This paper reports young (3-5 year-olds') children's cognitive and affective understanding of actual moral (harm to others) and prudential (harm to self) transgressions in the family, as reported by the parent, but in a way that provides the child the opportunity to reflect on and reason about the actual events. A total of 38 parent-child dyads…

The concept of "participation" was reviewed as a component of children's citizenship in order to promote a programme for Integral Development. A narrative revision of the literature was carried out as well as a group discussion was organized along with the staff of an Integral Care Programme, in order to identify notions of democracy and…

Despite credible research to support a constructivist-based approach in early childhood programs, policymakers continued to push for a more academic-based philosophy in an effort to reach standardized testing goals. Reggio Emilia, a constructivist-based early childhood philosophy that originated in Northern Italy, has been shown to be an excellent…

Frequent social comparisons can not only influence parents' well-being but also spill over to their children's development through intergenerational influences within the family. Using data from children and their parents, the current study shows that the higher parents' social comparison orientation is, the less their children are willing to…

Science education become one prioritie of modern societies, with the purpose of forming scientifically literate youth and adults. They play an active role in solving the problems existing in society, making critical and informed decisions. In this paper we discuss the need for scientifically literate citizens and the relevance of practical work as…

Much of the existing literature on intergroup attitudes in preschool does not look at the intersections of race and gender. Integrating key developmental and social theories, the current study asked 58 diverse preschoolers (31 white, 27 non-white) to make decisions about other children when given only racial and gender information. The…

This article makes a review and reflection on parenting practices and child development in the perinatal period; the theoretical foundations and recent data in the field are exposed. Spanish and international research in this emerging area indicates that pregnancy, postpartum and early parenting are opportunities and unique spaces to develop…

Preschool children's interest in popular culture is linked to many determinants of obesity development including branded energy-dense foods and sedentary play using digital technologies. In addition, highly packaged foods and throwaway toys reinforce unsustainable environmental habits encouraged by immersive marketing systems. Interrupting the…

Families play important roles in children's learning. Yet, teachers' values and beliefs may sway how families may participate in assessment of their child's learning within early childhood education. This paper reports on a qualitative case study in a New Zealand early childhood setting that explored teachers' views about involving families in…

This project evaluated the feasibility of a child-centred 24-week physical activity intervention. The "Play5" strategy encourages children to choose to play vigorously five times a day for about as long as school recess. The seven-year-old children were randomised to control (n = 176) or intervention groups (n = 132). Data were collected…

Interviews with 15 mothers were analyzed to investigate how these mothers, who chose to delay their child's kindergarten entry, organized their children's environments during the hold-out year. Previous analyses of the interviews identified two categories of mothers, who were substantially different in their decision-making. In the current paper…

Argues that the interrelationship of developmental conditions, social provisions, and personal decisions provides a framework for a general theory of development. (PCB)

Introduces three philosophical issues to consider when developing curriculum for mentally retarded children: (1) the role of content versus learning processes and teaching methodology in curriculum decisions; (2) the principle of normalization and its implications; and (3) the child's right to choice in curriculum content. (DST)