We describe the development and preliminary psychometric testing of the Daily Activities of Infants Scale (DAIS), a parent-completed measure of opportunities parents provide infants for development of postural control and movement. First we obtained 1300 photographs of typical activities from 17 families with infants aged 4 to 11 months. Through consensus we established nine dimensions of activities, graded across three levels of opportunity for development. Pilot testing supported content validity of the DAIS. Subsequently, 50 parents of infants born preterm aged 4 to 11 months participated in psychometric testing. There were 25 male and 25 female infant participants with a mean gestational age of 29.4 weeks (SD 3.6) and a mean birthweight of 1266 grams (SD 635). We found that completion of the DAIS over 1 day was representative of data collected over 3 sequential days. Older infants obtained significantly higher DAIS scores than younger infants, providing preliminary evidence for discriminant validity. The DAIS scores demonstrated a part-correlation of 0.20 (p<0.01) with scores on the Alberta Infant Motor Scale obtained concurrently, providing some evidence for convergent validity. The intraclass correlation coefficients reflecting interrater reliability and test-retest reliability of the total DAIS score were 0.76 (95% confidence interval [CI] 0.60-0.86) and 0.77 (95% CI 0.60-0.87) respectively. The DAIS has sufficient reliability and validity for use in clinical practice and research.

Multiple methods are vital to understanding development as a dynamic, transactional process. This article focuses on the ways in which quantitative and qualitative methodologies can be combined to enrich developmental science and the study of human development, focusing on the practical questions of "when" and "how." Research situations that may be especially suited to mixing qualitative and quantitative approaches are described. The authors also discuss potential choices for using mixed quantitative- qualitative approaches in study design, sampling, construction of measures or interview protocols, collaborations, and data analysis relevant to developmental science. Finally, they discuss some common pitfalls that occur in mixing these methods and include suggestions for surmounting them.(PsycINFO Database Record (c) 2008 APA, all rights reserved).

We investigated the association of infants' sleep and awake positioning with motor milestone acquisition as measured by the Alberta Infant Motor Scale (AIMS). Participants were 30 very-low-birthweight (VLBW) infants with preterm white matter disease (PTWMD; 21 males, nine females; mean birthweight [BW] 1129g [SD 338]; mean gestational age [GA] 28wks [SD 2.44]); 21 VLBW infants without preterm WMD (PT; 13 males, eight females; mean BW 1107g [SD 370]; mean GA 28.05wks [SD 2.21]); and 17 term infants (Term; seven males, 10 females; mean BW 3565g [SD 382]; mean GA 40wks [SD 1.31]). Testing occurred at 1, 5, and 9 months of age (corrected for prematurity). Preferred positions during sleeping, playing, and feeding were obtained through parent interview. These positions and group were the independent variables. Prone sleeping was significantly and positively associated with motor development at all ages (1mo: p=0.005; 5mo: p=0.011; 9mo: p=0.040). At 5 months, prone sleeping and playing were significantly and positively associated with AIMS scores (prone sleeping, p=0.016; prone playing, p=0.047). However, group was negatively associated with preterm white matter disease, with the PTWMD group having significantly lower AIMS scores than the Term group (p=0.029). At 9 months, sitting playing and group membership were significantly associated with AIMS scores (sitting playing, p=0.005; group, p=0.012). Prone positioning should be encouraged for awake time, particularly for infants with preterm white matter disease.

