Infant and Child Development最新文献

{"title":"Children's Trust and Attachment Representations Before and After the COVID-19 Lockdown: Exploring Links With Hair Cortisol Concentration","authors":"Marlies Wintmolders,&nbsp;Bien Cuyvers,&nbsp;Marian J. Bakermans-Kranenburg,&nbsp;Marinus H. Van IJzendoorn,&nbsp;Guy Bosmans","doi":"10.1002/icd.70049","DOIUrl":"https://doi.org/10.1002/icd.70049","url":null,"abstract":"<div>\u0000 \u0000 <p>Theory suggests that attachment figures' regulation of child arousal during stress is central to the development of secure attachment, that is, trust in the attachment figure, and knowledge about care-related interactions, known as the Secure Base Script (SBS). The current study tested the hypothesis that hair cortisol concentration (HCC), reflecting cumulative cortisol production over time, would be associated with attachment development in middle childhood during the first COVID-19 lockdown. HCC was measured in 55 West-European children (56.4% girls) aged 9–11 years (<i>M</i> = 9.48, SD = 0.47) as a biomarker of chronic stress during the lockdown. SBS knowledge and self-reported trust in the attachment figure were measured both before and after the lockdown period to assess attachment development. The results supported the hypothesis that higher HCC was associated with a decrease in trust in the attachment figure <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <mfenced>\u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 <mtext>partial</mtext>\u0000 <mn>2</mn>\u0000 </msubsup>\u0000 <mo>=</mo>\u0000 <mn>0.08</mn>\u0000 </mrow>\u0000 </mfenced>\u0000 </mrow>\u0000 <annotation>$$ left({eta}_{mathrm{partial}}^2=0.08right) $$</annotation>\u0000 </semantics></math>. However, contrary to expectations, HCC did not moderate changes in SBS knowledge. Instead, all children showed an increase in SBS knowledge over time, regardless of HCC <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <mfenced>\u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 <mtext>partial</mtext>\u0000 <mn>2</mn>\u0000 </msubsup>\u0000 <mo>=</mo>\u0000 <mn>0.954</mn>\u0000 </mrow>\u0000 </mfenced>\u0000 </mrow>\u0000 <annotation>$$ left({eta}_{mathrm{partial}}^2=0.954right) $$</annotation>\u0000 </semantics></math>. These findings suggest that cognitive (i.e., SBS knowledge) and affective (i.e., trust) dimensions of attachment may be differentially affected by stress. Further research is needed to clarify the role of endocrinological processes in distinct dimensions of attachment development.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885065","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":"Contextual Fit? Exploring Diverging Areas of Knowledge Around Infant Rearing in a Home Visiting Intervention in Alexandra Township, South Africa","authors":"Nicola Dawson,&nbsp;Annemieke Exton,&nbsp;Thandiwe Khumalo,&nbsp;Josien de Klerk","doi":"10.1002/icd.70046","DOIUrl":"https://doi.org/10.1002/icd.70046","url":null,"abstract":"<p>The applied field of “Global Early Childhood Development”, developed in WEIRD (Western, Educated, Industrialised Rich and Democratic) settings, asserts universal frameworks and understandings of early childhood development pathways. This field advocates for the roll out of parenting interventions aimed at improving child development outcomes, predominantly for children living in the Majority World. This article examines areas of divergence between knowledge about early child development and infant rearing from this applied academic field of “Global Early Childhood Development” and local knowledge in Alexandra Township, a multi-ethnic and multi-linguistic area in Johannesburg, South Africa. Based on thematic analysis of 107 home visit reports, and six triangulating interviews with frontline care workers who wrote the reports, this study identifies four areas of divergence between Global Early Childhood Knowledge and local knowledge, namely differences in knowledge about (1) the value of discriminate and responsive caregiving, (2) whether or not infants are sensing and sentient, (3) the value of exclusive breast-feeding and infant-led feeding, and the (4) causes and treatment for developmental delays and infant sickness. These findings highlight the imperative need for including diverse conceptualisations of child development and addressing structural and contextual influences on child development in Majority World intervention design and implementation.