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Child development --- Child development.

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"In this major study of the effects of preschool education on child behavior the four authors have had the courage to see the project through to the end. For this venture, "under controlled conditions," began early to suffer from its initial successes. It will be noted that, on the basis of chronological age, mental age, intelligence quotient, sex, nutritional status and length of residence in the orphanage, one-half of the children of preschool age (1 1/2 to 5 1/2 years) were placed in the new preschool under expert teaching, while an equally matched group was compelled to remain in the crowded, nonstimulating cottage areas. Although even untrained observers could see the differences in behavior which were accumulating, all this was endured for three years. It is believed that the results justify the strict adherence to scientific methods. Certainly no one could have otherwise predicted, much less proved, the steady tendency to deteriorate on the part of children maintained under what had previously been regarded as standard orphanage conditions. With respect to intelligence, vocabulary, general information, social competence, personal adjustment, and motor achievement the whole picture was one of retardation. The effect of from one to three years attendance in a nursery school still far below its own potentialities, was to reverse the tide of regression which, for some, led to feeble-mindedness. Rather, the children were turned toward normality of growth and all-around behavior. Throughout the study there is substantial support for those who regard young children as truly plastic, and very little for those who place great reliance upon the inner forces of heredity as determiners of the rate and extent of development. Since for both the control and experimental groups, the study is close to a minimum of environmental impact (except in a negative sense), what has been done here could be duplicated anywhere. But the next step is not duplication, but to compare extremes. We have in any state institution which is forced to endure understaffing and overcrowding an easy access to poor conditions; that is, to "control" groups. What would happen if a really good model of schooling and adjustment service were applied to experimental groups from infancy to adolescence, carrying on through selected foster homes? For the present, the answer must remain with the reader of this unique report"--Foreword. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Child development. --- Child development

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Child development.

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This report outlines six key policy areas which, when taken in a coordinated and coherent way, increase the chances of childhood well-being and address risk factors of vulnerability. These policy areas aim to empower vulnerable families and improve parenting skills, boost children's emotional and social skills, make child protection services more child-centred and accessible and improve after-care services, increase children's educational success and improving early education quality, improve children's health including pre-natal care and nutrition, and reduce children's poverty and material deprivation and removing barriers for parental employment. First, the report looks into the individual, family and environmental factors that contribute to child vulnerability and the special considerations for children in vulnerable countries.

Child development

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"Healthy mental, emotional, and behavioral (MEB) development is a critical foundation for a productive adulthood. Much is known about strategies to support families and communities in strengthening the MEB development of children and youth, by promoting healthy development and also by preventing and mitigating disorder, so that young people reach adulthood ready to thrive and contribute to society. Over the last decade, a growing body of research has significantly strengthened understanding of healthy MEB development and the factors that influence it, as well as how it can be fostered. Yet, the United States has not taken full advantage of this growing knowledge base. Ten years later, the nation still is not effectively mitigating risks for poor MEB health outcomes; these risks remain prevalent, and available data show no significant reductions in their prevalence. Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda examines the gap between current research and achievable national goals for the next ten years. This report identifies the complexities of childhood influences and highlights the need for a tailored approach when implementing new policies and practices. This report provides a framework for a cohesive, multidisciplinary national approach to improving MEB health"--Publisher's description

Child development