262,069 results on '"Child development"'
Search Results
2. Child Development: Day Care. 2. Serving Infants.
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Research for Better Schools, Inc., Philadelphia, PA. and Huntington, Dorothy S.
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This volume is the first in a series of Handbooks dealing with the child development aspects of any good day care program. The Handbook is divided into five sections. Chapter One covers the principles of day care that must be the foundation of any program. It reviews the developmental needs of children from birth to age three, and outlines some of the cautions and controversies involved in infant care programs. Chapter Two is designed to remind program developers of the practical problems involved in organizing and running a day care center, and offers some suggestions for dealing with these problems. Chapter Three again deals with the issues of day-to-day operation of a center for infants. Chapter Four offers suggestions for activities to carry out with infants of three age levels: birth to one year, one year to two years, and two years to three years in six areas; language, gross motor development, fine motor development, self awareness, thinking, and social responsiveness and mastery. The Appendixes offer a list of information sources on day care and child development, a list of suggested equipment and supplies for an infant-toddler center, and a list of commercially available toys and books appropriate for children under three years of age. (Author/CK)
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- 2024
3. SOME DEVELOPMENTAL ANTECEDENTS OF LEVEL OF ASPIRATION.
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CROWNE, DOUGLAS P.
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THIS STUDY REPORTS CHILDREARING PRACTICES AND CHILD BEHAVIORS ASSOCIATED WITH A SUBSEQUENT LEVEL OF ASPIRATION (LOA). ANTECEDENT MEASURES WERE CHILDREARING ATTITUDES REPORTED BY 379 MOTHERS OF FIVE-YEAR OLDS IN AN EARLIER STUDY. AT THE TIME OF THIS STUDY, THE 83 SUBJECTS WERE 18 YEARS OLD. THEY WERE ADMINISTERED TWO PERSONALITY SCALES AND THE ROTTER LEVEL OF ASPIRATION BOARD. THE LOA YIELDS THREE SCORES CAPABLE OF YIELDING NINE PATTERNS WHICH DESCRIBE AN INDIVIDUAL'S OVERALL APPROACH TO THE PROBLEMS OF GOAL STATEMENT AND GOAL CHANGE. STATEMENTS OF HIGH GOALS INCONSISTENT WITH PAST ACHIEVEMENT SHOW CONSISTENT AND SIGNIFICANT TENDENCIES TO BE ASSOCIATED WITH EARLIER MATERNAL PUNITIVENESS TOWARD AGGRESSION AND DEPENDENCY, HIGH MATERNAL ANXIETY, AND MORE PREVALENT OBEDIENCE PROBLEMS. FAILURE AVOIDANT LEVELS OF ASPIRATION ARE ASSOCIATED WITH MATERNAL PROTECTIVENESS, WARMTH, AND GREATER PERMISIVENESS IN SEXUAL SOCIALIZATION. SEVERAL DIFFICULTIES LIMIT THE VALIDITY OF THE STUDY. THE ORIGINAL STUDY WAS NOT DESIGNED FOR EVENTUAL RESEARCH ON LOA. MUCH OF IMPORTANCE TO GOAL STRIVING BEHAVIOR UNDOUBTEDLY OCCURRED DURING THE 13 YEAR INTERVAL. MATERNAL REPORTS OF CHILDREARING PRACTICES ARE POSSIBLY UNRELIABLE. THE FINDINGS SHOULD BE REGARDED AS SUGGESTIVE RATHER THAN DEFINITIVE. (AUTHOR/PR)
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- 2024
4. Analysis of Child Development Based on Development Psychological Theory
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Romi Fajar Tanjung, Sigit Dwi Sucipto, Khadijah Lubis, Yuni Dwi Suryani, and Minarsi Minarsi
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Children are unique humans and experience varied development even though they are of the same gene or the same sex but grow and develop according to their respective characteristics. Of course, this condition also demands adjustments in providing appropriate and varied stimuli and responses. This study aims to observe the growth and development of children to explore the growth and development of children and see the reactions generated by children if given a specific stimulus. This research method uses longitudinal case studies. The respondents of this study were three children. The study found that children's cognitive, psychosocial and moral development can be developed by conditioning the child and the child's environment. Children's health and a conducive environment play an essential role in determining children's growth and development. Maternal health and parental cooperation also determine the growth and development of the child.
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- 2024
5. Paternity Leave and Child Development. Discussion Paper No. 2024
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Lídia Farré, Libertad González, Claudia Hupkau, and Jenifer Ruiz-Valenzuela
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We study the effect of paternity leave on early child development. We collect sur-vey data on 5,000 children under age six in Spain and exploit several extensions of paternity leave that took place between 2017 and 2021. We follow a differences-in-discontinuities research design, based on the date of birth of each child and using cohorts born in non-reform years as controls. We show that the extensions led to significant increases in the length of leave taken by fathers, without affecting that of mothers, thus increasing parental time at home in the first year after birth. Eligibility for four additional weeks of paternity leave led to a significant 12 percentage-point increase in the fraction of children with developmental delays. We provide evidence for two potential mechanisms. First, children exposed to longer paternity leave spend less time alone with their mother, and more time with their father, during their first year of life. Second, treated children use less formal childcare. Our results suggest that paternity leave replaces higher-quality modes of early care. We conclude that the effects of parental leave policies on children depend crucially on the quality of parental versus counterfactual modes of childcare. [Funding for this report was provided by the Spanish Agencia Estatal de Investigación (AEI) and the Spanish Ministry of Science, Innovation and Universities.]
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- 2024
6. Reinventing Systems for Equity
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Linda Darling-Hammond
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Around the world, nations are grappling with the longstanding inequalities in education and society that were made more visible during the pandemic--along with the increasing educational demands of our fast-changing, knowledge-based world. This article outlines the anatomy of educational inequality and the demands for students to develop "learning ability." It argues that to address these issues, we must reinvent education systems--often designed around a now antiquated factory model--so that schools can become more student-centered and supportive of whole child development; focused on deeper learning that meets the demands of today's society; culturally and linguistically connected and sustaining; grounded in collaboration among students, staff, families, and communities; and equitable in the opportunities provided and outcomes achieved. It describes policy strategies to accomplish these aims, with a strong emphasis on the changes in educator preparation and in-school supports needed for developing powerful teaching.
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- 2024
7. Teacher Supply in California, 2022-23. A Report to the Legislature (Submitted Pursuant to AB471 Chap 381, Stats. 1999)
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California Commission on Teacher Credentialing
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AB 471 requires that the California Commission on Teacher Credentialing report to the Governor and the Legislature each year on the number of teachers who received credentials, certificates, permits and waivers. This report provides data collected by the California Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms.
