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The impact of a major historical event on child and youth development has been of great interest in the study of the life course. This study is focused on assessing the causal effect of the Great Recession on youth disconnection from school and work. Building on the insights offered by the age-period-cohort research, econometric methods, and developmental psychology, we innovatively develop a causal inference strategy that takes advantage of the multiple successive birth cohorts in the National Longitudinal Study of Youth 1997. The causal effect of the Great Recession is defined in terms of counterfactual developmental trajectories and can be identified under the assumption of short-term stable differences between the birth cohorts in the absence of the Great Recession. A meta-analysis aggregates the estimated effects over six between-cohort comparisons. Furthermore, we conduct a sensitivity analysis to assess the potential consequences if the identification assumption is violated. The findings contribute new evidence on how precipitous and pervasive economic hardship may disrupt youth development by gender and class of origin.

Research on the development of active learning and information search behaviors has been growing rapidly, drawing interest from multiple disciplines, from developmental psychology to cognitive science and artificial intelligence. These different perspectives can open pathways to understanding how preschool-age children grow into adaptive and efficient active learners. However, the lack of a shared vocabulary, operationalizations, and research paradigms has led to limited cross-talk and some conflicting findings. In this article, we advocate for using a shared operationalization of a "good" information-search strategy, as a function of its "efficiency" and "effectiveness" within a given ecology, based on the information-theoretic measure of expected information gain and observed behavioral outcomes, respectively. We also discuss factors that should be considered when designing experiments that examine children's information-search competence, specifically, using formal models as performance benchmarks and accounting for children's prior knowledge, assumptions, and self-generated goals.

Antifascists have developed action-oriented principles and practices for collective resistance to fascism. In this article, we discuss antifascism as "praxis," which is the nexus of theory and practice through collective reflection and action. Antifascist praxis can inform developmental science at individual and contextual levels of analysis. For the study of individual developmental trajectories, we examine how antifascist praxis can inform research to stop fascist recruitment of youth and counter-recruit youth into liberation movements. For the study of developmental contexts, we use the example of family separation to examine how antifascist praxis can inform research to identify fascist threats and support collective action against fascist violence. We also present next steps for developing a field of scholarship in which communities of developmental scientists engage in antifascist praxis. As developmental scientists, we must see ourselves as part of - not objectively disconnected from - broader mass movements building power against fascism and pursuing liberation for all.

Frontiers pioneered an alternative model of publishing: Rather than libraries paying subscription fees to publishers to give library communities access to journals full of articles written, reviewed and edited (at no or modest cost to the publishers) by their own faculty, they instead charge the authors to publish articles that are then made freely available to the world. Some libraries responded by supporting faculty authors directly or negotiating fee reductions with Frontiers, and Frontiers also provides breaks to authors who do not have access to publishing funds. The enterprise has grown to over 170 journals across all fields of science, and the articles are highly cited. The Frontiers acceptance criteria is that the research be scientifically sound and cogently presented. The editor's view of potential impact or importance is disregarded. The public gets to decide on that.

This article analyzes links between the origins of higher education institutions and the university "faculty development" movements. University faculty development programs surged during the peak of Cold War geopolitics. Thus, we trace the genealogy of higher education institutions to the surge in faculty development programs, specifically relative to histories and ideologies informing and shaping higher education institutions and faculty development programs. Subsequently, the contemporary issues BIPOC faculty members face relative to faculty development programs deriving from developmental psychology and non-academic faculty, clinicians, and university administrators are analyzed. This critical examination of the origins of faculty development concludes with a few suggested opportunities for repurposing faculty development toward decoloniality in higher education.

Co-authored by film education practitioners and developmental psychologists, this article seeks to establish an interdisciplinary dialogue between the emergent discourses of film education and developmental psychology. In particular, it explores the possible implications for our understandings of film education of recent psychological research into: (1) the cognitive and social consequences for young people of developing a sense of self; and (2) understandings of children's development of visual cognition. Seeking areas of commonality and mutual resonance between different disciplinary vocabularies and methodologies, ultimately we present a series of proposals for how film education may benefit from further interface with developmental psychology.

Jeremy Sawyer recounts that, after Lev S. Vygotsky's death, Jean Piaget conceded the Russian psychologist correctly understood the social origins, functions, and developmental trajectory of children's egocentric speech (now called private speech) but dismissed this work as irrelevant to children's egocentrism or nondifferentiation of perspectives. Sawyer asserts that, although Piaget precluded perspective taking in egocentric speech, a post-Vygotskian framework suggests private speech and sociodramatic play may actually promote perspective taking, thereby reducing egocentrism. In light of these assertions, Sawyer examines private speech transcripts from preschoolers for evidence of perspective taking and concludes that they suggest children internalize perspectival differences through private speech and use more implicit perspective taking than explicit mental-state terms. And preschoolers, the author suggests, employ more sociodramatic speech in a sociodramatic play context to enact imaginary scenarios and pretend roles. He concludes that, rather than a remnant of egocentrism, private speech may be a psychologicaltool for engaging multiple perspectives.

