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Infant sleep and anxiety disorders in early childhood: Findings from an Australian pregnancy cohort study Infant and Child Development (IF 1.776) Pub Date : 2024-03-12 Kelli K. MacMillan, Declan Bourke, Stuart J. Watson, Andrew J. Lewis, Douglas M. Teti, Helen L. Ball, Megan Galbally
Emphasis on continuous infant sleep overnight may be driven by parental concern of risk to child mental health outcomes. The Mercy Pregnancy and Emotional Wellbeing Study (MPEWS) examined whether infant sleep at 6 and 12 months postpartum predicts anxiety disorders at 2–4 years, and whether this is moderated by maternal depression, active physical comforting (APC) or maternal cognitions about infant
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Differential cognitive correlates in processing symbolic and situational mathematics Infant and Child Development (IF 1.776) Pub Date : 2024-03-08 Jiaxin Cui, Fan Yang, Yuanyi Peng, Saisai Wang, Xinlin Zhou
Symbolic and situational mathematics are the two major representations of mathematical knowledge. Although previous literature has studied the relationship between the two from the perspective of teaching practice, learning effectiveness and behavioural performance, there is still a lack of empirical psychological research on cognitive mechanisms to explore the psychological processes of the two. The
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How still? Parent–infant interaction during the still‐face and later infant attachment Infant and Child Development (IF 1.776) Pub Date : 2024-03-04 Yeojin A. Ahn, Katherine Martin, Emily B. Prince, Sy‐Miin Chow, Jeffrey F. Cohn, Jue Wang, Elizabeth A. Simpson, Daniel S. Messinger
In the still‐face episode of the Face‐to‐Face/Still‐Face (FFSF), parents are asked to become unresponsive. However, infant–parent interaction may be irrepressible, and there is some evidence that interaction during the still‐face is associated with attachment outcome. To explore these questions, we independently coded the continuous affective valence (negative to positive) of seventy‐three 6‐month‐old
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COVID‐19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income Infant and Child Development (IF 1.776) Pub Date : 2024-03-04 Khara L. P. Turnbull, Brianna Jaworski, Deiby Mayaris Cubides Mateus, Frances L. Coolman, Jennifer LoCasale‐Crouch, Rachel Y. Moon, Fern R. Hauck, Ann Kellams, Eve R. Colson
Because the COVID‐19 pandemic has been implicated in increased mental health concerns for families of low income, we aimed to describe maternal perspectives about the pandemic's impact on their kindergartener's mental health during the 2020–2021 school year. We conducted 22 in‐depth, semi‐structured interviews with U.S. mothers with low income who had kindergarten‐age children (50% male and 50% female)
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Understanding the relation between socioeconomic status and elementary science achievement: A quantile regression approach Infant and Child Development (IF 1.776) Pub Date : 2024-02-29 Zachary T. Barnes, Ashley A. Edwards, Susanne Strachota, Yi Feng, Jessica Logan
A student's socioeconomic status (SES) has a significant relation to their academic achievement. Much of this work has explored this in math and reading, but less is known about how SES relates to science achievement, particularly in the early grades. Using quantile regression with nationally representative data, we explored this relation in 12,676 kindergarten students (51.2% boys, 52.2% White, 21
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Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours Infant and Child Development (IF 1.776) Pub Date : 2024-02-26 Maryse Guedes, Manuela Veríssimo, António J. Santos
Shy‐withdrawn behaviours place preschoolers at increased risk of experiencing adverse developmental outcomes. Positive teacher‐child relationships play a protective role against these negative socioemotional outcomes. This study aimed to understand, in‐depth, the beliefs, practices and support needs of preschool teachers toward shy‐withdrawn children. Thirty preschool teachers of children aged 3–5
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Infant‐directed communication in Tanna, Vanuatu and Vancouver, Canada Infant and Child Development (IF 1.776) Pub Date : 2024-02-22 Zahra Halavani, H. Henny Yeung, Senay Cebioğlu, Tanya Broesch
It is known that infant‐directed speech (IDS) plays a key role in language development. Previous research, however, has also identified significant variability across societies in terms of how often IDS occurs. For example, some studies report very little IDS in non‐western, small‐scale societies – including children growing up in small‐scale societies in Tanna, Vanuatu. This is surprising given that
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Open science and metascience in developmental psychology: Introduction to the special issue Infant and Child Development (IF 1.776) Pub Date : 2024-02-14 Priya Silverstein, Christina Bergmann, Moin Syed