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- 2024
8. Absence of Priority of Free Recall of Newly Learned Items in Preschool Children.
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Newman, Murray A.
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The two experiments reported in this study demonstrated that, in contrast to Steinmetz and Battig's (1969) data, preschool children do not display Priority of Recall in Newly Learned Items (PRNI) in either conventional Free Recall Learning (FRL) or in FRL where serial position bias is controlled. This finding, coupled with Battig and Slaybaugh's (1969) report of PRNI in FRL of adults, strongly suggests a developmental strategy interpretation of PRNI which emphasizes that the strategy is in part due to exposure to experiences (e.g., school) encouraging its use. (Author)
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- 2024
9. Parents' Reasons for Searching for Child Care and Early Education: Findings from the 2019 National Survey of Early Care and Education. OPRE Report 2024-064
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Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), Child Trends, Tracy Gebhart, Jing Tang, and Rebecca Madill
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This snapshot provides updated findings about parents' child care and early education (CCEE) search and decision-making using the 2019 National Survey of Early Care and Education (NSECE) Household (HH) Survey. We present findings on (1) the prevalence of CCEE searches among household respondents, usually parents, that reported on children under age 6, (2) the reasons for CCEE searches, (3) the rate at which parents changed their care arrangement following a search, and (4) the reasons why parents ultimately did not change their care. We tested differences in CCEE search and decision-making by household income, child age, and, where sample sizes allowed, the race and ethnicity of the selected child. To better examine CCEE decisions within the contexts of current research, we utilize a multi-dimensional definition of CCEE access offered by the Access Guidebook to categorize parents' reasons for looking for CCEE and reasons for not changing their care arrangement. This definition identifies equitable CCEE access as a process that requires only reasonable effort for households to find CCEE that is affordable, supports child development, and meets parents' needs. Importantly, no one dimension is a more preferred or valuable reason for engaging in a CCEE search than any other; comparisons are examined to better understand the reasons why parents seek CCEE and how supports and services might be better tailored to meet their needs.
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- 2024
10. The Individuals with Disabilities Education Act (IDEA), Part C: Early Intervention for Infants and Toddlers with Disabilities. CRS Report R43631, Version 13. Updated
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Library of Congress, Congressional Research Service (CRS) and Kyrie E. Dragoo
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The Individuals with Disabilities Education Act (IDEA, P.L. 108-446) is primarily thought of as the nation's special education law, and Part B, which focuses on providing special education and related services to children with disabilities between the ages of 3 and 21 years old, is the largest part of the IDEA both in terms of populations served and funding level. However, the IDEA covers more than special education. Part C, the focus of this report, authorizes state grants for programs serving infants and toddlers with disabilities. Part C extends IDEA programs to infants and toddlers with disabilities from birth to their third birthdays, when children become eligible for services under Part B of the IDEA. Congress recognizes "the significant brain development that occurs during a child's first 3 years of life," as a reason Part C of the IDEA is needed, and specifies Part C's intent to "enhance the capacity of State and local agencies and service providers to identify, evaluate, and meet the needs of all children, particularly minority, low-income, inner city, and rural children, and infants and toddlers in foster care."
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- 2024
11. First 5 Kern Annual Report 2022-2023
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First 5 Kern and Jianjun Wang
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A 50-cent-per-pack tax on cigarettes and other tobacco products has been endorsed by California voters to fund early childhood services under Proposition 10, California Children and Families First Act of 1998. In compliance with the legislative requirement of Result-Based Accountability (RBA) on revenue spending, this report delineates evaluation findings from 39 programs that received over $7.7 million of the annual state investment in Kern County, the third largest county in California by land area. Following the RBA model, this report incorporates qualitative and quantitative analyses of the program's effectiveness and service integration. A five-chapter structure is adopted to support the dissemination of the multilevel findings in Fiscal Year 2022-2023 -- Built on the description of the Commission leadership in Chapter 1, Chapter 2 contains assessment findings to address the program impact on Child Health, Family Functioning, and Child Development. Chapter 3 clarifies service partnership building in Systems of Care. Improvement of child well-being and family functioning is summarized in Chapter 4 to document the turning-the-curve process on important indicators of child well-being and parent support. The report concludes in Chapter 5 with a review of past recommendations and an introduction to new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. [For "First 5 Kern Annual Report 2021-2022," see ED626036.]
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- 2024
12. Expanding the Perspectives and Research Foundation for the Strengthening Families & Youth Thrive Frameworks
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Center for the Study of Social Policy (CSSP) and Charlyn Harper Browne
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The Center for the Study of Social Policy (CSSP) developed the "Strengthening Families Approach and Protective Factors Framework" (SF) and the "Youth Thrive Protective and Promotive Factors Framework" (YT) in response to an urgent need in the fields of child maltreatment prevention and youth services to shift from a primary goal of identifying risk factors and "fixing" problems to elevating the goal of building attributes, relationships, knowledge, skills, and resources that maximize the potential of children, youth, and families. These research-informed frameworks address the two most significant developmental periods in the lifespan: early childhood and adolescence. The purpose of this report is to expand the perspectives and research evidence that inform the SF and YT frameworks by addressing key issues not highlighted in the initial SF and YT research foundation reports. It is intended to broaden understandings about the challenges children, youth, and parents face and ways to promote a trajectory of healthy development and well-being. The report includes research and perspectives by racially and ethnically diverse scholars to ensure that the explanations of key constructs and pathways to healthy development and well-being are not limited to a single ethnocentric perspective. Also, it is informed by perspectives of SF and YT thought partners, practitioners, and young adults which were shared during several listening sessions undertaken in 2023.
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- 2024
13. Strengthening the Foundation: A Profile of Early Childhood Educators in Boston and Beyond. 2024 Early Education and Care Report
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Boston Foundation, Boston Opportunity Agenda (BOA), Pratima A. Patil, Paula Gaviria Villarreal, Fernanda Q. Campbell, Birth to Eight Collaborative Data Committee, and Sandy Kendall
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In 2022, the Boston Opportunity Agenda, the Birth to Eight Collaborative and the City of Boston's Office of Early Childhood partnered in the development of this survey of hundreds of early education professionals in the city of Boston, and then expanded its reach to total more than 600 respondents across the state. In it, educators and administrators shared their demographics and educational background, as well as elements of their work experience, wages, and more. Taken together, the data portray a diverse workforce of dedicated professionals who also must manage low wages and long hours in a system that seeks to attract thousands of new workers to replace retiring workers and meet the need for more available early education seats.