As theories of developmental psychology continue to define educational goals and practice, it has become imperative for educators and researchers to scrutinize not only the underlying assumptions of such theories but also the model of adulthood toward which they point. Carol Gilligan examines the limitations of several theories, most notably Kohlberg's stage theory of moral development, and concludes that developmental theory has not given adequate expression to the concerns and experience of women. Through a review of psychological and literary sources, she illustrates the feminine construction of reality. From her own research data, interviews with women contemplating abortion, she then derives an alternative sequence for the development of women's moral judgments. Finally, she argues for an expanded conception of adulthood that would result from the integration of the "feminine voice" into developmental theory.

This article builds upon a proiminent definition of construct validity that focuses on variation in attributes causing variation in measurement outcomes. This article synthesizes the defintion and uses Rasch measurement modeling to explicate a modified conceptualization of construct validity for assessments of developmental attributes. If attributes are conceived as developmental, hypotheses about how new knowledge builds cumulatively upon the cognitive capacity afforded by prior knowledge can be developed. This "cumulative ordering" of knowledge required to accomplish test items constitutes evidence of a specific form of construct validity. Examples of cumulative ordering appear in the extant literature, but they are rare and confined to the early literature. Furthermore, cumulative ordering has never been explicated, especially its relationship to construct validity. This article describes three of the most complete examples of cumulative ordering in the literature. These examples are used to synthesize a method for assessing cumulative ordering, in which the Rasch model is used to assess the progression of item difficulties which are, in turn, used to review developmental theories and hypotheses, and the tests themselves. We discuss how this conceptualization of construct validity can lead to a more direct relationship between developmental theories and tests which, for practitioners, should result in a clearer understanding of what tests results actually mean. Finally, we discuss how cumulative ordering can be used to facilitate decisions about consequential validity.

There is a vast literature on "executive functioning," or the control of one's thoughts and actions in pursuit of a goal. This broad construct is conceptualized as comprising multiple executive functions (EFs) that support academic achievement and other important life outcomes. However, there is a lack of consensus regarding what, exactly, these core EFs are. This commentary briefly reviews a few dominant models of EFs in developmental and cognitive psychology and outlines issues to be addressed; it then illustrates how insights from neuroscience could help us eliminate redundant terminology and identify EFs that have been largely overlooked. Reaching a consensus regarding the core set of EFs will inform efforts to scaffold EF development and improve educational outcomes.

Domestic abuse in childhood is seriously impactful, but very little literature uses a critical lens to consider implications for counsellors and psychotherapists working with young adults following domestic abuse in childhood. This article draws on research that explored 10 young women's accounts of transitions to adulthood after domestic abuse in childhood. Interviews with young adult women in England were conducted and a feminist dialogical narrative analysis was used. Findings suggest that socio-cultural structures and ideologies that shape dominant discourses about what growing up after domestic abuse in childhood means, and what "successful" adult femininity looks like, shaped how women made sense of their experiences. This has implications for counsellors and psychotherapists working with this client group. This article concludes that storytelling could be a powerful therapeutic tool, and attention to power, ambiguity and tensions when working with this client group might facilitate and generate important meaning-making and knowledge in therapy.

Despite numerous critiques of the pioneering works of developmental child psychology, these key ideas continue to resonate within the field of ECEC (early childhood education and care). This article seeks to re-animate the critique through a closer look at two current tendencies within the Nordic countries: a growing and increasingly strict age segregation of kindergarten children; and a minor oppositional movement of family groups gathering children from one-to-six years of age. Looking towards Piaget as one of the main pioneers of developmentalism, we question whether strict age segregation is justified based on his theories -- a close re-reading of two of Piaget's major works would suggest not. Through reflections of kindergarten teachers working with age-homogeneous groups, we trace other discourses that developmentalism is entangled with. The analysis and deconstruction of the teachers' reflections point to the need to explore age segregation within a neoliberalist political context and further, show how this results in institutionalised othering. Through mobilising an agential realist reading we explore how narratives of kindergarten teachers that work with age-heterogeneous groups might inspire alternative ways of thinking/practising, and re-energise the critique of developmentalism.

