When the State calls you: Quality in early childhood care services in the Pandemic. Case of the JUNTOS program

In Peru, the COVID-19 pandemic has had an impact on various dimensions of human and national development. While it is true that children have not been affected in terms of mortality, there is evidence of a negative impact on their development in the short and long term. In this sense, in Peru, timely and quality care through access to the integrated package of services of the Ministry of Health was severely affected, reducing its coverage and generating risk scenarios for the physical, emotional and mental development of children in the future. In this context, the State promoted temporary interventions through Emergency Decree 095-2020, including interventions aimed at early childhood development through the National Program of Direct Support to the Poorest "JUNTOS”. This article aims to examine the implementation of these interventions by "JUNTOS”, analyze the challenges and results achieved, and propose working hypotheses for research. It proposes to explain the success of the implementation through: i) innovation in the face of implementation challenges;ii) the relevance of intersectoral coordination;and, iii) improving the quality of public services through universal mechanisms of affiliation and accompaniment to families. © 2022, Pontificia Universidad Catolica del Peru. All rights reserved.

Preschool teacher practices and beliefs about digital technology use in classrooms

The focus of this dissertation centers around the beliefs that early education teachers hold regarding the role digital technology plays in the learning and development of young children and how those beliefs are implemented in the classroom. Although there is some previous research on this topic not enough is known about digital technology beliefs and practices at the preschool level. Thus, the focus of this dissertation centers around including the "voices of preschool teachers."Using a mixed methods approach via survey and selected follow-up interviews;100 preschool teachers expressed their beliefs and practices about digital technology use. Three groupings emerged;one group that favored using technology with young children, one group that favored technology use but with limitations, and a final group that did not see any benefit in using technology with young children. Preschool teachers also related the role technology may play in the learning and development of young children and levels of technology access. Almost all teachers reported that they had access to at least one electronic device;children's access, however, was much more limited.Lived experiences as teachers worked through the COVID-19 pandemic were also reported. Many teachers found that they were able to form better connections with parents and families via an electronic format, often at times that were more convenient for parents to talk. Teachers also reported learning how to use various types of digital technology during the COVID-19 pandemic and they reported continuing to implement what they had learned. Teachers' beliefs about technology use in classrooms by teacher demographics were tested to detect whether there were differences between the three belief groupings. The results indicated that when teachers received technology support they were more likely to have favorable beliefs about technology use. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Reviewing the Literature on the Impact of Gun Violence on Early Childhood Development.

PURPOSE OF REVIEW: To examine the impacts of gun violence on early childhood development including early childhood mental health, cognitive development, and the assessment and treatment of survivors. RECENT FINDINGS: The literature reflects that gun violence exposure is often associated with significant mental health outcomes including anxiety, post-traumatic stress, and depression in older youth. Historically, studies have focused on adolescents and their exposures to gun violence through proximity to gun violence within their communities, neighborhoods, and schools. However, the impacts of gun violence on young children are less known. Gun violence has significant impacts on mental health outcomes of youth aged 0-18. Few studies focus specifically on how gun violence impacts early childhood development. In light of the increase in youth gun violence over the past three decades with a significant uptick since the onset of the COVID-19 pandemic, continued efforts are needed to better understand how gun violence impacts early childhood development.

Balancing technology and outdoor learning: Implications for early childhood teacher educators

The integration of technology in the classroom has become commonplace in early childhood education;however, promoting outdoor learning is not as emphasized. A wealth of research has documented how young children learn and develop while engaging with technology or outdoor play, but limited literature exists on balancing these learning experiences to support children's developmental outcomes. The present paper seeks to review current literature on the effects of technology and outdoor learning on young children's development. Building off of the relevant literature, this paper will provide recommendations for early childhood teacher educators to guide teachers in training on balancing appropriate technology use and outdoor learning. Given the COVID-19 global pandemic, teaching implications regarding balancing technology and outdoor learning are also addressed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Early childhood teachers' perspectives about evidence-based practices