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- 2024
14. Assessment of the Physical Literacy Environment in Early Childhood Classrooms
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Julie Lachapelle, Annie Charron, and Hélène Beaudry
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This study aims to assess the physical literacy environment in 30 early childhood classrooms servicing 4- to 6-year-old children. A high-quality literacy environment that includes a variety of materials and resources is an important part of children's emergent literacy, as research shows their use supports oral and written language development (Dynia et al., 2018; Yang et al., 2023). Observations were conducted using the Early Language and Literacy Classroom Observation Pre-K (ELLCO Pre-K; Smith et al., 2008) and the Literacy Environment Checklist (Smith et al., 2002), along with qualitative observational data and photographs of the classrooms. Overall, results show a low or basic level of quality of the physical literacy environment. Classrooms lack quality features such as a wide variety of books, writing materials in learning centers, accessible environmental prints, and representations of children's diversity in reading materials. This level of quality is not considered sufficient to adequately support the language development of 4- to 6-year-old children, particularly those from disadvantaged backgrounds (Cunningham, 2010). These findings underline the importance of teachers' professional development to better support emergent literacy through the physical environment of early childhood classrooms.
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- 2024
15. Educating Preschoolers Environmental to Actions: A Metacognition-Based Approach
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Martina Rulli, Elsa Bruni, Alberto Di Domenico, and Nicola Mammarella
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Metacognition is the process of thinking about one's own thinking, learning, and problem-solving strategies. It involves being aware of one's own cognitive processes and knowing how to regulate and monitor them. Sustainability, instead, refers to the ability to maintain or preserve resources and ecosystems for future generations. Here, we draw from the classical metacognitive approach and propose that metacognition plays an important role in sustainability. The PRISMA (Preferred Reporting Items for Systematic Reviews and MetaAnalyses) Statement was used to perform and recode this review. Given that metacognitive abilities develop early during childhood, metacognition can be viewed as a useful approach to teach pro-environmental behavior from early childhood. Although the interaction between metacognition and sustainability in preschoolers appears to be insufficiently explored, the final aim of this review is to offer a new education-based perspective about metacognition that can be implemented in early childhood to foster pro-environmental actions in the longterm.
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- 2024
16. The Great Danger in Digital Games: Sexual Abuse and Sympathetic Violence
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Derya Atabey
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This research sets out to examine digital games containing sexuality and sympathetic violence. The study group of the research consists of 5 digital games; 3 digital games with sexuality and 2 digital games with sympathetic violence. A checklist developed by the researcher is used as a data collection tool in the study. The research has been carried out with the document review method, which is one of the qualitative research methods, and the digital games that constitute the study group of the research have been analyzed with the content analysis technique. As a result of the research, it has been determined that the digital games involving sexuality include explicit body lines, touching (sexually), flirting, kissing (sexually), hugging (sexually), wrong attitude (Begrudge, get angry, cry, sorrow, ridicule), body care (like adult) not suitable for their age and wearing clothes that are not suitable for their age. Punching, shooting, killing-dying, grappling-fighting, destroying-breaking-smashing-damaging, chasing-scaring, crashing, locking -- imprisoning, hurt-pain have been determined in digital games containing sympathetic violence. Various recommendations have been presented in line with the results of the research. Being aware of the great danger in digital games and taking the necessary precautions will positively support children's development and guide families and educators.
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- 2024
17. Volunteer Training, Tenure, and Facilitation of Essential Elements in 4-H: Examining Conditions That Promote Positive Youth Development Practices
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Kimber Sarver, Kate Fogarty, Tracy Johns, Sarah Thomas Hensley, and Dale W. Pracht
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Volunteers are noteworthy youth development professionals in the 4-H program whose training translates into practices that promote positive outcomes among young people they serve. This study explored how contextual and programmatic factors were associated with volunteers' practices of the essential elements with youth. Programmatic influences included breadth of volunteer training, tenure in 4-H whereas gender and age were contextual factors. Results supported associations between breadth of volunteer training and the essential element of mastery; this effect was not found with other essential elements. Also, volunteers' tenure in the 4-H program moderated the relationship between breadth of training and practices promoting mastery, with stronger association between training breadth and mastery for less seasoned volunteers. Moreover, among volunteers reporting greater breadth of trainings in the past year, men reported greater levels of facilitating independence than women, an effect not found across the whole sample. Our findings suggest mastery as a relevant essential element retained in training and applied in 4-H volunteers' practice. Implications are discussed regarding volunteer training content and promotion of responsibilities for both new and seasoned volunteers, as well as consideration for possible effects of differences in gender role expectations influencing the practice of promoting certain essential elements.
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- 2024
18. The Relationship between Preschool Children's Anxiety and Life Skills: The Mediating Role of Self-Regulation
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Aylin Sop
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The present study examined the mediating role of self-regulation in the relationship between preschool children's anxiety and life skills. Children's anxiety, self-regulation, and life skills were assessed using the "Children's Anxiety Scale-Mothers' Form," "The Self-Regulation Skills Scale for Children aged 4 to 6 (Mothers' Form)," "The Early Childhood Life Skills Scale," and the data obtained from 303 participants who participated in the survey were tested through PLS to SEM. Although preschool children's anxiety is not directly related to life skills, self-regulation fully mediates the relationship between anxiety and life skills. The results provided preliminary evidence for the mechanism by which children's anxiety affects self-regulation and life skills. These findings suggest that the relationship between anxiety and life skills varies according to children's self-regulatory abilities. The findings have practical implications for supporting the development of self-regulation in preschool children.
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- 2024
19. Preschool Teachers' Views on Sensory Education
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Saadet Bartan and Fatma Alisinanoglu
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The aim of this study is to reveal preschool teachers' views on sensory education. In the study, phenomenological design, one of the qualitative research methods, was selected. The study group of the research consists of 20 preschool teachers working in a city in Turkey in the 2022-2023 academic year. Maximum diversity sampling, one of the purposeful sampling types, was used to form the study group. A semi-structured interview form consisting of open-ended questions was used as a data collection tool. The data were analyzed using content analysis technique. As a result of the research, it was seen that preschool teachers had an average knowledge about sensory education. It was determined that they carried out studies for the senses in all activities. Most of the participants stated that they did not have enough materials for the implementation of sensory education and that the physical conditions of their classrooms and schools were unfavourable. Sensory education supports children's developmental areas, family participation, physical and material equipment of the classroom and school are important in this process. It was concluded that pre-school teachers did not fully master the concept of sensation, but the benefits of sensory education and its contribution to children's developmental areas are important. according to research results; n-service trainings can be organised for teachers about sensory education and its importance in early childhood, occupational therapist support can be provided to pre-school institutions by working interdisciplinary at the point of sensory education and classrooms and schools can be supported in terms of sensory education materials, can be recommended.