Background: Critical thinking is an important student learning outcome in all psychology courses and included in the American Psychological Association's (APA's) goals for the undergraduate major. Objective: The purpose of this study was to test the effectiveness of integrating a general model of critical thinking into the instruction, assignments, and discussions in an online course on students' development of critical analysis and evaluation skills. Method: Two raters scored 34 students' written responses on a critical thinking test administered at the beginning and end of the semester that had students analyze psychological studies as reported in media reports and evaluate position statements on a controversial issue. During the term, students completed assignments on identifying the parts of a scientific study and discussions on identifying weaknesses in thinking. Results: Students showed large gains in critical analysis and critical evaluation scores from pretest to posttest. Specific comparisons revealed that students significantly improved their abilities to identify the theoretical point of view of a study, relevant psychological concepts, assumptions, and implications. Conclusion: Integrating critical thinking in a direct way into a course can lead to substantial improvements in critical thinking over the span of a single semester.

Background: Incorporating professional development into undergraduate psychology coursework is an ongoing area of improvement for educators. Objective: We present a novel activity encouraging students to explore various professional skills and roles for which their psychology major prepares them through application to real-world issues. Method: Students participated in one of two virtual mental health summits and formed working groups to present from different perspectives (e.g., public health, epidemiology, etc.). Students collectively voted on resolutions at the end of each summit (e.g., budgetary recommendations for a county health department). Results: We examined student perceptions of confidence in their professional skills and content knowledge before and after summits. Students indicated that they wanted more applied assignments like the mental health summit in other psychology classes and preferred the activity to exams or papers in a virtual course. Teaching Implications: The mental health summit represented a real-world application activity that students indicated wanting in their courses. Recommendations for how to adapt the presented activity for non-clinical psychology courses are discussed. Conclusion: The mental health summit activity supported the real-world application that students desire. Future iterations of the activity can build on the model we describe to support greater skill improvement.

This paper discusses a three-level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. The model also explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are proposed, aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for research and practice, evaluation criteria and a discussion of limitations are included. Armed with the proposed model, AI developers can focus their work with learning designers, researchers and practitioners to leverage the proposed roles to improve individual learning, team performance and building knowledge communities.

In a study conducted for referees, it was concluded that existing training programs need to be complemented with content in the field of pedagogy and developmental psychology (Ploszaj et al., 2021). The aim of this study is to examine the zest for work levels of trained referees actively working for the Turkish Hockey Federation and the mobbing behaviors they are exposed to. A total of 99 hockey referees, 42 women and 57 men, participated in the study. The sample comprises of 5 International, 7 National, 45 Provincial and 42 Candidate referees. In the study, the "Mobbing Scale for Referees of Indoor Sports" developed by Hacicaferoglu (2014) was used to measure the mobbing behaviors that referees are exposed to and the "The Zest for Work Scale for Referees" developed by Erdogan (2013) and adapted for referees by Karaçam and Pulur (2018) was used to measure the zest for work levels of referees. Shapiro-Wilk normality test was performed and it was seen that the data showed normal distribution. Frequency Analysis, Descriptive Statistics, Independent T-Test, One Way ANOVA and Correlation Analysis were used in SPSS 22.0 program to analyze the data. As a result of the study, it was determined that the referees' zest for work scores and mobbing behavior scores were high. A statistically significant difference was found for female referees in the analysis of mobbing behavior scores according to gender variable (t = -2.294; p < 0.05). According to the one-way analysis of variance (ANOVA) results, the difference between the arithmetic means of the Mobbing Scale scores in terms of the referee classification variable was statistically significant (F = 4.876; p < 0.05). No significant difference was found as a result of the Pearson Correlation analysis performed to determine the direction of the relationship between the scales (r = 0.061; p > 0.05). As a result, it was seen that the zest for work scores of the referees were high, and female and candidate referees were more exposed to mobbing in terms of the exposure to the mobbing behaviors.

This paper deals with teacher education at pedagogical faculties in Serbia. An analysis of the content of pedagogical and psychological subjects was carried out. Subjects in the current curricula for initial teacher education in seven pedagogical faculties were analyzed. The first objective is to determine whether compulsory pedagogical and psychological subjects enable students to acquire the prescribed competence standards required of teachers. The second objective is to determine if there is a basis for creating a core curriculum in the field of pedagogical and psychological sciences in the existing curricula in terms of compulsory content in all the pedagogical faculties. This content should ensure the achievement of all the competence standards of all future teachers, equally throughout Serbia. For the realization of the set goal and research questions, a method of content analysis was used, with which we analyzed the curricula of the faculty for teacher education. The results showed that the core curriculum should consist of General pedagogy, Didactics, School pedagogy, Family pedagogy and Methodology of pedagogical research in the field of pedagogical sciences. The field of psychological sciences should be represented through General psychology, Developmental psychology and Pedagogical psychology. The core curriculum can contribute to a clear and unambiguous opportunity for the teacher to acquire all the necessary competences for further work.

