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Child Development Perspectives最新文献

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Issue Information - Editorial Board 期刊信息 - 编辑委员会
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-11-01 DOI: 10.1111/cdep.12535
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引用次数: 0
Designing equity‐centered early learning assessments for today's young children 为当今幼儿设计以公平为中心的早期学习评估
IF 6.4 1区 心理学
Child Development Perspectives Pub Date : 2024-09-12 DOI: 10.1111/cdep.12528
Emily C. Hanno, Ximena A. Portilla, JoAnn Hsueh
{"title":"Designing equity‐centered early learning assessments for today's young children","authors":"Emily C. Hanno, Ximena A. Portilla, JoAnn Hsueh","doi":"10.1111/cdep.12528","DOIUrl":"https://doi.org/10.1111/cdep.12528","url":null,"abstract":"In this article, we adopt culturally relevant perspectives on developmental science that acknowledge and value the diversity of backgrounds and experiences of young children and their families to identify opportunities to advance the measurement of early childhood development. We focus on direct child assessments that can drive more equitable early learning experiences and outcomes by informing the work of educators and program‐ and system‐level decision‐makers. Specifically, we describe potential advancements in the <jats:italic>content</jats:italic> (what is measured), <jats:italic>method</jats:italic> (how assessments are conducted), and <jats:italic>output</jats:italic> (how data are presented) of early learning assessments. Throughout, we highlight opportunities to elevate the experiences of those who use assessment—children, families, educators, and administrators—to develop equity‐centered, engaging assessments that provide comprehensive, fair, and useful insights.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"25 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196810","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 development of prosocial risk‐taking behavior: Mechanisms and opportunities 亲社会冒险行为的发展：机制与机遇
IF 6.4 1区 心理学
Child Development Perspectives Pub Date : 2024-08-07 DOI: 10.1111/cdep.12525
Emma Armstrong‐Carter, Eva H. Telzer
{"title":"The development of prosocial risk‐taking behavior: Mechanisms and opportunities","authors":"Emma Armstrong‐Carter, Eva H. Telzer","doi":"10.1111/cdep.12525","DOIUrl":"https://doi.org/10.1111/cdep.12525","url":null,"abstract":"Many young people are inclined toward risk taking and also toward helping other people. <jats:italic>Prosocial risk taking</jats:italic> is a term that can describe different ways that youth provide significant instrumental and emotional support to family members, friends, and strangers, even when it involves a personal risk. In this article, we review research about different types of prosocial risk taking and highlight examples, emphasizing a developmental perspective by examining change across childhood, adolescence, and young adulthood. Research to date suggests that young people are more likely to engage in prosocial risk taking when they are more tolerant of uncertainty, have greater sensation‐seeking, perspective‐taking, and empathy, and when they are motivated by reputational concerns. Individual differences in prosocial risk‐taking behavior depend on youth's access to opportunities to explore, practice, and experience positive social feedback. Providing opportunities for youth to direct their risk‐taking tendencies toward prosocial outlets may help minimize risks to their psychosocial health and promote individual and community well‐being.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"44 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931173","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 (in)effectiveness of training domain‐general skills to support early math knowledge 训练领域通用技能以支持早期数学知识的（不）有效性
IF 6.4 1区 心理学
Child Development Perspectives Pub Date : 2024-08-03 DOI: 10.1111/cdep.12526
Emily R. Fyfe, Giulia A. Borriello
{"title":"The (in)effectiveness of training domain‐general skills to support early math knowledge","authors":"Emily R. Fyfe, Giulia A. Borriello","doi":"10.1111/cdep.12526","DOIUrl":"https://doi.org/10.1111/cdep.12526","url":null,"abstract":"Researchers agree that both domain‐general skills and domain‐specific skills contribute to mathematics knowledge, but questions arise as to which skills can and should be trained to improve children's learning outcomes. In this article, we synthesize research on training three domain‐general constructs in early childhood (patterning skills, working memory, and spatial reasoning) and their causal links to mathematics knowledge. The results are clear: Practice with these domain‐general tasks is unlikely to transfer to higher scores on measures of mathematics knowledge, especially for preschool‐aged children. Based on this evidence, we argue against using isolated domain‐general training to enhance math knowledge in early childhood. We offer recommendations for researchers and practitioners to optimize best practices in this area.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"30 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931174","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 multifaceted nature of early vocabulary development: Connecting children's characteristics with parental input types 早期词汇发展的多面性：将儿童的特点与父母的输入类型联系起来
IF 6.4 1区 心理学
Child Development Perspectives Pub Date : 2024-08-01 DOI: 10.1111/cdep.12524
Tilbe Göksun, Aslı Aktan‐Erciyes, Dilay Z. Karadöller, Ö. Ece Demir‐Lira
{"title":"The multifaceted nature of early vocabulary development: Connecting children's characteristics with parental input types","authors":"Tilbe Göksun, Aslı Aktan‐Erciyes, Dilay Z. Karadöller, Ö. Ece Demir‐Lira","doi":"10.1111/cdep.12524","DOIUrl":"https://doi.org/10.1111/cdep.12524","url":null,"abstract":"Children need to learn the demands of their native language in the early vocabulary development phase. In this dynamic process, parental multimodal input may shape neurodevelopmental trajectories while also being tailored by child‐related factors. Moving beyond typically characterized group profiles, in this article, we synthesize growing evidence on the effects of parental multimodal input (amount, quality, or absence), domain‐specific input (space and math), and language‐specific input (causal verbs and sound symbols) on preterm, full‐term, and deaf children's early vocabulary development, focusing primarily on research with children learning Turkish and Turkish Sign Language. We advocate for a theoretical perspective, integrating neonatal characteristics and parental input, and acknowledging the unique constraints of languages.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"364 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881187","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