It has been over 10 years since the replicability crisis and open science movement entered the mainstream of psychology (e.g., Simmons et al., 2011). In that time, psychologists have been identifying and describing the nature of the problems with how we do our science (e.g., a lack of transparency, replicability and diversity) and debating proposed solutions for how to right the course. Two main themes
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Associations among family socioeconomic status, parenting and sustained attention for socioeconomically disadvantaged children at age 5 years Infant and Child Development (IF 1.776) Pub Date : 2024-02-07 Wanqiu Meng, Caroline F. D. Black, Min Feng
Children whose families experience socioeconomic disadvantage are at risk for poor sustained attention, a foundational skill related to goal-oriented behaviour, self-regulation and kindergarten readiness. Maternal parenting behaviours and parenting stress are theorised developmental pathways linking socioeconomic status (SES) to children's sustained attention. However, research has yet to empirically
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Don't look any further: How a model's linguistic group membership limits exploration and discovery in preschool children Infant and Child Development (IF 1.776) Pub Date : 2024-01-30 Nazlı Altınok, Rebeka Anna Zsoldos, Krisztina Andrási, Ildikó Király, Marco F. H. Schmidt
From an early age, children are highly motivated to learn from others how ‘we’ do things in our cultural communities, and in a variety of domains (Csibra & Gergely, 2009; Schmidt & Tomasello, 2012; Tomasello, 2016). The human unique propensity for rapid acquisition of knowledge from others allows us to develop and maintain a vast array of belief systems, arbitrary conventions, cultural tools and complex
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Peer groups, academic achievement and the behaviour of elementary school-aged children: A strength-based perspective Infant and Child Development (IF 1.776) Pub Date : 2024-01-09 Marleene Rytioja, Kristiina Lappalainen, Hannu Savolainen
The purpose of this study was to examine how the members of children's peer groups resemble each other in terms of behavioural and emotional strengths, academic achievement and behaviour at school. The participants were 739 9- to 10-year-old children (354 boys, 385 girls) from 30 Finnish elementary schools. 431 children (241 girls, 190 boys) were part of peer groups. Less than 5% of participants were
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Grounding understanding of the home numeracy environment: Within-group variation in Latine families Infant and Child Development (IF 1.776) Pub Date : 2024-01-07 Jimena Cosso, Gala Campos Oaxaca, David J. Purpura
The home numeracy environment is an essential construct that helps explain children's numeracy skills. However, this field has been developed mostly focusing on monolingual English-speaking families, and cultural differences that contextualize the home environment have not been considered. This study describes the home numeracy environment of Latine families by (1) identifying the more and less common
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The feasibility of remote measurement of infant sleep and motor development Infant and Child Development (IF 1.776) Pub Date : 2024-01-04 Aaron DeMasi, Mali Waugh, Wei Wang, Sarah E. Berger
In response to the COVID-19 pandemic shut-down of in-person research laboratories, remote data collection became mainstream in developmental psychology research. The aim of this study was to test the feasibility of two remote data collection methods for studying sleep and motor development in infancy and the relationship between the two. We asked 1371 parents of infants aged 4–17 months who used the
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Evaluating the utility and validity of a discrimination-specific measure of shift-&-persist coping Infant and Child Development (IF 1.776) Pub Date : 2023-12-29 N. Keita Christophe, Michelle Y. Martin Romero, Gabriela L. Stein
Shift-&-persist (S&P) coping has been shown to buffer against the effects of discrimination on psychosocial functioning in racially and ethnically minoritized youth. However, existing measures of S&P refer broadly to coping with stress and are not specifically tailored to the type of stressor individuals are coping with (e.g., discrimination). The current study evaluated the measurement properties
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Examining the generalisability of the simple view of reading comprehension for emergent bilinguals Infant and Child Development (IF 1.776) Pub Date : 2023-12-26 Maxine Schaefer, Nompumelelo Mohohlwane, Carien Wilsenach
Reading comprehension depends on oral language competence and word reading ability, as per the simple view of reading. While this theory has been studied in Western, Educated, Industrialized, Rich and Democratic contexts, its applicability in different educational settings characterized by multilingualism, a lack of explicit reading instruction, and the challenges of poverty (as in South Africa) remains