A central concern that TL theory approaches but does not fully address is the process whereby an individual generates a more adequate meaning perspective after shedding an outmoded one. This article complements TL theory's account with a phenomenological description of the dangers and opportunities encountered on that quest. It employs the concept of liminality to articulate the transitional process that occurs when one has lost the familiar reference points that enabled one to feel at home. It begins to map the journey from disorientation to integration. Between those endpoints lies the liminal zone. Because there is little if any structure in that realm--hence the experience of groundlessness--agency is relatively unfettered in its search for new meaning perspectives. Originary thought that transcends the conventional ways of operating becomes possible. This is culturally significant as our current frameworks lack the potency to respond to the multiple challenges we are facing.

At what ages are young people most open to political influence? We test the "formative years" model that underscores the importance of childhood experiences for political development against the "impressionable years" model that asserts the primacy of lessons learned during adolescence. To assess the relative merits of these competing models, we develop a new analytical strategy: the Retrospective Family Context approach. We estimate the political engagement levels of 18-year-olds as a function of annual measures of their parents' political engagement levels over the course of the prior decade. German household panel data analysis shows that parental cues sink in quite effectively during late childhood, ages 9 to 11, and during the late teens. These results illuminate an essential dimension of political development, and they can inform efforts to encourage young people's political participation.

Playful learning has garnered supporters and research evidence, and also can be seen as nebulous and, therefore, reliant on practitioners' intuitions in early education settings. In this paper, we offer an explicit theoretical account, grounded in developmental psychology of how play might support the acquisition of broad skills and dispositions for lifelong learning. We argue that play develops self-regulation and motivation, both of which support the child's agency in their learning. We discuss a culturally inclusive view of agency that is distinct from autonomy, and which is visible in many existing early childhood pedagogies. We conclude by suggesting practical strategies that educators can adopt to enhance learning through play and children's agency in their learning.

Objective: Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers' understanding of foundational concepts of assessment. Method: Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results: Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions: Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students.

Research Findings: Although work across developmental and educational psychology reveals that trust impacts children's acceptance of claims and that teacher-student relationships impact learning outcomes, little work has integrated these literatures to better understand how students' trust in their teacher facilitates learning. In the present work, we conceptualize and measure two distinct types of trust -- epistemic trust and interpersonal trust -- in order to better understand trust and learning in the classroom. Study 1 (N = 63 3- and 4-year-olds) manipulated the behavior of an adult teacher in order to test for predicted differences in children's epistemic and interpersonal trust in the teacher. Study 2 (N = 43 3- to 5-year-olds) extended these findings beyond the laboratory by examining children's trust in their lead classroom teacher at a university-based preschool. We found evidence for distinguishing between epistemic and interpersonal trust but did not discover associations between trust and learning. Taken together, these studies offer new insights for exploring children's trust in applied contexts. Practice or Policy: Our approach highlights the importance of measuring distinct dimensions of trust from the students' perspective and has implications for educational practices related to trust-building.

Developmental researchers commonly utilize longitudinal data to decompose reciprocal and dynamic associations between repeatedly measured constructs to better understand the temporal precedence between constructs. Although the cross-lagged panel model (CLPM) is commonly used in developmental research, it has been criticized for its potential to produce biased estimates due to the fact of ignoring the trait-like, time-invariant nature of stability in constructs across people and aggregating the between and within-person effects together as a single estimate. Recently, a growing set of alternatives have emerged, but the estimates across CLPM and alternatives have rarely been compared in developmental research. The primary purpose of this article is to (a) provide a three-component framework to help developmental researchers to select and specify the most appropriate model, and (b) illustrate how models differ in estimates with an empirical example investigating the reciprocal associations between internalizing and externalizing problems in school-aged children. Methods: We specified CLPM, Random-Intercept Cross-lagged Panel Model (RI-CLPM), Latent Curve Model with Structured Residuals (LCM-SR), Latent Change Score (LCS), and a Random-Mean LCS using four waves of data from ECLS-K: 2011 (N = 8779). Results: The CLPM provided the most evidence of significant cross-lagged paths but the poorest fit to the data compared to other models. Alternative models had excellent fit and found either only negative temporal precedence from internalizing to externalizing problems or simply no evidence of prospective within-person relations between internalizing and externalizing problems.

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper "The Child as the Medium of Education" and to as yet unpublished material from his famous card-box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form-giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings.

