{"title":"Issue Information - Editorial Board","authors":"","doi":"10.1111/cdep.12535","DOIUrl":"https://doi.org/10.1111/cdep.12535","url":null,"abstract":"","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142563027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we adopt culturally relevant perspectives on developmental science that acknowledge and value the diversity of backgrounds and experiences of young children and their families to identify opportunities to advance the measurement of early childhood development. We focus on direct child assessments that can drive more equitable early learning experiences and outcomes by informing the work of educators and program‐ and system‐level decision‐makers. Specifically, we describe potential advancements in the content (what is measured), method (how assessments are conducted), and output (how data are presented) of early learning assessments. Throughout, we highlight opportunities to elevate the experiences of those who use assessment—children, families, educators, and administrators—to develop equity‐centered, engaging assessments that provide comprehensive, fair, and useful insights.
{"title":"Designing equity‐centered early learning assessments for today's young children","authors":"Emily C. Hanno, Ximena A. Portilla, JoAnn Hsueh","doi":"10.1111/cdep.12528","DOIUrl":"https://doi.org/10.1111/cdep.12528","url":null,"abstract":"In this article, we adopt culturally relevant perspectives on developmental science that acknowledge and value the diversity of backgrounds and experiences of young children and their families to identify opportunities to advance the measurement of early childhood development. We focus on direct child assessments that can drive more equitable early learning experiences and outcomes by informing the work of educators and program‐ and system‐level decision‐makers. Specifically, we describe potential advancements in the <jats:italic>content</jats:italic> (what is measured), <jats:italic>method</jats:italic> (how assessments are conducted), and <jats:italic>output</jats:italic> (how data are presented) of early learning assessments. Throughout, we highlight opportunities to elevate the experiences of those who use assessment—children, families, educators, and administrators—to develop equity‐centered, engaging assessments that provide comprehensive, fair, and useful insights.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scholars acknowledge the significant role of puberty in the risks for adverse outcomes. However, we lack understanding of the relevant social and structural factors at play. Current theoretical approaches to research on puberty were posited based on the experiences of White, middle‐class girls who developed early or late, disregarding the interplay among cultural, societal, and individual factors that shape perceptions of pubescent children and their experiences. The limited focus on timing effects has failed to generate comprehensive knowledge of broader pubertal experiences. In this article, we argue that intersectional understanding can overcome current deficiencies in research on puberty. We critique the predominant theoretical approaches in pubertal research, provide an overview of the intersectionality framework, and elucidate how intersectionality can be incorporated into puberty research. We conclude with recommendations for research. In so doing, we hope the intersectionality framework allows scholars of puberty to rethink how pubertal effects are examined.
{"title":"Rethinking pubertal research: Embracing intersectionality","authors":"Rona Carter, Eleanor K. Seaton","doi":"10.1111/cdep.12527","DOIUrl":"https://doi.org/10.1111/cdep.12527","url":null,"abstract":"Scholars acknowledge the significant role of puberty in the risks for adverse outcomes. However, we lack understanding of the relevant social and structural factors at play. Current theoretical approaches to research on puberty were posited based on the experiences of White, middle‐class girls who developed early or late, disregarding the interplay among cultural, societal, and individual factors that shape perceptions of pubescent children and their experiences. The limited focus on timing effects has failed to generate comprehensive knowledge of broader pubertal experiences. In this article, we argue that intersectional understanding can overcome current deficiencies in research on puberty. We critique the predominant theoretical approaches in pubertal research, provide an overview of the intersectionality framework, and elucidate how intersectionality can be incorporated into puberty research. We conclude with recommendations for research. In so doing, we hope the intersectionality framework allows scholars of puberty to rethink how pubertal effects are examined.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many young people are inclined toward risk taking and also toward helping other people. Prosocial risk taking is a term that can describe different ways that youth provide significant instrumental and emotional support to family members, friends, and strangers, even when it involves a personal risk. In this article, we review research about different types of prosocial risk taking and highlight examples, emphasizing a developmental perspective by examining change across childhood, adolescence, and young adulthood. Research to date suggests that young people are more likely to engage in prosocial risk taking when they are more tolerant of uncertainty, have greater sensation‐seeking, perspective‐taking, and empathy, and when they are motivated by reputational concerns. Individual differences in prosocial risk‐taking behavior depend on youth's access to opportunities to explore, practice, and experience positive social feedback. Providing opportunities for youth to direct their risk‐taking tendencies toward prosocial outlets may help minimize risks to their psychosocial health and promote individual and community well‐being.
