Pub Date : 2024-03-18DOI: 10.1177/01650254241236366
Elizabeth Hentschel, Saima Siyal, Dana C. McCoy, Henning Tiemeier, Aisha K. Yousafzai
Research has shown the importance of responsive caregiving for fostering positive development early in life; however, tools measuring these interactions are often impractical for larger scale intervention trials and in settings with resource constraints. The present study provides reliability and validity evidence from Sindh, Pakistan for a tool developed to quantify responsive caregiving. Data were collected from 200 randomly selected households on responsive caregiving, sociodemographic characteristics, early learning, and early child development. The results indicated that the responsive care tool can be feasibly administered in less than 5 min in a low-resource setting. An exploratory factor analysis found that the tool’s indicators reliably loaded onto two distinct factors, responsive interactions and caregiver-initiated interactions, accounting for 96.01% of the underlying variation in scores. A confirmatory factor analysis reflecting input from modification indices showed satisfactory fit statistics and adequate factor loadings (all above .70). Internal consistencies of the two factors were also high, with alphas of .93 and .83, respectively. Convergent validity of the responsive interactions factor was demonstrated by a strong and positive correlation with measures of psychosocial stimulation, early learning, maternal education, and household wealth. Predictive validity of the responsive interactions factor was demonstrated by a strong and positive association with child development. The caregiver-initiated interactions factor was significantly and negatively associated with psychosocial stimulation and child development. The resulting evidence provides programs with an open access, observational, reliable, and valid measure to quantify responsive caregiving at the program level in low-resource settings.
{"title":"Reliability and validity of the responsive care tool for children 0–3 years old in a rural, South Asian setting","authors":"Elizabeth Hentschel, Saima Siyal, Dana C. McCoy, Henning Tiemeier, Aisha K. Yousafzai","doi":"10.1177/01650254241236366","DOIUrl":"https://doi.org/10.1177/01650254241236366","url":null,"abstract":"Research has shown the importance of responsive caregiving for fostering positive development early in life; however, tools measuring these interactions are often impractical for larger scale intervention trials and in settings with resource constraints. The present study provides reliability and validity evidence from Sindh, Pakistan for a tool developed to quantify responsive caregiving. Data were collected from 200 randomly selected households on responsive caregiving, sociodemographic characteristics, early learning, and early child development. The results indicated that the responsive care tool can be feasibly administered in less than 5 min in a low-resource setting. An exploratory factor analysis found that the tool’s indicators reliably loaded onto two distinct factors, responsive interactions and caregiver-initiated interactions, accounting for 96.01% of the underlying variation in scores. A confirmatory factor analysis reflecting input from modification indices showed satisfactory fit statistics and adequate factor loadings (all above .70). Internal consistencies of the two factors were also high, with alphas of .93 and .83, respectively. Convergent validity of the responsive interactions factor was demonstrated by a strong and positive correlation with measures of psychosocial stimulation, early learning, maternal education, and household wealth. Predictive validity of the responsive interactions factor was demonstrated by a strong and positive association with child development. The caregiver-initiated interactions factor was significantly and negatively associated with psychosocial stimulation and child development. The resulting evidence provides programs with an open access, observational, reliable, and valid measure to quantify responsive caregiving at the program level in low-resource settings.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"116 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140169846","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}
Pub Date : 2024-03-18DOI: 10.1177/01650254241236460
Diego I. Barcala-Delgado, Katherine P. Blumstein, Jose Luis Galiana, Sheryl L. Olson
Parents’ cultural beliefs are associated with their children’s socialization and development. Researchers have examined these associations through the lens of parents’ ethnotheories, which refer to parents’ implicit beliefs about children’s developmentally appropriate behavior. In contrast to prior work focused on parents’ ethnotheories of desirable behaviors and qualities, there has been a considerable lack of research examining ethnotheories about children’s maladaptive behavior. In this article, we address this gap in knowledge by examining cultural differences and similarities in Spanish and American parents’ beliefs about the causes of children’s maladaptive behaviors. A semi-structured interview was used to assess parents’ causal attributions of children’s internalizing and externalizing behaviors in a sample of 50 parents from the United States and 51 parents from Spain. Results revealed that US parents made more attributions to children’s internal states, social learning, and power motives than Spanish parents for externalizing behaviors. Conversely, Spanish parents made more attributions to attention seeking and material gains than US parents for the same behaviors. There were no cross-cultural differences in attributions for internalizing behaviors. Parents had strikingly different theories of children’s disruptive behaviors than they did for children’s internalizing behaviors. Differences in parents’ explanatory styles may reflect and maintain broader cultural differences between Spain and the United States. This study lends evidence to the growing literature on the relevance of parents’ ethnotheories in the context of child development and extends it to the topic of parental attributions regarding maladaptive child behaviors.