Climate change is an existential threat facing humanity on a global scale. To handle this problem, all societal actors, including young people, need to get involved. This narrative review focuses on what implications climate change has for research in developmental psychology. It is argued that how young people relate to climate change is closely associated with key issues dealt with in this research field. The aim of this article is to present an overview of research about young people and climate change concerning four interrelated topics: (a) climate change and mental well-being, (b) coping with climate change, (c) private-sphere pro-environmental behaviour as a form of pro-social development, and d) climate change and political socialization. The emphasis is on young people from middle childhood to early adulthood. Implications for future research are discussed, for instance, the need for more longitudinal and intervention studies.

The world is facing complex global societal challenges including accelerating climate change, a pandemic, rising social inequalities also in well-functioning welfare states, cultural and linguistic diversity, and a renewed call for racial justice. Developmental psychology can make strong contributions to address these and other global challenges because developmental psychologists have the necessary theoretical, methodological, and empirical knowledge. This paper discusses (1) the usefulness of a relational developmental theoretical perspective, (2) implications for study designs and methodologies, (3) which competences should ideally be fostered early on to prepare adults to cope with global societal challenges that need high levels of future-oriented, cooperative, and collective efforts, and (4) the implementation gap between what is known in developmental psychology and what is done in educational settings. Overall, this paper is a plea for strong voices from developmental psychology to help solve current and future global societal challenges.

Information and communication technologies (ICTs) have become commonplace in adolescents' lives, and they have grown in importance during the COVID-19 pandemic, when online communication became standard for many parts of life. This brings the need for developmental psychology to revise and update its theories for these new societal challenges. It is beneficial to look at these changes from an interdisciplinary perspective to enrich developmental psychology with knowledge from other fields. This theoretical article proposes the Integrative Model of ICT Effects on Adolescents' Well-being (iMEW), which integrates the Problem Behaviour Theory from developmental psychology and the Differential Susceptibility to Media Effects Model from media and communications. It draws inspiration from the Ecological Systems Theory and the Health Belief Model. The new model brings a more comprehensive understanding to adolescents' development and the effects of ICTs on their well-being. It is also helpful for the empirical research because it can serve as a roadmap for research that focuses on the effects of ICT.

Purpose: This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study. Design/methodology/approach: A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations. Findings: It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work. Research limitations/implications: There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs. Practical implications: Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity. Social implications: Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and social capacity are better guided toward focusing on caring for others in the community and establishing peaceful and safe environments. An important implication of the developmental psychology of students within HEIs in Cambodia is the holistic nature of education integrating knowledge, skills, competencies and social responsibility. HEIs should take on the role of equipping students with both cognitive and intellectual capacities for employment; as well as the emotional and social capacities required to build a society based on mutual trust and harmony. Improving the psychological development of students at HEIs in Cambodia may also be significant in achieving the CSDG targets. In terms of policy, HEIs should integrate opportunities for this to be included in the curriculum to increase the opportunities for students to engage in practice-based learning and community engagement activities. This will require providing sufficient learning materials and equipment to enable students to self-learn, think, analyze and innovate, using theories obtained in class, at home. This should be coupled with community engagement programs that provide students with the opportunity to work in the field. All knowledge and skills accessed by students should be integrated with the development of both cognitive and intellectual capacities. Further, social activities organized by HEIs are required to assist in developing the emotional and social capacity of students to interact with communities. Originality/value: The paper is solely conducted and prepared by SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika and NGUONPHAN Pheakdey. The findings of the research produce both quantitative and qualitative information on the implementation of Sustainable Development Goals at higher education in Cambodia. In particular, this research is one of the most pioneer academic research studies conducted by a local scholar from Cambodia.

Adolescence is often viewed in Western cultures as a time of rebellion and irresponsibility. In this article, I synthesize recent research on stereotypes of adolescence that uses an interdisciplinary approach, integrating developmental psychology, cultural psychology, and neuroscience. I first discuss empirical evidence on cultural differences in stereotypes of adolescence, highlighting the importance of avoiding a one-size-fits-all assumption about such stereotypes across cultures. Then I summarize the impact of teen stereotypes on youth's academic, behavioral, emotional, and neural development. Finally, I present an experimental intervention that can change youth's teen stereotypes and promote positive youth development. Taken together, this body of work suggests that how individuals navigate the adolescent years is driven in part by social constructions of this phase of development. The work also calls for more attention to changing negative stereotypes of adolescence at the policy and societal levels.

There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.

