Annotated bibliography
Human Development - Childhood development
Tran, T. D., Luchters, S., & Fisher, J. (2017). Early childhood development: impact of
National human development, family poverty, parenting practices and access to
Early childhood education. Child: Care, Health & Development, 43(3), 415–426.
https://doi.org/10.1111/cch.12395
Tran, Luchtes, & Fisher (2017) review early childhood development and how poverty affects development, especially in low and middle-income countries. In the article, the authors state that several domains in childhood development are the predictors of health and productivity. However, about 200 million children do not achieve their developmental potential due to poverty that causes child under-nutrition, micronutrients deficiency, infectious diseases and more. The authors derive information on poverty effects on child-development from The Multiple Indicator Cluster Survey (MICS) and finds that early childhood education and quality care for children are associated with positive outcomes in child development. However, children in countries with low human development index (HDI) have poor childhood development due to lack of quality care, use of harsh punishments, and lack of education programmes. Thus, the article recommends that to improve childhood development, the governments, non-government organizations, and other stakeholders should work together to alleviate poverty in low-HDI countries and support childhood development.
Henry, K. L., Fulco, C. J., & Merrick, M. T. (2018). The Harmful Effect of Child
Maltreatment on Economic Outcomes in Adulthood. American Journal of Public
Health, 108(9), 1134–1141.
https://doi.org/10.2105/AJPH.2018.304635
Henry, Fulco, & Merrick (2018) review the childhood development and how the child maltreatment affects adulthood. Early childhood development is an important stage that determines the future of an individual. The authors state that one thing that can affect adulthood is trauma as it brings long-term health effects such as depression, stress, risky sexual behaviors, substance abuse and more. The authors used a cascade model to examine the effects of child maltreatment on depression, substance use, financial strains and lack of educational attainment during adulthood. The authors derived data from longitudinal cohort studies and found that children who experienced maltreatment during early childhood suffered from financial strains through adolescence, adulthood, and parenthood. Thus, there should be intervention, evidence-based policies, and preventive strategies to support families so that parents can alleviate stress, and access resources that will enable them to create a nurturing relationship.
Savage-McGlynn, E., Redshaw, M., Heron, J., Stein, A., Quigley, M. A., Evans, J., … Gray,
- (2015). Mechanisms of Resilience in Children of Mothers Who Self-Report with
Depressive Symptoms in the First Postnatal Year. PLoS ONE, 10(11), 1–16. https://doi.org/10.1371/journal.pone.0142898
Savag-McGlynn et al (2015) review the childhood development and how children whose parents had depressive symptoms develop resilience. The authors assert that after birth, about 10-15 mothers experience depression and children to these parents are at high-risk outcomes in social and cognitive development. Remarkably, the children whose parents suffer from postnatal depression will achieve positive developmental outcomes or in other words, the children will show resilience later in life. The authors derived data and information from a longitudinal cohort study to examine the mechanism of resilience and they found that children are able to develop resilience through mother's positive perspective and positive parenting behaviors such as parent-child interactions, parent-infant relationship, parent-child attachment among other interventions that enable children to develop resilience, and coping responses.
Lyons, R., & Roulstone, S. (2018). Well-Being and Resilience in Children With Speech and
Language Disorders. Journal of Speech, Language & Hearing Research, 61(2), 324–
https://doi.org/10.1044/2017pass:[_]JSLHR-L-16-0391
The purpose of this study was to examine whether children with a communication disorder and in specific language and speech impairment have a compromised psychological and emotional well-being. The authors state that during childhood development, 7% to 12% of children suffer from communication disorders and this is a long-term condition that affects the child's well-being. The authors used the methodology of narrative inquiry and conducted qualitative research. They also used a sampling strategy and employed 11 participants aged 9 and 12 years with specific language disorder. The study reported that children with communication disorder experienced lack of social wellness, lack of peer relationships, exclusion, developed feeling of sadness, and poor academic achievement. However, they were able to develop resilience through being hopeful, they acted as agents of their lives and developed a sense of purpose. They also built a positive relationship and engaged in a support system where they promoted resilience. In future research, the researchers should not use the narrative inquiry because they relied on the life stories and accounts but rather they should use a systematic strategy.
