Effectiveness of the SIME Program for Infants and Toddlers in Center-Based Settings

Abstract

Objective: This study evaluates the effectiveness of a center-based childcare program, namely, the stimulation, interaction, motivation, and experience (SIME) program for infants and toddlers. Method: Fifty-eight children between 1 and 2 years of age and their parents and childcare workers were recruited from two childcare centers in Hong Kong and participated in the SIME program over a 1-year period. Eighty-seven children from four other childcare centers served as controls. All children were grouped by age (1- vs. 2-year-old class). Results: The SIME program had positive effects on motor, language, cognitive and social development, parenting practices, and the quality of relationships with parents and childcare workers, especially for 1-year-old children and children from the center that served mainly families with a lower socioeconomic status (SES). Conclusion: The outcomes in 1-year-old children and children from the lower SES center confirm the success of this type of center-based infant–toddler program.

Child–parent relationship during the Wuhan COVID‐19 lockdown: Role of changes in preschool children's daily routines

“…We used the Chinese translation of the Child-Parent Relationship Scale Short-Form (CPRS-SF; Driscoll & Pianta, 2011) to assess the quality of the interactions between parents and their children during the lockdown. The Chinese translation of CPRS-SF showed acceptable reliability and validity in prior studies (Zhang & Chan, 2019). The 15-item CPRS-SF measures Child-Parent Closeness (seven items; e.g., "My child values his/her relationship with me") on a 5-point Likert scale (1 = definitely does not apply to 5 = definitely applies) and Child-Parent Conflict (eight items; e.g., "My child and I always seem to be struggling with each other").…”

(In)congruence in child–mother relationships and depressive symptoms in cross-boundary families.

“…The Chinese version of the Child-Parent Relationship Scale-Short Form (CPRS-SF; Pianta, 1992;Zhang & Chan, 2019), consisting of a closeness subscale with seven items, was used to measure positive interactions (i.e., affection and open communication) and a conflict subscale with eight items to measure negative interactions (i.e., negativity and conflict), was adopted in the present study. Mothers rated their closeness (e.g., "sharing an affectionate, warm relationship with my child") and conflict (e.g., "dealing with my child drains my energy") with their CBS children.…”

Literature review on early childhood education and care for children under the age of 3

“…Infants and toddlers can spend a significant amount of time in routine care, such as diaper changing, napping or meals. As several interactions between the child and educators take place in care situations, it has been increasingly highlighted that educators can be intentional on the use of such one-to-one moments to interact, communicate, and build relationships with each infants and toddlers (Zero To Three, 2010 [22]). Several authors have used the term educare to describe an approach in which both education and care are highly valued and viewed as inseparable (Arenhart, Guimarães and Santos, 2018 [23]; Bussey and Hill, 2017 [24]; Kaga, Bennett and Moss, 2010 [25]; Sims et al, 2018 [26]).…”