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…

Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial-ethnic backgrounds. Given the need among families for monitoring and supervision during out-of-school time, community-based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool…

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,…

This study examined the effect of a mother-baby intervention on the quality of mother-child interaction, infant-mother attachment security, and infant socioemotional functioning in a group of depressed mothers with infants aged 1-12 months. A randomized controlled trial compared an experimental group (n = 35) receiving the intervention (8-10 home…

Infants were observed at 10, 12, and 14 1/2 months to test whether social interaction among infant peers develops as a by-product of object-centered play. Age differences were noted. Object-centered contact did not influence early social interaction; long interactions emerged at later ages regardless of whether or not toys were present. (Author/DB)

Thirty-four pairs of same-sex siblings were observed for two one-hour periods in their homes. The younger siblings averaged 20 months of age and the age interval between siblings was either large (2.5-4 years) or small (1-2 years). (JMB)