Evidence-based practice (EBP) refers to actions or behaviors supported by empirical evidence when used as a noun, or a process that integrates the best-available research evidence with professional and family wisdom and values when used as a verb. Despite attention and efforts from policymakers, scholars, and advocates, research-to-practice gaps remain in early childhood, which has hindered the implementation of EBP for improved child outcomes. Implementation science scholars have identified practitioners' perspectives as an important factor that affects the implementation of EBP. Researchers in other fields have examined practitioners' perspectives about EBP since the early 2000s. Nevertheless, few empirical studies have been conducted in early childhood to investigate teachers' perspectives about EBP and factors associated with these perspectives. The primary purpose of the present study was to examine descriptively early childhood teachers' perspectives about EBP using the Early Childhood Teachers' Perspectives about Evidence-Based Practices (ECTP-EBP) questionnaire. This self-report questionnaire was developed by the student investigator for use with teachers working with infants, toddlers, and preschoolers in early childhood (EC) classrooms. Following Institutional Review Board approval and using a non-experimental survey design, ECTP-EBP was distributed using QualtricsXM to 75 EC programs in North Central Florida. The study was conducted during the SARS-CoV-2 pandemic. Questionnaire responses were received from 88 participants. Three research questions guided the present study to address teachers' perspectives about EBP and factors associated with their perspectives. Findings showed teachers demonstrated generally positive perspectives towards EBP, although their perspectives across eight dimensions of the questionnaire were somewhat varied. Results showed that teachers' perspectives about the social validity of EBP differed from their perspectives about professional development, organizational support, and time conflict. Program funding, teachers' role in the classroom, educational degree, discipline, experience, professional development, and obtained certifications explained 11.5% and 1.8% of ECTP-EBP and the Acquisition of Practices dimension variance, respectively. There was a statistically significant association between teachers' who received coaching professional development and their perspectives about EBP. Associations for the remaining characteristics and teachers' EBP perspectives were not statistically significant. Limitations of the present study are described. Implications for future research, practice, and policy are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A study of dual-language preschoolers with moderate to severe autism: perspectives and practices of professionals in Boston-area Massachusetts public school districts

The rate of autism continues to increase globally across cultures and languages. Inequities exist in early access to an autism diagnosis and necessary evidence-based education and related services for dual-language children in the U.S. This qualitative dissertation study investigated the perspectives and practices of 10 educators and therapists working in the Boston area of Massachusetts with dual-language preschoolers with moderate to severe autism. Data was collected via semi-structured interviews on Zoom. Practitioners described their commitment to their students and families. Using a social constructivist phenomenological approach, the data analysis of the practitioners' responses resulted in seven main findings. Assessment procedures for special education eligibility determination, monitoring progress, or 3-year-reevaluations did not address the required practice of assessment in the home language. Instructional practices described included early childhood and monolingual special education with little mention of cultural and language factors. Barriers to dual-language instruction were highlighted, leading to the use of primarily monolingual practices in special education and related services. Challenges identified included accessing competent interpreters, the limited availability of early childhood bilingual special education professional development, and rare support from English as a second language (ESL) teachers. Parents' language barriers impacted their understanding of the special education process for their children and led to a delayed start of evidence-based autism services. Priorities for language instruction did not address the social communication needs of dual-language students with autism across settings. Additional barriers were identified regarding student access to appropriate online education and therapy for dual-language preschoolers during the COVID-19 pandemic. A limitation of this study is the research context of the pandemic lockdown, making it challenging to access practitioners and collect data. Recommendations include the development of state standards for teacher preparation and professional development, policy change from monolingual to bilingual early childhood special education, and further research that includes dual-language preschoolers with autism. Using a bilingual special education approach with continuation of the native language and a focus on social communication development across home, school, and communities can support the most significant progress in learning and best quality of life outcomes for dual-language preschoolers with autism and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

"My coach got me excited about literacy even through this tough year": Teachers and coaches' experiences in an early literacy coaching program

