The second year of life is a time of formative developmental change as basic behavioral systems undergo rapid integration and expansion. This study examined the developmental trajectories of social-emotional (SoE) outcomes and the effects of infant sex and household chaos (HC) on the development of SoE outcomes across the second year of life. The…

Violent crimes and domestic violence are notoriously high in South Africa, which leaves many children defenceless to struggle with emotions such as loneliness and sadness. The healthy development and socialisation of children can be difficult in a society characterised by domestic tribulations, poverty, crime, single-parent homes, and absent…

A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not…

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core…

Self-regulation is an essential ability of children to cope with various developmental challenges. This study examines the developmental interplay between emotional and behavioral self-regulation during childhood and the relationship with academic achievement using data from the longitudinal Millennium Cohort Study (UK). Using cross-lagged panel…

In this paper, we examine the impact of U.S. child-care subsidies on the cognitive and behavioral development of children in low-income female-headed families. We identify the effect of subsidy receipt by exploiting geographic variation in the distance that families must travel from home to reach the nearest social service agency that administers…

Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head…

Recent developments in employment practices have increased the prevalence of non-standard work schedules--non-daytime shifts in which most hours do not fall between 8 a.m. and 4 p.m., when shifts rotate, or when schedules vary weekly or otherwise. For example, computer software now enables retail, restaurant, service, and other firms to predict…

Generally recognized as the standard work in its field, "Behavioral, Social, and Emotional Assessment of Children and Adolescents" provides a comprehensive foundation and guide for conducting conceptually sound, culturally responsive, and ecologically oriented assessments of student social and emotional behavior. It is aimed at graduate…

The joint trajectory analysis version of Nagin's ("Group-based modeling of development." Cambridge, MA: Harvard University Press, 2005) semiparametric, group-based approach for modeling trajectories was used to assess how boy's trajectories of conduct problems (CP) and neighborhood SES covaried from ages 5 to 12. Participants were…

A growing body of evidence indicates that for some children, early incidences of challenging behaviors are predictors of later difficulties. These incidences of challenging behaviors may predict mental health issues, social adjustment issues and/or increased challenging behaviors that will impede school success and impact transition to adult life…

Examines five basic questions: How is obedience behavior learned? What are the differences between rational and irrational obedience? What has research taught about the dynamics of obedience behavior? How can rational obedience be encouraged? What are the implications for teachers and parents? (Author/IRT)

Three examples of children (five to nine years old) with acting-out behaviors are cited to illustrate the author's contention that such behavior is indicative of specific developmental levels of social and emotional functioning. The need for intervention appropriate to the developmental level is asserted. (CL)

Argues that a thorough understanding of factors that influence aggression in children cannot be achieved without including behavior genetic studies that allow examination of the effects of shared versus non-shared environment, as well as genes, on aggressive behaviors. Details the growing body of evidence on the genetic effects on aggression.…

This study followed a small group of children exposed to pre- and perinatal health threats to determine whether any psychological effects of the health threat could be identified and if so, whether there is potential in pediatric care to prevent such consequences. The 67 infants were all members of low income families. The tests used included the…