Ann D. Murray

Maternal directive and facilitative interaction styles: Associations with language and cognitive development of low risk and high risk toddlers

The purpose of this study was to examine the relation of maternal interaction styles to the development of a sample of 56 toddlers (19 low risk, 37 high risk) seen at 12 and 24 months of age. At 12 months, videotapes of mother-child interaction were coded for directiveness, sensitivity, and elaborativeness. At 12 and 24 months, cognitive and language measures were collected. A directive maternal style was negatively correlated with sensitivity and elaborativeness, whereas sensitive and elaborative ratings were positively correlated, suggesting a facilitative style. Regression models significantly predicted receptive language and cognitive development at 24 months but not expressive language. Maternal directiveness at 12 months was negatively relative to later receptive language skills, whereas elaborativeness at 12 months was positively predictive of later cognitive development. Child status variables and maternal interactional styles contributed about equally to the prediction of later cognitive and language outcomes.

Identification and validity of accelerometer cut-points for toddlers.

The purpose of this study was to derive ActiGraph cut‐points for sedentary (SED), light‐intensity physical activity (LPA), and moderate‐to‐vigorous physical activity (MVPA) in toddlers and evaluate their validity in an independent sample. The predictive validity of established preschool cut‐points were also evaluated and compared. Twenty‐two toddlers (mean age = 2.1 years ± 0.4 years) wore an ActiGraph accelerometer during a videotaped 20‐min play period. Videos were subsequently coded for physical activity (PA) intensity using the modified Childrens Activity Rating Scale (CARS). Receiver operating characteristic (ROC) curve analyses were conducted to determine cut‐points. Predictive validity was assessed in an independent sample of 18 toddlers (mean age = 2.3 ± 0.4 years). From the ROC curve analyses, the 15‐s count ranges corresponding to SED, LPA, and MVPA were 0–48, 49–418, and >418 counts/15 s, respectively. Classification accuracy was fair for the SED threshold (ROC‐AUC = 0.74, 95% confidence interval = 0.71–0.76) and excellent for MVPA threshold (ROC‐AUC = 0.90, 95% confidence interval = 0.88–0.92). In the cross‐validation sample, the toddler cut‐point and established preschool cut‐points significantly overestimated time spent in SED and underestimated time in spent in LPA. For MVPA, mean differences between observed and predicted values for the toddler and Pate cut‐points were not significantly different from zero. In summary, the ActiGraph accelerometer can provide useful group‐level estimates of MVPA in toddlers. The results support the use of the Pate cut‐point of 420 counts/15 s for MVPA.

Competence in Language at 24 Months: Relations with Attachment Security and Home Stimulation

Abstract This study explored the interrelations among attachment, home stimulation, and language development in 58 toddlers (36 medically high risk and 22 low risk) at 24 months of age. The results indicated that there were additive effects of attachment and home stimulation on language competence, especially on receptive abilities. Mothers who had established secure relationships and provided stimulating home environments had children with the highest language scores.

Social Dominance and Play Patterns among Preschoolers: Gender Comparisons.

Gender differences in dominance and play among preschoolers were examined. Forty-eight children in girl-girl or girl-boy dyads engaged in masculine and feminine stereotyped activities. Girl-girl dyads displayed more cooperative play than girl-boy dyads. Adventure themes predominated in boys during both activities but in girls only during the masculine activity. Boys had higher functional play compared to girls while engaged in the feminine activity, and lower constructive play overall. Girls engaged in more dramatic play during the feminine activity whereas boys engaged in more dramatic play during the masculine activity. There was a trend for boys to refuse to follow the leads of girls during the masculine activity. Implications and interventions in play are discussed.

Design of a Garment for Data Collection of Toddler Language and Physical Activity

Design process phases of development, evaluation and implementation were used to create a garment to simultaneously collect reliable data of speech production and intensity of movement of toddlers (18-36 months). A series of prototypes were developed and evaluated that housed accelerometer-based motion sensors and a digital transmitter with microphone. The approved test garment was a top constructed from loop-faced fabric with interior pockets to house devices. Extended side panels allowed for sizing. In total, 56 toddlers (28 male; 28 female; 16-36 months of age) participated in the study providing pilot and baseline data. The test garment was effective in collecting data as evaluated for accuracy and reliability using ANOVA for accelerometer data, transcription of video for type of movement, and number and length of utterances for speech production. The data collection garment has been implemented in various studies across disciplines.

An Elaboration on the Distinction Between Controversial Parenting and Therapeutic Practices Versus Developmentally Appropriate Attachment Parenting: A Comment on the APSAC Task Force Report:

Recently, a Task Force comprising scholars who are members of the American Professional Society on the Abuse of Children (APSAC) published in this journal an informative report titled, “Report of the APSAC Task Force on Attachment Therapy, Reactive Attachment Disorder, and Attachment Problems” (Chaffin et al., 2006). The Task Force report reviewed controversial parenting approaches and therapies and made recommendations for assessment and treatment of attachment disorders (Chaffin et al., 2006). The report was endorsed by the American Psychological Association’s Division 37 and the Division 37 Section on Child Maltreatment. We, the founders of Attachment Parenting International (API), an organization that facilitates the formation of parent education support groups, and members of the Attachment Parenting International–Research Group (API-RG), agree with the report of the APSAC Task Force and its conclusions regarding the detrimental effects of controversial parenting practices that have been arbitrarily labeled by others as attachment parenting. However, we believe that there is significant confusion regarding the appropriate definition of the term attachment parenting and that the Task Force report may have inadvertently contributed to this confusion. We believe that clarity in this regard is central to progress in this controversial area and so wish to offer our thoughts on this important matter. THE TASK FORCE USE OF THE TERM

Teaching Early Childhood Assessment Online: A State-Wide Multi-University Collaboration

This paper describes an online early childhood assessment course that was developed through a multi-university collaboration with support from a state improvement grant. Collaborators from three universities developed the course to address a new early childhood unified license (birth to age 8, regular and special education) in the state of Kansas. After reviewing the new state content standards, we identified targeted understandings, performance assessments, and online activities for 15 modules using a backward design process. Emphasis was placed on active learning through synchronous and asynchronous interactions facilitated by the use of a course management system. Positive evidence of learning was indicated by anonymous student feedback, pretest/posttest gain scores, and performance assessments evaluated with rubrics. We viewed the implementation of the course as a success and anticipate that it may lead to more sharing of online coursework in Kansas teacher education programs in the future.