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result(s) for
"Infancy"
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Baby orangutans
\"This search-and-find book invites emergent readers to look for new vocabulary words and pictures while giving simple facts about baby orangutans, including information about their life in the trees\"-- Provided by publisher.
Book
Infancy predictors of Functional Somatic Symptoms in pre- and late adolescence: a longitudinal cohort study
Physiological regulatory problems in infancy (i.e., problems with sleeping, feeding, and tactile reactivity) have been associated with impairing Functional Somatic Symptoms (FSS) at ages 5–7. We aimed to extend this finding by examining not only the association of physiological regulatory problems but also other infancy factors (i.e., emotion dysregulation and contact problems) with FSS in pre- and late adolescence. Standardized behavioral assessments and self-report questionnaire data from assessment waves at 0–1, 11–12, and 16–17 years of the population-based Copenhagen Child Cohort (CCC2000) were linked with Danish register data on maternal postpartum psychiatric illness and family adversity as covariates. Multiple linear regression analyses were performed to examine the association between infancy factors and FSS in pre- and late adolescence. Only infancy physiological regulatory problems significantly predicted preadolescent FSS (
b
= 0.38, 95% CI [0.14, 0.62]), also when accounting for maternal postpartum psychiatric illness and family adversity. The association was attenuated for late adolescent FSS.
Conclusion
: Infancy physiological regulatory problems may represent early signs of a dysregulated stress system and were found to significantly predict FSS in pre- but not late adolescence. Implications for early FSS prevention could include testing interventions promoting infants’ regulation of sleep, feeding, and tactile reactivity.
What is Known:
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Functional Somatic Symptoms (FSS) are common in adolescence.
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Explanatory models of FSS emphasize a multifactorial etiology involving interactions between early child-related vulnerabilities and contextual factors.
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Infancy physiological regulatory problems (i.e., problems in the area of sleeping, feeding, and tactile reactivity) might represent early signs of a dysregulated stress system, and have been shown to predict impairing FSS in preschool childhood
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What is New:
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This study investigated the association between infancy factors, namely physiological regulatory problems with feeding, sleeping, and/or tactile reactivity, emotion dysregulation, and contact problems, and FSS in pre- and late adolescence
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Only a combination of infancy physiological regulatory problems significantly predicted preadolescent FSS, with the association attenuating for FSS in late adolescence
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Implications for early FSS prevention could include parent-mediated interventions aiming to promote infants’ physiological regulatory skills
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Journal Article
Baby lions
\"This search-and-find book invites emergent readers to look for new vocabulary words and pictures while giving simple facts about baby lions, including how their families are structured and how and where they live\"-- Provided by publisher.
Book
Working Memory Maturation: Can We Get at the Essence of Cognitive Growth?
The theoretical and practical understanding of cognitive development depends on working memory, the limited information temporarily accessible for such daily activities as language processing and problem solving. In this article, I assess many possible reasons that working memory performance improves with development. A first glance at the literature leads to the weird impression that working memory capacity reaches adult levels during infancy but then regresses during childhood. In place of that unlikely explanation, I consider how infant studies may lead to overestimates of capacity if one neglects supports that the tasks provide, compared with adult-level tasks. Further development of working memory during the school years is also considered. Many investigators have come to suspect that working memory capacity may be constant after infancy because of various factors such as developmental increases in knowledge, filtering out of irrelevant distractions, encoding and rehearsal strategies, and pattern formation. With each of these factors controlled, though, working memory still improves during the school years. Suggestions are made for research to bridge the gap between infant and child developmental research, to understand the focus and control of attention in working memory and how these skills develop, and to pinpoint the nature of capacity and its development from infancy forward.
Journal Article
Bladder/bowel dysfunction in pre-school children following febrile urinary tract infection in infancy
BackgroundAn association between bladder-bowel dysfunction (BBD) and urinary tract infection (UTI) is well-known. However, a question less explored is whether children with UTI early in life also have increased prevalence of BBD after they are toilet-trained. In this study, consecutively selected children with pyelonephritis during their first year of life were assessed for BBD at pre-school age.MethodsNinety-two children (51 boys) hospitalized due to pyelonephritis during their first year of life were assessed for BBD at median age 5.4 years. A validated BBD questionnaire, along with urine flow and residual volume measurements, was used for diagnosing BBD. During follow-up, the group was well-characterized regarding renal status, vesicoureteral reflux (VUR), and recurrent UTI.ResultsBBD was diagnosed in 35/92 (38%), of which the majority was sub-diagnosed with dysfunctional voiding (DV). There was a strong association between BBD and recurrent UTI during follow-up (p < 0.0001), but only a slight association with VUR status at presentation. Nevertheless, in the group with both BBD and VUR, recurrent UTI was four times higher (12/13, 92%) than in children who had neither VUR nor BBD (23%), (p = 0.0008). BBD was also associated with kidney damage (p = 0.017).ConclusionIn children with pyelonephritis during the first year of life, 38% had BBD at pre-school age, regardless of whether they had VUR or not. The study shows an important association between BBD and recurrent UTI, so an assessment of BBD is therefore recommended for pre-school children with UTI, especially when they have history of pyelonephritis during infancy.
Journal Article
The Social Origins of Human Prosociality
From early in life, children help, comfort, and share with other people. Recent research has deepened scientific understanding of the development of prosociality—efforts to promote the welfare of others. In this article, we discuss two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children’s motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions starting at birth: Caregivers and other individuals support the development of helping in a variety of ways, and young children play active roles that often influence caregiver behavior. The question now is not whether but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.
Journal Article
Baby penguin's first waddles
Readers can follow the journey of a penguin chick after she emerges from her egg and see how she grows. Featuring stunning photography of her Antarctic home, this picture book captures the first few months of a baby penguin's life.
Book
(Baby) Talk to Me: The Social Context of Infant-Directed Speech and Its Effects on Early Language Acquisition
Since the mid-20th century, scientists have observed unique features in speech, facial expression, and content directed to infants and toddlers in comparison to speech directed to adults. Whereas much research has studied the characteristics of so-called infant-directed speech and speculated about its significance for language learning, research directly testing these ideas has been more limited until recently. Studies now suggest that infant-directed speech (a) promotes infant attention to language, (b) fosters social interaction between infants and caregivers, and (c) informs infants about various aspects of their native language by heightening distinctions relative to the speech addressed to adults. New developments focusing on the social role of infant-directed conversational interactions highlight the importance of caregiver responsiveness to the infant. Building a communicative foundation even prior to the time language emerges is crucial for fostering language development.
Journal Article