Child development最新文献

Parents consistently underestimate their children's prejudices. 父母总是低估孩子的偏见。

IF 3.6 1区心理学

Child development Pub Date : 2026-11-04 DOI: 10.1093/chidev/aacag197

Rebecca Peretz-Lange

{"title":"Parents consistently underestimate their children's prejudices.","authors":"Rebecca Peretz-Lange","doi":"10.1093/chidev/aacag197","DOIUrl":"https://doi.org/10.1093/chidev/aacag197","url":null,"abstract":"Prejudice begins in childhood, and parents have a crucial role to play in mitigating its development. The present study examined the accuracy of parents' estimates of their children's prejudices. Specifically, this study investigated whether accuracy varied across (1) diverse parents and (2) diverse forms of prejudice (race, class, weight, disability, sexual orientation), and explored (3) why parents underestimated children's prejudices. A diverse sample of 130 parent-child dyads from across the United States (children ages 6.0-9.9 years, 59F/71 M/0NB, 54 White/71 of color, and their parents) participated between October 2023 and May 2025. Parents predicted their children's selections on a Playmate Preference Task and then children completed the task. Results indicated that parents severely underestimated their children's prejudices overall (Cohen's d = .83). Underestimates were consistent across diverse parents (across political views, educational backgrounds, income brackets, and anti-prejudice motivations) and across several forms of prejudice (class, weight, and disability). Exploratory analyses indicated that parents predicted above-chance rates of prejudice overall (i.e., did not hold \"tabula rasa\" beliefs), raising the possibility that parents may hold other intuitive misconceptions about the processes driving prejudice development. Parents' potentially inflated sense of the degree to which ingroup membership or intergroup contact can buffer against prejudice development is discussed.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149332674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parental scaffolding and cognitive development in early childhood: Insights from a dynamic systems perspective. 父母支架和儿童早期认知发展：来自动态系统视角的见解。

IF 3.6 1区心理学

Child development Pub Date : 2026-11-03 DOI: 10.1093/chidev/aacag206

Jad Hamaoui, Raphaël Aubin, Guillaume Maranda, Philip David Zelazo, Jean R Séguin, Natalie Castellanos-Ryan, Sophie Parent

{"title":"Parental scaffolding and cognitive development in early childhood: Insights from a dynamic systems perspective.","authors":"Jad Hamaoui, Raphaël Aubin, Guillaume Maranda, Philip David Zelazo, Jean R Séguin, Natalie Castellanos-Ryan, Sophie Parent","doi":"10.1093/chidev/aacag206","DOIUrl":"https://doi.org/10.1093/chidev/aacag206","url":null,"abstract":"Grounded in dynamic systems theory, which conceptualizes parent-child interactions as evolving systems of reciprocal influence over time, the main objective of this study was to examine which patterns of parent-child scaffolding in a problem-solving situation were associated with children's early cognitive development and to explore whether these patterns were influenced by prior child characteristics. A total of 193 mother-child dyads (109 girls) were observed during a number-image association task at 48 months. Children were predominantly White (95%) and of Canadian or European ethnic background. Three scaffolding phases were examined using the State Space Grid (SSG): modeling (problem-solving strategies are demonstrated by parents), guidance (characterized by shared participation in task execution), and fading (support is gradually withdrawn and greater initiative is shown by children). Only the fading phase was found to be associated with higher complex executive functioning (β = 0.30) and number knowledge (β = 0.42) 1 year later, at 60 months, controlling for prior child cognitive abilities. Furthermore, higher socioeconomic status, receptive vocabulary, and cognitive flexibility at 42 months were positively associated with fading. These findings highlight the importance of interactional processes that promote children's active participation in problem- solving for subsequent cognitive development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149318468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A longitudinal study on the effect of executive function on stuttering improvement in preschool children. 学龄前儿童执行功能对口吃改善影响的纵向研究。

IF 3.6 1区心理学

Child development Pub Date : 2026-11-03 DOI: 10.1093/chidev/aacag210

Kohei Kakuta, Akihiro Kawasaki

引用次数: 0

Beyond social facilitation and inhibition: Experimenter presence regulates executive function engagement in children. 超越社会促进和抑制：实验者在场调节儿童执行功能投入。

