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Infant & Toddler Development Part 6: Influences & Outcomes

Oklahoma Cooperative Extension Service Core In-Service Dec ember 2, 2008 10:00-11:30 a.m. Infant & Toddler Development Part 6: Influences & Outcomes. Debbie Richardson Parenting Assistant Extension Specialist Human Development & Family Science Oklahoma State University. Introduction.

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Infant & Toddler Development Part 6: Influences & Outcomes

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  1. Oklahoma Cooperative Extension ServiceCore In-Service December 2, 2008 10:00-11:30 a.m. Infant & Toddler DevelopmentPart 6: Influences & Outcomes Debbie Richardson Parenting Assistant Extension Specialist Human Development & Family Science Oklahoma State University Infant-Toddler Dev 6: D.Richardson

  2. Introduction Welcome Centra Instructions Overview of In-service Resource Materials Infant-Toddler Dev 6: D.Richardson

  3. In-Service Objective Extension Educators will be able to identify internal, external, risk and protective factors that influence the development of infants and toddlers (birth to 3 years) and various positive and negative outcomes that may result. Infant-Toddler Dev 6: D.Richardson

  4. Risk & Protective Factors • Risk Factors – increase, maintain, or create a negative outcome, problem, condition, vulnerability • Protective Factors – resist or ameliorate risk and increase chance of positive adaptation; buffer Infant-Toddler Dev 6: D.Richardson

  5. Risk & Protective Factors • Influence probability • Internal or external • Direct vs. indirect effects • Single vs. cumulative - number or multiple conditions more influential or predictive than specific type of factor Infant-Toddler Dev 6: D.Richardson

  6. Outcomes • Impacts, benefits, changes • Continuum of outcomes • Consider context of research • Causal vs. correlation Infant-Toddler Dev 6: D.Richardson

  7. Influences • Individual • Family • Environmental • Many factors interact with each other Infant-Toddler Dev 6: D.Richardson

  8. Individual CharacteristicsThe Child • Birth outcomes • Biology/genetics • Cognitive ability • Gender • Temperament Infant-Toddler Dev 6: D.Richardson

  9. Temperament • Subset of more general personality. • Genetic influences typically account for about 20% to 35% of individual variations in temperament. Physical environment (i.e., level of chaos in home) also contributes to individual differences. • Difficult or highly reactive temperaments associated with behavioral problems & risk. • Positive or easy temperaments protective. • Goodness of Fit – Children benefit when their temperament matches the type that their caregivers value and are prepared to handle. Infant-Toddler Dev 6: D.Richardson

  10. Family Influences • Maternal & prenatal health • Familial support • Education level • Parental age • Caretaking & parental involvement • Attachment Infant-Toddler Dev 6: D.Richardson

  11. At end of Kindergarten year Of students lagging behind in health, cognitive, social and emotional development: • 63% of parents had relatively low level of education (H.S. or less) compared to 36% of children not lagging. • 55% lived in households with incomes < $25,000/year compared to 29% of children not lagging. Child Trends, 2003 Infant-Toddler Dev 6: D.Richardson

  12. Early Relationships • Positive and nurturing relationships with parents and other adults • Parental sensitivity • Consistency • Nurturing and support • Warmth/Hostility Infant-Toddler Dev 6: D.Richardson

  13. Attachment • Secure, stable, safe • Children with inconsistent, unpredictable, or insensitive caregiving may have more difficulty forming friendships or deeper relationships. • Unpredictable parenting sometimes leads to “disorganized attachments” – may occur with mental health problems (depression, alcoholism, substance abuse) or other stressors. • Children with poor or disorganized attachments may have behavioral problems (varying severity) and have trouble feeling empathy. • Association with maltreatment, family violence. Infant-Toddler Dev 6: D.Richardson

  14. More Family Influences • Marital status • Marital Quality/ Interaction (i.e. interparental conflict) • Family Structure • Intimate Partner/ Family Violence • Abuse/neglect • Substance abuse • Mental health/ illness (i.e. anxiety, depression, psychopathology) Infant-Toddler Dev 6: D.Richardson

  15. Environmental Influences • Nutrition • Toxins • Safety • Violence • Social support – resources, services, connections • Community – safety, health, education, employment • Poverty/SES • Stress • Culture • Media Infant-Toddler Dev 6: D.Richardson

  16. Toxins • Iron, zinc, and lead are linked to child cognition. • Iron deficiency anemia is linked to lower levels of alertness & increased amounts of negative emotionality in infants, and verbal scores of preschool & school-age children. Infant-Toddler Dev 6: D.Richardson

  17. Poverty/Low SES Greater risk for range of poor outcomes: • Development and cognition • Less stimulating home environment • Elevated blood lead levels • Stress and emotional distress • Health care and illness Chronic poverty is not a unitary variable, but a combination of pervasive stressful conditions. Infant-Toddler Dev 6: D.Richardson

  18. Television • Vulnerability in the younger years. • Young children are sensitive to stimulation and modeling, and cannot filter out the negative. • Infants and toddlers need response and reinforced stimulation which TV can’t provide. • Importance of early nutrition, eating habits, physical activity, sleep. • AAP recommends no TV/video under age 2.

  19. Prevention/Intervention • Prevention • Early detection of problems • Prompt intervention Infant-Toddler Dev 6: D.Richardson

  20. The well-being and well-becoming of young children are dependent on 2 essential conditions: Stable, loving relationships with a limited number of adults who provide responsive and reciprocal interaction, protection from harm, encouragement for exploration and learning, and transmission of cultural values. Asafe and predictable environment that provides a range of growth experiences to promote cognitive, linguistic, social, emotional, and moral development. From Neurons to Neighborhoods (2000), p. 413 Infant-Toddler Dev 6: D.Richardson

  21. Wrap-up • Questions • Discussion • In-service evaluation • Follow-up • Next Session Part 7: Parenting & Child Care, December 8 Infant-Toddler Dev 6: D.Richardson

  22. References Child Trends and Center for Child Health Research (2004). Early child development in social context: A chartbook. Fraser, M.W. (Ed.) (1997). Risk and resilience in childhood: An ecological perspective. Washington, D.C.: NASW Press. Logan, C., Moore, K., Manlove, J., Mincieli, L., & Cottingham, S. (2007). Conceptualizing a “strong start”: Antecedents of positive child outcomes at birth and into early childhood. Washington D.C.: Child Trends. National Research Council and Institute of Medicine (2000). From neurons to neighborhoods: The science of early childhood development. J. P. Shonkoff and D. A. Phillips (Eds). Washington, D.C.: National Academy Press. Wertheimer, R., Croan, T., Moore, K.A., & Hair, E.C. (2003). Attending Kindergarten and already behind: A statistical portrait of vulnerable young children. Washington D.C.: Child Trends. In addition to the provided resource materials listed on the in-service agenda, other reference materials used for this presentation are available upon request. Infant-Toddler Dev 6: D.Richardson

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