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- 2024
20. Body Neutral Parenting: A Grounded Theory of How to Help Cultivate Healthy Body Image in Children and Adolescents
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Emily Horton
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Body neutrality is a concept wherein individuals embody a neutral attitude toward the body that is realistic and flexible, appreciate and care for the function of the body, and acknowledge that self-worth is not defined by one's outward appearance. Family behavior regarding body image has been related to higher levels of body dissatisfaction and unhealthy eating behavior among children and adolescents. Caregivers need knowledge and support on how to cultivate healthy body image for their children and adolescents. Limited studies explore how to parent in a way that promotes healthy relationships with one's body, food, and exercise. I conducted a grounded theory study to explore the experiences of caregivers who integrate tenets of body neutrality. Semi-structured interviews were conducted with 10 caregivers of children and adolescents who self-identified as approaching parenting from a place of body neutrality. Through constructivist grounded theory, I discerned insights regarding how caregivers can support their children and adolescents in developing healthy relationships with their bodies and how this corresponds with self-esteem. Considerations for counselors using body neutrality to support children, adolescents, and caregivers are provided.
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- 2024
21. Maria Montessori and the Mystery of Language Acquisition
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Stephen Newman and Nathan Archer
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Maria Montessori's work remains popular and influential around the world. She provided fascinating descriptions of her observations of children's learning. Yet at the heart of her work is a lacuna: the issue of how children learn their first language. For Montessori, it was a marvel, a miracle--but a mystery. We argue that the later philosophy of Ludwig Wittgenstein offers a way forward. With the clearer view offered by Wittgenstein's reminders, we propose that Montessori's work can be reevaluated to better understand Montessori's contribution, child development and, in particular, how children acquire a first language.
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- 2024
22. Development Guidelines for Executive Function (EF) Skills in Early Childhood: Needs Assessment in Nonthaburi Kindergartens
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Monticha Uraipong, Nattika Penglee, Thananun Thanarachataphoom, and Natrapee Polyai
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Executive function skills are crucial for children in the 21st century, serving as indicators of their readiness for learning. Children with well-developed executive function skills can effectively accomplish various tasks, solve problems using diverse strategies, and collaborate with others happily. This research aims to: 1. Identify the necessity for fostering executive function skills among early childhood students in Nonthaburi Province. 2. Analyze the causes underlying the necessity to promote executive function skills in early childhood students. 3. Propose strategies to enhance executive function skills in early childhood students. The research consists of two phases. Phase 1 involves identifying the necessity for developing executive function skills among early childhood students, with a sample group comprising 12 volunteer kindergarten teachers randomly selected from 12 classrooms and 328 early childhood students aged 5 to 5 years 11 months (162 boys and 166 girls). The research instrument used is the MU.EF-101 assessment. Data analysis involves calculating the mean and standard deviation of T-scores for working memory, inhibitory control, and shift/cognitive flexibility. Phase 2 analyzes the causes of necessity and proposes strategies to promote executive function skills in early childhood students. The data sources for this phase are 12 teachers, and the research instruments include fishbone diagram recording forms and group discussion recording forms. Findings suggest that parental involvement is crucial in training children to perform tasks independently and in teaching children patience. Additionally, teachers should analyze children's behaviors to plan appropriate learning activities based on their context. Teachers must encourage children to think and make decisions independently, encourage when mistakes occur, and ensure the availability of suitable tools and toys that promote the development of executive function skills in early childhood students, which teachers or parents can conveniently utilize.
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- 2024
23. The Impact of Authentic Early Childhood STEM Experiences on Cognitive Development
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Brian Stone
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Early experiences in STEM education can contribute to positive cognitive development in young children. When students have the opportunities to play, inquire, follow their interests/curiosities, develop STEM identities, be creative, and operate within concrete/contextualized STEM explorations, they will experience expansive cognitive growth. Cognitive benefits include expanded thought capacity, increased creativity, better problem-solving abilities, a developing capacity for research, better exploration processes, and better observational powers. Implications for practice and recommendations for educators are discussed.
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- 2024
24. Implementing Play Pedagogies within Rural Early Childhood Development Centres: Practitioners' Views
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Mmakgabo A. Selepe, Mahudi M. Mofokeng, and Blanche N. Hadebe-Ndlovu
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Background: Early childhood development (ECD) practitioners are encouraged to implement play pedagogies and their views of play as a pedagogy in rural settings have not been captured widely. They are the main role players in implementing play pedagogies for learners' learning and development. The commitment to play can be traced through theory and ideology in early childhood programmes internationally and in South Africa. Aim: This study explored the views and beliefs of the practitioners about the use of play pedagogy in rural ECD centres. Setting: Six practitioners from three rural primary schools in Limpopo, South Africa, participated in the study. Methods: Semi-structured interviews, document analysis and nonparticipant observation were used to collect data. Results: The participants found integrating play pedagogies when planning their lessons and assessing children's progress challenging. The results showed that ECD practitioners in rural centres lack the skills and material resources to implement play pedagogies. Conclusion: The study suggests that ECD practitioners in rural areas need professional development opportunities in the implementation of play activities as a teaching pedagogy. Contribution: These findings can be used to assist ECD practitioners in rural areas in implementing play pedagogies. Educators could use low-cost, locally available materials such as natural resources, recycled materials or everyday objects to create play-based activities that could involve indigenous songs and games relevant to the children's cultural and social context. They could collaborate with parents and community members to develop and implement play-based activities, leveraging the knowledge and skills of the local community.
