Journal of Applied Developmental Psychology最新文献_第2页

Associations of distal elementary school characteristics with prekindergarten student 远小学特征与学龄前学生的关联

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.appdev.2026.101928

Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins , Maria Abdul-Masih , Arya Ansari , Natalie Koziol , Tzu-Jung Lin , Kelly Purtell , Meghan McCormick , Early Learning Network (ELN) Key Investigators

{"title":"Associations of distal elementary school characteristics with prekindergarten student","authors":"Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins , Maria Abdul-Masih , Arya Ansari , Natalie Koziol , Tzu-Jung Lin , Kelly Purtell , Meghan McCormick , Early Learning Network (ELN) Key Investigators","doi":"10.1016/j.appdev.2026.101928","DOIUrl":"10.1016/j.appdev.2026.101928","url":null,"abstract":"<div><div>The number of children attending prekindergarten (pre-K) in public elementary schools has substantially increased in the last two decades. Yet, limited research has associated school-level characteristics with pre-K achievement. Data collected from 2389 pre-K students (43% with Spanish as a home language) in 147 public schools across four U.S. states were combined with nationally available school-level data. Distal school-level characteristics were related with reading, language, or math scores during pre-K. Moderation by Spanish as a home language was explored. Two-level hierarchical linear models were employed, which included random intercepts for schools and controlled for multiple covariates, including children's pretest scores from the fall of pre-K. School-level characteristics were generally not associated with residualized gains in reading, language, or math scores, except for school-level teacher absenteeism being associated with lower language scores, but only for students with Spanish as a home language. Implications and future directions are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101928"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Parents stretched thin, children anxious? The impact of parental work-family conflict on Chinese pupils' academic efficacy 父母筋疲力竭，孩子着急吗？父母工作家庭冲突对中国小学生学业效能感的影响

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-02-14 DOI: 10.1016/j.appdev.2026.101930

Ruibo Xie , Mingshu Chen , Ke Wen , Haishun Ji , Shiqing Wenren , Wan Ding , Yue Chen

{"title":"Parents stretched thin, children anxious? The impact of parental work-family conflict on Chinese pupils' academic efficacy","authors":"Ruibo Xie , Mingshu Chen , Ke Wen , Haishun Ji , Shiqing Wenren , Wan Ding , Yue Chen","doi":"10.1016/j.appdev.2026.101930","DOIUrl":"10.1016/j.appdev.2026.101930","url":null,"abstract":"<div><div>Drawing upon Family Systems Theory and the Family Stress Model, this study employed a questionnaire-based approach with 188 father-child dyads and 778 mother-child dyads. Utilizing a three-wave longitudinal survey with annual intervals, it investigates the mechanisms by which parental work-family conflict affects primary school students' academic self-efficacy, examining the chain mediating effects of educational involvement, positive co-parenting, and academic adjustment. The results revealed: (1) Following the new policy, maternal WFC directly influenced children's self-efficacy regarding academic ability and academic behavior. (2) Educational involvement served as a significant independent mediator only in the pre-policy maternal model, whereas the independent mediating effect of positive coparenting was consistently non-significant across models. (3) Academic adjustment demonstrated a significant independent mediating effect in all models. The paternal model exhibited a “Conflict → Low Adjustment → Low Efficacy” pathway, while the maternal model showed a “Conflict → High Adjustment → High Efficacy” pathway. (4) The chain mediation pathway of “Educational Involvement → Positive Coparenting → Academic Adjustment” was significant in both models. However, this chain effect was negative in the paternal model and positive in the maternal model.</div><div>This study elucidates the differential mechanisms by which paternal and maternal WFC, under the influence of education policy on the family environment, affect children's academic efficacy. It advances the family stress model, provides theoretical guidance for fostering children's academic efficacy, and offers empirical evidence for optimizing family education practices in the context of educational policy.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101930"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Can infant carrying prevent disorganized attachment? An intervention trial of adolescent mothers 携带婴儿能防止无组织依恋吗？青少年母亲干预试验

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2025-12-26 DOI: 10.1016/j.appdev.2025.101918