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Performance during object retrieval tasks in young children with and without Down syndrome: A pilot study Infant and Child Development (IF 1.776) Pub Date : 2023-12-25 Maninderjit Kaur, Amy Work Needham
Object retrieval skills requiring means-end exploration are an area of relative weakness in young children with Down syndrome (DS). The current pilot study examined the object retrieval skills of a small sample of young children with DS for tasks with varying level of complexity. Thirteen children with DS (31.55 ± 4.14 months) and 13 mental age-matched typically developing (TD) children (17.31 ± 1
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Gender attitudes and gender discrimination among ethnically and geographically diverse young children Infant and Child Development (IF 1.776) Pub Date : 2023-12-22 May Ling D. Halim, Jessica J. Glazier, M. Anais Martinez, Adam Stanaland, Sarah E. Gaither, Yarrow Dunham, Kristin Pauker, Kristina R. Olson
Despite increasing advocacy for gender equality, gender prejudice and discrimination persist. The origins of these biases develop in early childhood, but it is less clear whether (1) children's gender attitudes predict discrimination and (2) gender attitudes and discrimination vary by ethnicity and US region. We examine these questions with an ethnically (Asian, Black, Latinx and White) and geographically
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Individual differences in preschoolers' spatial thinking: Comprehension of dimensional adjectives and their relation to children's performance on non-verbal spatial tasks Infant and Child Development (IF 1.776) Pub Date : 2023-12-22 Rosalie Odean, Carla Abad, Yvonne Ralph, Shannon M. Pruden
The current study explores whether individual differences in the dimensional adjectives (e.g., big, tall) children understand, relates to individual differences in two non-verbal spatial abilities, spatial scaling and mental transformations, in bilingual children. The inclusion of English–Spanish bilingual children broadens the work in this area which has previously focused strictly on English language
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The bidirectional relationship between emotion regulation and social communication in childhood: A systematic review Infant and Child Development (IF 1.776) Pub Date : 2023-12-21 Sarah Raza, Lori-Ann R. Sacrey, Lonnie Zwaigenbaum
Emotion regulation (ER) refers to the ability to regulate emotional reactions in response to stimuli. Social communication involves the knowledge and skills to engage in social interactions. Both processes develop in the first years of life and form the foundation for later functioning. Literature suggests a bidirectional relationship between ER and social communication; however, the majority of research
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Prevalence, risk and protective factors of substance use amongst adolescents living in peri-urban communities in Abuja, Nigeria Infant and Child Development (IF 1.776) Pub Date : 2023-12-25 Hassana Ojonuba Shuaibu, Haliza Abdul Rahman, Nor Afiah Mohd Zulkefli
Adolescents living in peri-urban communities are more vulnerable to risky behaviours such as substance use. This was a cross-sectional study carried out to determine the prevalence, risk and protective factors of adolescent substance use in peri-urban communities in Abuja. Data on lifetime and current substance use were collected using the Youth Risk Behaviour Survey Instrument. Data on risk and protective
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Does adolescent academic achievement predict future parenting? Infant and Child Development (IF 1.776) Pub Date : 2023-12-15 H. M. McAnally, E. Iosua, J. Belsky, J. L. Sligo, P. Letcher, C. J. Greenwood, E. Spry, K. C. Thomson, J. A. Macdonald, A. E. Bolton, C. A. Olsson, R. J. Hancox
The effects of academic achievement may extend beyond economic success to influence social functioning, including future parenting. To evaluate whether adolescent academic achievement forecasts future parenting (both positive and negative) and the family home environment of parents. We used prospectively gathered intergenerational data from a population-based birth cohort born in 1972/1973 in Dunedin
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Current perspectives in developmental science: Introduction to the 2023 special issue Infant and Child Development (IF 1.776) Pub Date : 2023-12-15 Moin Syed
When I took over as Editor of Infant and Child Development in 2020, I sought, among other things, to establish the journal as a welcoming outlet for opinions, perspectives and commentaries, as there are few outlets for such work in developmental science. I also wanted to be sure that those opinions, perspectives and commentaries were not just coming from the ‘usual suspects’, those who already held
