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Supporting Latinx immigrant children and families in the transition to elementary school Child Dev. Perspect. (IF 6.16) Pub Date : 2024-03-16 Natalia Palacios, Judy Paulick
Current approaches to supporting students in the transition to elementary school fail to meet the needs of Latinx immigrant children and their families in the United States. Typical approaches place the responsibility on families to help their children adapt to the expectations of their teacher, classroom, and school without recognizing the specific barriers to participation faced by Latinx immigrant
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Familism attitudes, behaviors, and adjustment during adolescence Child Dev. Perspect. (IF 6.16) Pub Date : 2024-03-14 Xochitl Arlene Smola, Andrew J. Fuligni
In the past two decades in the United States, research has surged on familism, a multidimensional construct encompassing attitudes and behaviors related to strong attachment, identification, and obligation to the family. In this article, we define familism and argue that it is a crucial way for adolescents to contribute to their social world and achieve a sense of role fulfillment. We also present
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Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems Child Dev. Perspect. (IF 6.16) Pub Date : 2024-03-13 Oana Negru‐Subtirica
Educational identity has been studied increasingly in the past decades since school is a structured context that shapes adolescent identity formation. Across the academic years, adolescents learn to position themselves in terms of their education and schooling, perceiving these entities as more or less relevant for their self‐formation. In this article, I analyze educational identity in the context
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Hasta la Raiz: Cultivating racial‐ethnic socialization in Latine families Child Dev. Perspect. (IF 6.16) Pub Date : 2024-03-12 Norma J. Perez‐Brena, Mayra Y. Bámaca, Gabriela Livas Stein, Elisa Gomez
Familial racial‐ethnic socialization (RES) helps youth build tools of cultural resilience by providing messages regarding race and ethnicity that enable them to negotiate and survive the demands of a racialized society. Thus, RES is an important caregiving task for historically minoritized families, including Latine families in the United States. In this article, we review research on RES in Latine
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How motivation restricts the scalability of universal school‐based mindfulness interventions for adolescents Child Dev. Perspect. (IF 6.16) Pub Date : 2024-03-04 Brian Galla
In this article, I argue that the scalability and effectiveness of universal school‐based mindfulness interventions for adolescents will always be limited by the high motivational commitment required to meditate. Mindfulness interventions rely on a single and demanding health behavior—namely, meditation—to cultivate mindfulness skills. But unlike traditional mindfulness interventions delivered in clinics
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Infants' predictive minds: The role of motor experience Child Dev. Perspect. (IF 6.16) Pub Date : 2024-02-28 Gudrun Schwarzer, Bianca Jovanovic
The ability to predict upcoming events is essential in infancy because it enables babies to process information optimally and have successful goal‐directed interactions with their environment. In this article, we examine how infants generate predictions in perception, cognition, and action, and address whether and how their predictions are motivated and affected by their motor development. Our synthesis
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An integrative model of parent‐infant communication development Child Dev. Perspect. (IF 6.16) Pub Date : 2024-02-28 Or Lipschits, Ronny Geva
Communication is commonly viewed as connecting people through conscious symbolic processes. Infants have an immature communication toolbox, raising the question of how they form a sense of connectedness. In this article, we propose a framework for infants' communication, emphasizing the subtle unconscious behaviors and autonomic contingent signals that convey drives, emotions, and a sense of connection
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The developmental consequences of early exposure to climate change‐related risks Child Dev. Perspect. (IF 6.16) Pub Date : 2024-02-22 Jorge Cuartas, Dana C. McCoy, Isabella Torres, Lindsey Burghardt, Jack P. Shonkoff, Hirokazu Yoshikawa
The climate crisis encompasses a constellation of risks that threaten human livelihoods, well‐being, and survival globally. In this article, we present a new framework based on bioecological and dynamic systems perspectives, and on evidence for conceptualizing how the distinctive dual time frame of both acute (e.g., extreme weather events) and chronic (e.g., ecological degradation) climate change‐related
