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Direct linkvan den Berg, Linda; Libertus, Klaus; Nyström, Pär; Gottwald, Janna. M.; Licht, Victoria; Gredebäck, Gustaf – Child Development, 2022
Several studies have previously investigated the effects of sticky mittens training on reaching and grasping development. However, recent critique casted doubts on the robustness of the motor effect of this training. The current study presents a pre-registered report that aimed to generalize these effects to Swedish infants. Three-month-old…
Descriptors: Infants, Psychomotor Skills, Parent Participation, Training
Stephanie Plenty; Chaïm la Roi – Child Development, 2024
Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (n = 4996, girls 50%;…
Descriptors: Peer Acceptance, Rejection (Psychology), Outcomes of Education, Socioeconomic Status
Jennifer E. Lansford; Laura Gorla; W. Andrew Rothenberg; Marc H. Bornstein; Lei Chang; Jeremy D. W. Clifton; Kirby Deater-Deckard; Laura Di Giunta; Kenneth A. Dodge; Sevtap Gurdal; Daranee Junla; Paul Oburu; Concetta Pastorelli; Ann T. Skinner; Emma Sorbring; Laurence Steinberg; Liliana Maria Uribe Tirado; Saengduean Yotanyamaneewong; Liane Peña Alampay; Suha M. Al-Hassan; Dario Bacchini – Child Development, 2025
Primal world beliefs ("primals") capture understanding of general characteristics of the world, such as whether the world is "Good" and "Enticing." Children (N = 1215, 50% girls), mothers, and fathers from Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States reported neighborhood danger,…
Descriptors: Cross Cultural Studies, Foreign Countries, Socioeconomic Status, Mothers
Peer reviewedBengtsson, Hans; Johnson, Lena – Child Development, 1987
Developmental changes in the conceptualization of empathy were studied by testing and interviewing kindergartners, first graders, and fourth graders in Sweden. (PCB)
Descriptors: Child Development, Children, Emotional Response, Empathy
Peer reviewedAndersson, Bengt-Erik – Child Development, 1989
Studies effects of public day care on 119 children 1-8 years old. Time of entrance into day care predicted cognitive and socioemotional development. Children in day care before age 1 were generally rated more favorably and performed better than did children with late entrance or home care. (RJC)
Descriptors: Academic Achievement, Child Development, Day Care, Foreign Countries
Peer reviewedGoldman, Ronald J.; Goldman, Juliette D. G. – Child Development, 1982
A sample of 838 children ages 5 through 15 years in Australia, England, North America, and Sweden were interviewed about physical and sexual development. The study covers essentially the same area as Bernstein and Cowan (1975) but extends the sample on the dimensions of age, number, randomness, and comparisons made. (Author/RH)
Descriptors: Adolescents, Children, Comparative Analysis, Concept Formation
Peer reviewedEnright, Robert D.; And Others – Child Development, 1984
Study One examined Swedish and American children's understanding of what constitutes fair criteria for the distribution of goods (i.e., distributive justice). Study Two compared children's distributive justice in family and peer contexts, and Study Three attempted a longitudinal assessment of distributive justice reasoning in two different…
Descriptors: Age Differences, Children, Cognitive Development, Context Effect
Peer reviewedWangby, Margit; Bergman, Lars R.; Magnusson, David – Child Development, 1999
Examined adjustment problems from late childhood to early adulthood among 500 Swedish girls. Found a diversified pattern of multisyndrome formation in late childhood. The syndrome structure in early adolescence identified externalizing adjustment problems and peer problems. An externalizing syndrome was stable between late childhood and early…
Descriptors: Adolescents, At Risk Persons, Behavior Problems, Children
Peer reviewedAndersson, Bengt-Erik – Child Development, 1992
In a follow-up study of the effects of early day care on children's cognitive and socioemotional competence, children who entered day care before the age of 1 year were found to have a better academic performance at ages 8 and 13 and to receive more positive teacher ratings than other children on several socioemotional variables. (Author/GLR)
Descriptors: Academic Achievement, Cognitive Ability, Day Care, Early Childhood Education
