Jessica A. Stern, Stephanie Irby Coard, Oscar A. Barbarin, Jude Cassidy
Within a sociohistorical context of racism-related physical and emotional threats, Black families in the United States have developed sources of resilience to promote children's safety and positive development. Yet research on Black family resilience has rarely been integrated into one of the most influential theories of child development: attachment theory. In this article, we propose specific ways that attachment scholars can learn from research on Black family resilience to enrich models of parent–child relationships, focusing on three sources of resilience: culturally specific parental protections (e.g., “The Talk,” preparation for bias), extended caregiving networks (e.g., natural mentors, fictive kin, spiritual community), and racial-ethnic identity development (e.g., racial pride messages to protect against social denigration). We argue that including insights from research on the resilience of Black children and families in the face of racism-related threats across generations can substantially advance current understanding of caregiving, attachment, and positive child development in context.
{"title":"What attachment scholars can learn from research on Black family resilience","authors":"Jessica A. Stern, Stephanie Irby Coard, Oscar A. Barbarin, Jude Cassidy","doi":"10.1111/cdep.12492","DOIUrl":"10.1111/cdep.12492","url":null,"abstract":"<p>Within a sociohistorical context of racism-related physical and emotional threats, Black families in the United States have developed sources of resilience to promote children's safety and positive development. Yet research on Black family resilience has rarely been integrated into one of the most influential theories of child development: attachment theory. In this article, we propose specific ways that attachment scholars can learn from research on Black family resilience to enrich models of parent–child relationships, focusing on three sources of resilience: culturally specific <i>parental protections</i> (e.g., “The Talk,” preparation for bias), <i>extended caregiving networks</i> (e.g., natural mentors, fictive kin, spiritual community), and <i>racial-ethnic identity development</i> (e.g., racial pride messages to protect against social denigration). We argue that including insights from research on the resilience of Black children and families in the face of racism-related threats across generations can substantially advance current understanding of caregiving, attachment, and positive child development in context.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 1","pages":"10-18"},"PeriodicalIF":5.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531809","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}
Young children's early math experiences are culturally situated, occurring in the context of everyday family interactions and routines. Yet, we know little about the math experiences in culturally and linguistically minoritized families, including those from Latine communities. In this article, we provide the first review of research on family math in the homes of young Latine children in the United States. We identify shared patterns and inconsistencies across studies on family math cognitions and math practices, and their relations with children's outcomes. We argue for the need to use a sociocultural lens to examine and understand family math, and offer recommendations that center families' experiences to generate foundational knowledge, capture within-group variation, and use more flexible and culturally relevant measures.
{"title":"Family math engagement with young Latine children in the United States","authors":"Mackenzie Swirbul, Gigliana Melzi","doi":"10.1111/cdep.12490","DOIUrl":"10.1111/cdep.12490","url":null,"abstract":"<p>Young children's early math experiences are culturally situated, occurring in the context of everyday family interactions and routines. Yet, we know little about the math experiences in culturally and linguistically minoritized families, including those from Latine communities. In this article, we provide the first review of research on family math in the homes of young Latine children in the United States. We identify shared patterns and inconsistencies across studies on family math cognitions and math practices, and their relations with children's outcomes. We argue for the need to use a sociocultural lens to examine and understand family math, and offer recommendations that center families' experiences to generate foundational knowledge, capture within-group variation, and use more flexible and culturally relevant measures.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 1","pages":"3-9"},"PeriodicalIF":5.3,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430227","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}
Abstract Adolescence is often viewed in Western cultures as a time of rebellion and irresponsibility. In this article, I synthesize recent research on stereotypes of adolescence that uses an interdisciplinary approach, integrating developmental psychology, cultural psychology, and neuroscience. I first discuss empirical evidence on cultural differences in stereotypes of adolescence, highlighting the importance of avoiding a one‐size‐fits‐all assumption about such stereotypes across cultures. Then I summarize the impact of teen stereotypes on youth's academic, behavioral, emotional, and neural development. Finally, I present an experimental intervention that can change youth's teen stereotypes and promote positive youth development. Taken together, this body of work suggests that how individuals navigate the adolescent years is driven in part by social constructions of this phase of development. The work also calls for more attention to changing negative stereotypes of adolescence at the policy and societal levels.
