Infant and Child Development最新文献

{"title":"Parents' views and experiences of the home mathematics environment: A cross-country study","authors":"Abbie Cahoon,&nbsp;Yanet Campver,&nbsp;Nancy Estévez,&nbsp;Carolina Jiménez Lira,&nbsp;Daniela Susana Paz García,&nbsp;Elia Veronica Benavides Pando,&nbsp;Victoria Simms","doi":"10.1002/icd.2497","DOIUrl":"10.1002/icd.2497","url":null,"abstract":"<p>The purpose of the current study was to qualitatively explore the home mathematical environment across two regions in two different countries (i.e., Cuba and Mexico), replicating a qualitative study previously conducted in Northern Ireland (NI), United Kingdom (Cahoon et al., 2017). Semi-structured interviews with parents/caregivers of children (3- to 5-year-olds) in both Mexico (<i>n</i> = 13) and Cuba (<i>n</i> = 40) were completed to investigate their views, experiences and attitudes towards the home mathematical environment. Thematic analysis was used to explore themes relevant to the home mathematical environment. Three consistent themes were found in the Mexican and Cuban data: Numeracy Environment Structure, Expectations and Attitudes and Views of Technology. Two unique themes were found in the Mexico data: Interactions Related to Reading or Mathematics, and Child's Attitudes in Relation to Mathematics. One unique theme was found in the Cuban interviews: Interactions for Learning. Although diverse themes were identified, consistencies were also observed. This suggests that some home numeracy practices may be universal in nature. This research increases the understanding of human development in context.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776745","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":"Investigating the association between socioeconomic status and language skills in children with autism spectrum disorder or other developmental delays","authors":"Meredith Pecukonis,&nbsp;Julia Levinson,&nbsp;Andrea Chu,&nbsp;Sarabeth Broder-Fingert,&nbsp;Emily Feinberg,&nbsp;Howard Cabral,&nbsp;Helen Tager-Flusberg","doi":"10.1002/icd.2493","DOIUrl":"10.1002/icd.2493","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Numerous studies have reported that socioeconomic status (SES) predicts language skills in typically developing children. However, this association has been less systematically studied in children with developmental disabilities, such as autism spectrum disorder (ASD) or other developmental delays (DD). In the present study, we examined the association between SES, operationalized as maternal education attainment and health insurance status, and receptive and expressive language skills in a sample of children from lower SES, racial/ethnic minority families at increased ‘clinical risk’ for ASD based on early screening. Neither maternal education attainment nor health insurance status were significantly associated with children's language skills. Expressive and receptive language skills were significantly higher in children with DD compared to children with ASD. Findings differ from previously published work, highlighting the importance of study replication. Further research is needed to understand why the association between SES and children's language skills might vary across samples.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Examined association between socioeconomic status (SES) and language skills in children at ‘clinical risk’ for autism based on early screening.</li>\u0000 \u0000 <li>Found no associations between measures of SES and children's language skills.</li>\u0000 \u0000 <li>Results differ from previously published work, highlighting the importance of replicating studies with lower SES, racial/ethnic minority families.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854707","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":"Associations among family socioeconomic status, parenting and sustained attention for socioeconomically disadvantaged children at age 5 years","authors":"Wanqiu Meng,&nbsp;Caroline F. D. Black,&nbsp;Min Feng","doi":"10.1002/icd.2491","DOIUrl":"10.1002/icd.2491","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Children whose families experience socioeconomic disadvantage are at risk for poor sustained attention, a foundational skill related to goal-oriented behaviour, self-regulation and kindergarten readiness. Maternal parenting behaviours and parenting stress are theorised developmental pathways linking socioeconomic status (SES) to children's sustained attention. However, research has yet to empirically test for these indirect pathways, thus limiting the relevance of extant findings to inform targets of parent-mediated programmes addressing attentional disparities at school entry for low-income children. Using a sample of mostly low-income children from the Future of Families and Child Wellbeing Study (<i>N</i> = 2214) and the process of parenting model, this study tested whether maternal parenting stress, harsh parenting and cognitive stimulation