Mollborn, S., Lawrence, E., & Root, E. D. (2018). Residential Mobility Across Early Childhood and
Children’s Kindergarten Readiness. Demography, 55(2), 485–510.
https://doi.org/10.1007/s13524-018-0652-0
Mollborn, Lawrence & Root (2018) review the childhood development and the effects of residential mobility in development. The authors assert that 73% of children born in 2001 in the U.S changed residence. Early childhood requires stability and the article finds that residential mobility has consequences that affect the health well-being, social-economic status, social-emotional status, and academic performance in later life. The authors used a longitudinal cohort study and the theatrical perspective was that the residential move and change of environment may lead to instability in development and health in later life. The study reported that residential mobility during early childhood development is associated with developmental implications such as negative behavioral outcomes, lack of parent-child relationships, and disruption of family processes. In the future, it is also important to research what motivates residential mobility and the consequences in other life stages.
Goemans, A., Geel, M. van, & Vedder, P. (2018). Foster children’s behavioral development
and foster parent stress: testing a transactional model. Journal of Child & Family
Studies, 27(3), 990–
- https://doi.org/10.1007/s10826-017-0941-z
The purpose of the study is to analyze the foster children behavior during development as influenced by the foster parent stress. Goemans, feel, & Vedder (2018) asserts that foster parent stress affects child behavioral development. Children are kept in foster care due to a number of reasons such as parental neglect and abuse. As they enter in the foster care, they no longer experience biological bond and the breach of attachment creates a negativity between the foster parents and foster children and as a result, the child's behavioral development is affected, and the higher the behavioral problems the higher the level of parent foster stress. The authors used a transactional model to understand the dynamic process that influences the child's development. The participants were 237 foster parents, foster children 237 foster children, and foster care agencies. The results showed that foster parents stress led to foster children behavioral problem. In the future, the researchers should replicate the study by including children's perspectives and other informants rather than relying on foster parents perspectives alone.
Cummings, K., Addante, S., Swindell, J., & Meadan, H. (2017). Creating Supportive
Environments for Children Who have had Exposure to Traumatic Events. Journal
of Child & Family Studies, 26(10), 2728–2741. https://doi.org/10.1007/s10826-017-0774-9
The purpose of the study is to interview the community-based service providers on trauma-related concerns and their perceptions on the best practices, knowledge, and skills that early childhood teachers should use to support children who experienced traumatic events. The authors base their research on the idea that during early childhood development, children experience traumatic events and as a result, they suffer from posttraumatic stress disorder, functional impairments and other symptoms. The participants in the study were 14 social workers who worked with children 0-5 years who experienced traumatic events. The social workers presented work experiences in early childhood mental health through an open-ended questionnaire. In specific, the participants reported the traumatic events that children encounter, the behavior and emotions they presents and the approaches that teachers can implement in the classroom to support the children. In future research, the researchers should not derive information from non-teaching professionals but rather they should review the teachers' attitude toward emotional development and should also review the resources needed in early childhood settings.
Iacona, J., & Johnson, S. (2018). Neurobiology of Trauma and Mindfulness for
Children. Journal of Trauma Nursing, 25(3), 187-191.
The purpose of this article is to provide an evidence-based practice to promote healthy coping mechanism and resiliency in children with adverse child experiences (ACEs). In their research, the authors find that 60% of adults experience adverse child experience during childhood. The article states that to help children who experience a traumatic event, the care and service providers should understand the neurobiology. In other words, they should understand that children who have undergone trauma, their brain undergo a neurochemical change and a result, the child develop behavioral problems that make adults become frustrated. Thus, the care providers should have knowledge about the internal neurobiology so that they can understand the external actions and provide them with appropriate care in a supportive manner. Theory should also practice mindfulness so that that they can become aware of the behaviors and actions of the present moment and regulate emotions appropriately.