Issue Information - Editorial Board 期刊信息 - 编辑委员会
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-08-01 DOI: 10.1111/cdep.12521
{"title":"Issue Information - Editorial Board","authors":"","doi":"10.1111/cdep.12521","DOIUrl":"10.1111/cdep.12521","url":null,"abstract":"","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 3","pages":"105-106"},"PeriodicalIF":5.1,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How does work during pregnancy affect maternal and infant health and development? 孕期工作对母婴健康和发育有何影响？
IF 6.4 1区 心理学
Child Development Perspectives Pub Date : 2024-07-24 DOI: 10.1111/cdep.12523
Alejandra Ros Pilarz, Jessica Pac
{"title":"How does work during pregnancy affect maternal and infant health and development?","authors":"Alejandra Ros Pilarz, Jessica Pac","doi":"10.1111/cdep.12523","DOIUrl":"https://doi.org/10.1111/cdep.12523","url":null,"abstract":"In the United States, most mothers work during pregnancy. Yet, until the passage of the Pregnant Workers Fairness Act in 2022, pregnant employees did not have a right to reasonable accommodations to work under safe conditions. This law is expected to increase employment among pregnant women, making it critical to understand the effects of work during pregnancy on health and the potential benefits of the law. Because the prenatal period has long‐lasting consequences for health, employment during pregnancy can affect children's health and development in childhood and beyond. In this article, we review theory and empirical evidence on the effects of work during pregnancy on maternal and infant health. We propose a conceptual framework that outlines the pathways through which work during pregnancy affects health, discuss policies that are expected to affect work during pregnancy and health and conclude with priorities for future research.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"41 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773352","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
Toward a mechanistic understanding of the association between motor and executive function skill development in early childhood 从机制上理解幼儿期运动和执行功能技能发展之间的联系
IF 6.4 1区 心理学
Child Development Perspectives Pub Date : 2024-06-22 DOI: 10.1111/cdep.12520
Jessica M. Cassidy, Michael T. Willoughby
{"title":"Toward a mechanistic understanding of the association between motor and executive function skill development in early childhood","authors":"Jessica M. Cassidy, Michael T. Willoughby","doi":"10.1111/cdep.12520","DOIUrl":"https://doi.org/10.1111/cdep.12520","url":null,"abstract":"Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions about the potentially causal association between motor and executive function skill development in early childhood. We also consider the broader implications of this work for informing typical and atypical development.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"60 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528872","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
Revisiting the conceptualization and measurement of ethnic-racial identity affect: Recommendations for future directions 重新审视民族-种族身份影响的概念化和测量：对未来发展方向的建议
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-05-31 DOI: 10.1111/cdep.12517
Adriana J. Umaña-Taylor
{"title":"Revisiting the conceptualization and measurement of ethnic-racial identity affect: Recommendations for future directions","authors":"Adriana J. Umaña-Taylor","doi":"10.1111/cdep.12517","DOIUrl":"10.1111/cdep.12517","url":null,"abstract":"<p>Ethnic-racial identity (ERI) is an important psychological construct that can have significant implications for individuals' positive development and adjustment. The multifaceted nature of ERI has been well documented, and scholars have identified clear distinctions between process and content dimensions of ERI. ERI affect is among the most widely studied dimensions of ERI. In this article, I revisit the theoretical and empirical foundations on which the conceptualization and measurement of ERI affect have been grounded, and present findings that suggest that distinctions between positive and negative affect are necessary. I also draw on social identity and emotion science theories to explain the patterns of findings for positive and negative affect and offer suggestions for future theorizing and empirical work on ERI affect. Finally, I offer recommendations for revised interpretations of prior work, more refined measurement approaches for future work, and increased attention to the practice-based implications of research on ERI affect.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 4","pages":"215-220"},"PeriodicalIF":5.1,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141192309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Global Call for Two-Generation Approaches to Child Development and Caregivers' Livelihoods 全球呼吁采用两代人方法促进儿童发展和照顾者生计
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-05-31 DOI: 10.1111/cdep.12516
Teresa Eckrich Sommer, Emily Franchett, Hirokazu Yoshikawa, Joan Lombardi
{"title":"A Global Call for Two-Generation Approaches to Child Development and Caregivers' Livelihoods","authors":"Teresa Eckrich Sommer,&nbsp;Emily Franchett,&nbsp;Hirokazu Yoshikawa,&nbsp;Joan Lombardi","doi":"10.1111/cdep.12516","DOIUrl":"10.1111/cdep.12516","url":null,"abstract":"<p>Interest in two-generation approaches to improve the developmental outcomes of children and their caregivers and the economic well-being of families has increased amid persistent child and family poverty worldwide. Grounded in a dual developmental science perspective and the theory of linked lives, these approaches maximize developmental potential by addressing the interrelated educational, economic, and developmental needs of children and their caregivers. They offer coordinated, aligned, and simultaneous services for at least two generations in the same family. In this article, we propose that from a global perspective, two-generation approaches that harness synergies among children and their caregivers are likely to be more effective than single-generation approaches in alleviating poverty and improving human development. We identify five models in different geographic regions of the world that promote the development of young children (0–6 years), the education and livelihood of their caregivers, and the well-being of both, which we group by type of program: quality child care, early childhood development + nonformal education for parents, and cash transfers + parenting. We close with a call for more research on two-generation programs and policies globally.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 4","pages":"204-214"},"PeriodicalIF":5.1,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141192129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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