uniquely explained associations between SES and child sustained attention at age 5 years. Results from structural equation modelling revealed that SES was positively and directly associated with child sustained attention. Some of these effects were indirectly transmitted through the pathway of maternal cognitive stimulation; however, neither harsh parenting nor parenting stress helped to explain the relationship between SES and child sustained attention. Implications of the findings are explored in the context of early childhood prevention and promotion programmes serving low-income families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study explores the direct and indirect paths of family SES on child sustained attention through the pathways of maternal cognitive stimulation, harsh parenting and parenting stress amongst socioeconomically disadvantaged children.</li>\u0000 \u0000 <li>Results from SEM revealed that SES was positively and directly associated with child-sustained attention and some of these effects were indirectly transmitted through the pathway of maternal cognitive stimulation.</li>\u0000 \u0000 <li>Cognitive stimulation is a crucial pathway through which SES may promote or impede the development of children's sustained attention skills.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139750372","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":"Don't look any further: How a model's linguistic group membership limits exploration and discovery in preschool children","authors":"Nazlı Altınok,&nbsp;Rebeka Anna Zsoldos,&nbsp;Krisztina Andrási,&nbsp;Ildikó Király,&nbsp;Marco F. H. Schmidt","doi":"10.1002/icd.2494","DOIUrl":"10.1002/icd.2494","url":null,"abstract":"&lt;p&gt;From an early age, children are highly motivated to learn from others how ‘we’ do things in our cultural communities, and in a variety of domains (Csibra &amp; Gergely, &lt;span&gt;2009&lt;/span&gt;; Schmidt &amp; Tomasello, &lt;span&gt;2012&lt;/span&gt;; Tomasello, &lt;span&gt;2016&lt;/span&gt;). The human unique propensity for rapid acquisition of knowledge from others allows us to develop and maintain a vast array of belief systems, arbitrary conventions, cultural tools and complex institutions (Boyd et al., &lt;span&gt;2011&lt;/span&gt;; Gergely &amp; Csibra, &lt;span&gt;2006&lt;/span&gt;; Legare, &lt;span&gt;2019&lt;/span&gt;; Schmidt &amp; Rakoczy, &lt;span&gt;2019&lt;/span&gt;; Tomasello, &lt;span&gt;1996&lt;/span&gt;). However, when children observe others' behaviours, some actions they observe may be erroneous, purposefully deceptive or, in some cases, simply irrelevant. Think of human-made artefacts whose causal structure and intended function(s) are often opaque to naïve learners (Hernik &amp; Csibra, &lt;span&gt;2009&lt;/span&gt;; Schmidt &amp; Rakoczy, &lt;span&gt;2023&lt;/span&gt;). Chopsticks might be designed for eating, but they also have other potential functions: you can scratch your back with them, you can use them to tidy up your hair, you can use them to stir food or pick up out-of-reach objects. Observing all these different functions of the very same object, how do children decide which of these is the proper and culturally right way to use the artefact?&lt;/p&gt;&lt;p&gt;According to current theories of socio-cultural learning, human children have a propensity to engage in shared and collective forms (‘we-mode’) of cognition that allow for acquiring and constructing cultural-normative knowledge (Schmidt &amp; Rakoczy, &lt;span&gt;2018&lt;/span&gt;, &lt;span&gt;2019&lt;/span&gt;; Tomasello, &lt;span&gt;2019&lt;/span&gt;). Children are also attuned to ostensive communicative signals (e.g., eye contact and infant-directed speech) displayed by others that indicate their pedagogical intention (Natural Pedagogy Theory, Csibra &amp; Gergely, &lt;span&gt;2009&lt;/span&gt;, Csibra &amp; Gergely, &lt;span&gt;2011&lt;/span&gt;). Ostensive communicative signals instantiate a presumption of relevance (Sperber &amp; Wilson, &lt;span&gt;1986&lt;/span&gt;) and epistemic trust in their addressees (Gergely et al., &lt;span&gt;2007&lt;/span&gt;). Hence recognising the teaching intention of others helps young children to selectively attend to and acquire knowledge from trustworthy resources in a noisy social learning environment. Computational modelling work on teaching further indicates that a naïve learner expects a teacher to purposefully generate samples to increase their belief in the hypothesis that is to be learned: there is a basic epistemic expectation in naïve learners that a teacher would sample useful data for them (Bonawitz et al., &lt;span&gt;2011&lt;/span&gt;; Buchsbaum et al., &lt;span&gt;2011&lt;/span&gt;; Shafto &amp; Goodman, &lt;span&gt;2008&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Whilst to date, there are several lines of empirical evidence showing that children indeed construe teachers as selectively demonstrating evidence to promote efficient and rapid information gain that allows ","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2494","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139670405","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":"Into the unknown: Maternal responsiveness influences young children's support-giving expectations of fathers but not unfamiliar others","authors":"Chenglong Jia,&nbsp;Yuan Shen,&nbsp;Ling Zhu,&nbsp;Li Sun,&nbsp;Kelin Du,&nbsp;Jinliang Qin","doi":"10.1002/icd.2496","DOIUrl":"10.1002/icd.2496","url":null,"abstract":"<p>Interactions with primary caregivers shape children's expectations of interactions with others, but the mechanism is not clear yet. We included Han Chinese children aged 5–6 (<i>N</i> = 121, 61 boys) from a city in East China and tested their support-giving expectations of mothers, fathers and unfamiliar others after observing mother–child interactions with different levels of maternal responsiveness. Across two studies, we found that children's support-giving behaviour and willingness expectations decreased significantly in the unresponsive condition for mothers and fathers but not for unfamiliar others; while these expectations did not change significantly for all partners in the responsive condition. The results suggest that relationship type between children and interaction partners moderates the effects of maternal responsiveness on children's expectations of partners' support-giving. They shed light on how young children understand and represent interpersonal interactions.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488765","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":"Peer groups, academic achievement and the behaviour of elementary school-aged children: A strength-based perspective","authors":"Marleene Rytioja,&nbsp;Kristiina Lappalainen,&nbsp;Hannu Savolainen","doi":"10.1002/icd.2489","DOIUrl":"10.1002/icd.2489","url":null,"abstract":"<p>The purpose of this study was to examine how the members of children's peer groups resemble each other in terms of behavioural and emotional strengths, academic achievement and behaviour at school. The participants were 739 9- to 10-year-old children (354 boys, 385 girls) from 30 Finnish elementary schools. 431 children (241 girls, 190 boys) were part of peer groups. Less than 5% of participants were other than Finnish origin. The children self-assessed their behavioural and emotional strengths, and teachers evaluated the children's academic achievement and behaviour at school. Children also filled the sociometric questionnaire and sociograms were drawn to identify peer groups. Standardized beta values of regression analyses were used as indicators of effect sizes. The results showed that when observed as a strength, children's school functioning was positively linked to both academic achievement and behaviour at school. The intraclass correlations (ICC) revealed that members of peer groups resembled each other in terms of behavioural strengths, and behaviour at school, but not in academic achievement. The gender composition of peer groups explained the variance in behaviour at school between peer groups. The results of this study highlight the importance to consider children's peer group also when implementing behavioural interventions.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2489","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139407938","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":"Grounding understanding of the home numeracy environment: Within-group variation in Latine families","authors":"Jimena Cosso,&nbsp;Gala Campos Oaxaca,&nbsp;David J. Purpura","doi":"10.1002/icd.2481","DOIUrl":"10.1002/icd.2481","url":null,"abstract":"<p>The home numeracy environment is an essential construct that helps explain children's numeracy skills. However, this field has been developed mostly focusing on monolingual English-speaking families, and cultural differences that contextualize the home environment have not been considered. This study describes the home numeracy environment of Latine families by (1) identifying the more and less common numeracy activities in the home of Latine families; (2) exploring differences, such as family members involved in the activities and generation in the United States; and (3) examining the association between activities and math anxiety and beliefs. Participants were 341 caregiver-child dyads (<i>M</i> age = 2.9 years, SD = 0.7 months). We found that the less common numeracy activities in the home of Latine families are items commonly used in the literature to measure numeracy home environment. In addition, the role of family members varies across generations. This study provides a foundation for understanding the home numeracy environment of Latine families.