Infant and Child Development最新文献_第2页

Socialisation of Emotion Regulation in Preschool Classrooms: How Do Peers Matter?

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2025-02-20 DOI: 10.1002/icd.2566

Tatiana Diebold, Ann-Kathrin Jaggy, Sonja Perren

{"title":"Socialisation of Emotion Regulation in Preschool Classrooms: How Do Peers Matter?","authors":"Tatiana Diebold, Ann-Kathrin Jaggy, Sonja Perren","doi":"10.1002/icd.2566","DOIUrl":"https://doi.org/10.1002/icd.2566","url":null,"abstract":"The development of emotional competence is an important milestone during early childhood. Beyond early experience within the family, the (preschool) classroom is a relevant socialisation context, and both teachers and peers may contribute to children's emotion-related outcomes. Tracking changes in the emotion regulation competence of N = 173 preschool children (age in months: M = 43.3, SD = 6.6, 45% girls) over 6 months, the current study investigated whether and how peers contribute to differences in the development of emotion regulation in preschool classrooms. The research questions were addressed by examining three different kinds of peer groups: Classroom-level peer group, friendship group, and high-status peers (social network centrality). Teachers rated children's emotion regulation competence and empathic co-regulation behaviour—referring to preschoolers' supportive responses to their peers' emotional expressions—at three assessment points. Multilevel growth modelling provided evidence that friendship-group empathic co-regulation (empathy, helping, and comforting behaviour) predicted changes in preschoolers' emotion regulation over time, confirming that friendship groups influence young children's emotional development.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456013","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}

引用次数: 0

Methods Used to Assess Early Mathematical Skills in 2-Year-Olds: A Review of the Literature

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2025-02-19 DOI: 10.1002/icd.70001

Hanna Weiers, Sohnia Ghattaura, Gaia Scerif, Francesco Sella, Victoria Simms, Iro Xenidou-Dervou, Camilla Gilmore

{"title":"Methods Used to Assess Early Mathematical Skills in 2-Year-Olds: A Review of the Literature","authors":"Hanna Weiers, Sohnia Ghattaura, Gaia Scerif, Francesco Sella, Victoria Simms, Iro Xenidou-Dervou, Camilla Gilmore","doi":"10.1002/icd.70001","DOIUrl":"https://doi.org/10.1002/icd.70001","url":null,"abstract":"When children are aged around 2 years, many of the early foundations of mathematical skills are developing. Understanding this is important to shed light on theories of mathematical development. Nevertheless, little research has investigated 2-year-olds' early mathematical abilities, with most research focussing on either infants (aged 0–1 years) or pre-schoolers (aged 3–5 years). One possible reason for this lack of research may be the challenges associated with the methods used with this age group. Here, we review the methods used to assess 2-year-olds' basic mathematical skills and identify the gaps and issues with those methods. Our findings indicate several issues, both with individual methods used to test specific skills but also some common challenges applicable across all measures and skills. We discuss the identified issues and highlight a need for more appropriate approaches and for alternative methods of administration to better evaluate 2-year-olds' mathematical skills.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439152","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}

引用次数: 0

Learning in Dos Idiomas: The Impact of Codeswitching on Children's Noun and Verb Learning

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2025-02-04 DOI: 10.1002/icd.2568