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Promoting healthy screen use in children with externalizing behavior Child Dev. Perspect. (IF 6.16) Pub Date : 2024-02-08 Shayl F. Griffith, Daniel M. Bagner, Katie C. Hart
The sharp rise over the past decade in young children's access to various forms of screen media (e.g., smartphones, tablets, TVs) has posed new and significant challenges to caregivers in managing children's use of this type of media. For caregivers of young children with externalizing behavior problems, managing children's time with screen media is especially important and challenging. In this article
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Antifascist praxis in developmental science: Possibilities for collective resistance to fascism Child Dev. Perspect. (IF 6.16) Pub Date : 2024-02-05 Miriam R. Arbeit, Andrea Negrete, Natasha Panlilio Berger, Anne E. Dufault, Alexandria C. Onuoha, Sarah L. F. Burnham
Antifascists have developed action-oriented principles and practices for collective resistance to fascism. In this article, we discuss antifascism as praxis, which is the nexus of theory and practice through collective reflection and action. Antifascist praxis can inform developmental science at individual and contextual levels of analysis. For the study of individual developmental trajectories, we
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Children's information-search strategies: Operationalizing efficiency and effectiveness Child Dev. Perspect. (IF 6.16) Pub Date : 2024-01-31 Georgina Török, Oana Stanciu, Azzurra Ruggeri
Research on the development of active learning and information search behaviors has been growing rapidly, drawing interest from multiple disciplines, from developmental psychology to cognitive science and artificial intelligence. These different perspectives can open pathways to understanding how preschool-age children grow into adaptive and efficient active learners. However, the lack of a shared
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An emotion-focused extension of coercion theory: Emerging evidence and conceptualizations for parental experienced emotion as a mechanism of reinforcement in coercive parent–child interactions Child Dev. Perspect. (IF 6.16) Pub Date : 2024-01-27 Anat Moed
According to coercion theory (Patterson, 1982, 2016), children's aggression is developed and maintained through transactional processes between parents and their children that unfold over time. The theory provides a model of the behavioral contingencies that explain how parents and children mutually “train” each other to behave in ways that over time increase the likelihood of children's aggression
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Understanding the development of chronic loneliness in youth Child Dev. Perspect. (IF 6.16) Pub Date : 2023-12-22 Sally Hang, Geneva M. Jost, Amanda E. Guyer, Richard W. Robins, Paul D. Hastings, Camelia E. Hostinar
Loneliness becomes more prevalent as youth transition from childhood into adolescence. A key underlying process may be the puberty-related increase in biological stress reactivity, which can alter social behavior and elicit conflict or social withdrawal (fight-or-flight behaviors) in some youth, but increase prosocial (tend-and-befriend) responses in others. In this article, we propose an integrative
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How parent–child brain-to-brain synchrony can inform the study of child development Child Dev. Perspect. (IF 6.16) Pub Date : 2023-12-08 Angelica Alonso, S. Alexa McDorman, Rachel R. Romeo
It is well established that parent–child dyadic synchrony (e.g., mutual emotions, behaviors) can support development across cognitive and socioemotional domains. The advent of simultaneous two-brain hyperscanning (i.e., measuring the brain activity of two individuals at the same time) allows further insight into dyadic neural synchrony. In this article, we review 16 recent studies of naturalistic,
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An automated, data-driven approach to children's social dynamics in space and time Child Dev. Perspect. (IF 6.16) Pub Date : 2023-12-08 Lisa Horn, Márton Karsai, Gabriela Markova
Most children first enter social groups of peers in preschool. In this context, children use movement as a social tool, resulting in distinctive proximity patterns in space and synchrony with others over time. However, the social implications of children's movements with peers in space and time are difficult to determine due to the difficulty of acquiring reliable data during natural interactions.
