Harriet J. Vermeer

Children’s hair cortisol as a biomarker of stress at school entry

Abstract Quantification of cortisol in scalp hair seems a promising measurement for long-term cortisol levels, and thereby a biomarker for stress. We examined hair cortisol concentrations (HCC) in children when first entering elementary school. Participants were 42 children (45% boys) with a mean age of 4.2 years (SD = 0.42 months). Hair samples (≥5 cm) were collected 2 months after school entry. Hair analysis was conducted using two 2-cm long segments, reflecting the first 2 months of school attendance (the scalp-near segment) and 2 months prior to school entry. HCC were higher after school entry than before, especially for fearful children. Alterations in HCC were not moderated by experience in group daycare before school entry. Thus, HCC suggest that starting elementary school is accompanied by increased stress hormone levels in young (in particular fearful) children.

Child Care in The Netherlands: Trends in Quality Over the Years 1995-2005

The authors assessed the quality of child care in a representative national sample of 42 child-care centers in the Netherlands and compared it with the quality of care that researchers have found using similar samples in 1995 (M. H. van IJzendoorn, L. W. C. Tavecchio, G. J. J. M. Stams, M. J. E. Verhoeven, & E. J. Reiling, 1998) and 2001 (M. J. J. M. Gevers Deynoot-Schaub & J. M. A. Riksen-Walraven, 2005). In the present study, results showed a low level of overall process quality for the 2005 sample, measured by the Infant/Toddler Environment Rating Scale-Revised (T. Harms, D. Cryer, & R. M. Clifford, 2003) and the Early Childhood Environment Rating Scale-Revised (T. Harms, R. M. Clifford, & D. Cryer, 1998). The present authors found a significant decline in process quality in comparison with the 1995 and 2001 findings. They concluded that, from an international perspective, the Netherlands has lost its leading position in child-care quality compared with that from 10 years ago.

Enhancing home-based child care quality through video-feedback intervention: a randomized controlled trial.

In the present randomized controlled trial, the effectiveness of video-feedback intervention to promote positive parenting-child care (VIPP-CC) was tested in home-based child care. Forty-eight caregivers were randomly assigned either to the intervention group or to the control group. Global child care quality improved in the intervention group but not in the control group. The program did not change observed caregiver sensitivity. After the intervention however, caregivers in the intervention group reported a more positive attitude toward sensitive caregiving than caregivers in the control group. The study shows that the family-based intervention can be applied with some minor modifications in a professional group setting as well. The brief VIPP-CC program is an important tool for enhancing quality of home-based child care.

Measuring the Interactive Skills of Caregivers in Child Care Centers: Development and Validation of the Caregiver Interaction Profile Scales

Research Findings: High-quality caregiver–child interactions constitute the core of high-quality child care for young children. This article describes the background and development of the Caregiver Interaction Profile (CIP) scales to rate 6 key skills of caregivers for interacting with 0- to 4-year-old children in child care centers: sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. Each interactive skill is rated on a 7-point scale based on observation of video-recorded caregiver–child interactions. Together, the 6 scale scores constitute an Interaction Profile for individual caregivers that may serve as a starting point for education and training to improve the quality of caregiver–child interactions. This article also presents the results of a 1st study with the CIP scales, in a sample of 145 caregivers from 75 child care groups in 47 child care centers in The Netherlands. Practice or Policy: Results provide promising preliminary evidence supporting the reliability and validity of the CIP scales.

Solving Math Problems: Where and Why Does the Solution Process Go Astray?.

This article describes a model of adaptable learning which takes account of the interaction between affective and cognitive variables in learning situations. In addition, an instrument for measuring the relevant aspects of this model is introduced. We present some initial results of the application of this instrument in the domain of mathematics learning by students in the final year of primary education. Emphasis is placed on differences between boys and girls.

Downregulation of the immune system in low-quality child care: The case of Secretory Immunoglobulin A (SIgA) in toddlers

Does the experience of stress during child care lead to downregulation of the immune system, in particular in low-quality care? Saliva was collected from 68 toddlers attending center or family child care at home and at child care, and assayed for secretory IgA (SIgA). Caregiver sensitivity was used as an index of quality of care and was observed during three videotaped episodes of 10 min. Diurnal patterns of SIgA showed a steep fall in the morning followed by a flattening out. SIgA was not associated with type of care, but lower caregiver sensitivity was associated with lower SIgA levels in both types of care. Quality of child care is associated with a non-specific secretory component of childrens mucosal immunity with well established protective effects against upper respiratory infections.