Studies have used psychological games testing to measure children's bioaffinity (a child's love of/for or connection to nature) as a result of time spent in nature enriching children's well-being. Discrepancies found between two studies in different countries (Sweden and Canada) informed this research. Both studies used the same bioaffinity testing tool with children who had more than average nature-exposure and were enrolled in preschools using the same nature-based philosophy (Reggio-Emilia approach). While the Swedish study found positive bioaffinity amongst the children (aged 5), the Canadian children's (aged 3-5) affinity with nature was weak. The inconsistencies between the Swedish and Canadian studies led to recommendations for further research and testing to determine the following: (1) the appropriateness of the measure for younger children, (2) the need to modify the test to be more culturally and geographically relevant for the participants, and (3) whether such revisions would increase participant understanding and completion of the test while producing more accurate results. As such, this study sought to modify the testing tool to be more culturally, geographically and developmentally appropriate for young Canadian children and then test it with a cohort of 3-5-year-old Canadian preschoolers. Interviews with early childhood education experts and current child development psychology literature informed the modification of the games testing tool. Reduction in the time needed to complete the testing and an increase in child engagement indicate that the new tool's revisions effectively enhanced the children's understanding of the game's testing.

Introduction: Previous research has shown that peer victimization can be highly responsive to variables at the classroom level. Aggressive and prosocial norms may promote or reduce its status in classrooms. However, yet there is an apparent lack of success to explain which types of norms are more influential. This study examined the role of aggressive and prosocial descriptive and status norms in the peer victimization-status link. It also explores how the network density increases adherence to the prevailing norm in the classroom and its effect on the status of the victims. Method: Data on peer acceptance and rejection, victimization, prosocial behaviour, and aggression were collected with sociometric methods in a sample of 6,600 students (M = 13.1 years, SD = 0.6; 49.2% girls), from 269 classrooms in 81 secondary schools in Spain. Group norms for aggression and for prosocial behaviour were assessed in three ways, the behaviour of all peers (class-norm), the behaviour of most-liked peers (likeability-norm), and the behaviour of most salient peers (visibility-norm). Results: Multilevel regression analyses revealed that the negative impact of victimization on peer likeability was moderated by the classroom's norm for prosocial behaviour, by the status norm of most visible peers' norm for prosocial behaviour and for aggression, and by the group's network density. The behavioural status norms of most likeable peers had no significant effect. Conclusion: These results underscore the overall importance of group context as a moderating factor of the relation between victimization and peer status in adolescents, and add to the growing body of knowledge driven by the socio-ecological approach to the study of peer relations in developmental psychology. As implications for education, these results affect the importance of considering socio-emotional variables in the formation of class groups in order to reduce victimization.

In a general sense, psychology is a science that studies human and animal behaviours, and the reasons of these behaviours. The symbolic foundation date of psychology is 1879. In this year, Wilheml Wundt (1832-1920) established a psychology laboratory in Leipzig. Psychology is accepted to have started as a science with the establishment of this psychology laboratory. From the point that started with Wilhelm Wundt and his colleagues on, the period of consciousness has mostly been investigated through the method of introspection and the conscious of human has been tried to be analyzed (Otrar, Eminoglu Küçüktepe, Küçüktepe, 2010). Psychology is a branch of science that aims at examining the interaction between environment, human being and behaviour. This branch of science is divided into sub-fields such as experimental psychology, social psychology, psychometric psychology and applied psychology. [image omitted] There are a lot of sub-branches under applied psychology. One of them is educational psychology. Educational psychology is about implementing the findings of psychology in the field of education. Educational psychology mainly composes two sub-fields. These are developmental psychology and psychology of learning. Developmental psychology is a field of psychology that examines the physical, psychological, cognitive and behavioral changes of a person from the birth to the death. Developmental psychology is one of the basic fields from which educational psychology benefits; because being aware of the developmental features of students' ages ensures an increase in the efficiency of educational period.

The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal--the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature's beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection.

This article outlines the design of a module introducing Developmental Psychology to distance learners undertaking a two-year part-time BPS accredited MSc Psychology (Conversion) degree. The module was redesigned to accommodate increased student numbers. Online learners differ significantly from those in face-to-face learning environments, in terms of both student characteristics and patterns of engagement. We applied psychological principles to the delivery of this asynchronous online module. Our aims in this module were (1) to create engaging, informative content, (2) to develop students' critical thinking skills, and (3) to develop their ability to apply developmental psychological theory to the real world. We enacted five key principles in our module design: Naturalistic/warm delivery style; Collaborative teaching; Scaffolding; Reducing cognitive load; and Engaging activities to enhance learning. This article aims to prompt discussion from other practitioners who are involved in remote delivery about their experiences in adapting to a remote learning environment.

