Infant and Child Development最新文献

{"title":"Visual-Motor Integration and Handwriting Development in Chinese Primary School Children: An Analysis Across Different Grade Levels","authors":"Rui Dong,&nbsp;Li Yin","doi":"10.1002/icd.70037","DOIUrl":"https://doi.org/10.1002/icd.70037","url":null,"abstract":"<div>\u0000 \u0000 <p>Visual-motor integration (VMI) is crucial for children's literacy development, especially in writing Chinese characters, which are more complex than alphabetic letters. The developmental trajectory of VMI and its relationship with handwriting skills across different elementary school grades remain underexplored. This study investigates the developmental trajectory of VMI in Chinese primary school students across different grades and examines whether grade level moderates the relationship between VMI and handwriting ability. A total of 672 native Chinese students from grades 1 to 6 in Shandong and Henan Provinces, China, were assessed (330 females, <i>M</i> _age = 9.23 years). VMI was evaluated using the Beery Visual-Motor Integration Development Test. Handwriting fluency and accuracy were measured through the Digit and Character Writing Task, as well as the Paper-Pen Copying Task. VMI levels increased significantly from grades 1 to 3, then plateaued by grade 4. Grade level positively moderated the relationship between VMI and handwriting fluency, but negatively moderated the relationship between VMI and handwriting accuracy. VMI levels in Chinese primary school students show rapid early growth, followed by slower progression. VMI has a stronger influence on handwriting fluency in the upper grades, while it affects handwriting accuracy more in the lower grades. These findings underscore the variability in VMI development and offer valuable insights for targeted interventions.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144524893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Qualitative Research on Infant and Child Development in Majority World Countries","authors":"Catherine E. Draper","doi":"10.1002/icd.70039","DOIUrl":"https://doi.org/10.1002/icd.70039","url":null,"abstract":"&lt;p&gt;Publication bias has become increasingly acknowledged in the field of child development (Draper et al. &lt;span&gt;2022&lt;/span&gt;). The lack of diversity in child development research has been highlighted (Moriguchi &lt;span&gt;2022&lt;/span&gt;; Nielsen et al. &lt;span&gt;2017&lt;/span&gt;), including for specific fields such as cognitive development research (Alves et al. &lt;span&gt;2022&lt;/span&gt;; Miller-Cotto et al. &lt;span&gt;2022&lt;/span&gt;; Rowley and Camacho &lt;span&gt;2015&lt;/span&gt;), caregiving (Benito-Gomez et al. &lt;span&gt;2020&lt;/span&gt;; Raval and Walker &lt;span&gt;2019&lt;/span&gt;), physical punishment and child development (Gershoff and Grogan-Kaylor &lt;span&gt;2016&lt;/span&gt;; Heilmann et al. &lt;span&gt;2021&lt;/span&gt;) and early childhood development interventions (Draper et al. &lt;span&gt;2023&lt;/span&gt;; Ferreira et al. &lt;span&gt;2020&lt;/span&gt;). Furthermore, recent reviews have noted biases in infant development research (Singh et al. &lt;span&gt;2023&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;While criticisms initially highlighted the narrow focus of psychology on American (Arnett &lt;span&gt;2008&lt;/span&gt;) and ‘WEIRD’ (Western, Educated, Industrial, Rich and Democratic) populations, drawing attention to the lack of representation in our understanding of human psychology and behaviour (Henrich et al. &lt;span&gt;2010a&lt;/span&gt;, &lt;span&gt;2010b&lt;/span&gt;). More recently, the terms ‘Majority’ and ‘Minority World’ (Alam &lt;span&gt;2019&lt;/span&gt;) are used rather than terms such as WEIRD, Global South, developing or low- and middle-income countries to not bolster notions of superiority and false hierarchies (Khan et al. &lt;span&gt;2022&lt;/span&gt;). Instead, Majority World refers collectively to the countries that make up the majority of the world's population, while Western Countries actually comprise the minority (Khan et al. &lt;span&gt;2022&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Apart from the publication bias already mentioned, qualitative research in child development is scarce, relative to quantitative research. There are two main factors that arguably contribute to this. First, this relative scarcity may be due to long-held beliefs by some child development researchers from quantitative research backgrounds that qualitative research does not measure up to the same rigorous standards as quantitative research—a view not unique to child development research. Frameworks for evaluating the rigour of qualitative research can run the risk of applying a quantitative paradigm, and reviewers more entrenched in this quantitative paradigm can ask (and sometimes insist) that qualitative researchers apply quantitative concepts such as inter-rater reliability and generalizability, and consider small sample sizes a limitation. This can show a lack of insight into the underpinning tenets of qualitative research, thereby failing to properly recognise its unique contributions.