{"title":"Parents’ cultural beliefs about maladaptive behavior in young children: A comparison of across two cultures","authors":"Diego I. Barcala-Delgado, Katherine P. Blumstein, Jose Luis Galiana, Sheryl L. Olson","doi":"10.1177/01650254241236460","DOIUrl":"https://doi.org/10.1177/01650254241236460","url":null,"abstract":"Parents’ cultural beliefs are associated with their children’s socialization and development. Researchers have examined these associations through the lens of parents’ ethnotheories, which refer to parents’ implicit beliefs about children’s developmentally appropriate behavior. In contrast to prior work focused on parents’ ethnotheories of desirable behaviors and qualities, there has been a considerable lack of research examining ethnotheories about children’s maladaptive behavior. In this article, we address this gap in knowledge by examining cultural differences and similarities in Spanish and American parents’ beliefs about the causes of children’s maladaptive behaviors. A semi-structured interview was used to assess parents’ causal attributions of children’s internalizing and externalizing behaviors in a sample of 50 parents from the United States and 51 parents from Spain. Results revealed that US parents made more attributions to children’s internal states, social learning, and power motives than Spanish parents for externalizing behaviors. Conversely, Spanish parents made more attributions to attention seeking and material gains than US parents for the same behaviors. There were no cross-cultural differences in attributions for internalizing behaviors. Parents had strikingly different theories of children’s disruptive behaviors than they did for children’s internalizing behaviors. Differences in parents’ explanatory styles may reflect and maintain broader cultural differences between Spain and the United States. This study lends evidence to the growing literature on the relevance of parents’ ethnotheories in the context of child development and extends it to the topic of parental attributions regarding maladaptive child behaviors.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"19 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140169850","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}
Pub Date : 2024-03-13DOI: 10.1177/01650254241236200
Xueke Wang, Tingyong Feng
An overarching framework in the field of developmental psychology highlights the close linkage of cognition with emotion; however, the extent to which this framework supports the relationship between executive functions and emotion understanding in young children remains unclear. Hence, we employ a longitudinal tracking study to investigate the bidirectional relationship between emotion understanding and executive functions. A total of 112 children ( M = 48.01 months, 68 boys) were recruited to perform tests at three time points within 2 years. Results from our cross-lagged model analysis indicated that early executive functions significantly predicted the development of emotion understanding at Time 2 and Time 3, while emotion understanding at Time 2 significantly predicted the subsequent development of executive functions in Time 3, controlling for age, gender, and family socioeconomic status (SES). Moreover, the latent change score model analysis further revealed the developmental trends and interrelations of executive functions and emotion understanding over time. Specifically, children with higher initial level of executive functions exhibited faster growth in emotion understanding over time, and then this improved emotion understanding predicted the changes in later executive functions. Overall, these findings elucidate significant developmental progressions for how emotion understanding and executive functions interact with each other during early childhood.