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Toward inclusive and identity safe learning for supporting racialized student achievement Infant and Child Development (IF 1.776) Pub Date : 2023-11-27 LaTasha R. Holden, Gabriel J. Tanenbaum, Austin E. Ashley
Students racialized as Black often experience forms of marginalization and encounter unique obstacles in their educational paths. As a result, more inclusive and tailored forms of support should be developed. Working to better support Black students should be initiated through two complementary sides—through that of the instructor and the scientist. First, we consider the importance of identity-safety
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Examining the female-talker default in experimental language acquisition research Infant and Child Development (IF 1.776) Pub Date : 2023-11-14 Annie Holtz, Brandon T. Papineau
Experimental research on language acquisition and development regularly employs auditory stimuli as part of the methodology. This project analyses the apparent standard practice of using female speakers to produce these experimental materials and the potential consequences of such a practice. To situate the discussion in the current scientific landscape we present a systematic review of published literature
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A person-centered approach in developmental science: Why this is the future and how to get there Infant and Child Development (IF 1.776) Pub Date : 2023-11-09 Mandy A. E. van der Gaag
This paper argues for a person-centered approach in developmental science and presents theoretical and empirical techniques to help shift the focus to the individual. The need for a person-centered approach is urgent, because of widespread nonergodicity in developmental psychology: traditional between-individual, group-level statistics often cannot be used to understand individuals over time. Evidence
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Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood Infant and Child Development (IF 1.776) Pub Date : 2023-10-26 Sümeyye Koşkulu-Sancar, Elma Blom, Eva van de Weijer-Bergsma, Elizabeth Grandfield, Josje Verhagen, Hanna Mulder
The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (Mage = 28
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An evaluation of the psychometric properties of the strengths and difficulties scale in Turkey: Implications for other non-WEIRD countries Infant and Child Development (IF 1.776) Pub Date : 2023-10-25 Ted Ruffman, Bilge Selcuk, H. Melis Yavus-Muren, Kubra Arikan, Ipek Tuncay
The Strengths and Difficulties Questionnaire (SDQ) is a very widely used scale in which parents, teachers or the child rate various aspects of the child's well-being. It is widely used in the Western world and is translated into 80+ languages. It is also used in countries that do not classify as WEIRD (Western, educated, industrialized, rich and democratic). However, unlike WEIRD countries, some studies
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Readiness for Weaning Scale: Development and psychometric measurement study Infant and Child Development (IF 1.776) Pub Date : 2023-10-23 Hülya Türkmen, Aysun Ekşioğlu, Nazan Tuna Oran, Ayfer Erdoğan
This study was carried out to develop a measurement tool to determine the readiness of mothers and babies for weaning. At the first stage of the study, a draft of the Readiness for Weaning Scale (RWS) was created. In the second stage, this draft was presented to the opinions of experts (CVI:0.85), and in the third stage, the validity and reliability of RWS were tested by collecting data from the participants
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Maternal distress and body mass index in preschoolers living in families experiencing low-income Infant and Child Development (IF 1.776) Pub Date : 2023-10-19 Tiffany L. Martoccio, Holly E. Brophy-Herb, Hailey H. Choi, Kayla Stinson, Haiden A. Perkins, Koi Mitchell, Julie C. Lumeng
Health disparities among children living in poverty underscore the importance of identifying risk and protective factors for childhood obesity. By applying a family stress framework with an equity lens, this study aimed to test the differential associations between maternal distress and child body mass index (BMI) in preschool-age children living in low-income families. Pre-intervention data from an
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The relation between social acceptance and school well-being in early childhood Infant and Child Development (IF 1.776) Pub Date : 2023-10-18 Femke van der Wilt
The present study investigated the relation between social acceptance and school well-being in early childhood. Additionally, it was explored whether this relation depended on gender and age. In total, N = 311 children (aged 4–7) participated. Social acceptance was assessed with a peer nomination method and school wellbeing was measured with a parent questionnaire. Outcomes of hierarchical multiple
