Reciprocal influences between maternal language and children's language and cognitive development in low-income families.

We examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother-child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother-child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences.

Cross-national measurement of school learning environments: Creating indicators for evaluating UNICEF's Child Friendly Schools Initiative.

The present study examines the psychometric properties of a student-reported measure of school quality, the CFS Conditions for Learning Survey, to examine its utility as a cross-national comparative measure to evaluate UNICEF's Child Friendly Schools initiative. Factor analyses conducted on data from fifth- and sixth- grade students in 68 schools across the Philippines, Nicaragua, and South Africa revealed a core set of items that loaded highly onto each of the three dimensions of the CFS Conditions for Learning survey across all three countries. Formal tests established measurement invariance for a subset of these items, indicating that they were free from methodological bias across countries. However, meaningful differences in the country-specific structure and substantive interpretation of school quality were also detected. The results suggest that items in the CFS Conditions for Learning survey can be used to create both reliable cross-national and country-specific indicators of school quality and provide a blueprint for future psychometric work in the field of comparative child and family policy.

Building Schools' Readiness to Implement a Comprehensive Approach to School Safety.

Research consistently finds that a comprehensive approach to school safety, which integrates the best scientific evidence and solid implementation strategies, offers the greatest potential for preventing youth violence and promoting mental and behavioral health. However, schools and communities encounter enormous challenges in articulating, synthesizing, and implementing all the complex aspects of a comprehensive approach to school safety. This paper aims to bridge the gap between scientific evidence and the application of that evidence in schools and communities by defining the key components of a comprehensive approach to school safety and describing how schools can assess their readiness to implement a comprehensive approach. We use readiness and implementation data from the Safe Communities Safe Schools project to illustrate these challenges and solutions. Our findings suggest that (1) readiness assessment can be combined with feasibility meetings to inform school selection for implementation of a comprehensive approach to school safety and (2) intentionally addressing readiness barriers as part of a comprehensive approach may lead to improvements in readiness (motivation and capacity) to effectively implement a comprehensive approach to school safety.

Effects of traditional swaddling on development: a randomized controlled trial.

OBJECTIVE: Evidence of the effects of tight, prolonged binding of infants on development is inconclusive and based on small ethnographic studies. The null hypothesis was that Mongolian infants not swaddled or swaddled tightly in a traditional setting (to >7 months of age) do not have significantly different scores for the Bayley Scales of Infant Development, Second Edition (BSID-II). PATIENTS AND METHODS: In a randomized controlled trial, 1279 healthy newborns in Ulaanbaatar, Mongolia, were allocated at birth to traditional swaddling or nonswaddling. The families received 7 months of home visits to collect data and monitor compliance. At 11 to 17 months of age, the BSID-II was administered to 1100 children. RESULTS: No significant between-group differences were found in mean scaled mental and psychomotor developmental scores. The unadjusted mean difference between the groups was -0.69 (95% confidence interval [CI]: -2.59 to 1.19) for psychomotor and -0.42 (95% CI: -1.68 to 0.84) for mental scores in favor of the swaddling group. A subgroup analysis of the compliant sample produced similar results. BSID-II-scaled psychomotor and mental scores were 99.98 (95% CI: 99.03-100.92) and 105.52 (95% CI: 104.89-106.14), respectively. Background characteristics were balanced across the groups. CONCLUSIONS: In the Mongolian context, prolonged swaddling in the first year of life did not have any significant impact on children's early mental or psychomotor development. Additional studies in other settings need to confirm this finding. The Mongolian infants in this trial had scaled BSID-II mental and psychomotor scores comparable to United States norms.

Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data.

This study examined parental report as a source of information about toddlers' productive vocabulary in 105 low-income families living in either urban or rural communities. Parental report using the MacArthur Communicative Development Inventory - Short Form (CDI) at child age 2 ; 0 was compared to concurrent spontaneous speech measures and standardized language assessments, and the utility of each source of data for predicting receptive vocabulary at age 3 ; 0 (Peabody Picture Vocabulary Test) was evaluated. Relations between language measures of interest and background variables such as maternal age, education, and race/ethnicity were also considered. Results showed that for the sample as a whole, parental report was moderately associated with other language measures at age 2 ; 0 and accounted for unique variance in PPVT at age 3 ; 0, controlling for child language skills derived from a standard cognitive assessment. However, predictive validity differed by community, being stronger in the rural than in the urban community. Implications of significant differences in background characteristics of mothers in the two sites are discussed.