{"title":"Bidirectional relationships between emotion understanding and executive functions in young children: A latent change score modeling study","authors":"Xueke Wang, Tingyong Feng","doi":"10.1177/01650254241236200","DOIUrl":"https://doi.org/10.1177/01650254241236200","url":null,"abstract":"An overarching framework in the field of developmental psychology highlights the close linkage of cognition with emotion; however, the extent to which this framework supports the relationship between executive functions and emotion understanding in young children remains unclear. Hence, we employ a longitudinal tracking study to investigate the bidirectional relationship between emotion understanding and executive functions. A total of 112 children ( M = 48.01 months, 68 boys) were recruited to perform tests at three time points within 2 years. Results from our cross-lagged model analysis indicated that early executive functions significantly predicted the development of emotion understanding at Time 2 and Time 3, while emotion understanding at Time 2 significantly predicted the subsequent development of executive functions in Time 3, controlling for age, gender, and family socioeconomic status (SES). Moreover, the latent change score model analysis further revealed the developmental trends and interrelations of executive functions and emotion understanding over time. Specifically, children with higher initial level of executive functions exhibited faster growth in emotion understanding over time, and then this improved emotion understanding predicted the changes in later executive functions. Overall, these findings elucidate significant developmental progressions for how emotion understanding and executive functions interact with each other during early childhood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"88 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147225","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}
Pub Date : 2024-03-11DOI: 10.1177/01650254241233531
Germano Vera Cruz, Lonzozou Kpanake, Guadalupe Elizabeth Morales-Martínez, Etienne Mullet
Few studies on the development of forgiveness involved young children and adolescents, and very few involved samples from non-western countries. This study focused on the development of willingness to forgive a particular transgression in participants aged 4 to 12 years and from two different cultures: a South African culture (Mozambique) and a Western European culture (France). Overall, 153 pupils from Mozambique and 107 pupils from France were presented with eight vignettes depicting a situation where a young child, intentionally or accidentally, dropped a small radio that they borrowed from another young child. These vignettes were composed by applying an orthogonal Intent × Consequences × Apologies, 2 × 2 × 2, design. Participants expressed what their willingness to forgive would be in each case on a continuous response scale. Through cluster analysis, four main positions were identified. They were labeled: Almost never forgive (11% of participants), Depends mainly on consequences (22%), Depends mainly on intent and apologies (57%), and Almost always forgive (2%). The first two positions were typical of 4–7-year olds, and the third one was typical of 8–12-year olds. No significant differences in cluster composition were found between the Mozambican and French participants. Up to the age of four, most children probably do not have access to the notion of forgiveness. From the age of four to seven, this notion begins to appear, in particular through a gradual taking into account of circumstantial factors other than the severity of consequences of a transgression. This development is quite rapid—probably during the 7-year period, from 0 to 7 years. From the age of eight onwards, a forgiveness schema similar to that observed in adults is operational. This developmental trajectory is probably very general. It seems to depend little on the type of culture in which it develops.
{"title":"Development of the forgiveness schema among young children and adolescents: A multinational comparison","authors":"Germano Vera Cruz, Lonzozou Kpanake, Guadalupe Elizabeth Morales-Martínez, Etienne Mullet","doi":"10.1177/01650254241233531","DOIUrl":"https://doi.org/10.1177/01650254241233531","url":null,"abstract":"Few studies on the development of forgiveness involved young children and adolescents, and very few involved samples from non-western countries. This study focused on the development of willingness to forgive a particular transgression in participants aged 4 to 12 years and from two different cultures: a South African culture (Mozambique) and a Western European culture (France). Overall, 153 pupils from Mozambique and 107 pupils from France were presented with eight vignettes depicting a situation where a young child, intentionally or accidentally, dropped a small radio that they borrowed from another young child. These vignettes were composed by applying an orthogonal Intent × Consequences × Apologies, 2 × 2 × 2, design. Participants expressed what their willingness to forgive would be in each case on a continuous response scale. Through cluster analysis, four main positions were identified. They were labeled: Almost never forgive (11% of participants), Depends mainly on consequences (22%), Depends mainly on intent and apologies (57%), and Almost always forgive (2%). The first two positions were typical of 4–7-year olds, and the third one was typical of 8–12-year olds. No significant differences in cluster composition were found between the Mozambican and French participants. Up to the age of four, most children probably do not have access to the notion of forgiveness. From the age of four to seven, this notion begins to appear, in particular through a gradual taking into account of circumstantial factors other than the severity of consequences of a transgression. This development is quite rapid—probably during the 7-year period, from 0 to 7 years. From the age of eight onwards, a forgiveness schema similar to that observed in adults is operational. This developmental trajectory is probably very general. It seems to depend little on the type of culture in which it develops.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"70 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107249","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}
Pub Date : 2024-03-01DOI: 10.1177/01650254241233522
Petra Laamanen, Noona Kiuru, Olli Kiviruusu, Jallu Lindblom
Research has consistently shown that difficulties in facial emotion recognition (FER) are associated with peer problems and internalizing symptoms during middle childhood. However, no longitudinal research has investigated the direction of effects, that is, how these constructs influence each other across time. In this preregistered three-wave panel study, we tested the directional effects between FER, peer problems, and internalizing symptoms among Finnish school-aged children ( n = 3,607; Mage = 8.20, SDage = 0.86; 51% female). The results of random-intercept cross-lagged panel models showed that a low FER accuracy and high biases toward happiness and sadness correlated with higher levels of peer problems and internalizing symptoms at the between-person level. However, we found no evidence of directional effects at the within-person level. Overall, our findings suggest that these constructs might be associated because of shared underlying causes, rather than mutually influencing one another in middle childhood.
