Treatment and Prevention Approaches for Economically Disadvantaged Young Children: Challenges and Opportunities

Autor/inn/en	Damashek, Amy; Ross, Denise; Corlis, McKenna; Uwayo, Margaret; Westine, Carl
Titel	Treatment and Prevention Approaches for Economically Disadvantaged Young Children: Challenges and Opportunities
Quelle	In: Early Child Development and Care, 192 (2022) 5, S.679-696 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ross, Denise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1794859
Schlagwörter	Economically Disadvantaged; Disadvantaged Youth; Intervention; Social Emotional Learning; Language Acquisition; Physical Health; Child Development; Low Income Groups; Early Childhood Education; Behavior Problems; Evidence Based Practice; Parent Education; Parent Child Relationship; Mental Health; Mental Disorders; Posttraumatic Stress Disorder; Cognitive Restructuring; Behavior Modification; Reading Strategies; Vocabulary Development; Diabetes; Diseases + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Sprachaneignung; Spracherwerb; Gesundheitszustand; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Psychohygiene; Mental illness; Geisteskrankheit; Behaviour modification; Verhaltensänderung; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Disease; Krankheit
Abstract	During early childhood, economically disadvantaged children can experience challenges that affect their social-emotional, language, and physical health development across the lifespan. Psychologists have tested several interventions to address developmental problems during early childhood, but information about the degree to which economically disadvantaged children are included in such research is limited. The current paper reviews selected interventions in the areas of social-emotional, language, and physical health challenges to examine the degree to which economically disadvantaged children have been included in early childhood intervention research and to identify efficacious interventions for practitioners and researchers. The review suggests that some areas, such as interventions for Type 1 diabetes and child anxiety disorders, warrant additional research with economically disadvantaged children. The authors recommend increased dissemination, collaboration among early childhood professionals, and the replication of effective interventions with young children and their families to increase their access to quality early childhood care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01