This paper argues that a teacher should and can be not only the organizer of a lesson as well as participant in a dialogue who has the equal right with pupils vis-à-vis the truth of the learning material in order to make lessons dialogic. To analyze such a teacher's way of being in the lesson, the concept of a triadic relationship among pupils, learning material, and a teacher was introduced. The teacher can learn something new in the pupils' learning material as the pupils can do. The teacher can discover an unknown question that she/he does not know its answer or even its existence in pupils' wrong or irrelevant thoughts about the learning material. This sort of teacher's learning makes classroom lessons dialogic as pupils and a teacher exercise the equal rights vis-à-vis the truth of the learning material in the lesson. Here, pupils and teachers learn about the learning material from each other. The importance of this sort of teacher's learning for dialogic lessons has been rarely emphasized in dialogic pedagogy research. These arguments are advanced in this paper based on the analysis of the Japanese elementary teachers' knowledge of practices. This paper focuses mainly on the pedagogical view named Saitou pedagogy developed by Kihaku Saitou and his colleagues, and studies their thoughts and classroom lessons to investigate teacher's work to make lessons dialogic. To provide a theoretical basis for the analysis, theories of dialogue, developmental psychology and dialogic pedagogy were reviewed to understand how these theories had studied the triadic relationship and were compared with Saitou pedagogy. The result demonstrated that Bakhtin's perspective on the dialogic author was useful in analyzing the teacher's way of being in Saitou pedagogy. It was also suggested that Saitou pedagogy's view of the unknown question would give Bakhtinian theories of dialogue a hint for new area of study.

In the last century, Jean Piaget proposed one of the most famous theories regarding cognitive development in children. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget's theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget's theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant's capacity. Piaget also neglected cultural and social interaction factors in the development of children's cognition and thinking ability. Moreover, in terms of the methodological approach, Piaget's theory had some ethical and bias problems as he studied his own children. However, Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development.

Objective: The climate crisis is the defining issue of our time. Educational and developmental psychologists can make clear and important contributions to addressing this existential threat. The articles in the Climate Crisis Special Issue take on the issue of climate change from multiple angles, with varied populations, using different research methods and theoretical frameworks. The special issue makes clear the important role psychologists have to play in addressing the climate crisis. Method: This commentary was conducted by reviewing 10 empirical contributions to this Special Issue. Themes that cut across multiple articles are discussed. Results: The themes are identity, thinking and reasoning, and how emotions guide our actions on the complex socio-scientific topic of climate change. Conclusion: The topics explored are mainstay issues within the discipline and show the relevance of many psychological constructs to the study of teaching, learning, and communicating about climate change. A shift evident within these pages is the grounding of climate science instruction within the socio-political context. There are opportunities for educational and developmental psychologists to bring their expertise to bear on this critically important topic. These articles illustrate a path forward.

Foundational to Vygotsky's Zone of Proximal Development (ZPD) was the influence of Marx's theory of historical materialism. Vygotsky's work radically rejected the traditional approaches of developmental psychology. The ZPD centralized the importance of potential development not only by measuring or testing what a child could perform, but a tool to observe developmental change as a dialectical product of society and material life. In other words, social structures and the dynamic material world play a significant role in shaping the child's development. It follows then that contemporary uptakes of Vygotsky's ZPD likewise would be remiss to neglect the importance of historical materialism and take account of the dynamism of modern capital. This paper offers for further engagement the Zone of Proximal Privilege--a contemporary uptake of Vygotsky's work that explores the ways that the excesses of capital have created vast educational privileges for some while constricting access and development for many others.

Objectives: Human activities have caused major impacts on Earth's climate systems. Aptly called the climate crisis, severe, pervasive, and irreversible impacts are occurring around the globe. Complementary multidisciplinary strategies that will result in successful mitigation of and adaptation to Earth's rapidly changing climate are needed, now more than ever. Education and human development play, and will continue to play, a fundamental role in mitigating and adapting to this crisis. Method: This special issue aimed to present educational and developmental research addressing the climate crisis. The included papers emerged from a call to a communities of researchers investigating relations between humans and Earth's climate. All articles in this special issue underwent a process of robust peer review to ensure that only high-quality research was included. Results: A total of twelve articles are included in this climate crisis special issue, showcasing educational and developmental psychology research that help address the current global climate crisis from the perspectives of mitigation and adaptation. Conclusions: These articles present a meaningful array of findings from many who are doing important research about climate change understanding and action. This climate crisis special issue reflects what the community can do when collaboration is more purposeful, sustained, and systematic.

In this article, we interrogate how we might manifest early childhood education's Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices.

In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants' variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemology, and developmental psychology, Islamic pedagogies are situated within a wider conceptual paradigm. Recognizing their qualities of holism and "double cultural relevance," they are functionally significant in teachers' repertoires for helping young Muslims think across paradigms and may contribute to both sociocultural continuity and more equal inter-epistemic interaction in heterogeneous societies.

