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Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Social Emotional Development
Session 4
p4.28 Examining the Landscape of Social-Emotional Practices in Childcare Policies Presenting Author: Charis Wahman Affiliation: Michigan State University Co-Authors: Ching-I Chen, Emily Holden, Elizabeth A. Steed, Hsui-Wen Yang
p4.29 Feasibility of an Emotion Regulation-Focused Music Intervention for Preschoolers: Findings from Two Studies Presenting Author: Kimberly Sena Moore (USA) Affiliation: Florida Gulf Coast University Opportunities to manage physiological arousal are important for developing healthy emotion regulation (ER) skills in early childhood. Musical Contour Regulation Facilitation (MCRF) is a preventive intervention designed to promote preschooler ER development through alternating music experiences that allow in-the-moment practice in managing high and low physiological arousal. As a complex intervention, the MCRF requires systematic development that includes exploring its underlying mechanisms and refining and optimizing the intervention. Here we report the findings and implications from two feasibility studies: (1) a mixed methods study with eight typically developing preschoolers (M = 3.9 years) that examined acceptability, integration, and limited efficacy; and (2) a pilot study with 43 preschoolers in a Head Start program (M = 3.4 yrs) that examined intervention intensity. Findings from both studies support continued development and refinement of the MCRF intervention, followed by conducting efficacy and effectiveness trials. p4.30 The Impact of Perinatal Maternal Mental Health on Early Social-Emotional Development in Children from Vulnerable Families, and the Mediation Role of Parent-Infant Bonding Presenting Author: Keith Liang Wei Han (Spingapore) Affiliation: KK Women's and Children's Hospital Co-Authors: Chan Qing Rong, Winnie Goh Hwee Suat, Kevin Liang Wei Hao Perinatal maternal mental health challenges can adversely impact social-emotional development. Kids Integrated Development Service (KIDS0-3) is a home visitation program in KK Women’s and Children’s Hospital in Singapore that optimizes child development in low-income families. 211 mother-child dyads were analyzed using multiple regression mediation analysis to examine whether the 4 domains of the Parent Bonding Questionnaire (PBQ) (impaired bonding, rejection/pathological anger, infant- focused anxiety, and incipient abuse) at 6 months postpartum mediated the relationship between maternal mental health measured by Edinburgh Postnatal Depression Scale (EPDS) and Generalized Anxiety Disorder-7 (GAD-7) at 6 weeks and 6 months postpartum, and children’s social-emotional development assessed by Ages and Stages Questionnaire: Social-Emotional (ASQ-SE) at 12 months. The mediation model significantly predicted children’s social-emotional development at 12 months (F(4,202)=6.55, p<.001, adjusted R2=.137). Maternal depression and anxiety were partially mediated through rejection/pathological anger and infant-focused anxiety, accounting for 10.8% additional variance beyond the 4.4% explained by direct effects. This study is a policy content analysis that examines how childcare policies across US states, territories, and the District of Columbia align with recommended practices on social emotional teaching put forth by our early childhood governing bodies. Most policies contained statements and/or examples that align with recommended practices, except Idaho. However, wide variations exist in the specificity of guidance across policies. Notably, while the highest percentage of adherence to recommended practice was for punitive discipline, the lowest percentage of adherence was for seclusion, exclusion, and restraint (SER). Findings inform a need for more uniform policies that include specific guidance, or the “how to,” for social emotional teaching, for policies that partially met, or did not meet criteria. Further, regulatory guidance should be provided within the broader context of an evidence- based prevention framework to prohibit the use of SER.
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