Associations between risk factors,developmental outcomes,and executive function in neonatal intensive care unit graduates at 2 years: A retrospective study

This study explores the extent to which medical and sociodemographic variables and cognitive and language skills are associated with executive function (EF) skills in neonatal intensive care unit (NICU) graduates at 24 months of adjusted age. We explored cognitive, language, and EF skills in 42 NICU graduates who participated in a NICU follow-up programme clinic. The association between risk factors and EF and the completion of the EF assessment were explored. Correlational analyses revealed that child gender was associated with EF scores. Analyses revealed cognitive skills, language skills, and multiple gestational births were associated with EF assessment completion. Our findings are among the first to examine EF skills in NICU graduates as young as 24 months of age using a multidimensional, child completed measure. Implications for NICU follow up programmes, the consideration of early interventions aimed to positively affect EF skills, and considerations for future studies are discussed.     

Who is a thinker? With age,higher SES American children increasingly associate social status with divisions in labour

This exploratory report investigates how children, aged 6- to 12-years, reason about divisions in labour. It focuses on understanding when in development children might associate higher status groups with intellectual as opposed to physical labour. It explores this question by introducing a sample of mostly mid/high-SES American children to a novel factory setting and then asking them who is likely to have one of two jobs: a ‘builder’ (physical labour), or ‘thinker’ (intellectual labour) job. Older children were more likely than younger children to associate an individual's higher social status with intellectual labour work as opposed to physical labour work. Children also explained their reasoning, and with age their explanations focused more on social factors like the role of access to ‘choices’ or opportunities in shaping the nature of others' work.     

‘A philosophy of change’: Emotions,civil society and global development

Dominant paradigms of global development have historically been devoid of emotions, connected with racialized and gendered ideas of rationality and civility. Within contemporary scholarship there is however increasing recognition of the importance of emotions for understanding development processes. This paper adds to this body of work by exploring the ways that emotions shape how people who are trying to ‘do’ development actually do it. Drawing on empirical material from conversations with civil society activists based on the Caribbean islands of Grenada and Barbados, this article explores some of the emotions that are present within civil society organizing and makes the case that in this context emotions are not just felt, they are generative of civil society organizing and wider development processes. Focusing on shame, the article demonstrates how emotions are produced relationally within civil society organizing, how emotions are generative and can co-construct spaces for civil society and how civic organizing can act as counter-expressions to these feelings. Emotions are then constitutive of global development, yet often neglected in dominant discourses of civil society within the development sphere, with professional subjectivities dominant.