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- 2024
25. Early Childhood Development Educators' Perceptions of Learners' Readiness for Grade R
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Ngami P. Pewa and Jabulile Mzimela
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Background: Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child's development that early childhood development (ECD) educators deem essential for Grade R readiness. Aim: This article aims to explore ECD educators' perceptions of typical 4-year-old learners' aspects of development and how this supports their readiness for Grade R. Setting: This study was conducted in an ECD centre in a marginalised rural context of the Mandlankala area, Empangeni, north of Zululand. Methods: An interpretive qualitative case study methodological design framed within Bronfenbrenner's person-proximal processes-context model was adopted. Purposive convenient sampling was used to select three ECD educators from an ECD centre. Semi-structured interviews and learners' physical, language, cognitive, emotional and social behaviour observations were used to generate data. Data were analysed thematically. Results: Findings revealed that early childhood educators perceive 4-year-old learners' readiness for Grade R differently based on criteria such as their personalities based on developmental milestones and the educator's experience in the field and training. Conclusion: This study concluded that the learner's level of physical, language, cognitive, emotional and social development influences their readiness for Grade R. Contribution: School readiness skills allow school teachers to expand and further develop learners' skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.
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- 2024
26. The Posthuman Condition: Insights for Decolonising Curriculum in Childhood Education
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Suriamurthee M. Maistry and Petro Du Preez
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Background: Recent attempts to rekindle the decolonisation of education project in South Africa, is a reaction to perceptions that there are fundamental frailties in the existing curriculum. Childhood education is yet to take up the challenge in any substantive way. Aim: To explore the insights critical posthumanism might offer in attempting to address a comprehensive decolonial effort in early childhood education transformational initiatives. Setting: This essay is framed within the context of curriculum decolonisation and transformation work in early childhood education. Methods: This experimental think-piece, attempts to theorise early childhood education alongside critical posthumanism. Results: Staying true to posthuman ways of thinking, doing and becoming, we deliberately avoided presenting any determinist, neatly packaged 'results', in order to further open up the debate to include alternative ways of thinking and doing curriculum work in early childhood ecologies. Conclusions: Early childhood transformation initiatives, has to recognise the fundamental embeddedness of the existing school subjects in Western-Eurocentric humanist tradition. The effects of this canonical orientation are, that the tenets of Western-Eurocentrism remain unchallenged, that a racialised colonial education prevails in contemporary times, and that the centering of the adult human at the expense of the more-than-human, including child, is sustained. The nature-culture and child or adult dualisms prevail and, a consolidation of a deficit, sub-human construction of children, as immature, fragile and innocent. Critical Posthumanism suggests thinking anew. Contribution: An interrogation of the assumptions on which contemporary childhood education is based, and consideration for the advancement of posthumanist ways of thinking, doing, and becoming.
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- 2024
27. Global Trends of Research on Advancing the Pedagogical Competence of Preschool Teachers: A Bibliometric Analysis
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Adane Hailu Herut
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The pedagogical competency of preschool teachers is critical in shaping the learning path of young learners in today's world. Modern early childhood education, by focusing on the development of crucial skills like teamwork, innovation, and problem-solving, lays the foundation for long-term learning and success. This research delved into the shift in global research outputs over time, spotlighted significant contributors including publications, authors, and countries, and surveyed the prevalent themes discussed. From 1993 to 2023, 1163 out of 2034 papers from the Scopus database were analysed. A quantitative bibliometric approach was utilized, rooted in the 7C-21 framework, using with the PRISMA model to assure a structured and exhaustive review process. The findings indicated a rising emphasis on promoting pedagogical competency in early-grade teaching force, as seen through increased scholarly contributions. Principal contributors, such as journals, authors, and countries, play a pivotal role in encouraging collaboration and the spread of knowledge. The research underscored the necessity for holistic training programs for 21st-century preschool teachers, spotlighting themes like early childhood educator training and the cultivation of pedagogical competence. The study also documented a transition towards practices driven by evidence and cutting-edge methodologies to meet the ever-changing learning requirements of young learners.
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- 2024
28. Pretend Play and Executive Function in Preschool-Aged Children with an Acquired Brain Injury
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Adrienne Thorne, Karen Stagnitti, and Judi Parson
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The authors compare pretend play and executive function both in preschool children with an acquired brain injury and in neurotypical preschool children. They find the ability to produce logical, sequenced pretend play actions and object substitutions in play correlates strongly with executive function ability in both groups, and working memory emerges in their study as the most reliable predictor of pretend play in both groups of children. Their investigation highlights the need to include pretend play in rehabilitating children with brain injuries and the importance of pretend play for developing executive function in all children.
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- 2024
29. Development, Validity and Reliability Study of the Play Preferences Scale (PPS) for Children Receiving Preschool Education
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Songül Özgenel and I?sa Kaya
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The aim of the study is to develop a Likert-type scale to determine the play preferences of children attending pre-school education. The research was designed and carried out according to the survey research model. Data collected from 3 different study groups were used in the scale development process. The study groups consist of parents of children attending pre-school education in Istanbul Province in the 2022-2023 academic year. The 33-item and 8-dimensional structure obtained after EFA was also confirmed with CFA. Dimensions were determined as solitary play, parallel play, together play, collaborative play, building-building play, dramatic play, games with rules and digital play. It is seen that the reliability coefficients of the scale after EFA and CFA vary between 0.757 and 0.900. In order to distinguish between the lower and upper groups and to make comparisons between the groups, an independent group t test was performed, and it was revealed that there was a difference between the 27% lower and 27% upper groups (p <0.05). It was determined that the testretest values of the game type preferences scale were significant. According to these values, it was determined that the scale gave consistent results. When all studies were evaluated, it was concluded that the play preferences scale is a measurement tool that can validly and reliably measure the play preferences of children receiving preschool education.