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Children's structural thinking about social inequities Child Dev. Perspect. (IF 6.16) Pub Date : 2023-12-08 Marianna Y. Zhang, J. Nicky Sullivan, Ellen M. Markman, Steven O. Roberts
Across development, young children reason about why social inequities exist. However, when left to their own devices, young children might engage in internal thinking, reasoning that the inequity is simply a justified disparity explained by features internal to social groups (e.g., genetics, intellect, abilities, values). Internal thinking could lead them to support and reinforce the inequity (e.g
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What attachment scholars can learn from research on Black family resilience Child Dev. Perspect. (IF 6.16) Pub Date : 2023-12-06 Jessica A. Stern, Stephanie Irby Coard, Oscar A. Barbarin, Jude Cassidy
Within a sociohistorical context of racism-related physical and emotional threats, Black families in the United States have developed sources of resilience to promote children's safety and positive development. Yet research on Black family resilience has rarely been integrated into one of the most influential theories of child development: attachment theory. In this article, we propose specific ways
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Family math engagement with young Latine children in the United States Child Dev. Perspect. (IF 6.16) Pub Date : 2023-11-08 Mackenzie Swirbul, Gigliana Melzi
Young children's early math experiences are culturally situated, occurring in the context of everyday family interactions and routines. Yet, we know little about the math experiences in culturally and linguistically minoritized families, including those from Latine communities. In this article, we provide the first review of research on family math in the homes of young Latine children in the United
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Stereotypes of adolescence: Cultural differences, consequences, and intervention Child Dev. Perspect. (IF 6.16) Pub Date : 2023-10-30 Yang Qu
Adolescence is often viewed in Western cultures as a time of rebellion and irresponsibility. In this article, I synthesize recent research on stereotypes of adolescence that uses an interdisciplinary approach, integrating developmental psychology, cultural psychology, and neuroscience. I first discuss empirical evidence on cultural differences in stereotypes of adolescence, highlighting the importance
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Early origins of health and disease risk: The case for investigating adverse exposures and biological aging in utero, across childhood, and into adolescence Child Dev. Perspect. (IF 6.16) Pub Date : 2023-10-16 Laura Etzel, Patricia Garrett-Petters, Idan Shalev
In this article, we suggest that aging and development are two sides of the same coin, and that developing a comprehensive understanding of health and disease risk requires examining age-related processes occurring throughout the earliest years of life. Compared to other periods in life, it is during this early period of acute vulnerability, when children's biological and regulatory systems are developing
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From the margins to the center: Advancing research on caregiver socialization of emotion in Asia Child Dev. Perspect. (IF 6.16) Pub Date : 2023-10-09 Vaishali V. Raval
As in other fields of developmental science, emotion socialization research in Asia, where nearly 60% of the world's population lives, has emerged on the margins. Contextualizing this marginalization within colonial foundations of our science, in this article, I discuss the historic dominance of the Global North frameworks of emotion socialization. I also address associated limitations of emotion socialization
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The promise of leveraging social identities in interventions to enhance the well-being and lives of adolescents Child Dev. Perspect. (IF 6.16) Pub Date : 2023-09-12 Adam J. Hoffman, Adriana J. Umaña-Taylor
Identity development is theorized to be a cornerstone of adolescence. An abundance of evidence has documented the significance of specific social identities (e.g., ethnic-racial or sexual identity) in the adjustment of adolescents. Research has found that youth who have explored their social identities and have more positive views of their social groups are likely to adjust more successfully across
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The value of communal and intergenerational settings for studying social and emotional learning Child Dev. Perspect. (IF 6.16) Pub Date : 2023-08-24 Melissa Mesinas, Saskias Casanova
Indigenous Latinx youth living in the United States are culturally diverse individuals whose experiences are often unrecognized. These diasporic youth identify, learn, and develop cultural strengths amid their upbringing outside their Native communities by engaging in integrated communal endeavors informed by Indigenous values. In this article, we present research on how interconnected aspects of diasporic
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Building the Parent and Child Math Anxiety Network model from empirical evidence Child Dev. Perspect. (IF 6.16) Pub Date : 2023-07-12 Can Carkoglu, Sarah H. Eason, David Purpura
Math achievement is one of the strongest predictors of academic success and career attainment. While research has focused on cognitive factors that relate to math achievement, a growing body of literature suggests that affective factors like math anxiety also relate to math achievement. The field of math anxiety has expanded to recognize that not only children's but also parents' math anxiety is related