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Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach Infant and Child Development (IF 1.776) Pub Date : 2023-10-16 Kathryn Lewis, Lorna G. Hamilton, Jonathan Vincent
The use of creative qualitative research methods in psychology and other disciplines has increased over recent decades to address power imbalances within research and to centre the voices of participants. These considerations are particularly salient when conducting research with historically marginalized groups, including neurodivergent people. However, research foregrounding the first-person perspectives
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Hand preference trajectories as predictors of language outcomes above and beyond SES: Infant patterns explain more variance than toddler patterns at 5 years of age Infant and Child Development (IF 1.776) Pub Date : 2023-10-10 Kaityn Contino, Julie M. Campbell, Emily C. Marcinowski, George F. Michel, Michelle L. Ramos, Stefany Coxe, Timothy Hayes, Eliza L. Nelson
Prior studies found that hand preference trajectories predict preschool language outcomes. However, this approach has been limited to examining bimanual manipulation in toddlers. It is not known whether hand preference during infancy for acquiring objects (i.e., reach-to-grasp) similarly predicts childhood language ability. The current study explored this motor-language developmental cascade in 90
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The role of interest in young children's retention of words Infant and Child Development (IF 1.776) Pub Date : 2023-10-08 Lena Ackermann, Meike Förster, Juliane Schaarschmidt, Robert Hepach, Nivedita Mani, Sarah Eiteljoerge
Children fast-map new words to their referents early on but may not show robust retention of the learning of word–object mappings until much later. This study examines whether children's interest in a natural category is associated with children's retention of newly learned labels for objects in that category. German-speaking 24-month-olds and 38-month-olds (n = 88, 41 female) were trained on novel
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Understanding children's prosocial behaviour and classroom affiliative relationships: A social network analysis Infant and Child Development (IF 1.776) Pub Date : 2023-10-05 Jenna H. Beffel, Jennifer Watling Neal
The present study uses social network analyses to examine the associations between children's prosocial behaviour and classroom affiliative relationships (i.e., hanging out relationships). Our sample includes data from 257 children and their teachers in 12 s through fourth-grade classrooms living in high-poverty, inner-urban city neighbourhoods (98.4% African American). We estimated a series of exponential
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Mother–infant shared book reading in the first year of life Infant and Child Development (IF 1.776) Pub Date : 2023-10-04 Cheryl Jialing Ho, Elisabeth Duursma, Jane S. Herbert
This study examined verbal and non-verbal features of mother–infant shared book reading in Australia during the first year of life and explored the relationship between these features and infant cognition. Mother–infant dyads were observed in this cross-sectional study reading an unfamiliar book in a laboratory setting when infants were aged 6 months (n = 17), 9 months (n = 14), or 12 months (n = 17)
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Examining the indirect role of perceived normativeness in the association between collectivistic values and psychological control of Turkish mothers Infant and Child Development (IF 1.776) Pub Date : 2023-09-29 H. Melis Yavuz, Ipek Tuncay, Ted Ruffman, Bilge Selcuk
Parental psychological control has previously been related to negative developmental outcomes. However, fewer studies examined the cultural factors associated with parental psychological control. Several studies suggested that psychological control is used more by mothers in collectivistic (as compared to individualistic) cultures yet did not examine the mother's personal endorsement of the cultural
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Crisis and bias: Exploring ethnic prejudice among Chinese-Dutch children before and during the COVID-19 pandemic Infant and Child Development (IF 1.776) Pub Date : 2023-09-18 Yiran Yang, Rosanneke A. G. Emmen, Ymke de Bruijn, Judi Mesman
Interethnic prejudice in children has been studied mostly among White and Black populations in the United States, but less among East Asian populations and Europe. Given that interethnic prejudice is sensitive to populations and contexts, research on previously neglected groups is needed. In the current study, interethnic prejudice is examined among Chinese-Dutch children aged 7–11 years (N = 80, 42
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Prosocial development throughout the toddlerhood: A person-centred approach Infant and Child Development (IF 1.776) Pub Date : 2023-09-11 Yue Song, Martine Broekhuizen, Judith Semon Dubas