For over 100 years, reading has been a critical topic of discussion in the education field. Theories have been developed and revised on how children learn to read and as more research was completed (Crawford, 1995). Literacy and reading scores around the United States have been low for over ten years. In 2019, only 32% of 4th graders nationwide have been proficient in reading (NCES, 2020). Many states have developed laws around reading proficiency targeted at reaching reading proficiency by the end of third grade. Including Michigan's, the Read by Grade Three Law (Act 306 of 2016: MCL380.1280f, 2016).In Michigan, the Michigan Association of Intermediate School District Administrators in collaboration with early literacy experts created the Essential Instructional Practices in Early Literacy (MAISA, 2016a). One county in Michigan developed a literacy coaching program for prekindergarten teachers. This coaching program was the basis for this dissertation research that explores teacher and coach experiences in the program.This research was completed as a mixed-methods case study, using both quantitative and qualitative data sources. Surveys and interviews gathered perspectives of the coaches and teachers on coaching strategies that were effective for them. In addition, the perception of the quality of relationship between the coach and teacher was investigated. Coaching was completed virtually due to the COVID-19 pandemic and participants shared their experiences with navigating coaching, teaching, and using technology in new ways. Survey and interview data was analyzed using in-vivo coding to explore initial categories and then themes.The study describes a variety of coaching strategies that coaches and teachers found effective. I also compare the reported impact of an in person versus virtual coaching on teachers' literacy practices. Constructive feedback was not only the strategy reported as used most often, but also it was perceived to have the most impact on teaching practices by both coaches and teachers. Teachers' strong relationship with coaches affected their success;those reporting a stronger relationship also reached also their goals and gained new knowledge from the coaching program. Resources and difficulties faced varied for the teachers;these ranged from materials, budget, and available staff. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Interventions to enhance psychosocial competence among children in low-and middle-income countries

The study of the psychosocial development of children in low-and middle-income countries (LMIC) is mapped by the realities of childhood that are embedded and enfolded in conventional family values, the sociocultural ethos, and choices of a combination of environmental factors that result in a variety of childhoods. This chapter begins with the definition and scope of psychosocial development in children, followed by the conceptual framework and approaches included in various interventions. It provides an overview of systematic reviews and meta-analysis of various interventions with a focus on early childhood development, children with developmental disabilities, mental health, and life skills in LMICs. Quality early childhood development programs present an opportunity to drastically reduce early health and educational disadvantages for children in LMICs. The impact of Covid-19 on the development of children is presented. © 2022 John Wiley & Sons Ltd.

Risks to Child Development and School Readiness Among Children Under Six in Pakistan: Findings from a Nationally Representative Phone Survey.

This paper analyzes the risks to child development and school readiness among children under age 6 in Pakistan. Drawing on a nationally representative telephone survey conducted in the midst of a global pandemic, between December 2021 and February 2022, we present the first nationally representative estimates of child development for children under 3 years of age and school readiness for children 3-6 years of age, using internationally validated instruments. The paper examines how risk factors that were exacerbated due to the COVID-19 pandemic, such as parental distress, lack of psychosocial stimulation, food insecurity, low maternal education, no enrollment in early childhood education, and living in a rural area, are associated with children's outcomes. The data indicate that more than half (57 percent) of parents with children under age 3 were distressed and that 61 percent of households reported cutting down on the size of or skipping meals since the start of the pandemic. The data reveal that over half of parents fail to engage in adequate psychosocial stimulation with their child and enrollment in early childhood education is very low (39 percent). The paper finds that child development outcomes decline rapidly as the number of risks increase. Specifically, for children under 3 years, lack of psychosocial stimulation at home and higher levels of parental distress were most significantly associated with lower child development levels. For a child aged 3-6 years, early childhood education enrollment and the amount of psychosocial stimulation the child received at home had the strongest association with school readiness scores.

Cet article analyse les risques pour le développement de l'enfant et la maturité scolaire chez les enfants de moins de 6 ans au Pakistan. S'appuyant sur une enquête téléphonique représentative à l'échelle nationale menée pendant une pandémie mondiale entre décembre 2021 et février 2022, nous présentons les premières estimations représentatives au niveau national du développement de l'enfant pour les enfants de moins de 3 ans d'âge et de la maturité scolaire pour les enfants de 3 à 6 ans à l'aide d'instruments validés au niveau international. L'article examine comment les facteurs de risque qui ont été exacerbés en raison de la pandémie COVID-19, tels que la détresse parentale, le manque de stimulation psychosociale, l'insécurité alimentaire, le faible niveau d'éducation maternelle, l'absence d'inscription à l'éducation préscolaire et la vie en zone rurale, sont associés au développement des enfants. Les données indiquent que plus de la moitié (57 %) des parents ayant des enfants de moins de 3 ans étaient en détresse et que 61 % des ménages ont déclaré avoir réduit la taille ou sauté des repas depuis le début de la pandémie. Les données révèlent que plus de la moitié des parents ne s'engagent pas dans une stimulation psychosociale adéquate avec leur enfant et que l'inscription à l'éducation préscolaire est très faible (39 %). L'article constate que les résultats du développement de l'enfant déclinent rapidement à mesure que le nombre de risques augmente. Plus précisément, pour les enfants de moins de 3 ans, le manque de stimulation psychosociale à la maison et des niveaux plus élevés de détresse parentale étaient le plus significativement associés à un plus faible niveaux de développement. Pour un enfant âgé de 3 à 6 ans, l'inscription à l'éducation préscolaire et la quantité de stimulation psychosociale que l'enfant recevait à la maison avaient la plus forte association avec les scores de maturité scolaire.