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Belief it or not: How children construct a theory of mind Child Dev. Perspect. (IF 6.16) Pub Date : 2023-04-15 Ted Ruffman
In this article, I briefly review theories about the development of theory of mind, and then examine evidence for minimalism, the idea that infants initially understand only behaviors. To this end, I consider the need for a wide variety of species to predict the behaviors of other animals and that human infants are not unique in this regard. I also discuss evidence for infants' understanding of behaviors
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Peer learning and cultural evolution Child Dev. Perspect. (IF 6.16) Pub Date : 2023-04-15 Sheina Lew-Levy, Wouter van den Bos, Kathleen Corriveau, Natália Dutra, Emma Flynn, Eoin O'Sullivan, Sarah Pope-Caldwell, Bruce Rawlings, Marco Smolla, Jing Xu, Lara Wood
In this article, we integrate cultural evolutionary theory with empirical research from developmental psychology, cultural anthropology, and primatology to explore the role of peer learning in the development of complex instrumental skills and behavioral norms. We show that instrumental imitation, contingent teaching, generative collaboration, and selective copying contribute to domain-specific transmission
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Populism in youth: Do experiences in school matter? Child Dev. Perspect. (IF 6.16) Pub Date : 2023-03-27 Peter Noack, Katharina Eckstein
Many view populist tendencies among youth with concern because adolescence is a formative period for political development. Of the many factors that shape young people's populist attitudes, experiences in school deserve attention since young people spend time in educational settings and schools share the goal of educating students to become informed and responsible citizens. However, the school context
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Media use and the development of racial attitudes among U.S. youth Child Dev. Perspect. (IF 6.16) Pub Date : 2023-03-17 L. Monique Ward, Enrica Bridgewater
Because media provide a steady stream of models, they are especially poised to offer formative information about race. Yet although U.S. youth consume approximately 7 h of media daily, we know little about how media use contributes to their developing racial attitudes. Instead, research has focused mainly on adults, and studies of youth have developed along separate tracks for youth who are White and
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Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub-Saharan region: Evidence from Tanzania Child Dev. Perspect. (IF 6.16) Pub Date : 2023-01-19 Laurent Gabriel Ndijuye
Research has consistently indicated that children of naturalized citizens from refugee backgrounds lag in most indicators of development. The disparities are more nuanced in contexts with limited educational resources, such as the sub-Saharan region of Africa. However, that is not the case with children of naturalized citizens from refugee backgrounds of Burundian origin living in Tanzania. The early
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The divergent adolescent and adult transitions of Latin American undocumented minors Child Dev. Perspect. (IF 6.16) Pub Date : 2023-01-04 Daysi Ximena Diaz-Strong, Roberto G. Gonzales
Undocumented immigrants arriving in the United States as minors navigate tremendous constraints as they transition into adolescence and adulthood. Exclusionary immigration laws profoundly shape and complicate the attainment of important milestones and the decisions undocumented minors make about their adult futures. A significant body of research, largely focused on children who arrive when they are
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Talking with machines: Can conversational technologies serve as children's social partners? Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-30 Ying Xu
Back-and-forth conversations with others are vital for children's development in the early years. While children's conversation partners have traditionally been their parents, teachers, and peers, recent advances in artificial intelligence have led to the introduction of machines that understand human speech and generate natural responses, and thus can engage children in conversations. As these technologies
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The development of cognitive reflection Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-30 Andrew Shtulman, Andrew G. Young
What do cows drink? The correct answer is water, but many are tempted to say milk. The disposition to override an intuitive response (milk) with a more analytic response (water) is known as cognitive reflection. Tests of cognitive reflection predict a wide range of skills and abilities in adults. In this article, we discuss the construction of a developmental version of the cognitive reflection test
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In defense of peer influence: The unheralded benefits of conformity Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-29 Brett Laursen, René Veenstra
Peer influence is an instrument of change, with outcomes that are not preordained: The same processes that make influence a source of harm also make it a valuable interpersonal resource. Yet the benefits of peer influence are insufficiently appreciated. Knowing when and how much to conform to the wishes of others is an important skill that children must acquire to adjust to and thrive in a social world
