Behavioral inhibition (BI) is defined as “temperament characterized in early childhood by distress to novelty and avoidance of unfamiliar people” (2021, Fox et al.). Social anxiety is a mental health disorder where an individual fears social situations due to a host of reasons, like being judged or talked about.  

Both sound similar right? Well, behavioral inhibition is actually a well-known risk factor for social anxiety! Interestingly enough, 60% of children with BI are not diagnosed with social anxiety. The study examines how three categories of processing situations (detection, automatic control, and playful control) can affect whether or not children will develop social anxiety. 

They discover that parenting styles and socialization from their environment can impact if a child develops automatic control (increases risk for social anxiety) or playful control (decreases risk for social anxiety). 

To read more, click here! 

Ashley Bejar, UConn KIDS Research Assistant 

The answer to last week’s Trivia Tuesday is… The Primacy Effect! This term describes how people are more likely to remember the first few items on a list compared to those in the middle or at the end. The reason for this is that the first items are usually better encoded into long-term memory.

At what age do most infants start to smile in response to others’ smiles’?
A) 1-2 months
B) 3-4 months
C) 7-8 months
D) 12 months

Tune in next week to find out the answer to this weeks’ question!

 

The goal of most parents is to provide the best life for their children that they possibly can so that they are able to thrive and succeed. It has been discovered that the earliest years of life are crucial for promoting early child development. More specifically, parenting interventions in the first three years of a child’s life have remarkable impacts on their development!

Evidence has shown that children participating in these intervention programs showed significant improvements in cognitive, language, and motor skills due to the fact that many programs focus on giving parents strategies that engage their children in stimulating activities, encourage play-based learning, and strengthen communication skills

Not only did these interventions increase development in children, but they also improved parenting knowledge, practices, and the overall quality of parent-child interactions. When parents feel supported, informed, and equipped, they can create a more nurturing and responsive environment. This could result in parents feeling less stressed and more confident, leading to more positive interactions with their children.

To read more, click here!

Alexandra Lagaros, UConn KIDS Research Assistant

 

Jay Schieffelin is a research assistant for UConn KIDS. He is a senior Psychological Sciences major with a minor in Crime and Justice. After graduation he plans on attending graduate school to eventually pursue a doctorate in psychology and work with criminals.

In his free time Jay enjoys watching football, exploring nature, working out, and spending time with his friends and lovely girlfriend

A stressful pregnancy can impact a child’s development, specifically affecting their self-control and increasing their vulnerability to mental health challenges. Prenatal stress has been linked to internalizing behaviors (such as anxiety or withdrawal) and difficulties with impulse control.

However, prenatal stress was associated with these factors when maternal sensitivity, emotional support, and cognitive stimulation in the home environment were all low. In other words, mothers who are highly sensitive and responsive to their children’s needs, and provided a nurturing and stimulating home, resulted in children to be less likely to have these effects.

Because a child’s brain development, stress response system, and immune system are all still rapidly developing in early childhood and are influenced by the environment, sensitive parenting and a stimulating home can positively shape this ongoing development, counteracting the negative effects of prenatal stress.

A supportive environment helps children form secure attachments, feel emotionally safe, and learn to regulate their emotions. This emotional security is crucial and can protect against internalizing problems even if a child experienced prenatal stress.

To read more, click here!

Alexandra Lagaros, UConn KIDS Research Assistant

The answer to last weeks Trivia Tuesday was… Neural Plasticity! This term refers to the brains ability to change its structure and function. Individuals typically experience their highest levels of Neural Plasticity during early childhood.

When people are reading a list of words, they are more likely to remember the first few words when compared to words found in the middle or end of the list. What effect describes this phenomenon?

A. The Recency Effect

B. The Primacy Effect

C. The “First in Order” Effect

D. The Original Effect

Comeback next week for the correct answer!

 

 

 

 

 

Parents who actively support their child’s language skills can play a big role in improving their language development.

When parents are trained to engage more effectively with their children, it can enhance the children’s ability to both understand and speak. Teaching parents the right techniques can lead to long-term benefits, particularly for children with language delays or at risk for language disorders. Children whose parents participated in these programs demonstrated better language development compared to those whose parents did not receive training.

However, the authors also point out that more research is needed to figure out the most effective ways to implement these programs and which methods work best for different children. Ultimately, parent training is an important and beneficial way to support children’s language development.

To read more, click here!

Jess Vo, UConn KIDS Research Assistant

 

Jess is a research assistant for UConn KIDS from Canton, Massachusetts. She is a junior Psychological Sciences major at the University of Connecticut, with a minor in Human Development and Family Sciences. This is Jess’ first semester working as a research assistant with UConn KIDS, and is excited to meet the UConn KIDS community and get involved.

After she graduates, she plans to pursue a Master’s in Industrial/Organizational Psychology. She has been a summer camp counselor for 8 years now, and that is where she learned that she loved working with children!

In her free time, Jess loves to hang out with her friends, go to the beach, travel, and go to concerts! \

https://www.youtube.com/watch?v=gIZ8PkLMMUo

There are quite a wide array of factors that are important in influencing childhood development. While an argument could be made for which of these factors is the “most” influential, Tom Weisner poses the thought that location is of the upmost importance regarding a child’s development. He goes on to elaborate on a number of factors that are heavily influenced by the location in which a child is raised such as financial stability, social settings, religious beliefs, and many other aspects of life.

Weisner discusses the concept of WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies throughout his talk and provides examples of multiple differences between “WEIRD” and “non-WEIRD” societies. While Weisner does not necessarily say one type of society is “better” than the other, however, he does discuss a number of privileges often afforded to children amongst WEIRD societies. For example, despite only 12% of the world being considered as “WEIRD”, 90% of research within the field of psychology takes place within these WEIRD societies. This means that the vast majority of advancements made within the field of psychology are based on and likely more applicable to WEIRD cultures.

One interesting aspect of non WEIRD communities that Weisner highlights is the emphasis on collaboration. Weisner goes on to elaborate on how non WEIRD societies and civilizations are less focused on individualism and place a higher degree of emphasis on community. It is common for child care to be more socially distributed amongst these groups i.e parents play less of an influence on a child’s development as it is more common for extended family members and members of the community to play a major role in the raising of a child.

Towards the end of his TED Talk, Weisner makes a simple yet profound statement on just how important location is in a child’s growth. While wrapping up his thoughts on his primary claim regarding this belief and discussing a variety of communities, Weisner poses the question, “What kind of child is considered desirable and morally important in that community?” This concise statement perfectly wraps up Weisners theory in a powerful manner by contrasting what is valued amongst different societies. A child with traits that could be seen as advantageous in one society could be at a major disadvantage in another. A child’s gender, sexuality, religious beliefs and social attitudes will all have a varying degree of influence depending on the culture in which they are raised. 

Overall, Weisner provides a unique perspective on the complex question of what is the most important factor in childhood development.

Children born very prematurely or with very low birth weight are at a higher risk of experiencing developmental delays, making it crucial to understand the factors that influence their growth and development

Key factors include how early the baby was born, how much they weighed, and any brain injuries they had after birth are key factors in whether they will have cognitive issues later. Other components like the family’s living situation, maternal education, and health problems that arise after birth also play a significant role in cognitive outcomes.

Early identification of children at risk and prompt interventions are essential for supporting their cognitive development. Despite advances in medical care that have increased survival rates, these children still face a higher likelihood of developmental delays, with both prenatal and postnatal factors impacting their outcomes.

To read more, click here!

Jess Vo, UConn KIDS Research Assistant