Costanza Ruffini, Elena Magni, Chiara Pecini, Steven J. Howard
{"title":"The PRSIST Intervention to Improve Self-Regulation in Preschoolers: An Adaptation to the Italian Context","authors":"Costanza Ruffini, Elena Magni, Chiara Pecini, 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}
Amy R. Smith, Brenda Salley, Deanna Hanson-Abromeit, Rocco A. Paluch, Kai Ling Kong
{"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, Brenda Salley, Deanna Hanson-Abromeit, Rocco A. Paluch, 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}
Paola Montufar Soria, Jimena Cosso, David Purpura, Gigliana Melzi
{"title":"Math Anxiety, Activities, and Skills: Evidence From US Latine Families","authors":"Paola Montufar Soria, Jimena Cosso, David Purpura, 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}
Suzanne Varnell, Sona C. Kumar, Lauren Westerberg, Patrick Ehrman, Fabiola Herrera, Chellam Antony, Avery H. Closser, Elizabeth Clark, David J. Purpura
{"title":"Gender Differences, or Lack Thereof, in the Early Home Science Environment","authors":"Suzanne Varnell, Sona C. Kumar, Lauren Westerberg, Patrick Ehrman, Fabiola Herrera, Chellam Antony, Avery H. Closser, Elizabeth Clark, 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><sup><i>2</i></sup> < 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}
Stephanie Wermelinger, Marco Bleiker, Moritz M. Daum
{"title":"Influences on Data Quality in Developmental Children Studies","authors":"Stephanie Wermelinger, Marco Bleiker, 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, 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, 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}
Feyza Corapci, Fatma Umut Beşpınar, Rümeysa F. Çetin, Nebi Sümer
{"title":"Changes and Continuities in Intergenerational Fathering in Türkiye","authors":"Feyza Corapci, Fatma Umut Beşpınar, Rümeysa F. Çetin, Nebi Sümer","doi":"10.1002/icd.70021","DOIUrl":"10.1002/icd.70021","url":null,"abstract":"<p>This qualitative study examined intergenerational transmission of fathering in Türkiye, a Majority World context, with particular attention to the socioeconomic status (SES) characteristics. In exploring the intergenerational transmission of fathering in Türkiye, this study was informed by Greenfield's social change theories (2009, 2016) and Kağıtçıbaşı's family change theories (2007, 2012), both of which emphasise the impact of major demographic shifts in family dynamics. This study employs a qualitative research design, drawing on interviews with 29 Turkish fathers (aged 28 to 44) of young children. Thematic analysis of the interviews revealed that being a moral guide was a consistently upheld fathering role, predominantly endorsed by fathers from lower SES families. In contrast, autonomy support and open expression of affection were two sustained parenting practices that were more pronounced among non-low SES fathers. A small subset of fathers sustained negative parenting practices such as being overly restrictive, permissive, or indifferent. Compared to their own fathers, contemporary Turkish fathers are adopting a more communicative, engaged, and supportive fathering style, with this trend being particularly evident among non-low SES fathers. These changes and continuities in fathering were analysed and discussed in relation to various mechanisms and expectations of fatherhood across different SES groups.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144164830","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}
Sylvester Kyei-Gyamfi, Frank Kyei-Arthur, Patience Hayford, Joseph Martey-Otchere, Joseph Kwatsenu, Alice Gyasi-Mensah
{"title":"Navigating Menstrual Taboo: Challenges and Consequences for Adolescent Girls Aged 12–17 in Ghana’s Offin River Communities","authors":"Sylvester Kyei-Gyamfi, Frank Kyei-Arthur, Patience Hayford, Joseph Martey-Otchere, Joseph Kwatsenu, Alice Gyasi-Mensah","doi":"10.1002/icd.70025","DOIUrl":"https://doi.org/10.1002/icd.70025","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the impact of menstrual taboos on adolescent girls aged 12–17 in Ghana's Offin River communities, focusing on the Adansi South District and Upper Denkyira East Municipality. Conducted by the Department of Children under the Ministry of Gender, Children and Social Protection, it aims to assess the socio-economic effects of these taboos and the strategies addressing them. Fieldwork involved key informant interviews with 40 participants, including 30 adolescent girls and 10 community members, government officials and non-government representatives. Participants were selected using purposive and snowball sampling methods. The study highlights how menstrual taboos disrupt girls' education by increasing absenteeism, lowering academic performance and restricting their social and economic participation. While boys face no such barriers, girls must navigate cultural restrictions that hinder their mobility and opportunities. To tackle these challenges, interventions such as fact-finding missions, community education, infrastructure development and policy advocacy have been implemented. However, gaps remain, particularly in resource allocation and shifting deep-rooted cultural beliefs. To mitigate these challenges, public education campaigns utilising traditional and religious leaders' influence are essential. Infrastructure improvements, such as building schools and bridges, and policy measures promoting menstrual equity through education and access to sanitary products, are critical. These interventions are key to overcoming menstrual taboos, ensuring gender equity and empowering adolescent girls.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140597","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":"A Home Under Threat: The Meanings of Home Among Bedouin Children in the Unrecognised Villages in Israel: A Context-Informed Perspective","authors":"Or Perah Midbar Alter, Ibtisam Marey-Sarwan","doi":"10.1002/icd.70029","DOIUrl":"https://doi.org/10.1002/icd.70029","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored the concept of “home” amongst 25 Bedouin children (aged 4–6) from unrecognised villages (UVs) in the Naqab/Negev, southern Israel, experiencing harsh living conditions due to ongoing socio-political conflict and the threat of house demolitions, and limited access to basic services. Using drawing activities and interviews, this study investigated children's perceptions of home, revealing it as both a source of protection and risk. Four key themes emerged: (a) the concept of home for Bedouin children; (b) police perceptions and experiences of home demolitions; (c) home as a source of emotional distress; and (d) children's coping mechanisms. Children's narratives revealed a discrepancy between idealised depictions of home in their drawings and the precarious reality of their living conditions, marked by the constant threat of police-enforced demolitions. Despite these challenges, family, rituals, and the environment provided crucial emotional security, with nature and community offering additional safety. These findings underscore the need for culturally sensitive interventions and improved infrastructure, emphasising the importance of incorporating children's perspectives into policy-making that impacts their living conditions.</p>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140567","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}