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The importance of parent self-regulation and parent–child coregulation in research on parental discipline Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-28 Erika Lunkenheimer, Melissa L. Sturge-Apple, Madison R. Kelm
Parent self-regulation (PSR) is multifaceted, involving emotional, cognitive, and biological processes that support or constrain parenting behavior. It is highly relevant to disciplinary contexts in which parents' regulatory difficulties can contribute to harsh discipline, which is linked to children's maladjustment. In this article, we address why parents' self-regulation is an essential focus for
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Development and use of theory of mind in social and cultural context Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-15 Bilge Selcuk, Secil Gonultas, Muge Ekerim-Akbulut
Theory of mind (ToM) is a key social-cognitive skill that allows individuals to understand and attribute mental states to others; it facilitates relationships and helps individuals navigate the social world. Thus, it is likely influenced by social and cultural contexts. In this article, we review studies that examine the potential ways through which sociocultural context interacts with the development
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Put it in God's hands: Understanding the complexities of religiosity and spirituality in the lives of Black youth Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-15 Sheretta T. Butler-Barnes, Pamela P. Martin
Black youth traverse beyond their immediate familial environment to understand different social identities, such as ethnicity, race, gender, and sexual orientation. In this article, we draw on the integrative model for the study of stress in Black American families and intersectionality as guides in comprehending the role of religiosity and spirituality for Black youth navigating mundane extreme environmental
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Prenatal socioenvironmental exposures and autism spectrum disorder: A web of confusion Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-12 Aisha S. Dickerson, Asha S. Dickerson
Although evidence of heritability for autism spectrum disorder (ASD) is strong, studies of twin pairs suggest that at least some portion of the etiology is attributable to environmental factors, either directly or through interaction with genes. Given the multitude of environmental and psychosocial exposures that have been reported to increase atypical neurodevelopment in offspring, in this article
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Invisible targets: Conceptualizing U.S. Latine youth's exposure to family-level vicarious racism Child Dev. Perspect. (IF 6.16) Pub Date : 2022-12-08 Michelle Y. Martin Romero, Gabriela L. Stein
Vicarious exposure to discrimination can result in multiple negative outcomes in youth. In this article, we offer a conceptual model that articulates the intersecting contextual factors and potential moderators for U.S. Latine youth's exposure to family-level vicarious racism, and explore how that affects youth and family responses. We define and describe youth's exposure to family-level vicarious
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Learning language in vivo Child Dev. Perspect. (IF 6.16) Pub Date : 2022-11-02 Marisa Casillas
In this article, I advocate for an enriched view of children's linguistic input, with the aim of building sustainable and tangible links between theoretical models of language development and families' everyday experiences. Children's language experiences constrain theoretical models in ways that may illuminate universal learning biases. However, more than that, these experiences provide a staggering
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Civic science: Addressing racial inequalities in environmental and science, technology, engineering, and math education Child Dev. Perspect. (IF 6.16) Pub Date : 2022-10-10 Constance Flanagan, Erin E. Gallay, Alisa Pykett
Civic science (CS) is an approach to science learning and action in which youth determine issues of concern in their communities and use science, technology, engineering, and math (STEM) knowledge and methods to address them. In this article, we focus on CS as it is applied to environmental concerns and enacted by children and youth in urban communities. Core CS practices include relevance of local
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Diversity and representation in studies of infant perceptual narrowing Child Dev. Perspect. (IF 6.16) Pub Date : 2022-10-07 Leher Singh, Sarah J. Rajendra, Reiko Mazuka
Over the past 50 years, scientists have made amazing discoveries about the origins of human language acquisition. Central to this field of study is the process by which infants' perceptual sensitivities gradually align with native language structure, known as perceptual narrowing. Perceptual narrowing offers a theoretical account of how infants draw on environmental experience to induce underlying
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Hypo- or hyperarousal? The mechanisms underlying social information processing in autism Child Dev. Perspect. (IF 6.16) Pub Date : 2022-10-07 Li Yi, Qiandong Wang, Ci Song, Zhuo Rachel Han
Autistic children tend to show divergent social information processing, and controversies exist regarding the mechanisms underlying this processing. In this article, we summarize and categorize the current theories and evidence related to hypo- and hyperarousal accounts of social information processing in autism. The hypo-arousal account proposes reduced motivation or sensitivity to process social