{"title":"The development of prosocial risk‐taking behavior: Mechanisms and opportunities","authors":"Emma Armstrong‐Carter, Eva H. Telzer","doi":"10.1111/cdep.12525","DOIUrl":"https://doi.org/10.1111/cdep.12525","url":null,"abstract":"Many young people are inclined toward risk taking and also toward helping other people. <jats:italic>Prosocial risk taking</jats:italic> is a term that can describe different ways that youth provide significant instrumental and emotional support to family members, friends, and strangers, even when it involves a personal risk. In this article, we review research about different types of prosocial risk taking and highlight examples, emphasizing a developmental perspective by examining change across childhood, adolescence, and young adulthood. Research to date suggests that young people are more likely to engage in prosocial risk taking when they are more tolerant of uncertainty, have greater sensation‐seeking, perspective‐taking, and empathy, and when they are motivated by reputational concerns. Individual differences in prosocial risk‐taking behavior depend on youth's access to opportunities to explore, practice, and experience positive social feedback. Providing opportunities for youth to direct their risk‐taking tendencies toward prosocial outlets may help minimize risks to their psychosocial health and promote individual and community well‐being.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers agree that both domain‐general skills and domain‐specific skills contribute to mathematics knowledge, but questions arise as to which skills can and should be trained to improve children's learning outcomes. In this article, we synthesize research on training three domain‐general constructs in early childhood (patterning skills, working memory, and spatial reasoning) and their causal links to mathematics knowledge. The results are clear: Practice with these domain‐general tasks is unlikely to transfer to higher scores on measures of mathematics knowledge, especially for preschool‐aged children. Based on this evidence, we argue against using isolated domain‐general training to enhance math knowledge in early childhood. We offer recommendations for researchers and practitioners to optimize best practices in this area.
{"title":"The (in)effectiveness of training domain‐general skills to support early math knowledge","authors":"Emily R. Fyfe, Giulia A. Borriello","doi":"10.1111/cdep.12526","DOIUrl":"https://doi.org/10.1111/cdep.12526","url":null,"abstract":"Researchers agree that both domain‐general skills and domain‐specific skills contribute to mathematics knowledge, but questions arise as to which skills can and should be trained to improve children's learning outcomes. In this article, we synthesize research on training three domain‐general constructs in early childhood (patterning skills, working memory, and spatial reasoning) and their causal links to mathematics knowledge. The results are clear: Practice with these domain‐general tasks is unlikely to transfer to higher scores on measures of mathematics knowledge, especially for preschool‐aged children. Based on this evidence, we argue against using isolated domain‐general training to enhance math knowledge in early childhood. We offer recommendations for researchers and practitioners to optimize best practices in this area.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tilbe Göksun, Aslı Aktan‐Erciyes, Dilay Z. Karadöller, Ö. Ece Demir‐Lira
Children need to learn the demands of their native language in the early vocabulary development phase. In this dynamic process, parental multimodal input may shape neurodevelopmental trajectories while also being tailored by child‐related factors. Moving beyond typically characterized group profiles, in this article, we synthesize growing evidence on the effects of parental multimodal input (amount, quality, or absence), domain‐specific input (space and math), and language‐specific input (causal verbs and sound symbols) on preterm, full‐term, and deaf children's early vocabulary development, focusing primarily on research with children learning Turkish and Turkish Sign Language. We advocate for a theoretical perspective, integrating neonatal characteristics and parental input, and acknowledging the unique constraints of languages.