Addressing the debate on whether there are reliable individual differences in toddler's prosociality, this study employed a person-centred approach to investigate (1) profiles of instrumental helping, sharing and empathic helping at 22, 28 and 34 months, and (2) the predictive role of toddler's temperament (anger/frustration, impulsivity and inhibitory control) to these profiles. Variable-centred analyses
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Goldilocks and the home mathematics environment: Parents' rate activities ‘too easy,’ ‘just right,’ or ‘too hard’ across early development Infant and Child Development (IF 1.776) Pub Date : 2023-09-07 Patrick Ehrman, Alexa Ellis, David J. Purpura
Research focusing on the home mathematics environment has shown mixed results across age groups. Using data from a large online survey, we explored parents' perceptions of the age appropriateness of home mathematics activities for their children. Children's ages ranged from one to 6 years old (N = 958). Activities spanned multiple domains of early mathematics including numeracy, geometry, patterning
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The self-concept questionnaire offers a multidimensional, developmentally sensitive measure of the capacity for self-reflection in young children Infant and Child Development (IF 1.776) Pub Date : 2023-09-05 Yaroslava Goncharova, Josephine Ross
Several existing instruments measure development in the content and complexity of young children's self-knowledge, but few measure development in the process of self-reflection. This study aimed to provide a cross-sectional replication and longitudinal extension of the self-concept questionnaire (SCQ), exploring the factor structure and developmental onset patterns proposed in the original paper. We
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The developing of executive function skills through culturally organized autonomy and helping Infant and Child Development (IF 1.776) Pub Date : 2023-09-04 Lucía Alcalá
The study of Executive Function skills, like most research in the developmental sciences, has been heavily focused on the experiences of children from Western, industrialized, highly schooled and middle-class communities, often ignoring the experiences of the majority of children in the world. When research does include diverse populations, the approach is often from a deficit perspective, looking
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Dyslexia is not a gift, but it is not that simple Infant and Child Development (IF 1.776) Pub Date : 2023-08-17 Rachelle M. Johnson
There has been relentless debate as to whether dyslexia is a gift, and specifically, if dyslexics are more creative than the average person, despite established research evidence that there is no difference in creativity between those with and without dyslexia. With this paper, I outline that this conversation is not that simple, and one must consider society's view of disability and the developmental
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Applying Research Domain Criteria to the study of emotion dysregulation in infancy and early childhood Infant and Child Development (IF 1.776) Pub Date : 2023-08-07 Mindy A. Brown, Sheila E. Crowell, Elisabeth Conradt
Emotion regulation is a principal task of early development. The failure to develop effective emotion regulation skills is associated with behavioural, academic, psychological and socioemotional difficulties. Although researchers have studied emotion regulation for decades, work on emotion dysregulation—defined as the inability to maintain emotional control, engage with the environment or recover from
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I copy you as I believe you know about our culture: Combining imitation and selective trust literatures Infant and Child Development (IF 1.776) Pub Date : 2023-08-02 Frankie T. K. Fong, Mark Nielsen, Kathleen H. Corriveau
Empirical findings and theorizations of both imitation and selective trust offer different views on and interpretations of children's social learning mechanisms. The imitation literature provides ample documentation of children's behavioural patterns in the acquisition of socially appropriate norms and practices. The selective trust literature provides insights into children's cognitive processes of
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Children's preferences of the colour composition of art paintings Infant and Child Development (IF 1.776) Pub Date : 2023-07-24 Tomoko Imura, Nobu Shirai, Taisei Kondo, Shigeki Nakauchi
Colour composition is acknowledged as a key contributor to aesthetic evaluation in visual art. Adult observers tend to prefer colour compositions that are particularly close to the original, regardless of the painting's category or the observer's cultural background. In this study, we examined whether children aged 5–12 years expressed a preference for the colour composition of original paintings using