OBJECTIVE: To create a more culturally relevant developmental assessment tool for use on children in rural Africa. DESIGN: Through focus groups, piloting work and validation, a more culturally appropriate developmental tool, based on the style of the Denver II, was created. Age standardized norms were estimated using 1130 normal children of 0-6 years from a rural setting in Malawi. The performance of each item in the tool was examined through goodness of fit on logistic regression, reliability and interpretability at consensus meeting. The instrument was revised with removal of items performing poorly. RESULTS: An assessment tool with 138 items was created. Face, content and respondent validity was demonstrated. At consensus meeting 97%(33/34) of gross motor items were retained in comparison to 51%(18/35) of social items. 86%(69/80) of items from the Denver II or DDST were retained in comparison to 69%(32/46) of the newly created items, many of these having poor reliability and goodness of fit. Gender had an effect on 23%(8/35) of the social items, which were removed. Items not attained by 6 years came entirely from the Denver II fine motor section (4/34). Overall, 110 of the 138 items (80%) were retained in the revised instrument with some items needing further modification. CONCLUSIONS: When creating developmental tools for a rural African setting, many items from Western tools can be adapted. The "gross motor" domain is more culturally adaptable, whereas social development is difficult to adapt and is culturally specific.

Purpose. Knowledge of the likely sequence of motor recovery following brain injury has obvious usefulness within rehabilitation. Research has tended to focus on establishing the linearity of the recovery sequence. This study aimed to ascertain the usefulness of path tree analysis as a graphical means of exploring inter-subject variation in routes followed during motor recovery. Method. Data were collected via physiotherapist questionnaire, ascertaining recovery sequence of 14 motor milestones across 80 adults with severe traumatic brain injury (TBI). An adapted version of the Rivermead Mobility Index (RMI) was used. Data were analysed to establish inter-subject agreement regarding recovery sequence. A path tree diagram was then composed to explore inter-subject variation. Results. Putative order of recovery for the 14 motor milestones appeared to have face validity. Guttman coefficients of reproducibility ((0.954) and scalability (0.948) were good, suggesting intrinsic order. Composition of a path tree suggested considerable variation in recovery paths between individuals, with 34 combinations of test items being evident. Conclusions. Motor recovery following severe TBI follows a distinct pattern, but path tree analysis emphasises the variety of routes which individuals can follow. Additional research should ascertain the scope of this method to document the natural history of the recovery process.

This paper examines ethnic differences in the attainment of developmental milestones during infancy and possible explanations for observed differences are investigated. Data from the first survey of the Millennium Cohort Study (n=15 994; 8212 males, 7782 females; mean age 9.2mo [SD 0.5]) were examined. We found that Black Caribbean (odds ratio [OR]=0.23, 95% confidence interval [CI]=0.11-0.48), Black African (OR 0.31, 95% CI 0.18-0.55), and Indian (OR 0.55, 95% CI 0.33-0.93) infants were less likely to show delay in the attainment of gross motor milestones compared with White infants after adjustment for a range of explanatory variables. Pakistani and Bangladeshi infants were more likely to have delays in fine motor development (OR 1.69, 95% CI 1.21-2.35 and OR 2.17, 95% CI 1.17-4.02 respectively) and communicative gestures (OR 4.19, 95% CI 1.47-11.94 and OR 7.64, 95% CI 3.96-14.76 respectively), but these differences were explained by socioeconomic factors and markers of cultural tradition. In conclusion, unexplained ethnic differences were seen in the attainment of gross motor milestones, with Indian, Black Caribbean, and Black African children less likely to be delayed (in adjusted models). Increased likelihood of fine motor and communicative gesture delays among Pakistani and Bangladeshi infants, that disappear when socioeconomic factors are taken into account, point to the need to address deprivation among these groups to reduce the likelihood of developmental delay and possible longer term behavioural and cognitive problems and consequent opportunities throughout life.

