The role of transitions to new age groups in the development of institutionalized children

Infant Mental Health Journal
Robert B McCallNatalia V Nikiforova

Abstract

Children in two institutions in St. Petersburg (Russian Federation) experienced ward transitions, one in which caregivers were trained to provide sensitive, responsive caregiving and one that conducted business as usual. A third institution eliminated transitions, received the same training, and implemented a variety of structural and employment changes designed to promote improved caregiver-child interactions and relationships. While the no-transition comprehensive intervention group of children steadily improved in Battelle Developmental Inventory (LINC Associates, 1988) scores across all age intervals, the children in the institution who encouraged some positive caregiver-child interactions improved before and after, but not during, an age period that involved a transition. In contrast, the no-treatment group displayed no developmental changes across any age period with or without a transition. These results suggest that the common institutional practice of ward transitions to new peers and caregivers is potentially disruptive to infants' and toddlers' general development, but primarily in a context in which some degree of caregiver-child sensitive and responsive interactions are encouraged.

References

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Nov 25, 2003·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Panayiota VorriaYiasemi Sarafidou
Feb 27, 2004·Development and Psychopathology·Kim MacLean
Feb 16, 2007·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Anna T SmykeUNKNOWN BEIP Core Group
Aug 19, 2007·Journal of Developmental and Behavioral Pediatrics : JDBP·Marinus H Van IjzendoornFemmie Juffer
Feb 25, 2009·Child Development·Taryn W Morrissey
Dec 1, 2011·Monographs of the Society for Research in Child Development·Robert B McCall
Mar 1, 2011·Infant Mental Health Journal·Christina J GroarkUNKNOWN WHOLE CHILD INTERNATIONAL EVALUATION TEAM
Sep 1, 2010·Infant Mental Health Journal·Robert B McCallKaren Gordon

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