Este documento analiza los riesgos para el desarrollo infantil y la preparación escolar entre los niños menores de 6 años en Pakistán. Basándonos en una encuesta telefónica representativa a nivel nacional realizada en medio de una pandemia mundial, entre diciembre de 2021 y febrero de 2022, presentamos las primeras estimaciones representativas a nivel nacional del desarrollo infantil de niños menores de 3 años y la preparación escolar de niños de 3 a 6 años de edad, utilizando instrumentos validados internacionalmente. El artículo examina cómo se asocian los factores de riesgo que se exacerbaron debido a la pandemia de COVID-19, como la angustia de los padres, la falta de estimulación psicosocial, la inseguridad alimentaria, la baja educación materna, la no matriculación en educación de primaria infancia y vivir en una zona rural, con los resultados de los niños. Los datos indican que más de la mitad (57 por ciento) de los padres con niños menores de 3 años estaban angustiados y que el 61 por ciento de los hogares informaron que redujeron el tamaño de las comidas o se las saltaron desde el comienzo de la pandemia. Los datos revelan que más de la mitad de los padres no logran dar una estimulación psicosocial adecuada a sus hijos y que la inscripción en la educación de primera infancia es muy baja (39 por ciento). El documento encuentra que los resultados del desarrollo infantil disminuyen rápidamente a medida que aumenta el número de riesgos. Específicamente, para los niños menores de 3 años, la falta de estimulación psicosocial en el hogar y los niveles más altos de angustia de los padres se asociaron de manera más significativa con niveles más bajos de desarrollo infantil. Para un niño de 3 a 6 años, la matriculación en la educación de primera infancia y la cantidad de estimulación psicosocial que el niño recibió en el hogar tuvieron la asociación más fuerte con su puntuación de preparación escolar.

Impact of the COVID-19 pandemic on maternal mental health, early childhood development, and parental practices: a global scoping review.

BACKGROUND: In March 2020, the COVID-19 outbreak was declared a pandemic by the World Health Organization (WHO), generating stark economic and social repercussions that directly or indirectly affected families' wellbeing and health status. AIMS: This review aims at mapping the existing evidence on the impact of the COVID-19 pandemic on maternal mental health, early childhood development, and parental practices, worldwide, to identify evidence gaps and better inform future delivery of care and health policy measures. METHODS: Following the protocol defined by PRISMA-ScR, this scoping review has searched for relevant studies published between January 2020 and June 2021, selecting evidence sources based on pre-established criteria. From a total of 2,308 articles, data were extracted from 537 publications from 35 countries on all three health domains. RESULTS: The combined stressors brought forth by the pandemic have exerted a heavy burden on the mental health of mothers and the development of young children, partly mediated by its impact on parental practices. CONCLUSIONS: Despite remaining gaps, we have identified sufficient evidence pointing to an urgent need for more concerted global research efforts and rapid policy responses to timely address severe and pervasive negative impacts to the mental health of mothers and children at a key developmental stage.

"My coach got me excited about literacy even through this tough year": Teachers and coaches' experiences in an early literacy coaching program