BACKGROUND: There is an increasing demand for the assessment of speech and language in clinical and research situations in countries where there are few assessment resources. Due to the nature of cultural variation and the potential for cultural bias, new assessment tools need to be developed or existing tools require adaptation. However, there are few guidelines on how to develop 'culturally appropriate' assessment tools. AIMS: To review the literature on cross-cultural assessment in order to identify the major issues in the development and adaptation of speech and language assessments for children and to illustrate these issues with practical examples from our own research programme in Kenya. METHODS & PROCEDURES: Five broad categories pertaining to cross-cultural assessment development were identified: the influence of culture on performance, familiarity with the testing situation, the effect of formal education, language issues and picture recognition. It was outlined how some of these issues were addressed in our research. The results of the review were integrated to produce a list of ten guidelines highlighting the importance of collaboration with mother tongue speakers; piloting; familiar assessment materials; assessment location; and practice items and prompts. CONCLUSIONS: There are few clinicians and assessors, whether in the UK or abroad, who do not assess or treat children from a culture different to their own. Awareness of cultural variation and bias and cooperative efforts to develop and administer culturally appropriate assessment tools are the foundation of effective, valid treatment programmes.

Over the past 20 years, developmental psychologists have shown considerable interest in the onset of a theory of mind, typically marked by children's ability to pass false-belief tasks. In Western cultures, children pass such tasks around the age of 5 years, with variations of the tasks producing small changes in the age at which they are passed. Knowing whether this age of transition is common across diverse cultures is important to understanding what causes this development. Cross-cultural studies have produced mixed findings, possibly because of varying methods used in different cultures. The present study used a single procedure to measure false-belief understanding in five cultures: Canada, India, Peru, Samoa, and Thailand. With a standardized procedure, we found synchrony in the onset of mentalistic reasoning, with children crossing the false-belief milestone at approximately 5 years of age in every culture studied. The meaning of this synchrony for the origins of mental-state understanding is discussed.

This study relates parenting of 3-month-old children to children's self-recognition and self-regulation at 18 to 20 months. As hypothesized, observational data revealed differences in the sociocultural orientations of the 3 cultural samples' parenting styles and in toddlers' development of self-recognition and self-regulation. Children of Cameroonian Nso farmers who experience a proximal parenting style develop self-regulation earlier, children of Greek urban middle-class families who experience a distal parenting style develop self-recognition earlier, and children of Costa Rican middle-class families who experience aspects of both distal and proximal parenting styles fall between the other 2 groups on both self-regulation and self-recognition. Results are discussed with respect to their implications for culturally informed developmental pathways.

Intelligence cannot be fully or even meaningfully understood outside its cultural context. Work that seeks to study intelligence acontextually risks the imposition of an investigator's view of the world on the rest of the world. Moreover, work on intelligence within a single culture mayfail to do justice to the range of skills and knowledge that may constitute intelligence broadly defined and risks drawing false and hasty generalizations. This article considers the relevance of culture to intelligence, as well as its investigation, assessment, and development. Studies that show the importance of understanding intelligence in its cultural context are described; the author concludes that intelligence must be understood in such context.

This study in rural lowland Bangladesh used spot and event observations from 185 children aged 4-27 months in order to examine whether child feeding practices differed with mother's education and with household education. Each child and his/her caretakers were observed for a mean of 20 hr over 6 months from February to July 1986. Only 25% of mothers and 51% of fathers had had any formal education. Exploratory partial correlations and stepwise multiple regression analyses revealed significant behavioral differences with both maternal and household measures of education while controlling for wealth. Caretakers in families with education were found to feed the children more frequently, with fresher food, and in cleaner, more protected places. They did not allow their children to eat food intended for someone else as often, and were more observant when their children's food dropped during the feeding. These caretakers also used more cups and bottles for feedings, breastfed their children less frequently, and their mothers terminated the breastfeedings more often. These behaviors suggested a shift from less attentive feeding practices and less frequent feedings to more frequent feedings in which the caretaker took more control of the child's feeding sessions. They also suggest a commitment to more labor-intensive child care. These associations between education and child feeding practices are mechanisms through which maternal education may improve child health and growth. They suggest the need for promoting more formal and nonformal education.