Affective consequences of mathematics instruction for students with special needs

Affective consequences of two types of mathematics instruction, guiding instruction and directing instruction, were studied for two types of students with special needs: mildly mentally retarded students and students with specific learning disabilities. Seventy students were instructed in small groups in either a guiding or a directing instruction condition. Taking the domain of this research into account—addition and subtraction up to 100—two variants of directing instruction were distinguished: directing-jump instruction and directing-split instruction. Results revealed that the directing-jump instruction and guiding instruction resulted in more constructivist beliefs about learning mathematics than the directing-split instruction. Compared to students with specific learning disabilities, mildly mentally retarded students developed higher levels of ego orientation as well as task orientation.

Randomized Video-Feedback Intervention in Home-Based Childcare: Improvement of Children’s Wellbeing Dependent on Time Spent with Trusted Caregiver

BackgroundThe childcare environment offers a wide array of developmental opportunities for children. Providing children with a feeling of security to explore this environment is one of the most fundamental goals of childcare.ObjectiveIn the current study the effectiveness of Video-feedback Intervention to promote Positive Parenting-Child Care (VIPP-CC) was tested on children’s wellbeing in home-based childcare in a randomized controlled trial.MethodsForty-seven children and their caregivers were randomly assigned to the intervention group or control group. Children’s wellbeing, caregiver sensitivity, and global childcare quality were observed during a pretest and a posttest.ResultsWe did not find an overall intervention effect on child wellbeing, but a significant interaction effect with months spent with a trusted caregiver was present. Children who were less familiar with the caregiver showed an increase in wellbeing scores in both the intervention and control group, but for the group of children who were more familiar with the caregiver, wellbeing increased only in the intervention group.ConclusionsAlthough there was no overall effect of the VIPP-CC on children’s wellbeing, the VIPP-CC seems effective in children who have been cared for by the same trusted caregiver for a longer period of time.

Early Full-Time Day Care, Mother–Child Attachment, and Quality of the Home Environment in Chile: Preliminary Findings

ABSTRACT Research Findings: Two longitudinal studies are reported examining the effects of full-time day care in Mapuche and non-Mapuche families in Chile. First, the Magellan-Leiden Childcare Study (MLCS) used a sample of 95 mothers with children younger than 1 year old (n = 36 in day care). Second, we partially cross-validated our results in a large and representative sample of 10,723 mothers and their children from the Chilean Encuesta Longitudinal de la Primera Infancia (Early Childhood Longitudinal Survey). In both studies, the quality of care for children provided at home was measured with the Home Observation for Measurement of the Environment. In the MLCS study, additional indicators of the mother–child relationship were measured. Day care was not negatively associated with the mother–child relationship and maternal sensitivity, compared to maternal care, or with the quality of the home environment. Positive changes in attachment security were found in Mapuche children who attended day care centers. Practice or Policy: We were able to confirm that type of care was not differentially associated with quality of the home environment.

From foundling homes to day care: a historical review of childcare in Chile

This article discusses significant changes in childcare policy and practice in Chile. We distinguish four specific periods of childcare history: child abandonment and the creation of foundling homes in the 19th century; efforts to reduce infant mortality and the creation of the health care system in the first half of the 20th century; an increasing focus on inequality and poverty and the consequences for child development in the second half of the 20th century; and, finally, the current focus on childrens social and emotional development. It is concluded that, although Chile has achieved infant mortality and malnutrition rates comparable to those of developed countries, the country bears the mark of a history of inequality and is still unable to fully guarantee the health of children from the poorest sectors of society. Recent initiatives seek to improve this situation and put a strong emphasis on the psychosocial condition of children and their families.O artigo discute as mudancas significativas nas politicas e praticas sobre cuidado infantil, no Chile. Quatro periodos historicos foram estabelecidos, levando em consideracao as seguintes caracteristicas: abandono da crianca e a criacao de casas de criancas expostas no seculo XIX; esforcos para reduzir a mortalidade infantil e a implementacao de sistemas de cuidados de saude na primeira metade do seculo XX; maior atencao a desigualdade e a pobreza, bem como as consequencias que estas acoes trouxeram para o desenvolvimento das criancas, na segunda metade do seculo XX; e, finalmente, a enfase no desenvolvimento socioemocional das criancas. Conclui-se que, embora o Chile tenha alcancado taxas de mortalidade infantil e de desnutricao comparaveis as dos paises desenvolvidos, ha, ainda, indicadores historicos de desigualdade, que resultam na reducao das garantias de acesso a saude publica das criancas mais pobres. Iniciativas recentes procuram melhorar a situacao e colocar a enfase sobre as condicoes psicossociais de criancas e suas familias.