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144881506","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 Maternal Experience of Gender Roles on Children's Socio-Emotional Development in Uganda: A Qualitative Study","authors":"Georgia Tuohy,&nbsp;Herbert Ainamani,&nbsp;Brenda Kakai,&nbsp;Eunice Nydareeba,&nbsp;Josephine Paricia,&nbsp;John Sajabi,&nbsp;Carlo Vreden,&nbsp;Lynda Boothroyd,&nbsp;Zanna Clay","doi":"10.1002/icd.70048","DOIUrl":"https://doi.org/10.1002/icd.70048","url":null,"abstract":"<p>Cultural learning environments and gender roles play a key role in shaping children's development, particularly regarding their social and emotional skills. However, most work on this topic relies on methods that overlook lived experiences and assume high participant literacy, which may not apply to Majority World contexts. To address these issues, this study qualitatively explored maternal beliefs about gender roles and their potential influence on children's socio-emotional development in two distinct Ugandan locations. We conducted focus groups with Ugandan mothers from a rural (Budongo, <i>N</i> = 22) and urban (Mbarara, <i>N</i> = 27) setting to explore common themes in maternal experiences and attitudes towards the socialisation of their infants and children. Inductive thematic analysis revealed four themes: (1) women's role as socially contingent, (2) men should, but do not, (3) hiding negative emotions for self-protection, and (4) emotion as a somatic experience. These themes and their relation to child socio-emotional development, examined through their children's behaviour, are discussed with regard to current literature on cultural learning and maternal attitudes towards parenting.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144881505","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":"Acting and Practising Together: Modulations of the Joint Simon Effect in 6- to 8-Year-Old Children","authors":"Cristina Iani,&nbsp;Sandro Rubichi","doi":"10.1002/icd.70044","DOIUrl":"https://doi.org/10.1002/icd.70044","url":null,"abstract":"<p>The study investigated joint action performance and joint unintentional transfer of learning in two cohorts of elementary school children. Thirty-two first-graders (mean age 6.6 ± 1.22 years; 22 females; all White) and 32 second-graders (mean age 7.8 ± 0.27 years; 15 females; all White) performed a Joint Simon task before and after performing a joint spatial compatibility task in which stimulus position was mapped incompatibly to the response position. We assessed whether, prior to training, children displayed a reliable Joint Simon effect (JSE), indicative of co-representation, and whether age-related differences emerged in its magnitude. Furthermore, we assessed whether the effect was affected by a jointly performed practice. Both age groups showed a significant JSE that was eliminated by the joint incompatible practice. No significant age-related differences emerged. Our results indicate that 6- to 8-year-old children are influenced by the presence of another agent and suggest that the knowledge acquired during joint task performance may automatically and unintentionally transfer to a subsequent similar task.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144758618","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 Relationship Between Non-Suicidal Self-Injury and Suicidal Ideation During Early Adolescence: The Longitudinal Moderating Role of Resilience","authors":"Danyun Wang,&nbsp;Wen Liu,&nbsp;Yulong Wang","doi":"10.1002/icd.70045","DOIUrl":"https://doi.org/10.1002/icd.70045","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aims to investigate the dynamic development relationship between non-suicidal self-injury (NSSI), suicidal ideation, and resilience amongst early adolescents, and to explore the longitudinal protective effect of resilience in preventing suicidal behaviour. A survey was conducted on 970 students (52.89% boys; <i>M</i>_age = 12.36; SD = 0.52; Age range = 11–14 years old at T1) from two middle schools in Hunan Province, China, over a period of 12 months, with data collected at three time points (T1, T2, and T3), each separated by a six-month interval. The study employed latent growth models to analyse the trends in NSSI, suicidal ideation, and resilience amongst the participants. Additionally, a longitudinal moderating model was used to investigate the impact of resilience. The results showed that (1) NSSI and suicidal ideation showed a linear increasing trend, and resilience showed a linear decreasing trend; (2) the initial level of NSSI positively predicted the initial level of suicidal ideation, and negatively predicted its growth rate significantly. The growth rate of NSSI positively predicted the growth rate of suicidal ideation significantly. (3) The growth rate of resilience plays a negative moderating role in the relationship between the growth rate of NSSI and suicidal ideation, which means as the rate of decline in adolescents' resilience accelerates, the increase in NSSI shows stronger predictive power for the increase in suicidal ideation. The findings emphasise the dynamic interactions between NSSI, suicidal ideation, and resilience, highlighting resilience's potential protective role in preventing suicidal behaviour.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 4","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144758552","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":"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}