Emma Libersky, Caitlyn Slawny, Margarita Kaushanskaya

{"title":"Learning in Dos Idiomas: The Impact of Codeswitching on Children's Noun and Verb Learning","authors":"Emma Libersky, Caitlyn Slawny, Margarita Kaushanskaya","doi":"10.1002/icd.2568","DOIUrl":"https://doi.org/10.1002/icd.2568","url":null,"abstract":"Codeswitching is a common feature of bilingual language practices, yet its impact on word learning is poorly understood. Critically, processing costs associated with codeswitching may extend to learning. Moreover, verbs tend to be more difficult to learn than nouns, and the challenges of learning verbs could compound with processing costs associated with codeswitching. In two Experiments, we taught 4–5-year-old bilingual children verbs (Experiment 1, N = 25, 13 girls, 69% white, 83% Hispanic) and nouns (Experiment 2, N = 29, 12 girls, 72% while, 68% Hispanic) within English-only and Spanish-English codeswitched learning contexts. Children's language ability across Spanish and English was modeled continuously, allowing us to test the impact of language ability on learning. Children learned novel words successfully in both experiments, with no difference between conditions. However, children with higher language ability demonstrated steeper learning rates l in the English-only condition relative to the codeswitched condition in both Experiment 1 (standardized coefficient of 0.19) and Experiment 2 (standardized coefficient of 0.14). Our findings indicate that bilingual children can successfully learn both verbs and nouns in codeswitched contexts but learning is modulated by a child's language skills as well as the number of learning opportunities they have had.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143111618","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}

引用次数: 0

Brain Morphometry of Toddlers With Language Delay: An Exploratory Study

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2025-01-23 DOI: 10.1002/icd.2558

Courtney A. Filippi, Elizabeth Smith, Elizabeth Redcay, Heather Hazlett, Lauren Thompson, Stacy S. Manwaring, Precilla D'Souza, Audrey Thurm

{"title":"Brain Morphometry of Toddlers With Language Delay: An Exploratory Study","authors":"Courtney A. Filippi, Elizabeth Smith, Elizabeth Redcay, Heather Hazlett, Lauren Thompson, Stacy S. Manwaring, Precilla D'Souza, Audrey Thurm","doi":"10.1002/icd.2558","DOIUrl":"10.1002/icd.2558","url":null,"abstract":"While studies have documented neural correlates of language delay in toddlers with developmental conditions, those at genetic risk for language delay, and those born premature, no studies have examined neural correlates in toddlers exhibiting early language delay without known aetiology. This study examines brain morphometry in toddlers with and without early language delay. To do so, we collected magnetic resonance imaging (MRI) on toddlers with language delay (LD; n = 7, Mage = 19.67 months, 3 female, 2 Hispanic and 4 non-caucasian) and a typically developing (TD; n = 17, Mage = 22.73 months, 8 female, 2 Hispanic and 3 non-caucasian) comparison group. Exploratory analyses examined group differences in total brain volume, cortical thickness and cortical surface area using both a whole-brain and region of interest (Broca's and Wernicke's areas) approach. Results showed no gross brain anatomical differences between groups. However, there were group differences in cortical surface area in the temporal cortex (including Wernicke's area and left middle temporal gyrus, hedges' g = − 0.35) and Broca's area thickness. Results are reported using multiple analytic methods, age matching and exclusion of children later diagnosed with autism. While this exploratory study has a limited sample size, it provides novel findings that can be utilised to guide hypothesis-driven imaging studies on toddler language delay.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2558","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030915","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}

引用次数: 0

Feasibility and Acceptability of the Mazi Umntanakho Digital Tool in South African Settings: A Qualitative Evaluation 南非设置Mazi Umntanakho数字工具的可行性和可接受性：定性评价

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2025-01-19 DOI: 10.1002/icd.2567

Catherine E. Draper, Caylee J. Cook, Elizabeth A. Ankrah, Jesus A. Beltran, Franceli L. Cibrian, Kimberley D. Lakes, Hanna Mofid, Lucretia Williams, Gillian R. Hayes

