You are previewing Wellbeing: A Complete Reference Guide, Volume I, Wellbeing in Children and Families.
O'Reilly logo
Wellbeing: A Complete Reference Guide, Volume I, Wellbeing in Children and Families

Book Description

This is a wide-ranging look at the factors which positively and negatively affect the wellbeing of children and families.

  • Discusses core developmental competencies for later life, the role of the family, the impact of different settings, and factors associated with lower levels of wellbeing

  • Brings together the latest research from leaders in the field of child development

  • Outlines important recommendations for families, caregivers, educators, social workers, and policymakers to assure and increase child wellbeing

  • Part of the six-volume Wellbeing: A Complete Reference Guide, which brings together leading research from across the social sciences

  • Table of Contents

    1. Cover
    2. Wellbeing: A Complete Reference Guide
    3. Title Page
    4. Copyright
    5. About the Editors
    6. Contributors
    7. Full Contents of Wellbeing: A Complete Reference Guide
    8. Introduction to Wellbeing: A Complete Reference Guide
      1. The Volumes in the Series
      2. References
    9. 1: Introduction
    10. Part 1: The Development of Early Social and Cognitive Skills Important for Child Wellbeing
      1. 2: Children's Self-Regulation and Executive Control: Critical for Later Years
        1. Executive Control
        2. The Development of Executive Control in Early Childhood
        3. Neural Mechanisms Supporting Executive Control Development in Early Childhood
        4. Sociofamilial Factors that Support the Early Development of Executive Control
        5. The Relevance of Executive Control for Later Academic Achievement, Behavior, and Socioemotional Wellbeing
        6. Conclusions
        7. Acknowledgments
        8. References
      2. 3: Children's Emotion Regulation in Classroom Settings
        1. Emotion Regulation: Definitions and Links to Learning
        2. Socialization of Emotion Regulation and Implications for Classroom Settings
        3. Interventions as an Opportunity to Improve Children's Emotional Development
        4. Looking Ahead: Emotion Regulation in the Context of Elementary School
        5. Summary and Implications
      3. 4: Early Math and Literacy Skills
        1. Reading and Math Skills
        2. Correlations and Gaps
        3. Early Skills and Later Achievement
        4. Early Skills, High-School Completion, and College Attendance
        5. Why Math More than Reading?
        6. Summary and Implications for Early Childhood Interventions
        7. Acknowledgments
        8. References
      4. 5: Children's Intrinsic Motivation to Learn
        1. Introduction
        2. Defining the Concept of Intrinsic Motivation
        3. The Relevance of Intrinsic Motivation for School Functioning
        4. Development of Children's Intrinsic Motivation
        5. Possible Explanations for the Decline in Intrinsic Motivation
        6. Summary
        7. References
    11. Part 2: Parenting and Children's Development
      1. 6: Parents' Role in Infants' Language Development and Emergent Literacy
        1. Lexical Development
        2. Grammatical Development
        3. Pragmatic Development
        4. Literacy Development
        5. Conclusions
        6. Acknowledgment
        7. References
      2. 7: Can Parents Be Supported to Use a Responsive Interaction Style with Young Children?
        1. Responsive Parenting from Two Theoretical Frameworks
        2. A Responsive Parenting Intervention during the Infancy Period
        3. The Need for Consistency in Responsive Parenting across Early Childhood
        4. A Responsive Parenting Intervention during the Toddler/Preschool Period
        5. Generalization of Responsive Behaviors to Shared Book-Reading Activities
        6. Responsiveness Behaviors Explain Increases in Children's Development
        7. Conclusion
        8. References
      3. 8: Parenting and Executive Function
        1. Challenges for Researchers Investigating Parental Influences on Children's Development
        2. Can Parents Scaffold Their Children's EF Skills?
        3. Family Risk Factors for EF Development: Maternal Depression and Family Chaos
        4. Conclusions and New Directions
      4. 9: The Nature of Effective Parenting
        1. The Requirements of Parenting
        2. The Specificity of Socialization
        3. The Meaning of Parenting Actions
        4. General Conclusion
        5. References
      5. 10: Parenting and Early Intervention
        1. Emotion Regulation
        2. Emotion Understanding
        3. Attachment
        4. Risk and Protective Factors: Strengths and Challenges in Building Positive Relationships
        5. Child Characteristics
        6. Parent and Family Characteristics
        7. Environmental Characteristics
        8. Early Intervention as a Developmental Change Agent
        9. Implications for Promoting Social and Emotional Health in Early Childhood
        10. References
    12. Part 3: School and Child Care: Settings that Impact Child and Family Wellbeing
      1. 11: High-Risk Home and Child-Care Environments and Children's Social-Emotional Outcomes
        1. Home and Child-Care Environments as Bioecological Systems
        2. High-Risk Home Environments
        3. High-Risk Child-Care Environments
        4. Joint Effects of Home and Child-Care Environments
        5. Poverty
        6. Conclusions
        7. References
      2. 12: Classroom Peer Relations as a Context for Social and Scholastic Development
        1. Classroom Peer Acceptance and Rejection
        2. Classroom Friendships
        3. Bully–Victim Relations
        4. Peer Work Partnerships
        5. Summary and Conclusions
        6. Acknowledgments
        7. References
      3. 13: The Importance of Quality Prekindergarten Programs for Promoting School Readiness Skills
        1. Defining and Measuring High-Quality Pre-K and Children's School Readiness
        2. Research on Prekindergarten Quality and Children's School Readiness
        3. Limitations and Problems with Research on Pre-K Quality and Children's School Readiness
        4. Contributions of Developmental Theories to Understanding Pre-K Quality and School Readiness
        5. Conclusions
        6. References
      4. 14: Consistent Environmental Stimulation from Birth to Elementary School
        1. Relationships, Interactions, and Development of School-Readiness Skills
        2. Interactions with Contexts: Relationships and Distributed Competence
        3. Relationships, Interactions, and School Readiness: Birth to Elementary School
        4. How We Think about Risk: Challenges to Interactions, Relationships, and School Readiness
        5. References
    13. Part 4: Stress and Family and Child Wellbeing
      1. 15: Poverty, Public Policy, and Children's Wellbeing
        1. Definitions of Poverty
        2. Poverty and Child Development
        3. Policies Affecting Children in Poverty
        4. Conclusions
        5. References
      2. 16: Early Life Stress and Neurobehavioral Development
        1. An Overview of Stress Neurobiology
        2. Regulation of Stress by Relationships in Early Childhood
        3. Toxic Stress Due to Deprivation, Neglect, and Relationship Disruption
        4. Implications for Policy and Practice
        5. Acknowledgment
        6. References
      3. 17: Neighborhood Effects and Young Children's Outcomes
        1. Examples of Two Experimental Studies
        2. Contagion or Epidemic Theories
        3. Social Organization and Parenting
        4. Stress Theories
        5. Neighborhood Institutional Resources
        6. Neighborhood Research in a Canadian Context
        7. Conclusions
        8. References
      4. 18: The Family Check-Up
        1. Overview
        2. Key Components of the Family Check-Up Model
        3. The Initial Interview, Family Assessment, and the Feedback Session
        4. Summary
        5. References
    14. Index