{"title":"Stereotypes of adolescence: Cultural differences, consequences, and intervention","authors":"Yang Qu","doi":"10.1111/cdep.12489","DOIUrl":"https://doi.org/10.1111/cdep.12489","url":null,"abstract":"Abstract Adolescence is often viewed in Western cultures as a time of rebellion and irresponsibility. In this article, I synthesize recent research on stereotypes of adolescence that uses an interdisciplinary approach, integrating developmental psychology, cultural psychology, and neuroscience. I first discuss empirical evidence on cultural differences in stereotypes of adolescence, highlighting the importance of avoiding a one‐size‐fits‐all assumption about such stereotypes across cultures. Then I summarize the impact of teen stereotypes on youth's academic, behavioral, emotional, and neural development. Finally, I present an experimental intervention that can change youth's teen stereotypes and promote positive youth development. Taken together, this body of work suggests that how individuals navigate the adolescent years is driven in part by social constructions of this phase of development. The work also calls for more attention to changing negative stereotypes of adolescence at the policy and societal levels.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068566","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}
Laura Etzel, Patricia Garrett‐Petters, Idan Shalev
Abstract In this article, we suggest that aging and development are two sides of the same coin, and that developing a comprehensive understanding of health and disease risk requires examining age‐related processes occurring throughout the earliest years of life. Compared to other periods in life, it is during this early period of acute vulnerability, when children's biological and regulatory systems are developing, that biological aging occurs most rapidly. We review theory and empirical research suggesting that processes of development and aging are intricately linked, and that early adversity may program biological parameters for accelerated aging and disease risk early in life, even though clinical signs of age‐related disease onset may not be evident until many years later. Following from this, we make the case for widespread incorporation of biological aging constructs into child development research.
{"title":"Early origins of health and disease risk: The case for investigating adverse exposures and biological aging in utero, across childhood, and into adolescence","authors":"Laura Etzel, Patricia Garrett‐Petters, Idan Shalev","doi":"10.1111/cdep.12488","DOIUrl":"https://doi.org/10.1111/cdep.12488","url":null,"abstract":"Abstract In this article, we suggest that aging and development are two sides of the same coin, and that developing a comprehensive understanding of health and disease risk requires examining age‐related processes occurring throughout the earliest years of life. Compared to other periods in life, it is during this early period of acute vulnerability, when children's biological and regulatory systems are developing, that biological aging occurs most rapidly. We review theory and empirical research suggesting that processes of development and aging are intricately linked, and that early adversity may program biological parameters for accelerated aging and disease risk early in life, even though clinical signs of age‐related disease onset may not be evident until many years later. Following from this, we make the case for widespread incorporation of biological aging constructs into child development research.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112749","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}
Abstract As in other fields of developmental science, emotion socialization research in Asia, where nearly 60% of the world's population lives, has emerged on the margins. Contextualizing this marginalization within colonial foundations of our science, in this article, I discuss the historic dominance of the Global North frameworks of emotion socialization. I also address associated limitations of emotion socialization research in Asia, recent conceptualizations that integrate cultural processes and emerging insights from this research, and the need for a decolonial framework to further advance this literature. A decolonial framework would enable scholars to contextualize emotion socialization within local milieus; use research methods valued by local communities; and interpret emotion‐related beliefs and behaviors in Asia as assets, not deficits. Adopting a decolonial framework can move emotion socialization research in Asia from the margins to the center of emotion socialization literature, generating knowledge to support the well‐being of children in Asia and around the world.
{"title":"From the margins to the center: Advancing research on caregiver socialization of emotion in Asia","authors":"Vaishali V. Raval","doi":"10.1111/cdep.12487","DOIUrl":"https://doi.org/10.1111/cdep.12487","url":null,"abstract":"Abstract As in other fields of developmental science, emotion socialization research in Asia, where nearly 60% of the world's population lives, has emerged on the margins. Contextualizing this marginalization within colonial foundations of our science, in this article, I discuss the historic dominance of the Global North frameworks of emotion socialization. I also address associated limitations of emotion socialization research in Asia, recent conceptualizations that integrate cultural processes and emerging insights from this research, and the need for a decolonial framework to further advance this literature. A decolonial framework would enable scholars to contextualize emotion socialization within local milieus; use research methods valued by local communities; and interpret emotion‐related beliefs and behaviors in Asia as assets, not deficits. Adopting a decolonial framework can move emotion socialization research in Asia from the margins to the center of emotion socialization literature, generating knowledge to support the well‐being of children in Asia and around the world.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146644","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}
Abstract Identity development is theorized to be a cornerstone of adolescence. An abundance of evidence has documented the significance of specific social identities (e.g., ethnic‐racial or sexual identity) in the adjustment of adolescents. Research has found that youth who have explored their social identities and have more positive views of their social groups are likely to adjust more successfully across many developmental outcomes. Given evidence documenting the importance of social identities, in this article, we argue that identities should be leveraged to promote positive adjustment, particularly among youth experiencing marginalization. We present a theoretically driven rationale for why social identities should be considered assets that provide opportunities for intervention to improve youth's lives. We also describe two interventions that efficaciously targeted social identity development and demonstrated positive effects on adjustment. We close with directions for research and implementation and a call to invest in this important work.