{"title":"Facial emotion recognition and social-emotional problems in middle childhood: Assessment of directional effects","authors":"Petra Laamanen, Noona Kiuru, Olli Kiviruusu, Jallu Lindblom","doi":"10.1177/01650254241233522","DOIUrl":"https://doi.org/10.1177/01650254241233522","url":null,"abstract":"Research has consistently shown that difficulties in facial emotion recognition (FER) are associated with peer problems and internalizing symptoms during middle childhood. However, no longitudinal research has investigated the direction of effects, that is, how these constructs influence each other across time. In this preregistered three-wave panel study, we tested the directional effects between FER, peer problems, and internalizing symptoms among Finnish school-aged children ( n = 3,607; M<jats:sub>age</jats:sub> = 8.20, SD<jats:sub>age</jats:sub> = 0.86; 51% female). The results of random-intercept cross-lagged panel models showed that a low FER accuracy and high biases toward happiness and sadness correlated with higher levels of peer problems and internalizing symptoms at the between-person level. However, we found no evidence of directional effects at the within-person level. Overall, our findings suggest that these constructs might be associated because of shared underlying causes, rather than mutually influencing one another in middle childhood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"5 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019717","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}
Previous studies found an impact of language familiarity on face recognition in 9- and 12-month-olds. Own race faces are better recognized when associated with native language, whereas for other race faces, it is with non-native language. The aim of this study is to investigate if language familiarity can also influence abstract pattern recognition. We tested 9- to 12-month-old monolingual infants with a visual paired-comparison task. During a 30-s familiarization phase, infants were shown an image of abstract patterns associated with an auditory soundtrack of a speaker reciting a story either in their native (French) or in a non-native language (German). After the familiarization, the familiar and a new abstract pattern were displayed side by side for the recognition test. We found a significant preference for the novel object in the native language condition but not in the non-native condition. These results suggest that language familiarity effects on infant memory are not specific to faces but also influence, on a larger scale, how infants process their immediate visual environment.
{"title":"Impact of language familiarity on abstract pattern recognition in 9- to 12-month-old infants","authors":"Althéa Fratacci, Olivier Clerc, Mathilde Fort, Olivier Pascalis","doi":"10.1177/01650254241230643","DOIUrl":"https://doi.org/10.1177/01650254241230643","url":null,"abstract":"Previous studies found an impact of language familiarity on face recognition in 9- and 12-month-olds. Own race faces are better recognized when associated with native language, whereas for other race faces, it is with non-native language. The aim of this study is to investigate if language familiarity can also influence abstract pattern recognition. We tested 9- to 12-month-old monolingual infants with a visual paired-comparison task. During a 30-s familiarization phase, infants were shown an image of abstract patterns associated with an auditory soundtrack of a speaker reciting a story either in their native (French) or in a non-native language (German). After the familiarization, the familiar and a new abstract pattern were displayed side by side for the recognition test. We found a significant preference for the novel object in the native language condition but not in the non-native condition. These results suggest that language familiarity effects on infant memory are not specific to faces but also influence, on a larger scale, how infants process their immediate visual environment.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"5 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956597","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}
Pub Date : 2024-02-16DOI: 10.1177/01650254241230642
Linda Johansen, Gabriella Óturai, Ann-Kathrin Jaggy, Sonja Perren
The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: MT1 = 43.2, SDT1 = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.