This paper examined the outcome of growth and developmental challenges on the behavioral dispositions of in-school Christian adolescents in Nigeria. The study randomly sampled 222 respondents in Township of Kogi State, Nigeria. Six research questions and one null hypothesis was formulated to guide the study. Instrument used for data collection was questionnaire, which has 41 questionnaire items, and it covered the areas of physical, emotional, social, moral, cognitive growth and development, and the possible challenges that they could pose. Data collected was analyzed using mean and standard deviation while the null hypothesis was through the use of t-test. The findings of the study among others were that the in-school Christian adolescents have healthy physical, emotional, social and moral growth and development in spite of the challenges that accompany. But they however scored low in the area of cognitive growth and developments. Based on these, recommendations and implications for further studies were made.

Less-advantaged students are under-represented at prestigious universities, but can we infer that they actively avoid them? This research measured university applicants' knowledge of 115 UK universities. Using card-sort tasks within an interview format, 56 Year 13 students from different types of 16-19 education described how they chose five courses for their application form. Significant cross-cohort trends in knowledge and understanding demonstrated the influence of different educational environments, but within-cohort variation showed that applicant characteristics could over-ride environmental factors. The only cohort where every student understood relative status was an independent school providing individual, career-focused guidance. Limited resources in state-sector schools and colleges necessitated 'opt-in' models of guidance, meaning that only highly motivated students were well-informed. When students knew that universities are ranked by national league tables, this informed their decision-making strategy, but reliance on word-of-mouth rather than fact-based information resulted in some students over-estimating status and graduate outcomes. A new conceptual framework blending developmental and cognitive psychology explained persistent class-based progression trends whilst demonstrating how personal agency or educational interventions enabled some less-advantaged students to enter prestigious universities. There was no evidence that prestigious universities were actively avoided, but some students had insufficient knowledge or understanding to make status-based distinctions.

In previous years students in the advanced bachelor course Developmental Psychopathology often failed examination questions where they had to apply theoretical knowledge to realistic clinical issues. Therefore, a new teaching method was implemented to improve students' understanding. Flipped classroom (FC) and team-based learning (TBL) techniques were implemented, using six challenging authentic assignments. This study describes how these adaptations went along with student performance for three subsequent cohorts, where each cohort received more FC and TBL elements. In cohort 2 a semi-experimental design was used to study the effects of specific techniques. Moreover, it was investigated if students considered this approach useful, and whether it changed their learning strategy. Findings suggest that both FC and TBL techniques contributed to a higher level of understanding, particularly if group work took place in supervised tutorials with teacher feedback and discussion. Further research is required to investigate which specific elements were most effective.

One of the most vexing challenges facing developmental researchers today is the statistical modeling of two or more behaviors as they unfold jointly over time. Although quantitative methodologists have studied these issues for more than half a century, no widely agreed-upon principled strategy exists to empirically analyze codevelopmental processes. Indeed, the plethora of available options makes selecting a specific analytic approach both confusing and overwhelming. In this article, we argue that a key step in adjudicating among alternative modeling strategies is to embrace the concept of within- and between-person components of change over time. First, we define the disaggregation of effects in grouped data, and then we extend these concepts to repeated measures. Then we review several available modeling strategies that capture these effects to varying degrees and raise three issues that can help to guide practice.

John Dewey was a pragmatist, progressivist, educator, philosopher, and social reformer (Gutek, 2014). Dewey's various roles greatly impacted education, and he was perhaps one of the most influential educational philosophers known to date (Theobald, 2009). Dewey's influence on education was evident in his theory about social learning; he believed that school should be representative of a social environment and that students learn best when in natural social settings (Flinders & Thornton, 2013). His ideas impacted education in another facet because he believed that students were all unique learners. He was a proponent of student interests driving teacher instruction (Dewey, 1938). With the current educational focus in the United States being on the implementation of the Common Core standards and passing standardized tests and state exams, finding evidence of John Dewey's theories in classrooms today can be problematic (Theobald, 2009). Education in most classrooms today is what Dewey would have described as a traditional classroom setting. He believed that traditional classroom settings were not developmentally appropriate for young learners (Dewey, 1938). Although schools, classrooms, and programs that support Dewey's theories are harder to find in this era of testing, there are some that still do exist. This paper will explore Responsive Classroom, Montessori Schools, Place-Based Education, and Philosophy for Children (P4C), all of which incorporate the theories of John Dewey into their curricular concepts.

The authors note that ancient Athens, in important ways, connected children, toys, and play. But they also find the scholarship of toys sparse and scattered. They discuss obstacles that can skew our modern view of the Greek mind, and they caution that modern eyes should not see play where the Greeks saw ritual and religious devotion. With these challenges in mind, the authors draw from archaeological, linguistic, and literary evidence found in ancient toys, art, and texts to offer an ecology of play that fits both modern and antique societies and guides future investigations of the subject.