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139400761","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 feasibility of remote measurement of infant sleep and motor development","authors":"Aaron DeMasi,&nbsp;Mali Waugh,&nbsp;Wei Wang,&nbsp;Sarah E. Berger","doi":"10.1002/icd.2488","DOIUrl":"10.1002/icd.2488","url":null,"abstract":"<p>In response to the COVID-19 pandemic shut-down of in-person research laboratories, remote data collection became mainstream in developmental psychology research. The aim of this study was to test the feasibility of two remote data collection methods for studying sleep and motor development in infancy and the relationship between the two. We asked 1371 parents of infants aged 4–17 months who used the Nanit baby monitor to take the online Survey of Well-being of Young Children (SWYC) about their infants' motor experience. Nanit uses auto-videosomnography and computer vision algorithms to calculate and report summary statistics of infants' sleep. Nanit replicated all expected developmental trends in sleep, while the SWYC only replicated some, appearing to underestimate infants at the transition between motor milestones. However, we replicated some well-established findings regarding the relationship between sleep and motor development using both measures, suggesting that both Nanit and the SWYC can feasibly be used for remote data collection, especially if some modifications were made to how researchers explained using the SWYC to caregivers. Researchers should consider alternatives to traditional research methods not only when in-person participation is difficult or impossible, but also when large samples are needed and/or simple measurement tools are sufficient.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139112214","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":"Evaluating the utility and validity of a discrimination-specific measure of shift-&-persist coping","authors":"N. Keita Christophe,&nbsp;Michelle Y. Martin Romero,&nbsp;Gabriela L. Stein","doi":"10.1002/icd.2490","DOIUrl":"10.1002/icd.2490","url":null,"abstract":"<p>Shift-&amp;-persist (S&amp;P) coping has been shown to buffer against the effects of discrimination on psychosocial functioning in racially and ethnically minoritized youth. However, existing measures of S&amp;P refer broadly to coping with stress and are not specifically tailored to the type of stressor individuals are coping with (e.g., discrimination). The current study evaluated the measurement properties, utility, and validity of a discrimination-specific adapted measure of S&amp;P relative to an existing, general measure among a sample of 327 minoritized youth (<i>M</i>_age = 18.80, SD = 1.28, 78.6% female, 50.5% Black) recruited from a large public minority-serving institution in the southeastern United States. Contrary to our hypotheses, when the item stem was changed to refer to coping specifically with discrimination, the measurement properties of a validated S&amp;P scale (Lam et al., 2018) were worse relative to the original measure. Overall, the general S&amp;P measure produced larger main effects and explained two times more variance in depressive symptoms than discrimination-specific S&amp;P. Findings do not rule out the idea that context-specific measures may better characterize coping with discrimination experiences than ‘trait-like’ general coping measures. However, results highlight that small adaptations to current measures may not be sufficient and may compromise predictive validity. Coping with discrimination measurement recommendations is discussed.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2490","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061267","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":"Examining the generalisability of the simple view of reading comprehension for emergent bilinguals","authors":"Maxine Schaefer,&nbsp;Nompumelelo Mohohlwane,&nbsp;Carien Wilsenach","doi":"10.1002/icd.2487","DOIUrl":"10.1002/icd.2487","url":null,"abstract":"<p>Reading comprehension depends on oral language competence and word reading ability, as per the simple view of reading. While this theory has been studied in Western, Educated, Industrialized, Rich and Democratic contexts, its applicability in different educational settings characterized by multilingualism, a lack of explicit reading instruction, and the challenges of poverty (as in South Africa) remains under-explored. We use secondary data from approximately 263 emergent bilinguals (approximately one-quarter isiZulu-English, three quarters Siswati-English) from the Second Early Grade Reading Study intervention. Participants completed tests of word reading fluency, vocabulary and reading comprehension in both of their school languages. Using within-language path models, we examine the effects of word reading fluency and vocabulary on reading comprehension and explore whether these relations differ by first language group or intervention group. Thus, we tease out the role of the language and educational context in influencing the skills related to reading comprehension in first language and English additional language.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139051043","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}