&lt;/p&gt;&lt;p&gt;Second, many journals in the field of child development do not easily accommodate qualitative research articles. These journals have word limits that are unrealistic for qualitative research articles and would require authors to severely compromise on their ability to ","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144519989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Apps Exist That Can Be Leveraged for Speech and Language Surveillance in Children? A Scoping Review","authors":"Sam Harding,&nbsp;Lydia Morgan,&nbsp;Sarah Rudd,&nbsp;Yvonne Wren","doi":"10.1002/icd.70038","DOIUrl":"https://doi.org/10.1002/icd.70038","url":null,"abstract":"<p>This scoping review aimed to identify and evaluate apps designed to screen or monitor speech, language, and communication (SLC) development in young children. Early identification and intervention are crucial for children with SLC difficulties, but traditional assessments can be time-consuming and lack ecological validity. Technological advancements offer potential for more objective and user-friendly assessments through apps. A systematic search of five databases identified 14 papers representing 18 studies on apps for SLC screening in children under 5 years old. Ten apps were identified, targeting various SLC domains, with four processing data internally and others requiring external software. Studies spanned eight countries, with diverse purposes and sample sizes, targeting children from newborns to 9 years old (average 3.7 years). Most studies focused on app development and usability, with limited data on reliability and validity. More research is needed to assess these apps' effectiveness as surveillance tools for SLC needs.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144519797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The PRSIST Intervention to Improve Self-Regulation in Preschoolers: An Adaptation to the Italian Context","authors":"Costanza Ruffini,&nbsp;Elena Magni,&nbsp;Chiara Pecini,&nbsp;Steven J. Howard","doi":"10.1002/icd.70032","DOIUrl":"https://doi.org/10.1002/icd.70032","url":null,"abstract":"<p>Self-regulation is the ability to control cognitive, behavioural and social–emotional processes in service of one's goals. In the preschool years, self-regulation develops rapidly, and during this period, it is influenced by the plasticity of the underlying neurofunctional circuits. Since good early self-regulation skills favour positive developmental trajectories, numerous interventions have been proposed to enhance early self-regulation skills. The present study aimed to investigate the efficacy of one of these, the Preschool Situational Self-Regulation Toolkit (PRSIST), adapted to the Italian context. Two hundred and twenty-seven preschoolers were randomly assigned at the classroom level to an experimental group (EG, <i>n</i> = 117) and a control group (CG, <i>n</i> = 110). The EG was involved in the intervention for 6 months, delivered by the classroom teachers through: daily playful activities with self-regulation challenge, participating in teacher training of beneficial adult practices and parent newsletters. The EG showed significant improvement compared to the CG in: cognitive self-regulation; inhibition; cognitive flexibility; and prosocial behaviours. Children with low initial performance improved even more from the training. These results support the acceptability and efficacy of this intervention, which can be implemented by teachers within Italian preschool contexts to promote the self-regulation skills of preschoolers.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144519798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of a Community-Based Music Program on the Quality of Parent–Child Language Interactions: A One-Year Follow-Up","authors":"Amy R. Smith,&nbsp;Brenda Salley,&nbsp;Deanna Hanson-Abromeit,&nbsp;Rocco A. Paluch,&nbsp;Kai Ling Kong","doi":"10.1002/icd.70012","DOIUrl":"https://doi.org/10.1002/icd.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>The opportunity for language-building interactions, and specifically conversational turn-taking with a caregiver, is a critical foundation for enhancing a child's language development. In this secondary analysis of conversational turns, 89 parent–child dyads who previously completed 1 year of either weekly Music Together (music) or play date (control) classes (intensive intervention phase) were assessed after 1 year of monthly classes (maintenance phase). Conversational turns were coded from parent–child free play interactions conducted in a laboratory environment post maintenance phase (month-24). Results show that participants in the music group had a greater increase in the average number of conversational turns in each episode from baseline to month 24. Participating in music enrichment programs during infancy may benefit parent–child language interactions into toddlerhood.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Math Anxiety, Activities, and Skills: Evidence From US Latine Families","authors":"Paola Montufar Soria,&nbsp;Jimena Cosso,&nbsp;David Purpura,&nbsp;Gigliana Melzi","doi":"10.1002/icd.70030","DOIUrl":"https://doi.org/10.1002/icd.70030","url":null,"abstract":"<p>Findings from previous work show that caregivers' math anxiety moderates the positive association between caregiver–child math activities and child math outcomes. Most of this research, however, has focused on elementary school children, primarily White populations, and used mainstream measures. The present study examined the associations between caregiver-child math activities, caregiver math anxiety, and caregiver rating of child numeracy skills with 828 US Latine families (Mage-child = 3.72, SD = 1.25) and used a culturally grounded measure. We found that caregiver–child math activities and caregiver math anxiety were each related to childrens numeracy skills. Additionally, caregiver math anxiety negatively moderated the association between caregiver–child math activities and childrens' numeracy skills, such that the association only held at lower-than-average levels of math anxiety. The results of the study enhance our understanding of the factors that shape how US Latine families support young childrens early.