and young children. The care strategies and interventions identified for this younger population were primarily focused on supporting social–emotional development (often framed as infant mental health). For older children and youth, attachment was often framed as ensuring consistent relationships. In the years since 2006, there has been a substantial increase in awareness of related concepts such as attachment, resilience, epigenetics, and trauma-informed practice. The Center on the Developing Child at Harvard University (2016) has translated and applied this science to the context of child welfare. Children’s experiences of prolonged adversity such as neglect, toxic stress, abuse, and impoverished living conditions can have long-term impacts on health and development. Interventions provided from an attachment-based perspective included sustaining the relationship of the child with their family, providing visitation, and ensuring consistent quality placements.
Changes in the social-emotional functioning of young children with a significant cognitive and motor developmental delay across a two-year period
Published in International Journal of Developmental Disabilities, 2022
Ines Van keer, Sien Vandesande, Ann Dhondt, Bea Maes
Early social-emotional development can be described as “the developing capacity of the child to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn – all in the context of family, community, and culture” (Yates et al.2008, p.2). It encompasses many different themes, for example expressing and identifying emotions (e.g. basic emotions such as happiness, self-conscious emotions such as pride, other emotional reactions such as interest), regulating emotions and behavior, perspective taking, understanding social cues, attachment, peer sociability, interaction and play behavior (Berk 2010, Campbell et al.2016). These social-emotional skills start to develop very early on in life and are strongly influenced by interactions and relationships with primarily parents as well as other family members, peers, and significant adults (Bowlby 1969/1982, Sanders and Morawska 2018, Shaffer and Kipp 2002).
Evaluation and Maintenance of Behavioral Interventions for 22q11.2 Deletion Syndrome
Published in Developmental Neurorehabilitation, 2022
Louis Busch, Valdeep Saini, Sidrah Karim, Roland Jones
Although cognitive and behavioral phenotypes of 22q11DS are wide and heterogenous, the risk of developing behavioral problems is much greater in this population,12 and is reported as one of the most common non-medical problems associated with the syndrome.11,13 Abnormal behavior and disrupted social-emotional development can lead to individuals being described as highly anxious, overactive and impulsive, socially withdrawn, and having poor relationships with others.14,15 Clinical reports of psychiatric and behavioral functioning indicate that severe episodes of destructive behavior observed in patients with 22q11DS can include impulsive (self-harmful) behavior that could lead to injury (e.g., jumping into traffic) as well as aggression directed toward others (e.g., family members) or objects (e.g., property).16 Furthermore, the risk for severe behavioral problems increases with common comorbid diagnoses including autism spectrum disorder and attention-deficit hyperactivity disorder.17,18