Infant and Child Development最新文献

{"title":"Methods Used to Code Adult-Child Mathematical Interactions and the Association With Children's Mathematical Skills: A Systematic Review and Meta-Analysis","authors":"Hanna Weiers,&nbsp;Felicity Slocombe,&nbsp;Ella James-Brabham,&nbsp;Camilla Gilmore","doi":"10.1002/icd.70043","DOIUrl":"https://doi.org/10.1002/icd.70043","url":null,"abstract":"<p>Individual differences in mathematical skills emerge early and are influenced by a range of cognitive and environmental factors. One of these is the Home Mathematics Environment (HME), which includes adult-child mathematics talk. Nevertheless, large variations in methods used to investigate and code adult-child mathematics talk exist. We conducted a pre-registered systematic review (<i>N</i> = 108) of the methods used to code adult-child mathematics talk in children aged 8 years or younger. We identified nine different categories of coding methods. A multi-level meta-analysis with studies additionally reporting children's mathematics skills (291 effect sizes) revealed a small but significant correlation between adult-child mathematics talk and children's mathematics skills (<i>r =</i> 0.072). This was significantly moderated by coding category, implying that some aspects of the interaction are more important than others. This review highlights different methods for coding adult-child mathematical talk, enabling researchers to make informed decisions about how to code interactions.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144705690","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":"How Linguistic Labels and Objects Types Shape Inductive Reasoning in Chinese Preschool Children Aged 3 to 5 Years","authors":"Yuan Liang,&nbsp;Jie Yan,&nbsp;Yan Li,&nbsp;Ying Xiao,&nbsp;Hao Yan","doi":"10.1002/icd.70033","DOIUrl":"https://doi.org/10.1002/icd.70033","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated inductive reasoning abilities in 3–5-year-old children across perceptual similarity and linguistic label conditions. Sixty-five typically developing children aged 3 to 5 participated in reasoning tasks involving natural and artificial targets. In the experimental design, children learned two contrasting characteristics associated with distinct individuals and were then asked to identify which attribute applied to a subsequent test stimulus. The comparative framework utilised dual reference points: one sharing identical linguistic labels with the target while displaying distinct property characteristics, and another maintaining property similarities to the target but differing in label information. Results demonstrated that linguistic labels enhanced children's inductive reasoning, particularly with natural objects. Children encountered greater challenges with inductive reasoning when presented with artificial objects. By age 5, participants exhibited significant cognitive development, transitioning from perceptual similarity-based reasoning to more sophisticated category-based conceptualisation. This progression represents a qualitative transformation in reasoning capabilities, marking a critical developmental milestone in early cognitive processing.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144624522","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":"Caregivers' Perceptions and Practices Regarding Responsive Caregiving and Early Learning in Cajamarca, Andean Peru: A Qualitative Study","authors":"Kristen Hinckley,&nbsp;Maria Catalina Gastiaburú Cabello,&nbsp;Milagros Alvarado,&nbsp;Dana Charles McCoy,&nbsp;Daniel Mäusezahl,&nbsp;Günther Fink,&nbsp;Sarah Farnsworth Hatch,&nbsp;Nerita Gabriela Quispe Roncal,&nbsp;Natalia Gonzales Eslava,&nbsp;María Luisa Huaylinos Bustamante,&nbsp;Andreana Castellanos,&nbsp;Stella M. Hartinger,&nbsp;Lena Jäggi","doi":"10.1002/icd.70036","DOIUrl":"https://doi.org/10.1002/icd.70036","url":null,"abstract":"<p>Parenting programs around the world target components of the “Nurturing Care Framework” (NCF)—including responsive caregiving and early learning—to improve early childhood development (ECD). However, it is difficult to optimally design culturally relevant programs without knowing how these components align with local cultural beliefs. This study explored how caregivers understand and encourage early learning and responsive caregiving, and analyzed how this aligns with existing conceptualizations from the NCF. We conducted individual qualitative interviews (<i>n</i> = 17) and one focus group (<i>n</i> = 8) with caregivers (18–62 years, 88% female) of children under 5 years of age in Cajamarca, Andean Peru. Caregivers discussed priorities, roles, learning and play, challenges, and support. We used the Framework Method for analysis and found considerable alignment between caregivers' perceptions and the NCF, as well as some culturally grounded factors. We provide recommendations to ensure that programs reflect local caregiving strengths and address areas of opportunity.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582331","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":"Talking About Donor-Conception: Parents' and Children's Experiences of Origin Storytelling","authors":"Javiera Navarro-Marshall","doi":"10.1002/icd.70028","DOIUrl":"https://doi.org/10.1002/icd.70028","url":null,"abstract":"<div>\u0000 \u0000 <p>New family structures are emerging with the inception of artificial reproductive technology (ART), and one of these new formations is donor-conceived families. These families challenge the traditional definition of family but also face challenges in disclosing origins to their children. Developmental psychology has scarce evidence about how these conversations unfold and how families feel about these instances of origin storytelling. Therefore, this research explored how families with donor-conceived children experience sharing conception stories. This was achieved with a qualitative descriptive approach with 45 participants belonging to 17 donor-conceived families (heteroparental, monoparental and homoparental): 22 mothers, four fathers, 11 daughters and eight sons, aged between 3 and 8, all living in Chile and self-identified as Latino. Families were asked to record their conversations and later reflect on them. This paper examines families' subjective experiences of origin storytelling, showing that while parents and children have multilayered feelings about these stories, they view the experience positively overall. Conception stories are a multilayered process that is ongoing throughout a child's development. These results feature the voices of the first generation of children in Chile growing up in donor-conceived families, thus illuminating an under-examined yet growing population across the world.