Shannon P Gibson
Biographic Data
| ID | 1463581 |
|---|---|
| NAME | Shannon P Gibson |
| GIVEN NAMES | Shannon P |
| FAMILY NAME | Gibson |
| SIGNATURE | GIBSON S P |
| AFFILIATIONS | Oxford Brookes University |
| ORCID | 0000-0002-4487-3757 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns
Previous studies have shown that caregivers’ sensitive, responsive interactions with young children can boost language development. We explored the association between caregivers’ sensitivity and the vocabulary development of their 8-to-36-month-olds during COVID-19 when family routines were unexpectedly disrupted. Measuring caregivers’ sensitivity from home interaction videos at three timepoints, we found that children who experienced more-sensi…
Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the Covid‐19 pandemic
Variation in infants’ home environment is implicated in their cognitive and psycho‐social development. The pandemic has intensified variations in home environments through exacerbating socioeconomic inequalities, and increasing psychological stressors for some families. This study investigates the effects of parental (predominantly maternal) mental health, enriching activities and screen use on 280 24‐ to 52‐month‐olds’ executive functions, inter…
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 Covid‐19 pandemic on early Executive Functions
Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent‐report study of 575 UK‐based 8‐ to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants’ emerging EFs. Parent‐infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, wor…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Replicating patterns of prospect theory for decision under risk
Replicating patterns of prospect theory for decision under risk
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Replicating patterns of prospect theory for decision under risk
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 Covid‐19 pandemic on early Executive Functions
Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent‐report study of 575 UK‐based 8‐ to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants’ emerging EFs. Parent‐infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, wor…
Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the Covid‐19 pandemic
Variation in infants’ home environment is implicated in their cognitive and psycho‐social development. The pandemic has intensified variations in home environments through exacerbating socioeconomic inequalities, and increasing psychological stressors for some families. This study investigates the effects of parental (predominantly maternal) mental health, enriching activities and screen use on 280 24‐ to 52‐month‐olds’ executive functions, inter…
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns
Previous studies have shown that caregivers’ sensitive, responsive interactions with young children can boost language development. We explored the association between caregivers’ sensitivity and the vocabulary development of their 8-to-36-month-olds during COVID-19 when family routines were unexpectedly disrupted. Measuring caregivers’ sensitivity from home interaction videos at three timepoints, we found that children who experienced more-sensi…
Psychology (6 works) · Developmental psychology (5 works) · Child Development and Digital Technology (4 works) · Medicine (4 works) · Cognition (3 works) · Pandemic (3 works) · Social Psychology (3 works) · Vocabulary development (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Child development (2 works)