IF 3.6 1区心理学

Child development Pub Date : 2026-11-02 DOI: 10.1093/chidev/aacag200

Aurélien Frick, Christopher Jarrold, Amanda M Seed

{"title":"Beyond social facilitation and inhibition: Experimenter presence regulates executive function engagement in children.","authors":"Aurélien Frick, Christopher Jarrold, Amanda M Seed","doi":"10.1093/chidev/aacag200","DOIUrl":"https://doi.org/10.1093/chidev/aacag200","url":null,"abstract":"Executive function (EF) performance, which is often treated as an index of children's endogenous self-regulatory capacity, is assumed to be independent of immediate context. However, EF is typically assessed in the presence of an experimenter, and little is known about how this presence shapes performance. We examined the developmental trajectory of experimenter presence effects on children's EF and their modulation by working memory demands. French children aged 4-8 years (N = 54, 17 boys, 37 girls, majority White and upper-middle SES) completed a Go/no-Go task in which working memory load was orthogonally manipulated, both in the presence and absence of the experimenter. Children were slower and made fewer errors when the experimenter was present. Exploratory order analyses showed that these effects were stronger when the experimenter presence condition was completed first, particularly among younger children. Subsequent drift diffusion modeling indicated that the order-dependent effects of experimenter presence were associated with increased nondecision time, with modest evidence and little evidence for changes in evidence accumulation and response caution, respectively. Together, these findings demonstrate that children's EF performance in a canonical task is shaped by their immediate social context.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149318517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of parenting interventions to support language and literacy development in 3-7-year-old children in low- and middle-income countries: Systematic review and meta-analysis. 父母干预对支持中低收入国家3-7岁儿童语言和读写能力发展的影响：系统回顾和荟萃分析。

IF 3.6 1区心理学

Child development Pub Date : 2026-11-02 DOI: 10.1093/chidev/aacag207

Hal Cooper, Ana María Restrepo-Sáenz, Weiwei Wang, Leonardo De Pascalis, Frances Gardner, Jamie Lachman

{"title":"The effect of parenting interventions to support language and literacy development in 3-7-year-old children in low- and middle-income countries: Systematic review and meta-analysis.","authors":"Hal Cooper, Ana María Restrepo-Sáenz, Weiwei Wang, Leonardo De Pascalis, Frances Gardner, Jamie Lachman","doi":"10.1093/chidev/aacag207","DOIUrl":"https://doi.org/10.1093/chidev/aacag207","url":null,"abstract":"Children in low- and middle-income countries (LMICs) often have limited access to the structured home learning experiences that support language and literacy development during the critical years around school entry. We conducted a systematic review and meta-analysis of parenting interventions targeting children's language or literacy in these settings. Twenty-six experimental and quasi-experimental studies from 15 countries involving 6,264 children aged 3-7 were included. Dependent effect sizes were synthesized using random-effects models with robust variance estimation. Parenting interventions were found to be associated with positive pooled effects on language (k = 21, g = 1.35, 95% CI [0.62, 2.09]) and literacy (k = 19, g = 0.94, 95% CI [0.56, 1.33]). Estimates were similar when restricted to the subset of 23 randomized controlled trials. Heterogeneity was substantial for both child outcomes. Exploratory moderator analyses suggested larger effects for both language and literacy in contexts with morphosyllabic script and, for literacy, in interventions that included shared book reading. Risk of bias was judged to be moderate, principally because most studies lacked prespecified analysis plans. We conclude that parenting interventions can support early language and literacy development in LMICs, although some uncertainty remains concerning the magnitude of effects, especially for language.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149318469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scientific reasoning promotes elementary school science learning: A longitudinal study. 科学推理促进小学科学学习：一项纵向研究。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-30 DOI: 10.1093/chidev/aacag202

Susanne Koerber, Christopher Osterhaus

引用次数: 0

Learning about social inequalities increases children's moral and prosocial actions to support marginalized groups. 了解社会不平等可以提高儿童的道德和亲社会行动，以支持边缘化群体。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-29 DOI: 10.1093/chidev/aacag196

Laura Elenbaas, Megan N Norris, Jane Singman, Miaomiao Zhang, Myeong Won Chloe Kim

{"title":"Learning about social inequalities increases children's moral and prosocial actions to support marginalized groups.","authors":"Laura Elenbaas, Megan N Norris, Jane Singman, Miaomiao Zhang, Myeong Won Chloe Kim","doi":"10.1093/chidev/aacag196","DOIUrl":"https://doi.org/10.1093/chidev/aacag196","url":null,"abstract":"Drawing on intergroup contact theory and the social reasoning developmental model, these studies investigated how perceiving (Study 1) and learning about (Study 2) social inequalities involving immigrants in the U.S. informed 8- to 11-year-old American children's moral and prosocial actions to support immigrant peers and families. In Study 1 (N = 132, 64% girls, 61% White, in 2024), children with stronger perceptions of inequalities, and in some cases children with more positive attitudes about immigrants, took more moral and prosocial actions (βs .24-.70). In Study 2 (N = 458, 49% girls, 42% White, in 2024-2025), children received either evidence of inequalities via stories about immigrant families navigating social systems (critical contact), evidence of cooperative relationships via stories about intergroup friendships (positive contact), or both types of evidence via stories combining family and friendship (critical + positive contact). Critical contact increased children's perceptions of inequalities (βs = .19) with positive effects on actions (βs .18-.28). Although positive contact did not change children's intergroup attitudes, these attitudes were also associated with actions (βs .13-.72). Overall, children who learned about inequalities in their societies through developmentally tailored stories subsequently took more moral and prosocial actions to support marginalized groups.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149295148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction: Informal learning activities improve early fraction knowledge: A randomized controlled study. 纠正：非正式学习活动提高早期分数知识：一项随机对照研究。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-29 DOI: 10.1093/chidev/aacag208