For over 100 years, reading has been a critical topic of discussion in the education field. Theories have been developed and revised on how children learn to read and as more research was completed (Crawford, 1995). Literacy and reading scores around the United States have been low for over ten years. In 2019, only 32% of 4th graders nationwide have been proficient in reading (NCES, 2020). Many states have developed laws around reading proficiency targeted at reaching reading proficiency by the end of third grade. Including Michigan's, the Read by Grade Three Law (Act 306 of 2016: MCL380.1280f, 2016).In Michigan, the Michigan Association of Intermediate School District Administrators in collaboration with early literacy experts created the Essential Instructional Practices in Early Literacy (MAISA, 2016a). One county in Michigan developed a literacy coaching program for prekindergarten teachers. This coaching program was the basis for this dissertation research that explores teacher and coach experiences in the program.This research was completed as a mixed-methods case study, using both quantitative and qualitative data sources. Surveys and interviews gathered perspectives of the coaches and teachers on coaching strategies that were effective for them. In addition, the perception of the quality of relationship between the coach and teacher was investigated. Coaching was completed virtually due to the COVID-19 pandemic and participants shared their experiences with navigating coaching, teaching, and using technology in new ways. Survey and interview data was analyzed using in-vivo coding to explore initial categories and then themes.The study describes a variety of coaching strategies that coaches and teachers found effective. I also compare the reported impact of an in person versus virtual coaching on teachers' literacy practices. Constructive feedback was not only the strategy reported as used most often, but also it was perceived to have the most impact on teaching practices by both coaches and teachers. Teachers' strong relationship with coaches affected their success;those reporting a stronger relationship also reached also their goals and gained new knowledge from the coaching program. Resources and difficulties faced varied for the teachers;these ranged from materials, budget, and available staff. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Saving the rainbow nation: Education as challenge to the churches in South Africa

Education in Africa is in a crisis. Some scholars go as far as to say that it is broken. This was also noted when the United Nations Sustainable Development Goals, linked to the Agenda 2063: The Africa We Want, were developed. One of the goals was defined as to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. This article explores the important role of education in transforming societies. To achieve this objective, the research in this article is based on a qualitative literature search. It focuses on relevant literature that included books, scholarly articles, online articles and scientific data provided by Statistics South Africa. It starts off by describing the brokenness of education in South Africa through the latest statistics that provide a very dark picture of education in the country. In the second place, the article revisits the Reformation to indicate that the church can and is called to play an important role in the improvement of education. The article concludes with two examples of how church organisations and specific churches in South Africa take up the challenge to transform societies through specific educational programmes. Contribution: Specific mention is made of the programme of the South African Council of Churches called The South Africa We Pray For and Little Seeds, which is a combined programme in Early Childhood Development. As such, what happens in South Africa can be an example to the rest of Africa.

The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning?

Background: Successful interventions targeting families can only occur through informed research findings. It is important that policymakers understand the unique household dynamics that low-income households face and the kinds of assistance they need to foster early learning and development at home. Aim: To investigate the extent of parental involvement in the early learning of preschoolers in Philippi and the role of the home environment in promoting or hindering early learning and development. Setting: This study was conducted in Philippi, one of the biggest poor urban settlements in the city of Cape Town, South Africa. Methods: The researcher visited 20 early childhood development (ECD) facilities and 40 caregivers in Philippi. Face-to-face interviews were conducted with the ECD principals, practitioners and caregivers. Results: The analysis of the results of the study revealed that, for the most part, preschoolers in Philippi live in household environments that do not encourage or support early learning and development. Moreover, parental involvement in such preschoolers is limited by the parents’ unwillingness or inability to take up opportunities for involvement in the facility and to regularly engage in stimulation activities at home. Conclusion: Given their low-income, low-educational status and general lack, parents need a clearer framework on how to become involved and how to provide a conducive household learning environment to preschoolers.

Applicability of the Guide for Monitoring Child Development as a Telehealth Delivered Intervention During the Pandemic.

Background: Early intervention delivered through telehealth is critically needed during crises, particularly for children in low and middle-income countries (LMICs). We aimed to determine the applicability of the international Guide for Monitoring Child Development (GMCD) intervention delivered through telehealth during the COVID-19 lockdown in Turkey. Methods: Using a mixed-methods longitudinal design, we recruited children with developmental difficulties aged 0-42 months with an appointment during the first lockdown at Ankara University Developmental Pediatrics Division and seen face-to-face only once before. Developmental pediatricians applied the GMCD intervention during a single telephone call. As a novel intervention component, caregivers were asked to record and send back videos of the child's development when there were doubts about the child's functioning. Caregivers were called 1 year later by blinded independent researchers and a semi-structured interview on applicability was conducted. Applicability of the caregiver recorded video component of the intervention was assessed by a blinded observer using the GMCD Video Observation Tool. Results: Of 122 children that received the telehealth delivered GMCD intervention, 114 (93.4%) were included in the 1-year outcome study. Most were boys (51.8%); median age was 16.5 (IQR: 10.0-29.0) months, 51.0% had chronic health conditions, and 66.7% had developmental delay. All caregivers that received the intervention were mothers; 75.4% had at least high school education. The intervention was reported as applicable by 80.7% with high levels of satisfaction. On multivariate regression analysis, absence of chronic health related conditions was significantly associated with applicability (OR = 2.87, 95% CI = 1.02-8.09). Of 31 caregivers that were asked for videos, 19 sent back 93 videos that were technically observable. One or more developmental domains were observed in all videos; in 52.6%, caregivers provided early learning opportunities. Conclusions: The findings of this study imply that the telehealth delivered GMCD intervention for children with developmental difficulties is applicable during the pandemic. The intervention content and frequency needs to be augmented for children with chronic health conditions. Further research is required to examine applicability and effectiveness of the GMCD intervention in other settings, particularly in LMICs.

