Developmental Psychology最新文献

Although over 250 million people speak Arabic as their first language, only a minuscule fraction of developmental science studies Arab children. As values are a core component of culture, understanding how values develop is key to understanding development across cultures. Little is known about young Arab children's values. We developed an Arabic version of the Picture-Based Value Survey for Children and implemented it in a multilingual application, adapted for 5-year-olds by recording the instructions and value item captions. We then compared the results in Arabic to those from the more established Hebrew version, with Hebrew-speaking children as a comparison group. A pilot study (N = 63) provided preliminary support that the measure is working well in Arabic and Hebrew. In Study 2, four hundred 5- to 12-year-old children reported their values (50% in Arabic, 50% in Hebrew) in a preregistered study. Multidimensional scaling analyses revealed structural patterns that closely correspond to Schwartz's (1992) theoretical structure in both languages. Replicating past findings, power values were less important than benevolence in both cultural groups, and girls ranked self-enhancement values lower than boys (but not in Hebrew speakers). We further explored age and cultural differences in value development. Value consistency increased with age in both cultures, peaking at age 9-10. Cultural comparisons revealed several differences in value importance between the two cultures and lower value consistency and coherence in Arabic-speaking children. These results establish a tool for studying value development in Arab children and, more broadly, understanding the basic motivations driving populations that were hardly studied before. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Most research on parenting and child development has been based on studies conducted in the minority world. Although there have been efforts to diversify samples and methods, a more inclusive knowledge base is needed to understand parenting from a cultural perspective. Yet, studying parenting in majority world countries presents several methodological challenges. In this article, we aim to contribute to the discussion on diversity in human development by reflecting on our experience conducting parenting research in Latin America, particularly in Chile. First, we examine the mainstream conceptualization of "Latinos" that informs parenting research. Next, we describe the context in which parenting occurs and is studied in Chile. We then highlight methodological challenges of conducting research in this context. Finally, we propose strategies to address diversity as a crucial component of human development. Our discussion seeks to enhance the understanding of parenting research in the majority world from a cultural lens and promote collaborative research in parenting and child development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This article focuses on a widely used method in developmental and education research in majority world countries: large-scale impact evaluations and randomized controlled trials. We build on our experience implementing such programs in majority world countries, primarily in West Africa, and reflect on our experiences to propose a set of best practices in maintaining equity and justice in collaborations between majority and minority world countries. These include prioritizing research-policy-community partnerships, promoting complementary research approaches, considering measurement timescales, and capacity exchange approaches. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Despite growing interest in supporting caregivers' use of nurturing care globally, few parenting measures have been validated for use outside of Minority World contexts. This study aims to develop, describe, and provide validity evidence for an efficient, culturally relevant instrument to measure local nurturing parenting beliefs and behaviors regarding responsive caregiving and early learning within a sample of caregivers of 2- to 5-year-olds in Cajamarca, Peru. We used a multiple methods phased study design to develop the self-reported parenting instrument, Nurturing Parenting Beliefs and Behaviors Scale, including qualitative interviews, focus groups, cognitive testing, and quantitative pilot testing. The final validation sample included 2,274 mothers of children (M_age = 29.41 months, 49.56% female) from Cajamarca, Peru. We used exploratory and confirmatory factor analysis to examine the factor structure of the instrument and correlations and regressions to validate it against parenting and child development outcomes. Results indicate a two-factor structure reflecting nurturing parenting beliefs (α = .84) and behaviors (α = .82). Analyses of concurrent validity showed that the parenting beliefs and behaviors subscales correlated positively with parental stimulation and learning materials. Both parenting beliefs and behaviors positively predicted early childhood development (parent report and direct assessment). This instrument can be used as a starting point for measuring parenting in other Majority World contexts with similar caregiver characteristics. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

A strong body of evidence has underscored the cross-cultural importance of nurturing parent-child relationships for promoting early child development outcomes. However, most research on parenting has predominantly relied on self-reported measures collected from mothers. Observational tools for assessing parent-child interactions from not only mothers but also fathers remains limited, especially in Majority World contexts. This study aimed to evaluate the psychometric properties of an observational tool for assessing mother-child and father-child dyadic interactions in rural Mara, Tanzania. Specifically, we conducted exploratory and confirmatory factor analyses to determine the dimensionality of the measure, tested measurement invariance by parental gender, and assessed its predictive validity with early child development outcomes. We analyzed data from 1,690 parent-child dyads (927 mother-child dyads and 763 father-child dyads) with children under 2 years of age. Exploratory and confirmatory factor analyses revealed a two-factor model with good model fit and acceptable internal consistency and interrater reliability between trained coders. While the measure demonstrated configural invariance by parental gender, it did not meet the criteria for metric or scalar invariance, indicating that maternal and paternal scores cannot be directly compared. Nonetheless, regression analyses showed positive associations between mother-child and father-child interaction scores and children's later development. Our findings establish the reliability and predictive validity of this observational tool for assessing early parent-child interactions in rural Tanzania. Future research directions and methodological considerations for using this observational tool with both mothers and fathers in Majority World countries are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The spread of digital communication around the globe has raised questions about the nature of digitally mediated cultural identity and how worldviews are constructed in the context of permeable and dynamic communities less tethered to physical geography. To expand research on the impacts of digital communication on cultural identity development among adolescents in the Majority World, the present study compared the worldviews of indigenous Maya adolescents before and after the Internet and mobile devices became widely used in their community. Adolescents were interviewed in 2009 (N = 80; 40 girls, M_age = 16.94) and in 2018 (N = 79; 44 girls, M_age = 15.91) using eight vignettes that were developed from ethnographic work in the community and designed to elicit participants' cultural beliefs and values. In each story, one character articulates a traditional, collectivistic worldview, and another articulates a Western, individualistic worldview present in the community. Participants were asked who they agreed with and why, and responses were analyzed quantitatively (pattern of character endorsements) and qualitatively (frameworks of meaning). Analysis of covariance showed no differences in character endorsements across the two cohorts. Schooling, not the use of mobile devices or social media, uniquely predicted alignment with individualistic characters in regression analyses. Although individualistic values did not increase, qualitative analyses of frameworks of meaning showed that adolescents in the two cohorts differed in how they integrated individualistic and collectivistic perspectives. The study demonstrates the importance of locally relevant mixed methods for understanding changes in the contents of cultural identity over historical time. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Anthropomorphism (i.e., assigning human characteristics to nonhuman objects) is a normative behavior that supports adaptive socioemotional development by facilitating play. Anthropomorphic features (e.g., faces, names) are salient, but sensitivity to such features may vary by age or sex or be linked to emerging psychopathology, including callous-unemotional (CU) traits. The present study examined whether anthropomorphic features increased children's preference for novel objects and tested whether age, sex, or CU traits moderated these preferences. A total of 162 children (50% female; 31.90% non-White; age, M = 52.60, SD = 10.50 months) completed a computer task, choosing between two objects with a face, a name, both a face and name, or neither. Children were more likely to pick novel objects with a face or name, but the presence of both features did not increase preference rate. In addition, the effect of name on object preference was stronger for boys than girls, and children with high CU traits were less likely to pick objects with a face than children with low CU traits. Findings demonstrate that young children are sensitive to anthropomorphic features, including names. Results point to future intervention targets for young children with high CU traits that focus on increasing the salience of anthropomorphic features. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Parental response to child negative emotions is an emblematic form of parental emotion socialization, having important implications for child emotional adjustment. Prior literature has predominantly been conducted with a variable-centered approach, which insufficiently captured the potentially intricate combination patterns of multiple emotion-related practices that parents naturally utilize. Building upon the cultural perspective of emotion socialization, the present study utilized a person-centered approach to identify patterns of parental responses to child negative emotions among Chinese parents and examined the associations between different response patterns and child emotional adjustment. One hundred fifty children (M_age = 8.54 years, SD = 1.67; 42.0% girls) and their primary caregivers (M_age = 39.22 years, SD = 4.07; 82.7% mothers) participated in the present study. Parents reported their responses to child negative emotions via questionnaires. Child emotional adjustment was assessed via multiple methods: questionnaires reported by multiple informants, behavioral coding, and physiological assessments. Latent profile analysis identified three patterns of parental responses to child negative emotions: "supportive" (high supportive and low unsupportive responses, 39.19%), "strict" (moderate supportive and moderate unsupportive responses, characterized by relatively high minimization and relatively low expressive encouragement, 27.70%), and "ambivalent" (high supportive and relatively high unsupportive responses, 33.11%). Children with "supportive" parents exhibited the best emotional adjustment, whereas children with "strict" parents exhibited the worst emotional adjustment. Children with "ambivalent" parents showed generally adaptive emotional adjustment but were also characterized by low self-esteem and high emotion negativity. Our findings were further discussed in relation to the modern Chinese culture. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The transition to parenthood is a transformative milestone in young adulthood, profoundly reshaping one's sense of self. Although young adults differ widely in the steps they have taken toward parenthood, research on the developmental foundations of the parental role remains limited. This study examined how personal identity development-both in terms of levels and within-person changes in overall commitment and ruminative exploration-relates to three key indicators of the transition to parenthood: the desire to have children, actual parental status, and parental identity. The analytical sample consisted of 413 participants (M_age = 21.9 years, SD_age = 1.1, 54% women at T1) from the Flemish Study on Parenting, Personality, and Development. Participants reported on their personal identity at T1 (2015) and T2 (2022), with parenthood indicators measured at T2. Data were analyzed using latent change models. Results revealed that individuals with higher levels of overall commitment were more likely to report a future or realized desire for parenthood compared to the reference group. In contrast, both higher levels of and increases in ruminative exploration were associated with reduced odds of having a realized desire for children compared to a future desire. Regarding actual parental status, higher levels of and within-person increases in ruminative exploration were negatively related to the likelihood of having children. For parental identity, both levels and changes in overall commitment positively predicted parental commitment, while levels and changes in ruminative exploration predicted parental rumination. These findings highlight the role of personal identity development in parental identity and suggest that interventions aimed at reducing ruminative exploration may help young adults navigate the transition to parenthood more effectively. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Limited research has examined digital media use (DMU) in dual language learners (DLLs). This study examined the daily usage time, content, and language of DMU in a longitudinal sample of 120 Chinese-English DLLs (Time 1 [T1] age range = 4.33-7.33 years, Time 2 [T2] age range = 6.01-9.44 years, 42% girls) from low-income families. Children's heritage (HL) and English (EL) oral language proficiencies at T1 (collected August 2020-April 2023) were measured by language tests. At T2 (collected June 2022-December 2024), parents reported DLLs' device ownership and daily DMU time by content (entertainment videos, education, social, gaming) and primary DMU language (HL or EL). The primary aim was to examine the concurrent links between socioecological factors and DLLs' DMU. In partial support of our hypothesis, socioeconomic status was negatively associated with gaming time (β = -.35, p < .001), and parents' years in the United States (β = .03, p < .05) were positively associated with gaming time. An exploratory aim was to test the prospective relations between DLLs' HL and EL oral language proficiencies at T1 and their DMU time in HL and EL at T2. Neither DLLs' HL nor EL oral proficiencies predicted their DMU in HL or EL. Results highlighted the heterogeneity in DLLs' DMU time varying by content and language and its differential relations to family socioecological factors. (PsycInfo Database Record (c) 2026 APA, all rights reserved).