An Integration of Feminist and Psychoanalytic Theory

No abstract available for this article.     

Developing spirituality – an equal right of every child?

ABSTRACT

Children’s spiritual development is influenced by those with whom they interact and by the world around them. An important context for young children is the kindergarten, which has a high level of responsibility for their (spiritual) education. At kindergarten children encounter people with different religious and spiritual attitudes, which may be fundamental to the development of their own spirituality. Research results regarding how two kindergartens in Austria deal with this diversity and how children address it are summarized. One result of this qualitative ethnographic research project is that, depending on their religion, children have different opportunities to develop their spiritual communication and spirituality based on religious traditions and rituals. Developing kindergartens in line with the metaphor of safe spaces where diversity is recognized and discussed can contribute to the creation of equal opportunities for children’s spiritual development.     

A communal approach to sexual need responsiveness in romantic relationships

ABSTRACT

Sex is a crucial factor that impacts the quality and stability of relationships, yet many couples report recurrent sexual issues – such as discrepancies in their desired sexual frequency or levels of sexual desire – that detract from their relationship quality. This article describes how applying the theory of communal motivation from relationship science to the sexual domain of relationships can shed light onto understanding how couples can maintain desire over time, remain satisfied in the face of conflicting sexual interests, and decline one another’s sexual advances in ways that protect their relationship. We integrate a decade of research on communal motivation, sexual rejection, and responses to sexual rejection to provide a better, and more holistic, understanding of how partners can successfully balance their sexual needs to ultimately reap the powerful rewards of a fulfiling sexual connection.     

The two time vectors of Nachträglichkeit in the development of ego organization: Significance of the concept for the symbolization of nameless traumas and anxieties1

The author describes Freud ’s conception of Nachträglichkeit as an active process that bridges the gap between past affective vicissitudes and the cognitive present by way of meaning. Symbolization is thereby subsequently [nachträglich] conferred on early traumatic events, which thus become susceptible to omnipotent control. The two time vectors of Nachträglichkeit are discussed: the first is a causal process operating in the forward direction of time against the background of a factual reality, while the second is a backward movement that permits an understanding of unconscious scenes and phantasies taking place at primary-process level. This twofold temporal motion was observed and described by Freud early on. However, its significance often remained hidden prior to his study of Moses. It was mostly overlooked in English and French translations, thus giving rise to a one-sided understanding of the concept in the various psychoanalytic cultures, as either deferred action or après-coup. Freud ’s Moses study addresses both temporal aspects of Nachträglichkeit, seeking not only to reconstruct a past event on a causal, deterministic basis, but also to understand the subjective truth of that event in the transference along the retrograde time line. The decisive criterion for the conceptual and clinical separation of the two time vectors is the development of ego organization and the capacity for symbolization. The two vectors should not be separated on the factual level, as both aspects of Nachträglichkeit are essential to the understanding of unconscious processes, combining as they do in a relationship of circular complementarity.     

Trauma-Informed Care for Infant and Early Childhood Abuse

ABSTRACT

Trauma-informed care for those who experienced early childhood maltreatment is being developed to meet the needs of infant, toddler, and preschool victims of child abuse and neglect. This age group experiences a disproportionate amount of abuse, and the resultant toxic stress during this rapid developmental stage is more damaging than it is in later years. The concept of trauma-informed care in general is presented, followed by a focus on trauma care for early childhood abuse. Trauma-informed care for younger children is united by common principles and is seen as developmental, relational, sensory oriented, and evidence based in nature. Dissemination of knowledge about this unique population to every system that encounters survivors of any age has begun, although it must be broadened and increased. Evidence-based treatment programs for young children are available and effective but limited, especially for age 0–2. Home visiting programs for mothers and babies are effective and cost efficient. Major funding by U.S. Department of Health and Human Services to each state has significant potential for success because it targets mother-child attachment and care, as well as the disproportionate amount of damage resulting from early childhood abuse. Infants and preschoolers are in some ways comparable to children with disabilities due to their developmental limitations. The nature of this population requires a more rigorous and proactive awareness and identification process because these children are physically dependent on surrounding adults. Addressing child abuse in the first years of life offers an excellent opportunity to assist the most vulnerable victims and effectively reduce the impact to families and communities in the ensuing years.     