{"title":"The multifaceted nature of early vocabulary development: Connecting children's characteristics with parental input types","authors":"Tilbe Göksun, Aslı Aktan‐Erciyes, Dilay Z. Karadöller, Ö. Ece Demir‐Lira","doi":"10.1111/cdep.12524","DOIUrl":"https://doi.org/10.1111/cdep.12524","url":null,"abstract":"Children need to learn the demands of their native language in the early vocabulary development phase. In this dynamic process, parental multimodal input may shape neurodevelopmental trajectories while also being tailored by child‐related factors. Moving beyond typically characterized group profiles, in this article, we synthesize growing evidence on the effects of parental multimodal input (amount, quality, or absence), domain‐specific input (space and math), and language‐specific input (causal verbs and sound symbols) on preterm, full‐term, and deaf children's early vocabulary development, focusing primarily on research with children learning Turkish and Turkish Sign Language. We advocate for a theoretical perspective, integrating neonatal characteristics and parental input, and acknowledging the unique constraints of languages.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Issue Information - Editorial Board","authors":"","doi":"10.1111/cdep.12521","DOIUrl":"10.1111/cdep.12521","url":null,"abstract":"","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the United States, most mothers work during pregnancy. Yet, until the passage of the Pregnant Workers Fairness Act in 2022, pregnant employees did not have a right to reasonable accommodations to work under safe conditions. This law is expected to increase employment among pregnant women, making it critical to understand the effects of work during pregnancy on health and the potential benefits of the law. Because the prenatal period has long‐lasting consequences for health, employment during pregnancy can affect children's health and development in childhood and beyond. In this article, we review theory and empirical evidence on the effects of work during pregnancy on maternal and infant health. We propose a conceptual framework that outlines the pathways through which work during pregnancy affects health, discuss policies that are expected to affect work during pregnancy and health and conclude with priorities for future research.
{"title":"How does work during pregnancy affect maternal and infant health and development?","authors":"Alejandra Ros Pilarz, Jessica Pac","doi":"10.1111/cdep.12523","DOIUrl":"https://doi.org/10.1111/cdep.12523","url":null,"abstract":"In the United States, most mothers work during pregnancy. Yet, until the passage of the Pregnant Workers Fairness Act in 2022, pregnant employees did not have a right to reasonable accommodations to work under safe conditions. This law is expected to increase employment among pregnant women, making it critical to understand the effects of work during pregnancy on health and the potential benefits of the law. Because the prenatal period has long‐lasting consequences for health, employment during pregnancy can affect children's health and development in childhood and beyond. In this article, we review theory and empirical evidence on the effects of work during pregnancy on maternal and infant health. We propose a conceptual framework that outlines the pathways through which work during pregnancy affects health, discuss policies that are expected to affect work during pregnancy and health and conclude with priorities for future research.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Happiness is one of the most important parenting goals in today's modern society. To promote a happy childhood, we need to understand what happiness means to children. Contrary to the view that young children may equate happiness with satisfying material desires and experiencing simple pleasures, in this article, I review recent developmental research showing that (1) even young children have a sophisticated understanding about the role of desire satisfaction in happiness, (2) they perceive happiness as contingent on moral goodness, and (3) they experience happiness from performing morally good behaviors. Together, the findings suggest that for children, happiness means more than feeling good about satisfying material desires and experiencing simple pleasures; it also means being good to oneself and others. This research deepens our understanding of children's emotional cognition and experience, elucidates the nature and origins of happiness, and has significant implications for fostering a happy childhood and beyond.
{"title":"Being good and feeling good: What happiness means to children","authors":"Fan Yang","doi":"10.1111/cdep.12522","DOIUrl":"https://doi.org/10.1111/cdep.12522","url":null,"abstract":"Happiness is one of the most important parenting goals in today's modern society. To promote a happy childhood, we need to understand what happiness means to children. Contrary to the view that young children may equate happiness with satisfying material desires and experiencing simple pleasures, in this article, I review recent developmental research showing that (1) even young children have a sophisticated understanding about the role of desire satisfaction in happiness, (2) they perceive happiness as contingent on moral goodness, and (3) they experience happiness from performing morally good behaviors. Together, the findings suggest that for children, happiness means more than feeling good about satisfying material desires and experiencing simple pleasures; it also means being good to oneself and others. This research deepens our understanding of children's emotional cognition and experience, elucidates the nature and origins of happiness, and has significant implications for fostering a happy childhood and beyond.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions about the potentially causal association between motor and executive function skill development in early childhood. We also consider the broader implications of this work for informing typical and atypical development.
{"title":"Toward a mechanistic understanding of the association between motor and executive function skill development in early childhood","authors":"Jessica M. Cassidy, Michael T. Willoughby","doi":"10.1111/cdep.12520","DOIUrl":"https://doi.org/10.1111/cdep.12520","url":null,"abstract":"Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions about the potentially causal association between motor and executive function skill development in early childhood. We also consider the broader implications of this work for informing typical and atypical development.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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