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144308885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Differences, or Lack Thereof, in the Early Home Science Environment","authors":"Suzanne Varnell,&nbsp;Sona C. Kumar,&nbsp;Lauren Westerberg,&nbsp;Patrick Ehrman,&nbsp;Fabiola Herrera,&nbsp;Chellam Antony,&nbsp;Avery H. Closser,&nbsp;Elizabeth Clark,&nbsp;David J. Purpura","doi":"10.1002/icd.70034","DOIUrl":"https://doi.org/10.1002/icd.70034","url":null,"abstract":"<p>As women are underrepresented in STEM and the home learning environment has been associated with children's science knowledge, this study focuses on the home science environment as an area where gender differences may occur. To identify potential antecedents of gender differences, this study examined whether there were mean differences in the frequency of parent engagement in science content, processes and resources by child gender and parent relation. 906 parents of 1- to 6-year-old children (67% female, 86% White, 50% female children) completed a cross-sectional online survey about the home science environment. Results indicate no significant differences in the frequency of science engagement between parents of girls and parents of boys and between mothers and fathers (<i>η</i>^<i>2</i> &lt; 0.01). We did not find any significant gender differences in parents' reports of their frequency of engagement in early home science activities across content, processes and resources.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144308886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influences on Data Quality in Developmental Children Studies","authors":"Stephanie Wermelinger,&nbsp;Marco Bleiker,&nbsp;Moritz M. Daum","doi":"10.1002/icd.70035","DOIUrl":"https://doi.org/10.1002/icd.70035","url":null,"abstract":"<div>\u0000 \u0000 <p>Children's fuzziness leads to increased variance in the data, data loss, and high dropout rates in developmental studies. This study investigated the importance of 20 factors on the person (child, caregiver, experimenter) and situation (task, method, time, and date) level for the data quality as indicated via the number of valid trials in 11 studies with <i>N</i> = 727 infants and children (aged 5 months to 8 years). A random forest model suggests that the duration of the study, the children's age, and the age, gender, and experience of the experimenters are the most important predictors in explaining differences in children's data quality in this sample of children. Other researchers may consider shortening studies and ensuring extensive training for experimenters to help increase the probability of data retention.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144292492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Strengths of Speech Divergence in Autistic People: Implications for Assessment and Support","authors":"Steven K. Kapp,&nbsp;Juliette Gudknecht","doi":"10.1002/icd.70017","DOIUrl":"https://doi.org/10.1002/icd.70017","url":null,"abstract":"<p>This narrative review analyzes the visual and auditory advantages that autistic people with speech divergence (A-SD) may have compared with autistic people without speech divergence (A-NoSD) or non-autistic people. Importantly, A-SDs' intelligence and communication skills are often underestimated in research and practice. Further, this paper provides evidence of how perception in these domains impacts cognitive and language development, with related suggestions to leverage strengths and address challenges. Strengths in auditory perception may contribute to early speech acquisition divergence but also support A-SD's cognitive development and assist in developing language. Understanding A-SD's strengths may help to recognise how they gain cognitive and language skills and build from their strengths. This paper has implications for holistic assessment and strength-informed support.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Developmental Trajectory of Emotion Regulation in Taiwanese Children: Secure Attachment Relationships and Children’s Independence","authors":"Min-An Chao,&nbsp;Ching-Ling Cheng","doi":"10.1002/icd.70031","DOIUrl":"https://doi.org/10.1002/icd.70031","url":null,"abstract":"<div>\u0000 \u0000 <p>While the relationship between secure attachment and emotion regulation has been extensively investigated, there is relatively little information about the trajectory of emotion regulation in childhood and whether changes in emotion regulation would mediate the relation between mother–child secure attachment and independence. A latent growth mediation model was tested using data from the ‘Kids in Taiwan’, a national longitudinal project on child development and care in Taiwan. All participants (<i>N</i> = 1181, 49.5% boys) are Chinese. The results revealed that (1) the growth trajectory of emotion regulation increased rapidly from age 4 to age 6 in children; (2) the trajectory of emotion regulation mediated the relationship between secure attachment at age 4 and subsequent independence at age 6. These findings provide further evidence that early childhood is a vital period for children's development of emotion regulation, and secure attachment is an important factor in supporting long-term emotion regulation and independence in childhood.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}