{"title":"The promise of leveraging social identities in interventions to enhance the well‐being and lives of adolescents","authors":"Adam J. Hoffman, Adriana J. Umaña‐Taylor","doi":"10.1111/cdep.12486","DOIUrl":"https://doi.org/10.1111/cdep.12486","url":null,"abstract":"Abstract Identity development is theorized to be a cornerstone of adolescence. An abundance of evidence has documented the significance of specific social identities (e.g., ethnic‐racial or sexual identity) in the adjustment of adolescents. Research has found that youth who have explored their social identities and have more positive views of their social groups are likely to adjust more successfully across many developmental outcomes. Given evidence documenting the importance of social identities, in this article, we argue that identities should be leveraged to promote positive adjustment, particularly among youth experiencing marginalization. We present a theoretically driven rationale for why social identities should be considered assets that provide opportunities for intervention to improve youth's lives. We also describe two interventions that efficaciously targeted social identity development and demonstrated positive effects on adjustment. We close with directions for research and implementation and a call to invest in this important work.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878790","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}
Indigenous Latinx youth living in the United States are culturally diverse individuals whose experiences are often unrecognized. These diasporic youth identify, learn, and develop cultural strengths amid their upbringing outside their Native communities by engaging in integrated communal endeavors informed by Indigenous values. In this article, we present research on how interconnected aspects of diasporic Indigenous practices contribute to the social and emotional development of youth in middle childhood and adolescence. We focus on Indigenous familial and communal experiences that contribute to developmental processes. We provide nuanced perspectives to studying social and emotional learning (SEL) outside the traditional school setting by expanding to communal contexts. We examine comunalidad (communality) and intergenerational practices to consider how transformative SEL can be more inclusive of Indigenous ways of knowing and living. Our focus is the cultural strengths these communities bring to the SEL competencies of relationships and social awareness, which are applicable to the development of all children.
{"title":"The value of communal and intergenerational settings for studying social and emotional learning","authors":"Melissa Mesinas, Saskias Casanova","doi":"10.1111/cdep.12485","DOIUrl":"https://doi.org/10.1111/cdep.12485","url":null,"abstract":"Indigenous Latinx youth living in the United States are culturally diverse individuals whose experiences are often unrecognized. These diasporic youth identify, learn, and develop cultural strengths amid their upbringing outside their Native communities by engaging in integrated communal endeavors informed by Indigenous values. In this article, we present research on how interconnected aspects of diasporic Indigenous practices contribute to the social and emotional development of youth in middle childhood and adolescence. We focus on Indigenous familial and communal experiences that contribute to developmental processes. We provide nuanced perspectives to studying social and emotional learning (SEL) outside the traditional school setting by expanding to communal contexts. We examine comunalidad (communality) and intergenerational practices to consider how transformative SEL can be more inclusive of Indigenous ways of knowing and living. Our focus is the cultural strengths these communities bring to the SEL competencies of relationships and social awareness, which are applicable to the development of all children.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":" ","pages":""},"PeriodicalIF":6.4,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46997984","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":"Building the Parent and Child Math Anxiety Network model from empirical evidence","authors":"Can Carkoglu, Sarah H. Eason, David J. Purpura","doi":"10.1111/cdep.12484","DOIUrl":"https://doi.org/10.1111/cdep.12484","url":null,"abstract":"","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"1 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45435902","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.12455","DOIUrl":"https://doi.org/10.1111/cdep.12455","url":null,"abstract":"","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"17 2","pages":"81-82"},"PeriodicalIF":6.4,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5840453","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, I briefly review theories about the development of theory of mind, and then examine evidence for minimalism, the idea that infants initially understand only behaviors. To this end, I consider the need for a wide variety of species to predict the behaviors of other animals and that human infants are not unique in this regard. I also discuss evidence for infants' understanding of behaviors, including their good statistical learning skills and their rich exposure to patterns of behavior, which correlates with their acquisition of mental state vocabulary. Finally, I discuss evidence for how maternal mental state talk, as well as children's evolving language and understanding of self, contributes to learning that mental states underlie behaviors.
{"title":"Belief it or not: How children construct a theory of mind","authors":"Ted Ruffman","doi":"10.1111/cdep.12483","DOIUrl":"https://doi.org/10.1111/cdep.12483","url":null,"abstract":"<p>In this article, I briefly review theories about the development of theory of mind, and then examine evidence for minimalism, the idea that infants initially understand only behaviors. To this end, I consider the need for a wide variety of species to predict the behaviors of other animals and that human infants are not unique in this regard. I also discuss evidence for infants' understanding of behaviors, including their good statistical learning skills and their rich exposure to patterns of behavior, which correlates with their acquisition of mental state vocabulary. Finally, I discuss evidence for how maternal mental state talk, as well as children's evolving language and understanding of self, contributes to learning that mental states underlie behaviors.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"17 2","pages":"106-112"},"PeriodicalIF":6.4,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5862269","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}
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