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The Dynamics of Caregiver Unpredictability Shape Moment-to-Moment Infant Looking during Dyadic Interaction
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Tess Allegra Forest; Layla Bradford; Lorna Ginnell; Maroussia Berger; Donna Herr; Emmie Mbale; Kavindya Dalawella; Chloë A. Jacobs; Chikondi Mchazime; Celia D'Amato; Zamazimba Madi; Pious Clifford Mkaka; Claudia Espinoza-Heredia; Tembeka Mhlakwaphalwa; Vukiwe Ngoma; Monique Gilmore; Marlie Miles; Jinge Ren; Nwabisa Mlandu; Reese Samuels; Michal R. Zieff; Melissa Gladstone; Kirsten A. Donald; Dima Amso – Child Development, 2025
Cognitive development is associated with how predictable caregivers are, but the mechanisms driving this are unclear. One possibility is caregiver predictability initially shapes how infants gather information for learning. Here, caregiver-infant dyads (N = 222, 2-6-months-old, all female caregivers; data collected 2022-2023) in South Africa and…
Descriptors: Child Caregivers, Caregiver Child Relationship, Infants, Eye Movements
Infant Exuberant Object Play at Home: Immense Amounts of Time-Distributed, Variable Practice
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Herzberg, Orit; Fletcher, Katelyn K.; Schatz, Jacob L.; Adolph, Karen E.; Tamis-LeMonda, Catherine S. – Child Development, 2022
Object play yields enormous benefits for infant development. However, little is known about natural play at home where most object interactions occur. We conducted frame-by-frame video analyses of spontaneous activity in two 2-h home visits with 13-month-old crawling infants and 13-, 18-, and 23-month-old walking infants (N = 40; 21 boys; 75%…
Descriptors: Infants, Infant Behavior, Play, Object Manipulation
Object Exploration Is Facilitated by the Physical and Social Environment in Center-Based Child Care
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Ine H. van Liempd; Ora Oudgenoeg-Paz; Paul P. M. Leseman – Child Development, 2025
Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables,…
Descriptors: Foreign Countries, Toddlers, Preschool Children, Object Manipulation
Observation and Initiation of Joint Action in Infants
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Fawcett, Christine; Liszkowski, Ulf – Child Development, 2012
Infants imitate others' individual actions, but do they also replicate others' joint activities? To examine whether observing joint action influences infants' initiation of joint action, forty-eight 18-month-old infants observed object demonstrations by 2 models acting together (joint action), 2 models acting individually (individual action), or 1…
Descriptors: Play, Observation, Infants, Infant Behavior
Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program
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Bierman, Karen L.; Welsh, Janet A.; Heinrichs, Brenda S.; Nix, Robert L.; Mathis, Erin T. – Child Development, 2015
Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research-based Developmentally Informed (REDI) Parent program (REDI-P) provided home visits before and after the kindergarten transition, giving parents evidence-based learning games,…
Descriptors: Early Intervention, Disadvantaged Youth, Kindergarten, At Risk Students
Contributions of Societal Modernity to Cognitive Development: A Comparison of Four Cultures
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Gauvain, Mary; Munroe, Robert L. – Child Development, 2009
This study examined how societal changes associated with modernization are related to cognitive development. Data were from 4 cultural communities that represented a broad range of traditional and modern elements: the Garifuna (Belize), Logoli (Kenya), Newars (Nepal), and Samoans (American Samoa). Naturalistic observations and the performances of…
Descriptors: Play, Samoan Americans, Foreign Countries, Cognitive Development
The Effects of Background Television on the Toy Play Behavior of Very Young Children
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Schmidt, Marie Evans; Pempek, Tiffany A.; Kirkorian, Heather L.; Lund, Anne Frankenfield; Anderson, Daniel R. – Child Development, 2008
This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children…
Descriptors: Play, Toys, Cognitive Development, Toddlers
Training Disadvantaged Preschoolers on Various Fantasy Activities: Effects on Cognitive Functioning and Impulse Control
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Saltz, Eli; And Others – Child Development, 1977
A total of 146 disadvantaged preschool children were trained in 1 of 3 different types of fantasy activities. The effects of this training were evaluated over a variety of tasks measuring cognitive development and impulse control. (Author/JMB)
Descriptors: Cognitive Development, Disadvantaged Youth, Dramatic Play, Fantasy
Guise and Guile: Children's Understanding of Narratives in which the Purpose of Pretense Is Deception.
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Peskin, Joan – Child Development, 1996
Examined three- to five-year-old children's understanding of pretense and deception in folktales in which a villain deceived his victim by pretending to be someone else. Found that the three-year-olds were able to follow the pretense but were not able to grasp the false belief integral to the deception. (MOK)
Descriptors: Behavior Patterns, Cognitive Development, Concept Formation, Deception
Infants' Ability to Draw Inferences about Nonobvious Object Properties: Evidence from Exploratory Play.
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Baldwin, Dare A.; And Others – Child Development, 1993
Nine- to 16-month-old infants explored pairs of novel toys in 2 conditions: violated expectation, in which the first toy produced an interesting nonobvious property and the second toy did not; and interest control, in which neither toy produced the interesting property. Infants persistently attempted to reproduce the interesting property in the…
Descriptors: Cognitive Development, Exploratory Behavior, Infant Behavior, Infants
Preschool Children's Symbolic Representation of Objects through Gestures.
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Boyatzis, Chris J.; Watson, Malcolm W. – Child Development, 1993
In one task, preschoolers pretended to use common objects. Three- and four-year olds used gestures in which body parts represented the objects. Five-year olds used gestures that involved imaginary objects. In a second task, preschoolers were asked to imitate gestures modeled by the experimenter. Three-year olds could not imitate imaginary object…
Descriptors: Age Differences, Body Language, Cognitive Development, Pretend Play
Intention and Knowledge in Preschoolers' Conception of Pretend.
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Joseph, Robert M. – Child Development, 1998
Three experiments examined 3- to 5-year olds' understanding of the intended nature of pretend behavior. Found that 4-year olds understood intention as a mental cause of action and construed pretend behaviors mentalistically, but systematically associated ignorance of a specific animal with pretending to be that animal. Concludes that Lillard's…
Descriptors: Cognitive Development, Intention, Knowledge Level, Preschool Children
A Developmental Sequence of Agent Use in Late Infancy
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Fischer, Kurt W.; Watson, Malcolm W. – Child Development, 1977
A hypothesized developmental sequence of agent use in pretending was tested in 36 infants between 14 and 24 months of age and was compared with the development of object permanence. (JMB)
Descriptors: Cognitive Development, Developmental Stages, Infants, Modeling (Psychology)
Preschoolers' Attributions of Mental States in Pretense.
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Rosen, Craig S.; Schwebel, David C.; Singer, Jerome L. – Child Development, 1997
Examined 3- to 5-year-olds' attributions of the mental states of television characters depicting make-believe or realistic actions. Found that children who identified when television characters were engaging in pretend play did not necessarily infer the pretenders' thoughts and beliefs. Inferring pretenders' thoughts was related to performance on…
Descriptors: Attribution Theory, Cognitive Development, Preschool Children, Pretend Play
Wanting To Be It: Children's Understanding of Intentions Underlying Pretense.
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Lillard, Angeline S. – Child Development, 1998
Five experiments tested whether children understand pretense intentions before they understand pretense mental representations. Findings revealed that children did not understand that intention is crucial to pretense. Various methodological factors that might have compromised results such as force choice versus yes-no questions or using a…
Descriptors: Age Differences, Children, Cognitive Development, Intention
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