Towards circles of care and education: Exploring understandings of quality in early childhood development

Background: Early childhood development (ECD) is increasingly being recognised as vital for the care and education of our children, particularly in countries such as South Africa where vast social disparities have a significant influence on development and well-being. Aim: This study aimed to explore and develop understandings of quality in early childhood care and education in a particular setting. Setting: The setting of this community research project is a small rural town in the Eastern Cape of South Africa. The project is facilitated by a non-governmental organisation affiliated with a university in the Eastern Cape of South Africa, working with participants from two neighbourhood hubs. This study coincided with the onset of the COVID-19 pandemic. Methods: Located in a social constructionist paradigm, the research methodology may be described as participatory, polyphonic and appreciative. Responses from simple, positively constructed questions, framed by dimensions of an ecological systems model, were interrogated through a multilayered process of content analysis. Results: Analysis of the data led to a range of themes and evidence of significant role players, around quality ECD. These were developed into two simple frameworks, capturing conceptual and contextual aspects of quality ECD: ‘Quality Early Childhood Development’ and ‘Circles of Care and Education’. Conclusion: The juxtaposition of the conceptual and contextual frames is offered as a simple, yet comprehensive, tool to scaffold ongoing research and support further development of quality ECD practice. © 2022. The Authors.

Litigation and social mobilisation for early childhood development during COVID-19 and beyond

Background: Litigation has been utilised to advance a range of socio-economic rights in post-apartheid South Africa, including the right to basic education. Nonetheless, there has not been significant litigation or sustained broad-based mobilisation around issues impacting the early childhood development (ECD) sector in the democratic era. The coronavirus disease 2019 (COVID-19) pandemic, however, saw some ECD stakeholders turning to the courts to advocate for their survival, as well as to mobilise and advocate for sector reforms. Aim: This article aimed to critically reflect on the role of litigation and social mobilisation in advancing the right to ECD during and beyond the COVID-19 pandemic. Setting: The article assesses two South African cases with national implications. Methods: The article critically assesses two South African cases relating to ECD during the pandemic. At the time of writing, these were the only South African judgements specifically relating to the impact of COVID-19 on the ECD sector. Results: The two cases played an important role in: (1) reopening the ECD sector during the pandemic;and (2) making efforts to ensure that the sector could remain open. However, the cases were not based on a holistic rights-based approach to ECD, which remains an area for further development. Conclusion: The article concludes that litigation may play a significant role in advancing children’s rights to ECD, particularly as a complement to broader social mobilisation strategies. The cases highlight the (1) need and potential for building a holistic rights-based foundation of ECD jurisprudence post the pandemic;and (2) strategic use of litigation interventions as part of broader mobilisation strategies.

Pregnancy during a pandemic: How stress affects pregnant women and the development of their babies during COVID-19