引用次数: 0

Susceptibility to task-irrelevant auditory distractors in relation to visual working memory in children with and without attention-deficit/hyperactivity disorder. 有或无注意缺陷/多动障碍儿童对任务无关听觉干扰物的易感性与视觉工作记忆的关系

IF 3.6 1区心理学

Child development Pub Date : 2026-10-28 DOI: 10.1093/chidev/aacag195

Yuanjun Kong, Manqi Zhou, Xuye Yuan, Xiangsheng Luo, Jipeng Huang, Yiwen Li, Lili Yang, Yiyang Wang, Xiaojun Sun, Li Sun, Yan Song

{"title":"Susceptibility to task-irrelevant auditory distractors in relation to visual working memory in children with and without attention-deficit/hyperactivity disorder.","authors":"Yuanjun Kong, Manqi Zhou, Xuye Yuan, Xiangsheng Luo, Jipeng Huang, Yiwen Li, Lili Yang, Yiyang Wang, Xiaojun Sun, Li Sun, Yan Song","doi":"10.1093/chidev/aacag195","DOIUrl":"https://doi.org/10.1093/chidev/aacag195","url":null,"abstract":"Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder associated with increased distractibility. Previous research has reported that susceptibility to task-irrelevant visual distraction is linked with visual working memory (WM) capacity in adults. Here, we examined how neural susceptibility to task-irrelevant auditory distractors related to visual WM capacity in children with and without ADHD. Across two experiments, electroencephalography (EEG) signals were recorded from 146 Chinese children aged 7-15 (63 with ADHD, 23% girls; collected in 2022-2024), during which they performed visual tasks of varying difficulty with auditory distractors. The mismatch negativity (MMN) amplitude was measured as neural susceptibility to auditory distractors, and a K-score was calculated to assess visual WM capacity. In typically developing (TD) children, those with higher visual WM capacity showed less susceptibility to auditory distractors under high audiovisual competition (r = 0.494), whereas this relation reversed under low competition (r = -0.319). Conversely, in children with ADHD, lower visual WM capacity predicted higher susceptibility under both high (r = 0.442) and low competition (r = 0.326). These findings indicate that susceptibility to task-irrelevant auditory distraction is related to visual WM capacity in children, but the patterns differ between typical and atypical neurodevelopment and are modulated by audiovisual competition.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149285479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing live and video observations in preschool classrooms: Evidence from within-observation CLASS scores. 比较幼儿园教室的现场和视频观察：来自观察内班级分数的证据。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-27 DOI: 10.1093/chidev/aacag203

Anne Partika, Todd Grindal, Sarah Gerard, Gullnar Syed

{"title":"Comparing live and video observations in preschool classrooms: Evidence from within-observation CLASS scores.","authors":"Anne Partika, Todd Grindal, Sarah Gerard, Gullnar Syed","doi":"10.1093/chidev/aacag203","DOIUrl":"https://doi.org/10.1093/chidev/aacag203","url":null,"abstract":"This study provides evidence on the comparability of live and video classroom observation scores. Observations were conducted from May 2023 to August 2024 in 59 preschool classrooms serving children ages 3-5 across five U.S. states. Among classroom lead teachers, 87% identified as women; 6% identified as Asian, 27% as Black, 18% as Hispanic or Latine, 36% as White, and 5% as multiracial. Using the Classroom Assessment Scoring System, observers conducted 101 live observations while simultaneously recording videos to be coded by a different observer. Within-observation fixed-effects methods were used to compare live and video scores for the same observation. Video scores for Emotional Support were lower compared to live scores (d = -0.30). Additionally, whether live and video scores differed was moderated by observation scores and language. Specifically, video scores across all domains were lower than live scores in higher quality observations, but video scores for Classroom Organization and Instructional Support were higher than live scores in lower quality observations. Video scores were higher than live scores for Instructional Support in multilingual Spanish-English observations, but there were no differences in monolingual English observations. The findings have implications for using video observations for early care and education research, coaching, and accountability.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149285455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0