A community-based intervention was developed through direct participation of the target population in assessment and iterative trials to improve hygiene practices and to reduce childhood diarrhoea in lowland rural Bangladesh. A total of 185 (98%) households with children ages 0-18 months in five contiguous villages were targeted for the interventions. A comparison site was selected for a detailed observational study and for use as a control for the intervention. About 97% of all households with children ages 0-18 months were enrolled for study at the control site. Children in this age group were targeted because at this developmental stage they were most vulnerable to diarrhoeal morbidity and malnutrition (related to unhygienic practices). The intervention was implemented with the assistance of village leaders through a "Clean Life" campaign by local project workers and volunteer mothers who were chosen from the target households. The intervention activities started in January 1986 and lasted for 7 months. Higher adoption rates of the intervention were associated with better cleanliness status, which was related to lower diarrhoea and malnutrition rates in the intervention site. The results of between-site longitudinal analyses showed that after the intervention, the intervention site had substantially higher cleanliness scores, lower diarrhoeal morbidity, and better growth status compared to those of the control site, with differences increasing over time. The findings suggest that this type of community-based intervention can be very beneficial in modifying hygiene behaviours and lowering childhood diarrhoea and malnutrition.

Recent research in the U.S. has demonstrated the health risks accompanying the increase in use of day care centers for infants and young children, a trend that reflects large-scale social and economic changes. The present study reports increased risk of respiratory disease in rural Kenyan children, resulting from increased exposure to unrelated young children. The shift in risk patterns accompanies sociocultural and economic trends during the 1970s: maternal participation in work groups for cash cropping and increased school attendance by other family members. Thus as in the American case, participation in modern patterns of household economics significantly influences the pattern of illness for infants and young children.

Recent efforts to promote child survival and development internationally have focused new attention on the importance of the household as a mediator of both environmental risks and programmatic interventions to promote better health. In this paper, we introduce a theoretical framework, the 'developmental niche,' derived from studies of children's behavior and development in different cultural contexts, as a tool for analyzing the household production of health. The developmental niche is conceptualized in terms of three basic components:(1) the physical and social settings of the child's everyday life;(2) culturally regulated customs of child care and child rearing; and (3) the psychology of the caretakers. The relevance of each of these components to the household production of health is illustrated through examples from research in several cultures, including Malaysia, Kenya, Bangladesh, India, and the U.S. Further discussion centers on three corollaries of the developmental niche framework that point to the interactive relationships among the three components, between the niche and the larger environment, and between the niche and the child (or any individual seen from a developmental perspective). It is suggested that this approach is useful for identifying and collecting relevant information on household-level factors that affect health outcomes, and thus for organizing more effective interventions. At a theoretical level, the developmental niche framework also facilitates understanding processes of mutual adaptation between the individual and the environment as they are filtered through the constraints of household settings, customs and caretaker psychologies.

One hundred and eighty-five rural Bangladeshi children (80 boys and 105 girls) aged 4-27 months were observed to investigate developmental, behavioural, and environmental risk factors for diarrhoea during a 6-month period. Incidence of diarrhoea was found to be the highest among children aged 10-12 months. Children of this age group had the greatest exposure to environmental contaminants in the neighbourhood. Incidence of diarrhoea was the highest in hot, dry months. Risk factors for diarrhoea included: faecal contamination and garbage disposal in infant's outdoor play compound, crawling, contact of hand and mouth with contaminated materials, greater distance of household from water source, inadequate cleaning after defecation; dirt of child's face, presence of flies, feeding rotten food; insufficient washing of infant's and caretaker's hands before feeding rice meals or soft, wet foods; and lack of mothers' willingness to visit a modern (allopathic) health practitioner.

Recent American research has explored developmental trends in gender segregation of children's peer groups. It is important to differentiate, however, systematic trends in children from systematic changes in their environments. Observational data are presented from 152 rural Kenyan children ages 18 months to 9 years. There is no gender segregation in peer groups until around age 6, at which time changes in settings, parental expectations, and customary duties result in an increase in the proportion of same-sex peers. Even within this pattern, however, there is some evidence that children do not interact more with same-sex peers, given their greater presence. A contrast is drawn with the adult pattern of gender segregation and emphasis is given to the importance of culture and development as interactive systems.