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Sleep and disparities in child and adolescent development Child Dev. Perspect. (IF 6.16) Pub Date : 2022-09-08 Mona El-Sheikh, Brian T. Gillis, Ekjyot K. Saini, Stephen A. Erath, Joseph A. Buckhalt
Sleep is a robust predictor of child and adolescent development. Race/ethnicity, socioeconomic status (SES), and related experiences (e.g., discrimination) are associated with sleep, but researchers have just begun to understand the role of sleep in the development of racial/ethnic and SES disparities in broader psychosocial adjustment and cognitive functioning during childhood and adolescence. In
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Ecological validity in measuring parents’ executive function Child Dev. Perspect. (IF 6.16) Pub Date : 2022-09-02 Catherine M. Diercks, Kelley E. Gunther, Douglas M. Teti, Erika Lunkenheimer
Parents' executive functions (EFs), or cognitive skills facilitating thought and behavior management, are meaningful correlates of parenting behavior. EFs are theorized to support parents in inhibiting reactive responses, managing information during parent–child interactions, and adapting to novel developmental demands. Less effective EFs associate with risk for harsh parenting and physical abuse,
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The Bucharest Early Intervention Project: Adolescent mental health and adaptation following early deprivation Child Dev. Perspect. (IF 6.16) Pub Date : 2022-07-13 Mark Wade, Jill Parsons, Kathryn L. Humphreys, Katie A. McLaughlin, Margaret A. Sheridan, Charles H. Zeanah, Charles A. Nelson, Nathan A. Fox
Over the last 20 years, we have learned much about the extent to which early-life deprivation affects the mental health of children and adolescents. This body of evidence comes predominantly from studies of children raised in institutional care. The Bucharest Early Intervention Project (BEIP) is the only randomized controlled trial designed to evaluate whether the transition to family-based foster
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The promise and purpose of early care and education Child Dev. Perspect. (IF 6.16) Pub Date : 2022-07-11 Margaret Burchinal, Anamarie A. Whitaker, Jade Marcus Jenkins
Early care and education (ECE) evolved around two goals: allowing parents of young children to work (the purpose) and promoting early childhood development (the promise). An extensive body of research has examined how ECE promotes child development. A much sparser body of research has studied how ECE access affects families' economic and psychological well-being, particularly from a developmental perspective
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Healthy adolescent development and the juvenile justice system: Challenges and solutions Child Dev. Perspect. (IF 6.16) Pub Date : 2022-07-07 Caitlin Cavanagh
Adolescents are developmentally distinct from adults in ways that merit a tailored response to juvenile crime. Normative adolescent brain development is associated with increases in risk taking, which may include criminal behavior. Juvenile delinquency peaks during the adolescent years and declines in concert with psychosocial maturation. However, current U.S. approaches to juvenile justice are misaligned
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Early care and education settings as contexts for socialization: New directions for quality assessment Child Dev. Perspect. (IF 6.16) Pub Date : 2022-06-27 Deborah A. Phillips, Anna D. Johnson, Iheoma U. Iruka
In this article, we aim to chart a path for a new generation of early care and education (ECE) quality assessments that accurately and equitably capture key inputs to the social–emotional well-being of the diverse population of young children in ECE classrooms in the United States. We zero in on four promising, socially supportive features of center-based ECE settings that are actionable for research
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New temporal concepts of acculturation in immigrant youth Child Dev. Perspect. (IF 6.16) Pub Date : 2022-05-18 Peter F. Titzmann, Richard M. Lee
Acculturation unfolds over time, but research on acculturation often does not account for developmental processes. Recent studies introduced several novel temporal concepts of acculturation processes to understand more fully how immigrant youth adapt to new cultural contexts. In this review, we describe these new temporal concepts of acculturation: Acculturative timing refers to youth's age at time
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Adolescent–parent relationships and youth well-being in Turkey Child Dev. Perspect. (IF 6.16) Pub Date : 2022-05-17 Ayfer Dost-Gözkan
In this article, I review research on adolescent–parent relationships and youth well-being in Turkey. Turkey is a country that has changed rapidly due to urbanization and globalization, and that is characterized by cultural heterogeneity in values, all of which have implications for parent–child relationships. I focus first on parenting styles, and then discuss two dimensions of parenting—warmth and
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Parents, neighborhoods, and the developing brain Child Dev. Perspect. (IF 6.16) Pub Date : 2022-04-20 Luke W. Hyde, Arianna M. Gard, Rachel C. Tomlinson, Gabriela L. Suarez, Heidi B. Westerman
Although a growing literature has linked extreme psychosocial adversity in early development to brain structure and function, recent studies highlight that differences in socioeconomic resources may also affect brain development. In this article, we describe research linking variation in neighborhood context and parenting practices, two contexts shaped by socioeconomic resources, to neural function