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582330","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":"Development and Initial Validation of the Indonesian Child Self-Regulation Scale","authors":"Olifa J. Asmara,&nbsp;Alina Morawska,&nbsp;April Hoang,&nbsp;Yulina Eva Riany","doi":"10.1002/icd.70040","DOIUrl":"https://doi.org/10.1002/icd.70040","url":null,"abstract":"<p>Child self-regulation has been considered a valuable skill that shapes a child's future life trajectory. Parents have crucial roles in its development, making parenting interventions a strategic means to promote child self-regulation. Nonetheless, there are no available measures of child self-regulation suitable for assessing outcomes in evaluations of parenting interventions, particularly in non-WEIRD countries. The present study developed the new Child Self-Regulation Scale (CSRS) and investigated its psychometric properties in the Indonesian context. A sample of 438 Indonesian parents of 3–12-year-old typically developing children participated in the study. Confirmatory Factor Analysis (CFA), convergent, discriminant and criterion-related validity, and internal consistency and test–retest reliability were examined. The results showed that the 19-item CSRS had good construct and criterion validity along with good internal and temporal reliability, indicating potential usefulness for clinical and research contexts in Indonesia.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589848","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":"Developing a Culturally Relevant Executive Function Observation Scale Based on Interviews With Nigerian Preschool Teachers","authors":"Chika Ezeugwu,&nbsp;Sara Baker","doi":"10.1002/icd.70042","DOIUrl":"https://doi.org/10.1002/icd.70042","url":null,"abstract":"<p>Executive function (EF) measures used with African children heavily depend on task-based assessments normed in minority world settings. This reliance poses a challenge as it limits the understanding of how children display their EF behaviours within their own culture. Environmental factors including income and parenting are associated with children's EF development. In addition, culture-specific practices may shape what EF behaviours are adaptive. Therefore, tasks that do not incorporate culture-specific indicators of EF may lead to misinterpretation or underestimation of children's true EF capabilities in these settings. To bridge this gap, we used a qualitative approach to design a new observation scale for assessing EF in naturalistic classroom contexts. This paper describes the qualitative work leading to the design of the observation scale, which was later piloted in a quantitative study (reported elsewhere). To design the observation scale, we asked 16 preschool teachers (2 males and 14 females) in Nigeria to describe observable behavioural indicators of young children's EFs based on their own classroom experiences. Their responses were thematically analyzed using a deductive approach, based on the EF constructs of inhibitory control, working memory, cognitive flexibility, and planning. We used the codes from the thematic analysis to develop a set of initial items for an observation scale aimed at assessing EF in context. This set of items was shared with international experts on EF and teachers who provided feedback on the items' face validity; a final set of items was extracted to constitute the new observational measure. Our findings suggest that using qualitative approaches can help inform the cultural relevance of instrument design. The theoretical and practical significance of the findings are discussed.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582329","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":"Preschool Language Environments and Children's School Readiness Skills","authors":"Kirsten L. Anderson,&nbsp;Robert J. Duncan,&nbsp;Yemimah A. King,&nbsp;Jennifer K. Finders,&nbsp;David. J. Purpura,&nbsp;Sara A. Schmitt","doi":"10.1002/icd.70041","DOIUrl":"https://doi.org/10.1002/icd.70041","url":null,"abstract":"<p>Early language environments are considered to support children's language development; however, it is unclear to what extent early language environments relate to skills other than language abilities. We examined (1) whether the preschool language environment (measured as adult words heard and conversational turns) is associated with children's school readiness skills (i.e., emergent literacy, math and executive function [EF]), and (2) whether children's vocabulary skills explain these associations. Using Language Environment Analysis (LENA) devices, we collected student-level language environment data from 91 preschoolers (56.04% boys; 67.42% non-Hispanic White) across two school days. We found that there was a significant, positive association between adult words heard and children's math skills (<i>β</i> = 0.18, <i>p</i> = 0.037) and a significant, positive association between conversational turns and children's math (<i>β</i> = 0.22, <i>p</i> = 0.008) and emergent literacy (<i>β</i> = 0.26, <i>p</i> = 0.002) skills. However, these associations were substantially attenuated when accounting for children's vocabulary skills; after including children's scores on a vocabulary task in these models, none of these associations were statistically significant. Neither adult words heard nor conversational turns were associated with children's EF skills in any models run. Implications of these findings for theory and early educational practices are discussed.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573874","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":"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}