Lela Rankin , Linnea B. Linde-Krieger

{"title":"Can infant carrying prevent disorganized attachment? An intervention trial of adolescent mothers","authors":"Lela Rankin , Linnea B. Linde-Krieger","doi":"10.1016/j.appdev.2025.101918","DOIUrl":"10.1016/j.appdev.2025.101918","url":null,"abstract":"<div><div>Infant carrying (carrying a baby in a cloth carrier that is worn on the body) enhances close physical proximity, increases mothers' awareness of her infants' needs, and promotes positive maternal behavior. This study assessed whether an infant carrying intervention for adolescent mothers can reduce risk for attachment disorganization in early childhood through attuned and responsive caregiving. Sixty-seven mothers (<em>M</em> <em>=</em> 19.3 years, <em>SD</em> = 2.3), randomly assigned to an intervention (infant carrying, <em>n</em> = 34) or control (reading, <em>n</em> = 33) condition, completed four in-home assessments: Wave 1 (3.2 weeks), Wave 2 (3.6 months), Wave 3 (6.7 months), Wave 4 (3.6 years). Maternal caregiving behaviors, including positive engagement, hostility, and withdrawal were measured using the Still Face Paradigm in infancy, and children's attachment disorganization was measured using Story Stems in early childhood. Infant carrying predicted lower attachment disorganization, which was fully mediated through greater maternal positive engagement and lower maternal hostility and withdrawal. Infant carrying is a culturally attuned parenting tool that can be integrated into existing parenting programs to mitigate the risk of infant attachment disorganization.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101918"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

The facilitating effects of iconicity on young children's semantic categorization of Chinese characters 象似性对幼儿汉字语义分类的促进作用

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2025-12-23 DOI: 10.1016/j.appdev.2025.101909

Wenshuo Li , Jingmei Wang , Changqing Tang , Wenjun Qi , Chenglong Jia , Jinliang Qin

{"title":"The facilitating effects of iconicity on young children's semantic categorization of Chinese characters","authors":"Wenshuo Li , Jingmei Wang , Changqing Tang , Wenjun Qi , Chenglong Jia , Jinliang Qin","doi":"10.1016/j.appdev.2025.101909","DOIUrl":"10.1016/j.appdev.2025.101909","url":null,"abstract":"<div><div>Iconicity refers to the degree to which a symbol resembles its referent and provides perceptual grounding that supports young children's emerging symbolic understanding. This study investigated how varying levels of iconicity influence the semantic categorization of Chinese characters among children aged 3 to 6 years (<em>N</em> = 135; age range = 3.41–6.30 years; <em>M</em> = 4.61, <em>SD</em> = 0.73; 71 boys). Children completed a categorization task featuring four symbol types that varied in iconicity: line drawings, Dongba script, Oracle Bone script, and simplified Chinese characters. The results showed that the accuracy followed a descending gradient from highly iconic to more abstract symbols: highest for line drawings, followed by Dongba scripts, Oracle Bone scripts, and lowest for simplified Chinese characters. Meanwhile, reaction times were faster for line drawings and Dongba scripts than for the more abstract scripts. These findings indicate that greater iconicity facilitates semantic categorization efficiency during the preschool years. The results highlight the developmental value of using perceptually grounded, highly iconic symbols in early learning materials to scaffold children's transition from visual representations to abstract written language.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101909"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145808529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Developmental cascades in youth social-emotional adjustment, prosocial behavior, and academic achievement 青少年社会情绪适应、亲社会行为与学业成就的发展级联

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-02-16 DOI: 10.1016/j.appdev.2026.101932

Gen Li, Sarah M. Kiefer, Tony X. Tan, Eunsook Kim, Chloe Lancaster

{"title":"Developmental cascades in youth social-emotional adjustment, prosocial behavior, and academic achievement","authors":"Gen Li, Sarah M. Kiefer, Tony X. Tan, Eunsook Kim, Chloe Lancaster","doi":"10.1016/j.appdev.2026.101932","DOIUrl":"10.1016/j.appdev.2026.101932","url":null,"abstract":"<div><div>The Positive Youth Development framework emphasizes that youths' strengths are dynamic and evolve through continuous interaction over time. This study aimed to examine the longitudinal reciprocal relationships among three strengths: social-emotional adjustment, prosocial behavior, and academic achievement. Data were drawn from the second National Survey of Child and Adolescent Well-Being (NSCAW II), focusing on youth aged 6 to 18 years (<em>N</em> = 1046) across three time points. Results from the multiple-group random-intercept cross-lagged panel model indicated stage-specific developmental patterns among three educational stages. For elementary school students, early social-emotional adjustment predicted increased prosocial behavior at the mid-point, which in turn supported later academic achievement. During the transition to middle school, early social-emotional adjustment positively influenced both prosocial behavior and academic achievement. Among secondary school students, early social-emotional adjustment promoted mid-term prosocial behavior, which subsequently reinforced later social-emotional adjustment. These findings highlight the critical role of early social-emotional adjustment in promoting prosocial behavior and academic achievement across educational stages and underscore the facilitating role of prosocial behavior.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101932"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Effects of perceived economic inequality on adolescent risk-taking behavior: A dual-systems model in a Chinese cultural context 感知经济不平等对青少年冒险行为的影响：中国文化背景下的双系统模型

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-01-19 DOI: 10.1016/j.appdev.2026.101927

