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Rogers, Leoandra Onnie – Developmental Psychology, 2019
A focal goal of development science in recent years has been to document and understand the psychological processes that underlie inequality toward the goal of promoting equity and justice (e.g., Killen, Rutland, & Yip, 2016). This timely special section on economic inequality broadens the empirical conversation, which has centered mostly on…
Descriptors: Children, Adolescents, Poverty, Disadvantaged
Smith, Chauncey D.; Smith Lee, Jocelyn R. – Applied Developmental Science, 2020
This commentary engages the three elements of a social justice framework in the study of African American Boys and Men's (AABM) positive development, proposed by Barbarin, Tolan, and Gaylord-Harden (2019). In agreement with the importance of and in support of employing a social justice framework in developmental science, we offer theoretical and…
Descriptors: Social Justice, Humanism, African Americans, Males
Runco, Mark A. – New Directions for Child and Adolescent Development, 2016
The articles in this issue of "New Directions for Child and Adolescent Development" nicely summarize recent findings about creativity and development. This commentary underscores some of the key ideas and puts them into a larger context (i.e., the corpus of creativity research). It pinpoints areas of agreement (e.g., the need to take…
Descriptors: Creativity, Child Development, Adolescent Development, Creative Development
Kornilov, Sergey A. – New Directions for Child and Adolescent Development, 2015
In this brief essay, I comment on the constellation of papers published in the current issue. I argue that it represents the new beginning of the new era for the journal, driven by several considerations. Among these, three are key. First, the collection of articles in this issue is explicitly concerned with the multivariate and multidisciplinary…
Descriptors: Child Development, Journal Articles, Interdisciplinary Approach, Research Methodology
Krettenauer, Tobias – New Directions for Youth Development, 2012
This article addresses the question of why the emotions children and adolescents anticipate in the context of hypothetical scenarios have been repeatedly found to predict actual (im)moral behavior. It argues that a common motivational account of this relationship is insufficient. Instead, three links are proposed that connect cognitive…
Descriptors: Adolescents, Emotional Response, Moral Development, Ethical Instruction
Seita, John – Reclaiming Children and Youth, 2012
The pull for family is strong, almost primeval, most likely it is evolutionary, and for those lacking the benefit of family or Family Privilege, the loss of family is painful and profoundly sad. Young people who struggle to cope without stable family connections are profoundly aware of their lack of "Family Privilege." In this article, the author…
Descriptors: Coping, Family Relationship, Resilience (Psychology), Social Support Groups
Jun, Pi – Journal of LGBT Youth, 2010
This autobiographical essay of a Chinese transgender who has grown up in a special social background involves the Chinese family, religion, and some social background to demonstrate the current situation of lesbian, gay, bisexual, and transgender groups, especially the condition of female-to-male transgender.
Descriptors: Foreign Countries, Homosexuality, Socioeconomic Background, Gender Issues

Hartup, Willard W. – Child Development, 1996
Argues that developmental significance of friendships cannot be examined without distinguishing between the concepts of having friends, the identity of the child's friends, and friendship quality. Concludes that the identity of the child's friends and friendship quality may be more closely tied to developmental outcomes than merely whether the…
Descriptors: Adolescent Development, Child Development, Friendship, Individual Differences
Burger, Henry G. – 1982
The author credits Piaget for giving an operational definition of deduction and for his descriptions of child behavior. But he states that the latter apply only to white, middle-class urban youths in Switzerland in the first half of the 20th century and cannot support Piaget's claims about invariant stages of intellectual development for all…
Descriptors: Adolescent Development, Child Development, Cultural Influences, Developmental Stages
Zaff, Jonathan F.; Smerdon, Becky – Applied Developmental Science, 2009
In this article, we argue that policymakers in America should reference a coherent, comprehensive, and child-centered framework for children. That is, based on an extensive review of the empirical literature on the first two decades of life, we conclude that policies should address the needs of young people throughout the first two decades of…
Descriptors: Children, Young Adults, Public Policy, Child Welfare

Glenn, Wendell D. – Journal of Gay & Lesbian Social Services, 1999
Provides a first-person account of one individual's experience as a plainclothes, African American, male-to-female transgendered person, describing his life growing up and how he balanced internal and external factors and offering implications for social work practice with both plainclothes and fixed/prepared male-to-female transgendered youth.…
Descriptors: Adolescent Development, Adolescents, Child Development, Counseling

Grazzini, Camillo – NAMTA Journal, 1996
Presents two charts designed by Maria Montessori to illustrate the four planes of development. Claims that Montessori's meticulously researched commentary signals an emerging organic vision of the developmental continuum from birth to adulthood that is relevant to the educational needs of our time. (MOK)
Descriptors: Adolescent Development, Adolescents, Child Development, Children
Sylwester, Robert – DesignShare (NJ1), 2007
The author notes that teachers who continually require students to sit still and stop talking apparently prefer to teach a grove of trees rather than a classroom full of students. School environments should be designed to enhance the development of student brains -- and student brains are about movement, not motionless stagnation. 21st century…
Descriptors: Student Development, Educational Environment, Educational Philosophy, Brain

Kahn, David – NAMTA Journal, 2003
Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori…
Descriptors: Adolescent Development, Child Development, Educational Environment, Educational Principles
Eklund, Susan J. – Viewpoints in Teaching and Learning, 1982
The implications of the International School Psychology Committee's Declaration of the Psychological Rights of the Child are reviewed from the perspective of the life-span developmentalist. Primary focus is on how children's rights change from conception to adolescence. A critique of previous attempts to define children's rights is included.…
Descriptors: Adolescent Development, Age Differences, Child Advocacy, Child Development