Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Gender Differences | 3 |
| Learning Processes | 3 |
| Age Differences | 2 |
| Child Development | 2 |
| Play | 2 |
| Young Children | 2 |
| Cognitive Ability | 1 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| Conceptual Tempo | 1 |
| Correlation | 1 |
| More ▼ | |
Source
| Child Development | 3 |
Author
| Clément, Fabrice | 1 |
| Coyle, Emily F. | 1 |
| Deschenaux, Amélie | 1 |
| Flynn, Emma | 1 |
| Frick, Aurélien | 1 |
| Gruber, Thibaud | 1 |
| Liben, Lynn S. | 1 |
| Whiten, Andrew | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkCoyle, Emily F.; Liben, Lynn S. – Child Development, 2020
To study effects of the gender-packaging of science, technology, engineering, and mathematics (STEM) toys, mother-child dyads (31 daughters; 30 sons; M = 5.2 years) were randomly assigned to play with a mechanical toy packaged for girls ("GoldieBlox") or boys ("BobbyBlox"). When familiarizing themselves with the toy to prepare…
Descriptors: Play, STEM Education, Intervention, Toys
Gruber, Thibaud; Deschenaux, Amélie; Frick, Aurélien; Clément, Fabrice – Child Development, 2019
Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series…
Descriptors: Group Membership, Learning Processes, Age Differences, Gender Differences
Flynn, Emma; Whiten, Andrew – Child Development, 2012
In one of the first open diffusion experiments with young children, a tool-use task that afforded multiple methods to extract an enclosed reward and a child model habitually using one of these methods were introduced into different playgroups. Eighty-eight children, ranging in age from 2 years 8 months to 4 years 5 months, participated. Measures…
Descriptors: Theory of Mind, Socialization, Young Children, Verbal Ability