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Moulding environmental contexts to optimise neurodiverse executive function performance and development: A goodness-of-fit account Infant and Child Development (IF 1.776) Pub Date : 2023-07-19 Alexandra Hendry, Gaia Scerif
Executive functions (EFs) provide a top-down response to stimuli and events in pursuit of a goal. We argue that the extent to which an individual's environment is enriching and a good fit for them influences whether their performance at that moment is towards their upper- or lower-limit of EF ability. We outline the implications of this for interpreting measures of EF. We next argue that a child's
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Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool? Infant and Child Development (IF 1.776) Pub Date : 2023-07-19 Connor D. O'Rear, Erica L. Zippert, Patrick Ehrman, Lauren Westerberg, Christopher J. Lonigan, David J. Purpura
In two studies, we investigated whether using three-dimensional (3D) manipulatives during assessment aided performance on a variety of preschool mathematics tasks compared to pictorial representations. On measures of children's understanding of counting and cardinality (n = 103), there was no difference in performance between manipulatives and pictures, with Bayes factors suggesting moderate evidence
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Pre-K attendance and social development: The moderating role of kindergarten classroom experiences Infant and Child Development (IF 1.776) Pub Date : 2023-07-16 Kathryn Zimmermann, Qingqing Yang, Kelly Purtell, Arya Ansari
Although academic benefits of pre-K are well established, the associations between pre-K attendance and social and learning behaviours are less clear. Some research suggests that pre-K attenders may enter and exit kindergarten exhibiting less optimal social and learning behaviours than their non-attending peers, and little attention has been paid to how aspects of kindergarten experiences, like academic
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Variability in parenting behaviours during play and during mealtimes with toddlers Infant and Child Development (IF 1.776) Pub Date : 2023-07-17 Bharathi J. Zvara, Sarah A. Keim, Rebecca Andridge, Sarah E. Anderson
Few empirical studies have explored variability in parenting behaviours observed in a mealtime setting as well as in a play setting with young children. We analysed data from 282 parent–toddler dyads who participated in the Play & Grow study in the United States in 2017–2019. Parent–child interactions were video recorded during play in the laboratory when the child was 18 months old and then during
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Predictors of child student engagement in elementary school: A mixed-methods study exploring the role of externalising problems Infant and Child Development (IF 1.776) Pub Date : 2023-07-17 Ana Raquel Ribeiro, Ana Isabel Pereira, Marta Pedro, Magda Sofia Roberto
Student engagement promotes school learning and adaptation and can be a protective factor for children who are vulnerable to school failure. A longitudinal mixed-methods study was conducted to identify individual, family and school predictors of children's school engagement as well as to explore the facilitators of and obstacles to student engagement at school amongst children with externalising problems
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Childhood fantasy play relates to adult socio-emotional competence Infant and Child Development (IF 1.776) Pub Date : 2023-07-15 Abigail Halliday, Susanna Kola-Palmer, Paige Davis, Nigel King, Jenny Retzler
Childhood fantasy play and creation of imaginary companions are thought to confer socio-emotional benefits in children, but little is known about how they relate to socio-emotional competence in adulthood. A total of 341 adults (81 males) aged 18 and above (M = 31.47, SD = 12.62) completed an online survey examining their fantasy play as a child, their childhood imaginary companion status, and their
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Spanking and parental verbal aggression during early childhood: Association with later academic achievement and the mediating role of executive function Infant and Child Development (IF 1.776) Pub Date : 2023-07-10 Yi Wang, Liwei Zhang, Fuhua Zhai
Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of 2010–2011 (n = 11,421) to examine the associations between
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Temperament and behaviour problems in children: A multilevel analysis of cross-cultural differences Infant and Child Development (IF 1.776) Pub Date : 2023-07-04 Allegra X. Campagna, Eric D. Desmarais, Brian French, Joshua J. Underwood, Mirjana Majdandžić, Roseriet Beijers, Carolina de Weerth, Eun Gyoung Lee, Blanca Huitron, Emine Ahmetoglu, Oana Benga, Katri Raikkonen, Kati Heinonen, Carmen Gonzalez-Salinas, Helena Slobodskaya, Elena Kozlova, Maria Beatriz Martins Linhares, Felipe Lecannelier, Sara Casalin, Ibrahim Acar, Soile Tuovinen, Zhengyan Wang, Rosario