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Applying developmental science concepts to improve the applicability of children’s food preference learning research Child Dev. Perspect. (IF 6.16) Pub Date : 2022-04-18 Stephanie Anzman-Frasca, Kameron J. Moding, Catherine A. Forestell, Lori A. Francis
In many nations today, the quality of children's diets is low, with numerous children rejecting healthy foods. Fortunately, young children can learn to like and consume new and previously rejected foods with experience, as evidenced by extensive experimental research. In this article, we propose integrating research on children's food preference learning with concepts from developmental science to
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Exposure to community violence: Toward a more expansive definition and approach to research Child Dev. Perspect. (IF 6.16) Pub Date : 2022-04-05 Rosario Ceballo, Francheska Alers-Rojas, Andrea S. Mora, James A. Cranford
Community violence has been identified as a pressing public health crisis in the United States. A wealth of research establishes robust connections between youth’s exposure to community violence and an array of negative psychological outcomes. In this article, we argue that developmental scientists need to adopt a more expansive definition of community violence and use a broader range of approaches
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The power of friendship: The developmental significance of friendships from a neuroscience perspective Child Dev. Perspect. (IF 6.16) Pub Date : 2022-03-29 Berna Güroğlu
Forming and maintaining friendships is one of the most important developmental tasks in adolescence. Supportive and high-quality friendships have been related to positive developmental outcomes and mental health, both concurrently and in the long term. Friendships also protect against negative effects of adverse experiences, such as peer victimization and internalizing behaviors. Despite this ample
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After a decade of tool innovation, what comes next? Child Dev. Perspect. (IF 6.16) Pub Date : 2022-03-24 Bruce S. Rawlings
A decade ago, now-seminal work showed that children are strikingly unskilled at simple tool innovation. Since then, a surge of research has replicated these findings across diverse cultures, which has stimulated evocative yet unanswered questions. Humans are celebrated among the animal kingdom for our proclivity to create and use tools and have the most complex and diverse technology on earth. Our
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The impact of parents’ smartphone use on language development in young children Child Dev. Perspect. (IF 6.16) Pub Date : 2022-03-23 Amanda J. Morris, Maria Laura Filippetti, Silvia Rigato
Smartphone use is ubiquitous in the lives of parents, and an emerging area of research is investigating how parental smartphone use during parent–child interactions affects children’s language outcomes. Findings point toward negative outcomes in language development, but it is less clear what processes affect language outcomes. Gaze following, parental responsiveness, and joint attention are also reduced
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Infant color perception: Insight into perceptual development Child Dev. Perspect. (IF 6.16) Pub Date : 2022-03-21 Alice E. Skelton, John Maule, Anna Franklin
A remarkable amount of perceptual development occurs in the first year after birth. In this article, we spotlight the case of color perception. We outline how within just 6 months, infants go from very limited detection of color as newborns to a more sophisticated perception of color that enables them to make sense of objects and the world around them. We summarize the evidence that by 6 months, infants
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Revisiting goodness of fit in the cultural context: Moving forward from post hoc explanations Child Dev. Perspect. (IF 6.16) Pub Date : 2022-03-01 Shuyang Dong, Judith Semon Dubas, Maja Deković
The goodness-of-fit model, which proposes that developmental outcomes result from combinations of environmental and children’s factors, has contributed substantially to the recognition of person × environment processes. However, which pattern of person × environment interactions characterizes this model remains unclear, making it difficult to test or compare with other models (e.g., the differential-susceptibility
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The effects of language instruction on math development Child Dev. Perspect. (IF 6.16) Pub Date : 2022-02-28 Daniel R. Espinas, Lynn S. Fuchs
How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross-sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variations in language ability are associated with mathematical performance in both obvious and unexpected ways. We then consider the causal nature
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The risks and opportunities of the COVID-19 crisis for building longitudinal evidence on today’s early childhood education programs Child Dev. Perspect. (IF 6.16) Pub Date : 2022-02-26 Christina Weiland, Pamela Morris
In the United States, the long-term effects of early childhood programs have been given particular weight in research on early childhood education and in policy debates about the value of prekindergarten. Many research teams were building the evidence base on U.S. early childhood programs to inform that discussion when studies were upended by the COVID-19 pandemic. In this article, we describe the