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Cuartas, Jorge – Child Development, 2022
Whether spanking is detrimental for social-emotional (SE) development remains controversial, mostly due to disputes around the internal and external validity of existing evidence. This study examined the effect of spanking on the SE development of Bhutanese children, using a national, longitudinal sample (N = 1377; M[subscript age] = 50.5 months…
Descriptors: Punishment, Social Development, Emotional Development, Foreign Countries
Huang, Runke; Siraj, Iram – Child Development, 2023
Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social-emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn…
Descriptors: Foreign Countries, Profiles, Preschool Children, Academic Achievement
Taumoepeau, Mele; Kata, 'Ungatea Fonua; Veikune, 'Ana Heti; Lotulelei, Susana; Vea, Peseti Tupou'ila; Fonua, 'Ilaisaane – Child Development, 2022
This study examined the developmental profiles of children's social reasoning about individual agentive and deontic concerns. Tongan children (N = 140, 47.9% male), aged 4-8 years, were given a set of mentalistic (standard theory-of-mind) and deontic reasoning tasks. On average, children found diverse desires, knowledge access, hidden emotion, and…
Descriptors: Young Children, Foreign Countries, Social Development, Logical Thinking
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
Wei Huang; Sabine Weinert; Anna Volodina – Child Development, 2024
This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium…
Descriptors: Social Development, Emotional Development, Child Development, Preschool Children
Dowdall, Nicholas; Murray, Lynne; Skeen, Sarah; Marlow, Marguerite; De Pascalis, Leonardo; Gardner, Frances; Tomlinson, Mark; Cooper, Peter J. – Child Development, 2021
This study evaluated the impact of a parenting intervention on children's cognitive and socioemotional development in a group of caregivers and their 21-to-28-month-old children in a low-income South African township. A randomized controlled trial compared an experimental group (n = 70) receiving training in dialogic book-sharing (8 weekly group…
Descriptors: Reading Aloud to Others, Books, Parenting Skills, Intervention
Courtier, Philippine; Gardes, Marie-Line; Van der Henst, Jean-Baptiste; Noveck, Ira A.; Croset, Marie-Caroline; Epinat-Duclos, Justine; Léone, Jessica; Prado, Jérôme – Child Development, 2021
Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer…
Descriptors: Montessori Method, Preschool Education, Disadvantaged, Public Schools
Green, Melissa J.; Tzoumakis, Stacy; McIntyre, Brooke; Kariuki, Maina; Laurens, Kristin R.; Dean, Kimberlie; Chilvers, Marilyn; Harris, Felicity; Butler, Merran; Brinkman, Sally A.; Carr, Vaughan J. – Child Development, 2018
This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M[subscript age] = 5.62 years, SD = 0.37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001-2009). Associations were estimated…
Descriptors: Child Abuse, Child Development, Preschool Children, Correlation
Tanskanen, Antti O.; Danielsbacka, Mirkka – Child Development, 2018
Associations between grandparental investment and child outcomes were investigated using three waves of a longitudinal British Millennium Cohort Study that included children between the ages of 9 months and 5 years (n = 24,614 person-observations from 13,744 children). Grandparental investment was measured by parent--grandparent contact frequency…
Descriptors: Foreign Countries, Behavior Problems, Questionnaires, Screening Tests
Shneidman, Laura; Gweon, Hyowon; Schulz, Laura E.; Woodward, Amanda L. – Child Development, 2016
How does early social experience affect children's inferences and exploration? Following prior work on children's reasoning in pedagogical contexts, this study examined U.S. children with less experience in formal schooling and Yucatec Mayan children whose early social input is predominantly observational. In Experiment 1, U.S. 2-year-olds…
Descriptors: Social Experience, Inferences, Social Development, Cross Cultural Studies
Larson, Leila M.; Martorell, Reynaldo; Bauer, Patricia J. – Child Development, 2018
Nutrition plays an important role in the development of a child, particularly in low- and middle-income countries where malnutrition is often widespread. The relation between diet, hemoglobin, nutritional status, motor development, stimulation and mental development was examined in a cross-sectional sample of 1,079 children 12-18 months of age…
Descriptors: Nutrition Instruction, Child Development, Dietetics, Low Income Groups
Yu, Jing; Zhu, Liqi; Leslie, Alan M. – Child Development, 2016
This study investigated the motivational and social-cognitive foundations (i.e., inequality aversion, in-group bias, and theory of mind) that underlie the development of sharing behavior among 3- to 9-year-old Chinese children (N = 122). Each child played two mini-dictator games against an in-group member (friend) and an out-group member…
Descriptors: Social Development, Cognitive Development, Theory of Mind, Bias
Taylor, Rebecca D.; Oberle, Eva; Durlak, Joseph A.; Weissberg, Roger P. – Child Development, 2017
This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M[subscript age] = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States.…
Descriptors: Meta Analysis, Social Development, Emotional Development, Intervention
McCall, Robert B.; Groark, Christina J.; Fish, Larry; Muhamedrahimov, Rifkat J.; Palmov, Oleg I.; Nikiforova, Natalia V. – Child Development, 2013
This article reports the maintenance of one of the largest interventions conducted in St. Petersburg (Russian Federation) orphanages for children birth to 4 years using regular caregiving staff. One orphanage received training plus structural changes, another training only, and a third business as usual. The intervention produced substantial…
Descriptors: Foreign Countries, Intervention, Young Children, Institutionalized Persons
Yang, Fan; Chen, Xinyin; Wang, Li – Child Development, 2015
This study examined reciprocal contributions between shyness-sensitivity and social, school, and psychological adjustment in urban Chinese children. Longitudinal data were collected once a year from Grade 3 to Grade 6 (ages 9-12 years) for 1,171 children from multiple sources. Shyness-sensitivity positively contributed to social, school, and…
Descriptors: Psychological Patterns, Child Development, Adjustment (to Environment), Social Development
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