“They’ve Always Been Good Mothers”: An Ethnographic Study of Early Childhood Intervention in Dublin

Randomized Controlled Trials are considered the “gold standard” in the evaluation of early childhood intervention (ECI) initiatives. These trials, however, do not illustrate the internal mechanisms of the intervention. Ethnography is better positioned to observe the long-term, intimate relationships among the actors involved and the process of program delivery. Preparing for Life is one of the few ECI initiatives to be studied with a combination of both methodologies. In so doing and looking ethnographically at the “logical model” illustrates how it does not reflect the “good relationship,” which is better explained with a blend of relational theories.     

Finding connections between spirituality and play for early childhood education

ABSTRACT

In an attempt to provide holistic education and care, expand the view of young children’s development to include the spiritual, and make connections with the found benefits of play for all areas of development, this article looks at 33 surveyed U.S. early childhood educators’ perceptions on nurturing spirituality through open-ended and free play. Data collected from the open-ended questions of an online survey were analyzed looking at 22 mentions of play as a mean to support spirituality. Findings show that 45.5% of surveyed teachers mentioned play as a way intentionally used in the classroom to nurture children’s spirituality. It is posed that developmentally appropriate approaches to early childhood education would be enhanced by including spirituality in their understanding of the child, as well as intentionally nurturing spirituality in educational settings, by providing free, child-centered, child-directed play and opportunities for children to experience spiritual moments, defined as feeling wonder, awe, joy, and inner-peace.     

New perspectives on childhood memory: introduction to the special issue

ABSTRACT

This special issue brings together the scholarship that contributes diverse new perspectives on childhood amnesia – the scarcity of memories for very early life events. The topics of the studies reported in the special issue range from memories of infants and young children for recent and distant life events, to mother–child conversations about memories for extended lifetime periods, and to retrospective recollections of early childhood in adolescents and adults. The methodological approaches are diverse and theoretical insights rich. The findings together show that childhood amnesia is a complex and malleable phenomenon and that the waning of childhood amnesia and the development of autobiographical memory are shaped by a variety of interactive social and cognitive factors. This collective body of work will facilitate discussion and deepen our understanding of the dynamics that influence the accessibility, content, accuracy, and phenomenological qualities of memories from early childhood.     

The Impact of an Early Reading Intervention with English Language Learners and Native-English-Speaking Children

Abstract

This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the effects of the intervention. Findings indicate that individual students placed in small reading groups comprised of ELLs and native English-speakers benefited from the code-oriented intervention, reinforcing the use of evidence-based instruction and more inclusive grouping practices for instruction. When disaggregated by language status, both ELLs and native English-speakers benefited from the supplemental reading instruction. Educational implications and areas for future research are discussed.     

A translational application of music for preschool cognitive development: RCT evidence for improved executive function,self-regulation,and school readiness

The benefits of active music participation and training for cognitive development have been evidenced in multiple studies, with this link leveraged in music therapy approaches with clinical populations. Although music, rhythm, and movement activities are widely integrated into children's play and early education, few studies have systematically translated music therapy-based approaches to a nonclinical population to support early cognitive development. This study reports the follow-up effects of the Rhythm and Movement for Self Regulation (RAMSR) program delivered by generalist preschool teachers in low socioeconomic communities. This randomized control trial (RCT) involved 213 children across eight preschools in disadvantaged communities in Queensland, Australia. The intervention group received 16–20 sessions of RAMSR over 8 weeks, while the control group undertook usual preschool programs. Primary outcome measures included executive function (child assessment of shifting, working memory, and inhibition) and self-regulation (teacher report), with secondary outcomes of school readiness and visual-motor integration. Data were collected pre- and post-intervention, and again 6 months later once children had transitioned into school. Results demonstrated significant intervention effects across the three time points for school readiness (p = 0.038, η_p² = 0.09), self-regulation (p < 0.001, η_p² = 0.08), and inhibition (p = 0.002 η_p² = 0.23). Additionally, the feasibility of building capacity in teachers without any music background to successfully deliver the program was evidenced. These findings are important given that children from low socioeconomic backgrounds are more likely to need support for cognitive development yet have inequitable access to quality music and movement programs.

Research Highlights

• Initial effects of self-regulation from a rhythm and movement program were sustained following transition into school for children from disadvantaged backgrounds.
• Delayed effects of inhibition and school readiness from a rhythm and movement program appeared 6 months post-intervention as children entered school.
• Generalist teachers can successfully implement a rhythm and movement program, which boosts critical developmental cognitive skills.