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- 2024
30. Reflections on Language Development in Infants
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Claudio-Rafael Vasquez-Martinez, Francisco Flores-Cuevas, Felipe-Anastacio Gonzalez-Gonzalez, Luz-Maria Zuniga-Medina, Graciela-Esperanza Giron-Villacis, Irma-Carolina Gonzalez-Sanchez, and Joaquin Torres-Mata
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Language is the basis of human communication and is the most important key to complete mental development and thinking. Therefore, children must learn to communicate using appropriate language. For this to happen, the development of language in the child must be understood as a biological process, complete with internal laws and with marked stages of evolution. Despite the research that has been conducted, the origin of language is not clearly understood. Language is the faculty that human beings use to communicate with other people through a system of linguistic signs. It is the product of integration of various semantic, morphosyntactic, and phonological components. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
31. The Induction and Mentorship of New Practitioners in Early Childhood Education Centres: The South African Context
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Tebogo Jillian Mampane
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The purpose of this paper is to emphasise the value of inducting and mentoring new practitioners in Early Childhood Education centres. Early Childhood Education centres are usually located in meaningful buildings. Centres care for more children than the family can provide for. They are usually divided into groups or classrooms of similarly aged children. Child care centres typically have many practitioners who are overseen by a centre manager or a director. Induction and mentoring are components of professional development aimed at enhancing the educational support system for all ECEC practitioners, particularly those who have recently been hired. Because centre managers are responsible for the growth and performance of their children, they should equip practitioners with support measures to help them improve child development and performance. Because most mothers work full-time, usually out of financial necessity, they require regular child care. For these mothers the question is not whether to use day-care, but how to choose among the available options in a way that is best for the child. Quality child care is more beneficial to children than staying at home. As a result, the purpose of this study is to look at conceptual frameworks as well as new approaches of educating and supporting practitioners to facilitate ECE learning excellence. More experienced personnel (mentors) should provide induction and mentorship, guidance, advice, and information to practitioners for career growth and enhanced performance. Findings reveal that induction and mentorship are important to pass along information, skills, and competence to practitioners who may not have had official training in these areas. Based on the appropriateness or inadequacy of the design of practitioner induction and mentoring programs, more study on the influence of induction on performance and practitioner turnover may be conducted (Ingersoll & Strong, 2011). Transformation and practitioner retention should be the goals of induction and mentorship. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
32. The Provisions of Learning Experiences in the Early Childhood Development Centers against the COVID-19 Pandemic
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Ninlapa Jirarattanawanna, Sukon Vattanaamorn, and Wattanachai Kwalamthan
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This study aimed to explore the provision of learning experiences for early childhood development at Childhood Development Centers (CDCs) during the COVID-19 pandemic, focusing on the "what" and "how" aspects. Data were collected from 57 participants through in-depth interviews and group interviews involving parents of young children, teachers/caregivers at CDCs, community leaders and committees, as well as relevant government agencies in two areas of Thailand. Content analysis was utilized to analyze the qualitative data gathered between July and November 2020. The findings revealed that CDCs employed various forms of capital, including: human, group and network, local wisdom, organizational, financial, and natural resources, to adhere to the National Childhood Development Center Standards. CDCs provided three distinct patterns of learning experiences for children: 1) Community participation within the local area, involving parents and networks associated with CDCs. 2) Enhancement of systems and mechanisms for collaboration with early childhood development among government, private sectors, and academic sectors at the district level. 3) Promotion of health and wellness among early childhood during the COVID-19 pandemic through encouraging child development, improving nutrition, and preventing the spread of COVID-19.
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- 2024
33. Shaping Futures Together: Early Childhood Research & Policy Agenda. The Playbook
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Start Early
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The Shaping Futures Together agenda highlights policies and investments that families and practitioners say will ensure all children thrive. This playbook provides recommended policy and research strategies that Start Early believes will help to realize those priorities. Each section includes legislative and administrative policy recommendations and research questions specific to each of the following priorities: (1) healthy births & thriving families; (2) positive early learning & development; (3) effective, valued & well-compensated workforce; and (4) strong, sustainable & equitable early childhood ecosystem.
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- 2024
34. John Dewey on Play: Theory and Pedagogy
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Leonard J. Waks
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The author discusses American philosopher, psychologist, and educator John Dewey and the Laboratory School he founded at the end of the nineteenth century at the University of Chicago, where he conducted important studies of child development. The author notes the influence of Dewey's theory of (and pedagogical guidelines for) children's play, which he initially formulated between 1896 and 1900 and which subsequently influenced such play theorists as Lev S. Vygotsky and Loris Malaguzzi. However, the author asserts, the literature on play has largely neglected Dewey and contains no account of his important and influential early works about play, a gap he intends this article to fill.
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- 2024
35. Identifying Standardized Instruments for Measuring Play's Effect on Child Development: Findings from an Extension of a Systematic Review
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Farahiyah Wan Yunus, Sakinah Idris, Siti Noraini Asmuri, Bess Fowler, and Muhammad Hibatullah Romli
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The authors contend that children benefit from play as a form of intervention and as a means of fostering their cognitive, social, and physical growth. They review several standardized instruments developed over the last fifty years to assess this benefit of play on child development. They identify twenty-one such play measures, the majority of them applicable to children under twelve. Some of the measurements can be conducted by children, but most are proxy rated and employ some form of observation. Over half require no or minimal training. Others can be completed in less than thirty minutes. More evaluations exist for the earlier instruments, but these measurements lacked psychometric evidence to back them up. The authors note they based their selections on the distinct characteristics and features of the measures, and they offer their conclusions to assist users in choosing the best systematic instruments for their specific needs.
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- 2024
36. 2024 California Children's Report Card: A Survey of Kids' Well-Being and Roadmap for the Future
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Children Now
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Over the last decade, California leaders have made tremendous progress on supporting kids in some crucial areas. They have vastly increased the percentage of children enrolled in health insurance and made paid family leave available for most workers. They have also invested in free school meals, committed to universal transitional kindergarten, and significantly cut school suspensions among students of color. On too many issues, however, California has failed to significantly improve outcomes for kids, allowing unacceptable racial and economic disparities to stagnate and in many cases grow. That lack of progress is why low grades are seen all across the 2024 Report Card. What's particularly disturbing is that California continues to trail far behind other states on a number of important indicators of child well-being. Despite the relatively high tax burden, the progressive leanings, and the enviable 5th largest economy in the world, California is far from a leader when it comes to kids. That's not only a threat to the state's collective future, but to the entire country as well since California is so often a bellwether for the nation. The issues in this report must be the top priority issues for state policymakers. The report card is organized into the following sections: (1) Health; (2) Education; (3) Family Supports; (4) Child Welfare; and (5) Cross-Sector Issues.
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- 2024
37. Pre-School Teachers' Views on the Impact of Visual Arts Education on Early Childhood Education
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Vasiliki Vasilaki
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The current study explores the impact of visual arts education on early childhood, highlighting its role in enhancing creativity, imagination, and emotional expression in pre-school children. It explores the perspectives of pre-school teachers on the importance of visual arts in children's development and the challenges they face when integrating the arts into the curriculum. The study used quantitative and qualitative research methods. The study highlights how pre-school educators value the visual arts for its potential to enhance cognitive and social skills and how demographic factors influence these perceptions. In addition, it explores the practical aspects of art education, including classroom management and resource allocation, to offer a comprehensive view of the current state and future potential of visual arts in early childhood education. Finally, this research contributes to a deeper understanding of the central role of the visual arts in early education. It highlights the need for supportive educational policies and resources to enrich the learning environment.
