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A Longitudinal Study of Families Formed through Third-Party Assisted Reproduction: Mother-Child Relationships and Child Adjustment from Infancy to Adulthood
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Golombok, Susan; Jones, Catherine; Hall, Poppy; Foley, Sarah; Imrie, Susan; Jadva, Vasanti – Developmental Psychology, 2023
The seventh phase of this longitudinal study investigated whether children born through third-party assisted reproduction experienced psychological problems, or difficulties in their relationship with their mothers, in early adulthood. The impact of disclosure of their biological origins, and quality of mother-child relationships from age 3…
Descriptors: Mothers, Children, Parent Child Relationship, Birth
Mind-Mindedness in a High-Risk Sample: Differential Benefits for Developmental Outcomes Based on Child Maltreatment
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Brown, Michelle P.; Ng, Rowena; Lisle, Joe; Koenig, Melissa; Sannes, Dane; Rogosch, Fred; Cicchetti, Dante – Developmental Psychology, 2023
Mind-mindedness is associated with positive developmental outcomes. However, much of the literature uses mostly White, middle to high socioeconomic status (SES) samples despite evidence that the benefits of mind-mindedness may vary based on degree of social risk. Additionally, few studies have examined relations between mind-mindedness and…
Descriptors: Mothers, Children, Language Acquisition, Child Behavior
Head Start's Impact Is Contingent on Alternative Type of Care in Comparison Group
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Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane – Developmental Psychology, 2014
Using data ("n" = 3,790 with 2,119 in the 3-year-old cohort and 1,671 in the 4-year-old cohort) from 353 Head Start centers in the Head Start Impact Study, the only large-scale randomized experiment in Head Start history, this article examined the impact of Head Start on children's cognitive and parent-reported social-behavioral outcomes…
Descriptors: Early Intervention, Disadvantaged Youth, Program Effectiveness, Cognitive Development
Mothers' Night Work and Children's Behavior Problems
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Dunifon, Rachel; Kalil, Ariel; Crosby, Danielle A.; Su, Jessica Houston – Developmental Psychology, 2013
Many mothers work in jobs with nonstandard schedules (i.e., schedules that involve work outside of the traditional 9-5, Monday through Friday schedule); this is particularly true for economically disadvantaged mothers. In the present article, we used longitudinal data from the Fragile Families and Child Wellbeing Survey (n = 2,367 mothers of…
Descriptors: Employed Parents, Parent Child Relationship, Scheduling, Well Being
Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program
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Landry, Susan H.; Zucker, Tricia A.; Taylor, Heather B.; Swank, Paul R.; Williams, Jeffrey M.; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J.; Phillips, Beth M.; Eisenberg, Nancy; Spinrad, Tracy L.; de Viliers, Jill; de Viliers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice – Developmental Psychology, 2014
Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, social-emotional classroom activities (RECC).…
Descriptors: Educational Quality, Early Childhood Education, At Risk Persons, Toddlers
Parental Socialization of Sadness Regulation in Middle Childhood: The Role of Expectations and Gender
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Cassano, Michael C.; Zeman, Janice L. – Developmental Psychology, 2010
The authors of this study investigated mothers' and fathers' socialization of their children's sadness. The particular focus was an examination of how socialization practices changed when parents' expectancies concerning their child's sadness management abilities were violated. Methods included an experimental manipulation and direct observation…
Descriptors: Feedback (Response), Socialization, Sex Stereotypes, Mothers
Children's Attributions of Intentions to an Invisible Agent
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Bering, Jesse M.; Parker, Becky D. – Developmental Psychology, 2006
Children ages 3-9 years were informed that an invisible agent (Princess Alice) would help them play a forced-choice game by "telling them, somehow, when they chose the wrong box," whereas a matched control group of children were not given this supernatural prime. On 2 unexpected event trials, an experimenter triggered a simulated unexpected event…
Descriptors: Children, Child Behavior, Developmental Psychology, Control Groups