Prenatal maternal distress has a negative impact on the course of pregnancy, fetal development, offspring development, and later psychopathologies. The study aimed to understand the guidelines and recommendations related to the prevention and management of the prenatal distress and psychiatric symptomatology of pregnant women during COVID-19 Pandemic. This paper is a review based on information found in specialty literature. The analysis was limited to English language articles and guidelines published between January 1, 2003 and October 14, 2020 on PubMed using the next keywords: perinatal mental health, anxiety, coronavirus disease 2019, depression, mental health, pregnancy, prenatal, post-traumatic stress disorder. In this review we discuss about the association between the COVID-19 pandemic and an uptrend in psychological distress and psychiatric symptomatology in pregnant women. Pregnant women are experiencing substantially elevated anxiety and depression symptoms during the COVID-19 pandemic that are in a close relationship to COVID-19 specific problems about threats to their own lives, their baby's health, not getting enough prenatal care, and social isolation. A significant number of studies correlate maternal stress during pregnancy with atypical fetal development, in a way that increases susceptibility to disease and maladaptation in children. Several research groups have used elevated prenatal anxiety as an indicator to suggest prenatal stress, relating to the correlation with cognitive, behavioral, and neurological disorders in children. Protective resilience factors can be social support and physical activity. There is an urgent need to support pregnant women during this critical time to mitigate long-term negative outcomes, given the known effects of stress in pregnancy, infant and child outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Romanian) Stresul matern prenatal are un impact negativ asupra evolutiei sarcinii, dezvoltarii fetale, dezvoltarii copilului si psihopatologiilor ulterioare. Studiul a urmarit sa inteleaga liniile directoare si recomandarile legate de prevenirea si gestionarea stresului prenatal si a simptomatologiei psihiatrice a femeilor insarcinate in timpul pandemiei COVID-19. Aceasta lucrare este o recenzie bazata pe informatiile din literatura de specialitate. Analiza s-a limitat la articolele si ghidurile in limba engleza publicate in perioada 1 ianuarie 2003 - 14 octombrie 2020 pe PubMed folosind urmatoarele cuvinte-cheie: sanatate mintala perinatala, anxietate, boala coronavirus 2019, depresie, sanatate mintala, sarcina, prenatal, tulburare de stres posttraumatica. In aceasta revizuire, discutam despre asocierea dintre pandemia COVID-19 si o tendinta ascendenta a stresului psihologic si a simptomatologiei psihiatrice la femeile gravide. Femeile gravide se confrunta cu simptome crescute de anxietate si depresie in timpul pandemiei COVID-19, care sunt intr-o relatie stransa cu problemele specifice COVID-19 legate de amenintarile la adresa vietii lor, sanatatea bebelusului lor, neacordarea unei ingrijiri prenatale suficiente si izolarea sociala. Un numar insemnat de studii coreleaza stresul matern din timpul sarcinii cu dezvoltarea atipica fetala, intr-o maniera in care creste sensibilitatea la boli si inadaptarea, la copii. Mai multe grupuri de cercetare au folosit nivelul crescut de anxietate prenatala ca indicator pentru a sugera stresul prenatal, raportandu-se la corelatia cu tulburarile cognitive, comportamentale si neurologice la copii. Factorii protectivi, de rezilienta pot fi sprijinul social si activitatea fizica. Exista o nevoie urgenta de a sprijini femeile insarcinate in acest moment critic, pentru a atenua rezultatele negative pe termen lung, avand in vedere efectele cunoscute ale stresului in sarcina, pentru fat si, ulterior, pentru copil. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

How do we learn to hope? The development of the parent report of child hope

Hope has been shown to be an important protective factor, with hypothesized origins in early childhood (Snyder, 2002). However, despite the established importance of hope, little research to date has examined its developmental origins. Specifically, a lack of appropriate instrumentation represents a significant barrier to detecting hope in children under the age of eight years old. The current study meets this need by examining the reliability and validity of a novel parent-report measure of hope in early childhood, titled the Parent Report of Child Hope (PRCH). The PRCH represents an initial step towards understanding individual differences in early childhood hope. The present study also sought to provide an understanding of the developmental influences on hope in early childhood using the PRCH. The PRCH was hypothesized to be a reliable and valid measure of hope in children younger than 8 years old. Specific Aims of the current study included, Aim 1: To provide evidence of the construct validity of the PRCH as an assessment of hope in young children, Aim 2: To provide evidence of the reliability and criterion-related validity of the Parent PRCH as an assessment of hope in young children, and Aim 3: To understand whether factors hypothesized to either contribute to or undermine hope development are predictors of hope, as well as agency and pathways thinking individually, in young children in order to provide a foundational understanding of hope development.Participants included 263 caregivers of children between the ages of 60 and 82 months. Parents completed online surveys containing the PRCH, an adapted, parent-report version of the Children's Hope Scale, and measures assessing child behaviors, social understanding, school readiness, and ego resilience. Parents also reported on the quality of their relationship with their child, their own level of depression, and the impact that COVID-19 has had on their family structure. The overall findings of the present study support the PRCH as a reliable and valid measure of hope in early childhood. The PRCH sufficiently captured individual differences in hope among young children and followed the expected two factor structure, confirming construct validity. The PRCH demonstrated good internal consistency and criterion-related validity. Child social understanding, parent-child closeness, and school readiness positively predicted PRCH scores. Parent-child conflict negatively predicted PRCH scores. Scores on the PRCH predicted ego resilience and prosocial behaviors in children. These findings are consistent with hope theory, which suggested that the developmental origins of hope could be measured in early childhood (Snyder, 2000). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Effects of SARS-CoV-2 Infection During Late Pregnancy on Early Childhood Development: A Prospective Cohort Study.