Zhuoling Xiong, Zhihua Li

{"title":"Effects of perceived economic inequality on adolescent risk-taking behavior: A dual-systems model in a Chinese cultural context","authors":"Zhuoling Xiong, Zhihua Li","doi":"10.1016/j.appdev.2026.101927","DOIUrl":"10.1016/j.appdev.2026.101927","url":null,"abstract":"<div><div>Economic inequality is a pervasive global issue with consequences that extend beyond societal structures to affect individuals across socioeconomic strata and developmental stages. Although recent research has shown that perceived economic inequality significantly influences risk-taking behavior in adults, its impact on adolescents, particularly within the Chinese cultural context, remains underexplored. Across four studies, we investigated the psychological mechanisms linking perceived economic inequality to adolescent risk-taking in China, and tested the boundary conditions of this effect by examining the moderating role of subjective socioeconomic status (SSS). Studies 1a and 1b employed questionnaire and experimental methods to establish the association between perceived economic disparity and adolescent risk-taking. Study 2 introduced measures of desire for wealth and status and sense of control to further explore the mediating mechanisms. Study 3 simultaneously manipulated participants' SSS to test this moderated relationship. We found that perceived economic inequality positively influenced Chinese adolescents' risk-taking behavior, with increased desire for wealth and status and reduced sense of control serving as parallel mediators. This effect is moderated by SSS, being stronger at lower levels of SSS and weaker at higher levels. Thus, economic inequality, as a crucial socioenvironmental factor, profoundly influences Chinese adolescents' risk-taking behavior through their subjective perceptions of social disparity. The parallel mediation model provides a novel perspective on the psychological pathways linking perceived economic inequality to adolescent risk, while the moderated parallel mediation model extends the dual systems framework. These findings offer practical implications for interventions targeting adolescent risk behaviors.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101927"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Intrinsic interpersonal emotion regulation moderates longitudinal associations between peer victimization and depressive symptoms among Chinese children 内在人际情绪调节调节同伴伤害与中国儿童抑郁症状的纵向关联

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-01-14 DOI: 10.1016/j.appdev.2026.101926

Fanlong Wang , Yihao Hu , Zeyi Shi , Yan Sun , Jie Gong , Junsheng Liu , Dandan Cheng

{"title":"Intrinsic interpersonal emotion regulation moderates longitudinal associations between peer victimization and depressive symptoms among Chinese children","authors":"Fanlong Wang , Yihao Hu , Zeyi Shi , Yan Sun , Jie Gong , Junsheng Liu , Dandan Cheng","doi":"10.1016/j.appdev.2026.101926","DOIUrl":"10.1016/j.appdev.2026.101926","url":null,"abstract":"<div><div>The present study examined the moderating role of intrinsic interpersonal emotion regulation on the longitudinal associations between peer victimization and depressive symptoms among Chinese children. A two-wave longitudinal study spanning one year was conducted. Participants included 894 children at Time 1 (56% boys, <em>M</em><sub>age</sub> = 9.87 years) in Jinan, People’s Republic of China. Peer victimization, intrinsic interpersonal emotion regulation, and depressive symptoms were measured through self-report questionnaires. The results revealed that peer victimization was positively related to depressive symptoms one year later. More importantly, the longitudinal relationship between peer victimization and depressive symptoms were moderated by intrinsic interpersonal emotion regulation. Specifically, the longitudinal association between peer victimization and depressive symptoms became weaker among children with higher levels of intrinsic interpersonal emotion regulation. The findings highlight the protective role of intrinsic interpersonal emotion regulation in preventing victimized children from developing depressive symptoms and point out the path for improving victimized children’s mental health. Intervention programs should implement targeted strategies to provide more opportunities for victimized children to seek interpersonal interaction to regulate emotions.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101926"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

The longitudinal network of social and emotional development in middle childhood 儿童中期社会和情感发展的纵向网络

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-01-09 DOI: 10.1016/j.appdev.2026.101925

Pedro Henrique Ribeiro Santiago , Gustavo Soares , Kym McCormick , Tess Gregory , Alyssa Sawyer , Lisa Smithers , Lisa Jamieson