Early temperament attributes have been linked to emerging behaviour problems and significant long-term consequences; however, these relations are rarely examined cross-culturally. The present study addresses this gap, employing multilevel modelling to explain within- and between-culture variances with respect to temperament predicting a spectrum of behaviour problems across 14 nations from the Joint
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Children's evaluative judgements of conformers and nonconformers Infant and Child Development (IF 1.776) Pub Date : 2023-06-25 Sohee Ahn, Jamie Amemiya, Gail D. Heyman
The present research examined children's generalisations about people based on their decisions to conform to descriptive norms. This issue was examined in South Korea, where conformity tends to be highly valued. Younger (4–6 years) and older (9–11 years) children (total N = 197) were asked to evaluate the personal qualities of conformers and nonconformers. Results showed that children in both age groups
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Do maternal power assertive discipline and warmth interact to influence toddlers' emotional reactivity and noncompliance? Infant and Child Development (IF 1.776) Pub Date : 2023-06-20 Kivilcim D. Engel, Erika Lunkenheimer, Feyza Corapci
Emotional and behavioural self-regulation emerges during infancy and toddlerhood and is heavily influenced by parenting. Parents facilitate toddlers' behavioural regulation (e.g., compliance) by using appropriate control with warmth and managing children's emotional reactivity during situational demands. In contrast, power assertive discipline may strain children's regulatory skills, for example by
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The role of effort type and intensity in children's decisions about effort-based outcomes Infant and Child Development (IF 1.776) Pub Date : 2023-06-12 Sarah L. Kiefer, Alejandro Caballero, Kelsey Lucca
Despite the importance of persistence in early learning, we know little about how children reason about outcomes that result from their efforts. Here we examined the role of effort type (i.e., physical vs. cognitive) and intensity (i.e., high vs. low effort) in shaping children's decision making about effort-based rewards. Five- to 7-year-olds (N = 133) were assigned to one of four conditions (High
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Evaluating risk factors in relation to preschool social–emotional skills using a person-centred approach Infant and Child Development (IF 1.776) Pub Date : 2023-06-06 Carmen Brown Farrell, Ansley T. Gilpin, Rachel Thibodeau-Nielsen, Samantha Lee Taylor
Few studies have utilised a person-centred approach when it comes to understanding risk factors in young children. The present study uses this type of approach while examining risk factors in relation to social–emotional skills. Parent reports for 444 preschool-aged children disclosed each child's exposure to eight different risk factors, as well as their social–emotional abilities. A latent class
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Sharing is caring for developmental psychology Infant and Child Development (IF 1.776) Pub Date : 2023-06-03 Coosje Lisabet Sterre Veldkamp, Chantal Kemner
Many of us, especially in the more experimental tradition, are used to doing it all ourselves: we don't know better than to collect our own data for every new study. We invest considerable amounts of time and resources in designing experiments, ethical review applications, participant recruitment, finding and training measuring assistants, and writing data management plans. And after all the hard work
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Trauma is not the whole story: Trajectories of responses to childhood disasters intertwining with Life following the Indian Ocean tsunami Infant and Child Development (IF 1.776) Pub Date : 2023-05-31 Shira Taube Dayan
In an era of global threats, understanding the implications of disasters on young people's life course is of central importance. A particular emphasis should be placed on non-Western economically developing societies that are considered as vulnerable and are less studied, and on social groups within these societies that are underrepresented. The present study focuses on young Sri Lankan women who experienced
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Is sleep longitudinally related to children's achievement, executive function and classroom behaviour? Infant and Child Development (IF 1.776) Pub Date : 2023-05-20 Adrienne D. Woods, June L. Jiao, Paul L. Morgan, Orfeu M. Buxton
In this registered report, we evaluated how sleep is related to school functioning. Using data from the Future of Families and Child Wellbeing Study (N = 3002), we evaluated a series of structural equation models evaluating whether sleep at age 5 has a direct or indirect effect on academic achievement, executive function and classroom behaviour at age 9, and whether this relation is moderated by race