Conceptual clarification of the playful engagement in social interaction of preschool-aged children with autism spectrum disorder (ASD)

Children with autism spectrum disorder (ASD) demonstrate limited playfulness. Their difficulty engaging in meaningful interaction with others renders playful engagement in social interactions a challenge. Although little direct evidence exists regarding the promotion of these children’s playful engagement, links can be established with many traits cited in play and social interaction studies. This paper presents the results of a conceptual clarification exercise regarding the key behaviours associated with the construct of playful engagement in preschool-aged children with ASD. Behaviours were identified based on hallmark deficits in early social interactions and play of children with ASD. The analysis revealed the following behaviours: positive affect, engagement, imitation, joint attention, initiation of social interaction, social responsiveness, flexibility, child’s laughter in funny situations and giving and reading non-verbal cues. In conclusion, a conceptually coherent stage has been set for exploring the literature regarding interventions to promote the playful engagement of preschool-aged children with ASD.     

中国幼儿睡眠状况评估量表的编制与评价研究

目的 编制适用于我国12～35月龄幼儿的睡眠状况评估量表,评价其信度、效度和可行性,为评估中国幼儿睡眠情况提供适宜的评估工具。 方法 建立条目池,通过头脑风暴法、德尔菲法和预调查对条目进行初筛和修改。采用抽样调查方法,2019年7-11月从全国6个社区、6个乡镇和两家睡眠门诊选择12～35月龄幼儿看护人进行现场调查,共收回有效问卷551份。采用项目分析、效度分析、信度分析、可行性和验证性因子分析对量表进行评价。 结果 幼儿睡眠状况评估量表(12～35个月)包含睡眠节律、夜醒情况、入睡行为、日间嗜睡,睡眠呼吸和异态睡眠6个因子20个条目,累积解释变异量为55.55%。所有条目的内容效度指数介于0.83～1.00。量表入睡潜伏期、夜醒次数、睡眠时间3个条目与简明婴儿睡眠问卷呈正相关(r=0.41、0.69、0.42,P＜0.001)。除日间嗜睡外,社区幼儿量表总分以及其他5个因子得分均低于门诊幼儿(P＜0.05)。量表总Cronbach's α系数为0.72,两周重测信度为0.84,完成率为92.6%。验证性因子分析结果显示,量表的因子结构模型较为合理、稳定。 结论 量表具有较好的信度效度,可以区分不同幼儿的睡眠状况,有助于及早发现幼儿的睡眠问题。     

Joint Attention and Toddler Characteristics: Race, Sex and Socioeconomic Status

In studies of joint attention and sequences of interaction that foster joint attention, limited focus has been placed on toddler characteristics such as race, sex and socioeconomic status (SES). The purpose of the present study was to investigate the relationship between joint attention and toddler's race, sex and SES. Eighty-four dyads of diverse race, sex and SES were videotaped playing, and joint attention and initiating matemal bid sequences were coded. Joint attention related to a “persisting” mother, whether or not the toddler accepted the initial maternal bid. No race differences were found; however, females engaged in more frequent bouts of joint attention and had more frequent nonpersistent maternal responses after the bid was accepted. Finally, SES was generally unrelated to joint attention. The manner in which bids for joint attention transpired and the amount of joint attention that occurred was largely independent of the dyad's SES as measured here.     

婴幼儿社会性和情绪发展的影响因素研究

[目的]了解武汉市1～3岁幼儿社会性和情绪发展的影响因素.[方法]采用整群随机抽样的方法抽取武汉市江汉、桥口、汉阳、武昌、江岸5城区1～3岁幼儿520名作为调查对象.应用自拟＂1～3岁幼儿社会人口学问卷＂及＂1～3岁幼儿社会性和情绪发展评价量表＂（美国）进行调查.原始调查表经核查整理后进行编码,用Foxpro6.0建立数据库,然后用SAS8.1进行逻辑检查及处理分析.[结果]各量表筛检出可疑阳性人数依次为外化量表112人,占总人数的21.5%;内化量表62人,占11.90%人;失调量表83人,占15.93%;反应能力量表111人,占21.31%,其中女童反应能力检出率（25.93%）高于男童（17.33%）;母亲孕期精神状况对儿童的外化行为、内化行为和失调行为的影响经x2检验,差异有显著性（P＜0.05）;父亲职业、父母文化程度和家庭结构不同的儿童外化量表评分的差异均有非常显著性（P均＜0.01）;不同家庭收入水平的儿童反应能力量表评分的差异有显著性（P＜0.05）.[结论]幼儿社会性和情绪发展受家庭环境和社会环境等众多因素的影响,应充分发挥父母在幼儿情绪发育上的积极作用,提高育儿者的自身素质;尽快制定一个适合我国幼儿社会性和情绪发展的评价量表,以促进幼儿身心的健康发展.     

Perspective of parents and caregivers on the influence of full-time day-care attendance on young children

The aim of this study was to explore the experience of parents and caregivers regarding young children in day care. The tiredness of children after day-care attendance was explored. In the autumn of 2009, 41 parents and 35 caregivers of children aged 1.5 years or younger living in the city of Trondheim and nearby communities were assessed using a semi-structured qualitative interview. There was agreement among parents and caregivers that children became very tired after full-time care. In spite of the good quality of the care, with a relatively low child/adult ratio and very experienced caregivers with high educational qualifications, most children became very tired at the end of the stay. Tiredness in children also seemed to accumulate during the week and reached its peak on Fridays. The children adjusted well to care; however, they got very tired when the stay lasted a full day. Children who were picked up somewhat earlier did not exhibit the same level of tiredness.     

Together and alone a study of interactions between toddlers and childcare providers during mealtime in Norwegian childcare centres

The study investigated the quality of interactions between childcare providers and toddlers during a lunch in childcare centres. Meals in childcare centres are semi-structured adult-led situations where the children not only eat, but are also provided with opportunities for implicit learning and interactions. Participants were 13 toddlers aged about 18 months in 11 different childcare centres in a Norwegian municipality. Video recordings were analysed for organization and structure, relational climate and childcare provider–child interactions, weighting provider sensitivity, language support and facilitated exploration. Findings indicated good quality regarding the organization of meals and relational climate in about half of the centres. Sensitivity, language support and facilitated exploration showed low quality across the different centres and are a cause for concern. Implications of the findings are discussed.     

Developmental Progression of Motor Skills in Children Prenatally Exposed to Cocaine

This study tested the motor development of 73 infants who were prenatally exposed to cocaine using the Peabody Developmental Motor Scales at 6, 12, 18, and 24 months of age. Repeated measures MANOVA found a main effect for age with scores decreasing as children increased in age. The significant interactive effect between age and skill type indicated that fine motor quotient scores decreased more than the comparable gross motor scores. T-tests showed significant differences between the two skill types: fine motor skills were higher at the first two testing periods and lower at the last two periods. This article discusses the nature of the delays at specified age periods and the implications for future assessment and programming.