{"title":"The longitudinal network of social and emotional development in middle childhood","authors":"Pedro Henrique Ribeiro Santiago , Gustavo Soares , Kym McCormick , Tess Gregory , Alyssa Sawyer , Lisa Smithers , Lisa Jamieson","doi":"10.1016/j.appdev.2026.101925","DOIUrl":"10.1016/j.appdev.2026.101925","url":null,"abstract":"<div><div>The understanding of children's social and emotional development in middle childhood is critical to promote well-being throughout the life course. Children who fail to develop social and emotional competencies are more likely to experience difficulties in adulthood and, in the worst case, psychopathology. The current study will employ Cross-Lagged Network Models to investigate children's social and emotional development among Australian children aged 6 to 10 years. Data were from the Longitudinal Study of Australian Children (LSAC). Children's social and emotional development was measured with the caregiver-informant Strengths and Difficulties Questionnaire (SDQ). The complete case sample (<em>n</em> = 4070) included children aged 0 to 1 (in the LSAC B Cohort) and 4 to 5 (in the LSAC K Cohort) years at study baseline, who participated in the three study follow-ups (i.e., follow-ups at ages 6, 8, and 10) and had complete responses to all 25 SDQ items. The findings indicated that certain behaviours, such as reducing fights at age 6 years and improving peer relationships at age 8 years, were important intervention targets to promote healthy social and emotional development during middle childhood.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101925"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Enhancing emotional competence in primary education: Effects of a school-based intervention for pupils and teachers 提高小学教育的情绪能力：校本干预对学生和教师的影响

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-03-05 DOI: 10.1016/j.appdev.2025.101876

Jon Berastegui-Martínez , Èlia López-Cassà

{"title":"Enhancing emotional competence in primary education: Effects of a school-based intervention for pupils and teachers","authors":"Jon Berastegui-Martínez , Èlia López-Cassà","doi":"10.1016/j.appdev.2025.101876","DOIUrl":"10.1016/j.appdev.2025.101876","url":null,"abstract":"<div><div>Emotional competence is essential for personal and social development. This study evaluated the impact of a programme aimed at enhancing emotional competencies among primary education pupils and teachers in Spain. The programme comprised 25 activities per academic year, targeting emotional awareness, regulation, autonomy, social competence, and life and well-being competences. It also incorporated the educational video game Happy 8–12 aimed at pupils from Years 3 to 6. A total of 1442 pupils and 134 teachers participated, divided into experimental and control groups across three primary education cycles. A sequential explanatory mixed-methods design was employed, combining pre-test/post-test quantitative analysis with qualitative data from an ad hoc questionnaire. Instruments included the Emotional Competencies Observation Scale, Emotional Development Questionnaires, and a teacher evaluation questionnaire. Results indicated significant improvements in pupils' emotional competencies across all cycles, with gains in emotional awareness, social competence, and life and well-being competences. First-cycle pupils (ages 6–8) showed gains in emotional autonomy, while second-cycle pupils (ages 8–10) also improved in emotional regulation. Third-cycle pupils (ages 10–12) demonstrated overall emotional growth. Teachers in the first cycle improved in emotional awareness and life and well-being competences; however, no significant changes were observed among teachers in later cycles, highlighting the need for differentiated training. Qualitative findings revealed perceived benefits including improved teacher–pupil relationships and conflict resolution, although time constraints and challenges in curricular integration were noted. These findings support the implementation of structured emotional education programmes to foster well-being and socio-emotional development.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101876"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Classroom verbal interactions and play behaviors in head start: Predictors and outcomes across child language status 课堂语言互动和游戏行为：儿童语言状态的预测因素和结果

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-01-08 DOI: 10.1016/j.appdev.2025.101920

Ji-Young Choi , Shinyoung Joen , Ye Rang Park , Ashley Boros , Craig Van Pay , Kathleen C. Gallagher

{"title":"Classroom verbal interactions and play behaviors in head start: Predictors and outcomes across child language status","authors":"Ji-Young Choi , Shinyoung Joen , Ye Rang Park , Ashley Boros , Craig Van Pay , Kathleen C. Gallagher","doi":"10.1016/j.appdev.2025.101920","DOIUrl":"10.1016/j.appdev.2025.101920","url":null,"abstract":"<div><div>Using data from 341 children in 79 classrooms within an urban Head Start program, we examined how children's initial developmental skills related to their classroom verbal interactions and play behaviors during mid-preschool year, and how these classroom experiences predicted their development over the preschool year. In both examinations, we compared children by language status: English monolinguals (EMs), dual language learners at an early stage of English acquisition (DLL-Early), and DLLs with stronger English proficiency (DLL-Proficient). Overall, we observed low levels of verbal interactions, with children speaking 5–6 % of the time each to teachers or peers, and most verbal interactions (about 20 %) involved listening to teachers. We found that higher conceptual expressive vocabulary skills predicted more frequent talking to teachers among EMs and to peers among EMs and DLL-Early. For DLL-Proficient children, higher social-emotional (S-E) skills predicted more frequent talking to teachers and peers as well as more listening to peers, whereas higher executive function (EF) skills predicted less frequent talking but more listening to peers. Children's play behaviors mostly did not differ by initial developmental skills, and classroom interactions and behaviors were largely unrelated to later outcomes, though a few EF-related links appeared among DLL groups. These findings highlight the need to consider cognitive and S-E factors, in addition to language, when supporting classroom verbal interactions, especially for DLLs with stronger English proficiency.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101920"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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