儿童的心智理论（ToM）、对情绪的理解和积极的同伴关系之间的积极联系已得到公认。然而，现有文献缺乏对学龄前儿童中这些因素之间纵向相互作用的全面研究。本研究旨在填补这一空白，在 7 个月的时间里，在三个不同的时间点对幼儿的社会认知和他们积极的同伴关系之间的并发和纵向关联进行研究。211 名学龄前儿童（月龄：MT1 = 43.2，SDT1 = 6.6）接受了标准化评估，以评价他们的 ToM 和情绪理解能力，而游戏小组教育者则报告了儿童的积极同伴关系。通过多元潜增长模型，我们预期 ToM 和情绪理解水平越高，积极同伴关系的变化率就越大，而积极同伴关系水平越高，ToM 和情绪理解的变化率就越大。与我们的预期相反，结果并不支持预期的纵向关联。然而，儿童的情绪理解能力与第一阶段的积极同伴关系之间出现了值得注意的相关性，这与以往的研究和社会建构主义理论是一致的。
{"title":"Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships","authors":"Linda Johansen, Gabriella Óturai, Ann-Kathrin Jaggy, Sonja Perren","doi":"10.1177/01650254241230642","DOIUrl":"https://doi.org/10.1177/01650254241230642","url":null,"abstract":"The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: M<jats:sub>T1</jats:sub> = 43.2, SD<jats:sub>T1</jats:sub> = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"110 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948485","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}
Pub Date : 2023-12-30DOI: 10.1177/01650254231217465
Catalina Rey-Guerra, Aisha K. Yousafzai, Eric Dearing
Gender differences in early childhood development are under-researched in low- and middle-income countries (LMICs) where almost 90% of the world’s young children live. This study examines the direction, magnitude, and variation of gender similarities and differences in 3- and 4-year-olds’ early childhood development in 71 low- and middle-income countries (LMICs). Moreover, we explore whether country-level gender inequality correlates with gender differences in early development. We analyzed Early Childhood Development Index (ECDI) data from UNICEF’s Multiple Indicators Cluster Surveys and the Demographic and Health Surveys between 2010 and 2019 ( n = 226,980). Using logistic regression, we estimated children’s odds of being developmentally on track in literacy-numeracy, approaches to learning, social-emotional, and physical domains. We also used meta-analytic regression to examine associations between early childhood development and country-level indicators of gender inequality. In approximately one-half of LMICs, odds of being developmentally on track did not significantly differ for girls and boys; in countries with significant differences, girls were more likely to be on track than boys (odds ratio [OR] = 1.21, 95% confidence interval [CI] = [1.18–1.24], p < .001). Differences favoring girls were largest in the social-emotional domain (OR = 1.27, 95% CI = [1.24–1.30], p < .001). Country-level gender development index explained a substantial amount of variation in gender differences across countries. Overall, findings suggest that when gender differences exist, girls are more likely than boys to be developmentally on track, particularly in the social-emotional domain and in countries with greater gender equality.