{"title":"Feasibility and Acceptability of the Mazi Umntanakho Digital Tool in South African Settings: A Qualitative Evaluation","authors":"Catherine E. Draper, Caylee J. Cook, Elizabeth A. Ankrah, Jesus A. Beltran, Franceli L. Cibrian, Kimberley D. Lakes, Hanna Mofid, Lucretia Williams, Gillian R. Hayes","doi":"10.1002/icd.2567","DOIUrl":"10.1002/icd.2567","url":null,"abstract":"To address the need for interventions targeting social emotional development and mental health of young children in South Africa, the Mazi Umntanakho (‘know your child’) digital tool was co-designed, and piloted with caregivers and 3–5-year-old children involved in home visiting programmes promoting early childhood development. The aim of this study was to qualitatively evaluate the feasibility and acceptability of this tool in four urban and four rural low-income communities, from the perspective of home visitors and caregivers. Focus groups were conducted with home visitors (n = 117) and caregivers (n = 72). Issues relating to the feasibility of implementing the tool included timing of using the tool, technical and social implementation challenges, WhatsApp as the preferred platform, and participants' recommendations for future implementation. Overall, the tool was acceptable for home visitors and caregivers and was perceived to have a positive impact on children's development, and the relationship between caregivers and children.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2567","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142989848","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}

引用次数: 0

Defining Parent Responsiveness: A Systematic Review-Based Theoretical Model 定义父母回应：一个基于系统回顾的理论模型

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2024-12-23 DOI: 10.1002/icd.2565

Emily Campi, Elizabeth Nye, Grace T. Baranek

{"title":"Defining Parent Responsiveness: A Systematic Review-Based Theoretical Model","authors":"Emily Campi, Elizabeth Nye, Grace T. Baranek","doi":"10.1002/icd.2565","DOIUrl":"10.1002/icd.2565","url":null,"abstract":"<div>\u0000 \u0000 Parent responsiveness to infants' cues may support attachment, mental health, and neurodevelopment. Across studies, parent responsiveness includes various behaviours (e.g., verbal responses, sensitivity, timeliness, physical proximity). Mixed evidence regarding associations between parent responsiveness and child development may be partially attributable to variable conceptualizations of parent responsiveness. Additionally, divergent perspectives on parent responsiveness may limit cross-disciplinary collaborations, which are important to best support families in developing responsive parenting skills. Thus, the purpose of this systematic review of articles published from 1952 to 2022 was to establish a multidimensional definition of parent responsiveness. Inclusion criteria for the 463 articles included in this review were: (a) primary focus on behavioural parent responsiveness; (b) average infant age 6–18 months; and (c) in-depth definition of parent responsiveness. We completed a qualitative content analysis of the definitions of parent responsiveness extracted from each included article. The resulting definition contains 15 dimensions of parent responsiveness across four levels of behaviour that comprehensively describe the complexity of parent-infant interactions. This model is foundational for future studies of parent responsiveness, its impact on child development, and factors that influence parents' ability to respond to their infants' cues.\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142884284","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}

引用次数: 0

Strengthening Developmental Science With Psychometric Evaluations: An Examination of the Spatial Arrangement Method as a Measure of Semantic Structure in Children 通过心理测量评估加强发展科学：将空间排列法作为儿童语义结构测量方法的研究

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2024-12-16 DOI: 10.1002/icd.2560

Catarina Vales, Zach Branson, Anna V. Fisher

{"title":"Strengthening Developmental Science With Psychometric Evaluations: An Examination of the Spatial Arrangement Method as a Measure of Semantic Structure in Children","authors":"Catarina Vales, Zach Branson, Anna V. Fisher","doi":"10.1002/icd.2560","DOIUrl":"10.1002/icd.2560","url":null,"abstract":"Cognitive tasks are seldom evaluated on their ability to provide valid and reliable measurements of the construct they intend to measure. This scarcity of psychometric evaluations makes it challenging to evaluate replications of experimental effects and to relate performance in cognitive tasks to other constructs of interest. In developmental science, these issues are compounded by the often-imprecise measures derived from tasks completed by child participants. Here, we focus on the spatial arrangement method when used to assess semantic structure in children and evaluate its psychometric properties. Using a new analytic approach to capture individual variability in participants' arrangement in this task, we show that the spatial arrangement method has appropriate construct validity (β = 0.40), internal consistency (r2 = 0.20), and test–retest reliability (r2 = 0.41; ICC = 0.56) when used to evaluate semantic structure in U.S. children (4–9 years of age; N = 200 across 4 datasets). We discuss the implications of these findings for examining semantic structure in children and for strengthening methodological practices in developmental science more broadly.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2560","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142841939","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}