Background: There is little direct or indirect evidence of the effects of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection during pregnancy on early childhood development. Methods: We conducted a prospective, observational cohort study in China from May 1 to October 31, 2020, that enrolled 135 mother-infant dyads: 57 dyads in the infection cohort and 78 in the non-infection cohort. Among all infants, 14.0% were preterm birth in the infection cohort and 6.4% in the non-infection cohort. Participants were followed by telephone interviews to collect demographic characteristics, medical records of coronavirus disease 2019, breastfeeding data, and early childhood development was assessed by the Age and Stage Questionnaire (ASQ-3) and Age and Stage Questionnaire Social-Emotional (ASQ:SE-2) Chinese versions at 3 months after childbirth. We used multivariable Poisson regression models to estimate the relative risk (RR) of SARS-CoV-2 infection. Multivariable linear regression models and a mediation model were used to test the direct and indirect associations between SARS-CoV-2 infection and the ASQ-3 score. This study was approved by the Peking University Third Hospital Medical Science Research Ethics Committee (No. IRB00006761-M2020127). Results: In the infection cohort, 13.6% of the children showed social-emotional developmental delay, and 13.5% showed overall developmental delay. The corresponding rates in the non-infection cohort were 23.4 and 8.1%. Compared with the non-infection cohort, SARS-CoV-2 infection during pregnancy did not increase the risk of social-emotional (RR = 0.87, 95% CI: 0.51-1.49) or overall (RR = 1.02, 95% CI: 0.60-1.73) developmental delay. The mediation model showed that SARS-CoV-2 infection indirectly affected the ASQ-3 score by increasing the length of mother-infant separation. Conclusions: SARS-CoV-2 during late pregnancy did not increase the risk of developmental delay of the offspring 3 months after delivery. However, SARS-CoV-2 may have indirect effects on early childhood development by increasing mother-infant separation.

Covid-19 and pathways to health inequities for families in a socioeconomically disadvantaged area of Sweden - qualitative analysis of home visitors' observations.

BACKGROUND: Lack of control over life situations is an important social determinant that may negatively affect parental and child health. This study took place in an area of Stockholm, Sweden with high indications of socioeconomic disadvantage, a large part of the population with foreign background, as well as higher levels of poor health than the county average. It investigated staff perceptions of pathways from situations of low control, potentially leading to health inequities, affecting families enrolled in an early childhood home visiting programme during the Covid-19 pandemic. METHODS: Semi-structured interviews were carried out with 23 child health care nurses and parental advisors working in a home visiting programme. The data was analysed using Reflexive Thematic Analysis. RESULTS: The analysis resulted in five pathways on two explanatory levels, affecting parents' health and parenting capacity and children's health and well-being, potentially damaging health and leading to health inequities. The first four pathways related to control at the personal explanatory level: Families facing instability and insecurity; Caring for children in crowded and poor housing conditions; Experiencing restricted access to resources; and Parenting with limited social support. The fifth pathway, Living in a segregated society, covered the collective experience of lack of control on community level. The Covid-19 pandemic was observed to negatively affect all pathways and thus potentially aggravate health inequities for this population. The pandemic has also limited the delivery of home visits to the families which creates further barriers in families' access to resources and increases isolation for parents with already limited social support. CONCLUSIONS: The diversity of pathways connected to health inequities presented in this study highlights the importance of considering this variety of influences when designing interventions for socioeconomically disadvantaged areas. The additional negative consequences of Covid-19 indicate the need for sustainable preventive early childhood interventions for families in such areas. The study also emphasizes the need for further research as well as policy action on possible long-term effects of changing behaviours during the Covid-19 period on child health and health equity. TRIAL REGISTRATION: The study was retrospectively registered (11 August 2016) in the ISRCTN registry ( ISRCTN11832097 ).