This essay spotlights the development of Ontario, California, in the last decades of the nineteenth century. It demonstrates that many agricultural communities in California, particularly so-called agricultural colonies, represent a unique rural suburban type labeled here as "agriburbs." Agriburbs, such as Ontario, were communities consciously planned, developed, and promoted based on the drive for profit in emerging agricultural markets. Advertised as the perfect mix of rural and urban, they promised a superior middle-class lifestyle. On the one hand, agriburbs evoked the myths of agrarian security and virtue, a life on a farm in an environment that was good for both soil and soul. On the other hand, agriburbs were ideally urbane but not urban because of their many amenities that represented cultural symbols of modernity, refinement, and progress. An understanding of California's agriburbs deepens an appreciation for both the growth and development of California at the turn of the twentieth century and the diversity of suburban types across the American landscape.

The present study reports on the effectiveness at one-year follow-up of an after-school prevention program targeting 6(th) grade African American youth residing in high-risk urban areas. The program, conducted on-site over the school-year period, involved a group mentoring approach emphasizing remedial education and an appreciation of African American cultural heritage in promoting school bonding, social skills development, and greater academic achievement. Behavioral and adjustment outcome data were obtained from two participating middle-school sites (intervention and comparison, involving 237 and 241 students, respectively) serving essentially equivalent urban communities. Results of the study revealed significant effects for academic achievement and behavior in terms of grade point average and teacher ratings that favored students at the intervention site. At this site, greater participation of parents in the intervention program was found to be positively related to improvement of the children in grade point average. No differential site-related changes in negative behavior were observed.

This descriptive study examined the distribution of risk factors in a sample that was selected on the basis of existing potential for difficult child behaviors. We inquired into whether exposure to risk factors was distributed equally across different contexts of ethnicity, locality, and child gender. Participants included 731 mother-child dyads recruited from WIC Programs in rural, suburban, and urban localities. Cumulative risk indices were constructed using neighborhood, family, and individual risk factors. The findings generally revealed that African American children and children in urban localities were exposed to higher numbers of risk factors and cumulative risk in relation to other ethnic children and localities. On the other hand, Caucasian children expressed higher levels of vulnerabilities to risk for internalizing behaviors than did other children. The results are discussed in terms of differences in contextual specific rates of risk exposure, vulnerability, and their implications for prevention and intervention research.

Children's early emotion regulation strategies (ERS) have been related to externalizing problems; however, most studies have included predominantly European American, middle-class children. The current study explores whether ERS use may have differential outcomes as a function of the mother's ethnic culture. The study utilizes two diverse samples of low-income male toddlers to examine observed ERS during a delay of gratification task in relation to maternal and teacher reports of children's externalizing behavior 2 to 6 years later. Although the frequencies of ERS were comparable between ethnic groups in both samples, the use of physical comfort seeking and self-soothing was positively related to African American children's later externalizing behavior but negatively related to externalizing behavior for European American children in Sample 1. Data from Sample 2 appear to support this pattern for self-soothing in maternal, but not teacher, report of externalizing behavior. Within group differences by income were examined as a possible explanatory factor accounting for the ethnic differences, but it was not supported. Alternative explanations are discussed to explain the pattern of findings.

To examine the effects of different types of goal setting on motor skill acquisition during advanced stages of learning. 44 female volleyball players were tested in four experimental training groups with generic goals, specific long-term goals, specific short-term goals, and as a control group. This study's pretest, training, and retention test phases used performance of a volleyball dig/forearm pass oriented to a target. Analyses yielded no significant differences among groups, although performance increased from pre- to retention test.