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- 2024
38. Parents' Ethnotheories of the Nature and Causes of Children's Misbehaviors: A Comparison of Mothers across Two Cultures
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Ka I Ip, Jean Anne Heng, Janice Lin, Jiannong Shi, Wang Li, and Sheryl Olson
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Across all cultures, parents have intuitive ideas ("ethnotheories") of what undesirable child characteristics are as well as how to explain them. Yet there have been relatively few cross-cultural comparisons of parents' ethnotheories about the nature and causes of child misbehavior. 108 mothers of 5-year-old children from the United States (N = 52; M[subscript age] = 5.26, SD = 0.07) and mainland China (N = 56; M[subscript age] = 5.31, SD = 0.20) were recruited to participate in a semi-structured interview that allowed parents to generate open-ended responses in relation to the nature and causes of children's misbehavior. Parents were asked to describe the behaviors they would least like to see in their children, before providing causal attributions to a series of hypothetical vignettes depicting a range of externalizing-type child behaviors. Parents' responses were coded based on common themes. Across both cultures, mothers endorsed social insensitivity as the most undesirable child characteristic. With regard to cross-cultural differences, mothers from the US highlighted aggressive and disruptive behaviors as the most salient child misbehaviors, whereas parents from mainland China emphasized cognitive and motivational difficulties. Regarding causes of child misbehaviors, American mothers were more likely than Chinese mothers to report momentary internal states as the primary causes of child misbehavior, followed by immature development. Conversely, Chinese parents attributed child misbehavior primarily to social influences, followed by temperament. Our results provide a significant contribution to our understanding on how parents across cultures define and explain misbehaviors in young children.
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- 2024
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39. Mapping Skills between Symbols and Quantities in Preschoolers: The Role of Finger Patterns
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Josetxu Orrantia, David Muñez, Rosario Sánchez, and Laura Matilla
- Abstract
Mapping skills between different codes to represent numerical information, such as number symbols (i.e., verbal number words and written digits) and non-symbolic quantities, are important in the development of the concept of number. The aim of the current study is to investigate children's mapping skills by incorporating another numerical code that emerges at early stages in development, finger patterns. Specifically, the study investigates (i) the order in which mapping skills develop and the association with young children's understanding of cardinality; and (ii) whether finger patterns are processed similarly to symbolic codes or rather as non-symbolic quantities. Preschool children (3-year-olds, N = 113, M[subscript age] = 40.8 months, SD[subscript age] = 3.6 months; 4-year-olds, N = 103, M[subscript age] = 52.9 months, SD[subscript age] = 3.4 months) both cardinality knowers and subset-knowers, were presented with twelve tasks that assessed the mappings between number words, Arabic digits, finger patterns, and quantities. The results showed that children's ability to map symbolic numbers precedes the understanding that such symbols reflect quantities, and that children recognize finger patterns above their cardinality knowledge, suggesting that finger patterns are symbolic in essence.
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- 2024
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40. Lack of Early Sensitivity and Gradual Emergence of Native Phoneme Categories: A Pattern from Underrepresented Language Learners
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Youngon Choi, Minji Nam, Naoto Yamane, and Reiko Mazuka
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Perceptual narrowing of speech perception supposes that young infants can discriminate most speech sounds early in life. During the second half of the first year, infants' phonetic sensitivity is attuned to their native phonology. However, supporting evidence for this pattern comes primarily from learners from a limited number of regions and languages. Very little evidence has accumulated on infants learning languages spoken in Asia, which accounts for most of the world's population. The present study examined the developmental trajectory of Korean-learning infants' sensitivity to a native stop contrast during the first year of life. The Korean language utilizes unusual voiceless three-way stop categories, requiring target categories to be derived from tight phonetic space. Further, two of these categories--lenis and aspirated--have undergone a diachronic change in recent decades as the primary acoustic cue for distinction has shifted among modern speakers. Consequently, the input distributions of these categories are mixed across speakers and speech styles, requiring learners to build flexible representations of target categories along these variations. The results showed that among the three age groups--4-6 months, 7-9 months, and 10-12 months--we tested, only 10-12-month-olds showed weak sensitivity to the two categories, suggesting that robust discrimination is not in place by the end of the first year. The study adds scarcely represented data, lending additional support for the lack of early sensitivity and prolonged emergence of native phonology that are inconsistent with learners of predominant studies and calls for more diverse samples to verify the generality of the typical perceptual narrowing pattern.
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- 2024
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41. Comparison of Speech and Music Input in North American Infants' Home Environment over the First 2 Years of Life
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Lindsay Hippe, Victoria Hennessy, Naja Ferjan Ramirez, and T. Christina Zhao
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Infants are immersed in a world of sounds from the moment their auditory system becomes functional, and experience with the auditory world shapes how their brain processes sounds in their environment. Across cultures, speech and music are two dominant auditory signals in infants' daily lives. Decades of research have repeatedly shown that both quantity and quality of speech input play critical roles in infant language development. Less is known about the music input infants receive in their environment. This study is the first to compare music input to speech input across infancy by analyzing a longitudinal dataset of daylong audio recordings collected in English-learning infants' home environments, at 6, 10, 14, 18, and 24 months of age. Using a crowdsourcing approach, 643 naïve listeners annotated 12,000 short snippets (10 s) randomly sampled from the recordings using Zooniverse, an online citizen-science platform. Results show that infants overall receive significantly more speech input than music input and the gap widens as the infants get older. At every age point, infants were exposed to more music from an electronic device than an in-person source; this pattern was reversed for speech. The percentage of input intended for infants remained the same over time for music while that percentage significantly increased for speech. We propose possible explanations for the limited music input compared to speech input observed in the present (North American) dataset and discuss future directions. We also discuss the opportunities and caveats in using a crowdsourcing approach to analyze large audio datasets. A video abstract of this article can be viewed at https://youtu.be/lFj_sEaBMN4
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- 2024
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42. Visual Attention across Cultures: Similarities and Differences in Child Development and Maternal Attention Styles
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Solveig Jurkat, Moritz Köster, Ledys Hernández Chacón, Shoji Itakura, and Joscha Kärtner
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Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the field is that attention styles are gradually socialized in culture-specific interactions in childhood, empirical evidence for the proximal mechanisms underlying this development is scarce. This study aimed to document the emergence of cross-cultural differences in attention styles in three cultural contexts differing in social orientations, namely in urban middle-class families from Münster, Germany (i.e., more independent context), and Kyoto, Japan, and Indigenous-heritage families from Cotacachi, Ecuador (i.e., more interdependent contexts). Furthermore, to test the assumption that caregivers' attention guidance is one of the forces driving differential development, we investigated how caregivers guide children's attention. In total, 270 children between 4 and 9 years of age and their mothers participated in three tasks: an eye-tracking task, a picture description task and a forced-choice recognition task. Results indicate a mixed pattern of findings: While some tasks revealed the expected cultural differences, namely a higher object focus in Münster compared to Kyoto and Cotacachi, others did not. Regarding caregivers' attention guidance, we found that mothers in Münster more strongly emphasized the focal object than mothers in Kyoto and Cotacachi. The results are discussed in terms of culture-specific developmental trajectories and the generalizability of attentional processes across tasks and cultural contexts.