引用次数: 0

A Comparison of Sleep and Settle Behaviours Across Twins and Singletons at 5 Months of Age 5个月大的双胞胎和单胎婴儿睡眠和安定行为的比较

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2024-12-12 DOI: 10.1002/icd.2564

Charlotte Viktorsson, Angelica Ronald, Terje Falck-Ytter

引用次数: 0

Behavioural Interventions for Problematic Infant Sleeping and Cry/Fuss Behaviour: A Systematic Review and Meta-Analyses 问题婴儿睡眠和哭闹/大惊小怪行为的行为干预：系统回顾和Meta分析

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2024-12-12 DOI: 10.1002/icd.2554

Karin Stanzel, Tomoko Honda, Thach Tran, Jane Fisher

{"title":"Behavioural Interventions for Problematic Infant Sleeping and Cry/Fuss Behaviour: A Systematic Review and Meta-Analyses","authors":"Karin Stanzel, Tomoko Honda, Thach Tran, Jane Fisher","doi":"10.1002/icd.2554","DOIUrl":"10.1002/icd.2554","url":null,"abstract":"<div>\u0000 \u0000 This systematic review and meta-analyses aim to synthesise evidence about behavioural interventions to address dysregulated sleeping and cry/fuss behaviour in infants aged up to 12 months and the effects on infant behaviour and maternal mental health. A systematic literature search of English-language publications was performed in November 2020 and updated in May 2023 using Medline, Embase, PsychInfo and Cinahl Plus. Twenty-two papers reporting twenty studies met inclusion criteria of these sixteen papers reported both maternal and infant outcomes. Although, there is heterogeneity of the investigations, their results are broadly consistent. Parents who attended a behavioural intervention program for unsettled behaviours in infants reported improvement of their mental health and parenting confidence, and unsettled infant behaviours were improved including a reduction of night waking and cry/fuss behaviour. This review and meta-analyse provides evidence that behavioural interventions show a mild to moderate improvement in unsettled infant behaviour and maternal mental health.\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815775","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}

引用次数: 0

At the Interface Between Parasympathetic Activity and Self-Regulation in Young Children: Introduction to the Special Issue 在幼儿副交感神经活动和自我调节之间的界面：特刊导论

IF 2.8 4区心理学

Infant and Child Development Pub Date : 2024-12-07 DOI: 10.1002/icd.2559

Steven J. Holochwost, Cathi B. Propper

{"title":"At the Interface Between Parasympathetic Activity and Self-Regulation in Young Children: Introduction to the Special Issue","authors":"Steven J. Holochwost, Cathi B. Propper","doi":"10.1002/icd.2559","DOIUrl":"10.1002/icd.2559","url":null,"abstract":"The parasympathetic nervous system (PNS) is highly responsive to changes in environmental conditions and serves an essential role in mobilising the metabolic resources required for young children to regulate their thoughts, emotions and behaviours. According to polyvagal theory, the PNS evolved to play a leading role in the neurophysiological response to situations that range from modestly challenging to engaging, and many situations in which young children must exercise volitional processes of self-regulation conform to this description. Children's phasic parasympathetic activity during measures of volitional self-regulation is often associated with their performance on those measures or with their performance on other assessments of self-regulation, but the nature of the associations between PNS activity and performance on measures of volitional self-regulation is highly variable. This heterogeneity complicates the interpretation of results obtained across different studies and inhibits our ability to formulate directional hypotheses about what patterns of phasic parasympathetic activity we would expect to observe as young children exercise volitional processes of self-regulation in different situations. This special issue presents a set of papers that addressed these challenges by administering multiple measures of volitional self-regulation to the same sample of children or by examining how children's characteristics and experience in their developmental environments may account for observed differences in their phasic PNS activity.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2559","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789865","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}

引用次数: 0