PURPOSE. The purpose of this secondary analysis is to determine whether a developmental maturity model differentially predicts pregnancy for African American, Puerto Rican, and Mexican inner-city teens. DESIGN AND METHODS. This is a secondary analysis of data from a case control study that tested a model of developmental maturity and teen pregnancy with 183 pregnant and never-pregnant pairs of inner-city teens matched on age, ethnicity, and freshman cohort. RESULTS. The models differentially predict pregnancy for the separate ethnic groups, with sexual behaviors being the most important factors regardless of ethnicity. PRACTICE IMPLICATIONS. The health disparities of teen pregnancies may not decrease unless patterns of dating/sexual behaviors are reversed.

This article addresses the question of whether literacy could be mediating the relationships of schooling to maternal health behavior in populations undergoing demographic transition. Recent studies in which literacy was directly assessed suggest a literacy pathway to demographic change. The literacy skills of 167 urban and rural mothers of school-aged children in Lalitpur District of the Kathmandu Valley of Nepal were assessed by tests of reading comprehension, academic language proficiency, health media skills and health narrative skill, as part of studies in the urban and rural communities that included a maternal interview and ethnographic fieldwork on the contexts of family life, health care and female schooling. Regression analysis of the data indicates the retention of literacy skills in adulthood and their influence on health behavior; ethnographic evidence shows that selective bias in school attainment does not account for the results. Further direct assessment studies are recommended.

This study was part of a multi-site project carried out with seven universities throughout the United States to identify cultural, environmental, and policy determinants of physical activity in ethnic minority women aged 20 to 50 years. Following an extensive literature review, nine core research questions were created to examine potential barriers to physical activity as well as enabling factors. Methods and findings presented are from six focus groups of low-income, urban African American women. These focus groups were held at each of two health centers serving communities in Chicago, Illinois, that are predominantly African American and low income and have households usually headed by women. Forty-eight women participated, with 5 to 11 in each group. Most (85%) were unmarried, 40% had less than a high school education, and 33% were neither employed nor attending school. Findings reflected the influence of a culture of poverty and the importance of environmental safety and community support. The findings will be used to inform the development of community-based exercise interventions and policies that are culturally and socially sensitive to the needs of low-income, urban African American women.

This was a cross sectional descriptive study to discuss the median age of menopause in a rural area of Western Kenya. The broad objective of the study was to describe the demographic and biophysical characteristics of the study population and determine the age of menopause. A review of the current and medieval records shows average age of menopause has remained relatively constant at 50 years in contrast to the receeding age of menarche. A total of 1078 women aged between 40-60 years were interviewed. The majority (98.8%) were from one ethnic group, the Luhya. Of the 1078 women, 880 (81.4%) were married and 198 (18.6%) were single. The average number of children per woman was 7.74. Most of the women (75.1%) had attained primary school education. Their husbands were unskilled workers in 30.1% of the cases. The mean weight and height of the women was 60.74 kg and 161.1 cm respectively. Using methods of probit analysis, the median and modal age of menopause was found to be 48.28 years in this group of western Kenya women. If generalised for the whole country, these results suggest that an average Kenyan woman lives for over ten years beyond menopause. It is recommended that more attention should be given to the special health problems of postmenopausal population.

Differences in the responses of an elderly biracial group of cognitively normal subjects to a 15-item short version of the Boston Naming Test developed for the Consortium to Establish a Registry for Alzheimer's Disease (CERAD) were examined. The subjects consisted of 103 Whites and 136 African Americans who were 70 years of age and older and living in a five-county urban and rural area of North Carolina. They were drawn from the Duke University site of the Established Populations for Epidemiologic Studies of the Elderly (EPESE). All were cognitively normal. With gender, years of education, and age controlled, White subjects performed significantly better than did African American subjects. The items in this test were selected to represent words with a high, medium, and low frequency of occurrence in English. They did not, however, show the expected gradation for either racial group. Medium and low frequency items were of comparable difficulty for the two races. Hierarchical ordering of difficulty would be improved with minor rearrangement of items.