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- 2024
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43. Sensitivity to Psychosocial Influences at Age 3 Predicts Mental Health in Middle Childhood
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Cassidy L. McDermott, Katherine Taylor, Sophie D. S. Sharp, David Lydon-Staley, Julia A. Leonard, and Allyson P. Mackey
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Children vary in how sensitive they are to experiences, with consequences for their developmental outcomes. In the current study, we investigated how behavioral sensitivity at age 3 years predicts mental health in middle childhood. Using a novel repeated measures design, we calculated child sensitivity to multiple psychological and social influences: parent praise, parent stress, child mood, and child sleep. We conceptualized sensitivity as the strength and direction of the relationship between psychosocial influences and child behavior, operationalized as toothbrushing time, at age 3 years. When children were 5-7 years old (n = 60), parents reported on children's internalizing and externalizing problems. Children who were more sensitive to their parents' praise at age 3 had fewer internalizing (r = -0.37, p = 0.016, p[subscript FDR] = 0.042) and externalizing (r = -0.35, p = 0.021, p[subscript FDR] = 0.042) problems in middle childhood. Higher average parent praise also marginally predicted fewer externalizing problems (r = -0.33, p = 0.006, p[subscript FDR] = 0.057). Child sensitivity to mood predicted fewer internalizing (r = -0.32, p = 0.013, p[subscript FDR] = 0.042) and externalizing (r = -0.38, p = 0.003, p[subscript FDR] = 0.026) problems. By capturing variability in how children respond to daily fluctuations in their environment, we can contribute to the early prediction of mental health problems and improve access to early intervention services for children and families who need them most.
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- 2024
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44. On Executive Functioning and Childcare: The Moderating Role of Parent-Child Interactions
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Annie Bernier, Sylvana M. Côté, Rose Lapolice Thériault, and Gabrielle Leclerc
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Childcare services are widely used by families and thereby exert an important influence on many young children. Yet, little research has examined whether childcare may impact the development of child executive functioning (EF), one of the pillars of cognitive development in early childhood. Furthermore, despite persisting hypotheses that childcare may be particularly beneficial for children who have less access to optimal developmental resources at home, research has yet to address the possibility that putative associations between childcare and EF may vary as a function of family factors. Among a sample of 180 mostly White middle-class families (91 girls), we examined if childcare participation in infancy was related to two aspects of EF (Delay and Conflict) at 3 years, and whether two aspects of maternal parenting behavior (sensitivity and autonomy support) moderated these associations. The results showed positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers. These findings suggest that out-of-home childcare services may play a protective role for children exposed to parenting that is less conducive to their executive development.
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- 2024
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45. Talking to and around Children: Socializing Learners, Participants, and Speakers in an Urban Zapotec Community
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Nadxieli Toledo Bustamante
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This article examines caregivers' everyday language choices and interactions with children in an urban Zapotec community in Mexico, where Diidxazá is being displaced by Spanish in everyday use. It argues that caregivers' language choices and interactions get entangled in complex ways with the socio-cultural organization of everyday life and with local pedagogies and understandings of children's development, which, in turn, shape children's participation roles and long-term developmental trajectories as learners and speakers.
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- 2024
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46. Using the Universal Design for Learning Framework to Improve Child and Adolescent Mental Health
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Liane C. Pereira and Deborah A. Ith
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Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co-occurrence of school difficulties and mental health concerns. A universal design for learning framework for school-wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH.
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- 2024
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47. The Developmental Consequences of Early Exposure to Climate Change-Related Risks
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Jorge Cuartas, Dana C. McCoy, Isabella Torres, Lindsey Burghardt, Jack P. Shonkoff, and Hirokazu Yoshikawa
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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 risks experienced prenatally and early in life across multiple ecological contexts can threaten human development. We conclude with a call to developmental researchers, practitioners, and policymakers to invest more efforts in understanding and addressing the climate crisis and its developmental consequences to ensure a sustainable future for all.
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- 2024
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48. Importance of Cultural Context in the Study of Children's Executive Functions: Advances in Latin America Research
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Lucas G. Gago-Galvagno, Stephanie E. Miller, Natalia A. Mancini, Ailin C. Simaes, Angel M. Elgier, and Susana C. Azzollini
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Although executive functions (EFs) have been identified as a cornerstone of cognitive development, knowledge of this fundamental ability in children is based primarily on research with North American and Western European samples of middle to high socioeconomic status (SES). In this article, we highlight advances in research on developmental EFs from Latin American regions, an understudied area that provides a unique context important to understanding EFs. Our narrative review suggests the potential for both universality (e.g., increasing cohesion and longitudinal stability among EFs' task performance, general positive associations with age, and other social and cognitive abilities) and cultural specificity in EF development (i.e., contributions of SES, educational environments, parenting styles, and cultural values). It is important to consider the development of EFs outside of typically examined samples--and specifically within Latin American countries--to understand more thoroughly these abilities and to generate interventions that consider cultural context.
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- 2024
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49. The Role of Afrocultural Ethos in African American Youth's Emotion Skill Development
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Fantasy T. Lozada
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Research on African American youth's emotional development provides an incomplete understanding of the cultural influences that shape emotion-related skills such as emotion expression, regulation, and understanding. In this article, I propose the multiple cultural frameworks of triple quandary theory to characterize the nature of mainstream cultural experiences and minority cultural experiences in current research on emotional development in African American youth. I also discuss Afrocultural ethos as an aspect of African American cultural experiences that shapes African American emotional development, using affect and orality as examples that can be explored and embedded within emotional development research. Finally, I describe important factors for researchers to consider in the study of Afrocultural ethos in affective developmental science.
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- 2024
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50. Supporting Latinx Immigrant Children and Families in the Transition to Elementary School
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Natalia Palacios and Judy Paulick
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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 parents. In this article, we describe these barriers and consider the ways community-based practice can support and prioritize co-constructed partnerships among teachers, schools, parents, and communities.
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- 2024
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