{"title":"Gender similarities and differences in early childhood development in low- and middle-income countries","authors":"Catalina Rey-Guerra, Aisha K. Yousafzai, Eric Dearing","doi":"10.1177/01650254231217465","DOIUrl":"https://doi.org/10.1177/01650254231217465","url":null,"abstract":"Gender differences in early childhood development are under-researched in low- and middle-income countries (LMICs) where almost 90% of the world’s young children live. This study examines the direction, magnitude, and variation of gender similarities and differences in 3- and 4-year-olds’ early childhood development in 71 low- and middle-income countries (LMICs). Moreover, we explore whether country-level gender inequality correlates with gender differences in early development. We analyzed Early Childhood Development Index (ECDI) data from UNICEF’s Multiple Indicators Cluster Surveys and the Demographic and Health Surveys between 2010 and 2019 ( n = 226,980). Using logistic regression, we estimated children’s odds of being developmentally on track in literacy-numeracy, approaches to learning, social-emotional, and physical domains. We also used meta-analytic regression to examine associations between early childhood development and country-level indicators of gender inequality. In approximately one-half of LMICs, odds of being developmentally on track did not significantly differ for girls and boys; in countries with significant differences, girls were more likely to be on track than boys (odds ratio [OR] = 1.21, 95% confidence interval [CI] = [1.18–1.24], p < .001). Differences favoring girls were largest in the social-emotional domain (OR = 1.27, 95% CI = [1.24–1.30], p < .001). Country-level gender development index explained a substantial amount of variation in gender differences across countries. Overall, findings suggest that when gender differences exist, girls are more likely than boys to be developmentally on track, particularly in the social-emotional domain and in countries with greater gender equality.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":" 3","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141524","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}
Pub Date : 2023-12-21DOI: 10.1177/01650254231215063
Emma Bolhuis, Anat Scher, Hanit Ohana, Rotem Ad-Epsztein, M. Leshem, R. Beijers
Exposure to war is known to impact children’s physical and mental health. Recent research reveals that war exposure might even affect the developmental outcomes of children who are yet to be conceived. In this study, we sought to extend such prior work by investigating longitudinal associations between pre-conception war exposure and the accompanying maternal emotional distress on child sleep. Israeli mothers, who conceived within a year after the Lebanon war in 2006 ( N = 68), were followed until their children reached 10 years of age. At that age, child sleep problems were measured through mother and child reports. Results from analyses of covariances (ANCOVAs) showed that war exposure prior to conception itself did not predict child sleep. However, hierarchical regression analyses showed that higher levels of maternal emotional distress, as a result of pre-conception war exposure, predicted more sleep problems in girls. Further exploratory analyses revealed that these associations showed themselves in both maternal and child reports on various sleep domains. In boys, no evidence was found for associations between maternal emotional distress during wartime and sleep 10 years later. These results indicate that war-related pre-conception stress might have long-term, sex-specific effects on child sleep, though replication with larger samples is needed to corroborate the findings.
{"title":"War exposure prior to conception: Longitudinal associations between maternal emotional distress and child sleep 10 years later","authors":"Emma Bolhuis, Anat Scher, Hanit Ohana, Rotem Ad-Epsztein, M. Leshem, R. Beijers","doi":"10.1177/01650254231215063","DOIUrl":"https://doi.org/10.1177/01650254231215063","url":null,"abstract":"Exposure to war is known to impact children’s physical and mental health. Recent research reveals that war exposure might even affect the developmental outcomes of children who are yet to be conceived. In this study, we sought to extend such prior work by investigating longitudinal associations between pre-conception war exposure and the accompanying maternal emotional distress on child sleep. Israeli mothers, who conceived within a year after the Lebanon war in 2006 ( N = 68), were followed until their children reached 10 years of age. At that age, child sleep problems were measured through mother and child reports. Results from analyses of covariances (ANCOVAs) showed that war exposure prior to conception itself did not predict child sleep. However, hierarchical regression analyses showed that higher levels of maternal emotional distress, as a result of pre-conception war exposure, predicted more sleep problems in girls. Further exploratory analyses revealed that these associations showed themselves in both maternal and child reports on various sleep domains. In boys, no evidence was found for associations between maternal emotional distress during wartime and sleep 10 years later. These results indicate that war-related pre-conception stress might have long-term, sex-specific effects on child sleep, though replication with larger samples is needed to corroborate the findings.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"46 19","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952443","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}
Pub Date : 2023-12-21DOI: 10.1177/01650254231218284
M. Safa, Yinru Long, A. Umaña‐Taylor
For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents’ psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents’ identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents ( Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents’ ethnic-racial and national identities informs their psychosocial adjustment.
{"title":"Bicultural identity and adjustment among ethnoracially minoritized and immigrant adolescents","authors":"M. Safa, Yinru Long, A. Umaña‐Taylor","doi":"10.1177/01650254231218284","DOIUrl":"https://doi.org/10.1177/01650254231218284","url":null,"abstract":"For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents’ psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents’ identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents ( Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents’ ethnic-racial and national identities informs their psychosocial adjustment.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"28 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952270","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}
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