Guided by the ecological model of civic development, this study examined the extent to which the growth in children's self-control during middle childhood predicted their civic engagement at age 26 directly and indirectly via their prosociality at age 15. We used data from 1,042 children (50% female, 77% White) in the NICHD Study of Early Child…

The present study used a novel, well-controlled paradigm to investigate the development of cool, hot-positive, and hot-negative inhibitory control in a sample of children (6- to 11-year-old; N = 38, 21 females), adolescents (12- to 18-year-old; N = 38, 24 females), and adults (19- to 38-year-old; N = 38, 28 females; sample location: United…

The present study examined longitudinal associations between preschoolers' executive function (EF) and adult educational attainment, impulse control, and general health directly and through its cascading effects on childhood and adolescent EF using a large, national, and prospective longitudinal sample of participants. Data were drawn from the…

As societies become more aware of the importance of early socio-emotional skills for children's later success, teachers report that they are ill-equipped to support and enhance these skills within their 'traditional' teacher role. This paper turns to the contributions that Russian psychologist Lev Vygotsky and his adherents have made to our…

This paper brings together two areas of considerable interest to researchers, practitioners and policy makers: young children's developing self-regulation and metacognition, and the impact of adult (practitioner) presence or absence on their behaviour and learning. One hundred and twenty-eight observations of 29 children aged 4-5 years in a…

Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

Executive functions enable children to pay attention, follow instructions, apply what they have learned, have those "aha!" moments in which they grasp how multiple facts interrelate, think of creative solutions, obey social norms such as waiting their turn and not butting in line or jumping out of their seat, mentally construct a plan,…

The authors discuss the association between make-believe play and the development of executive-function (EF) skills in young children. Some forty years ago, Lev S. Vygotsky first proposed that make-believe fosters the development of symbolic thought and self-regulation. Since then, a small body of research has produced evidence of an association…

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children…

Both organismic and intentional self-regulation processes must be integrated across childhood and adolescence for adaptive developmental regulations to exist and for the developing person to thrive, both during the first two decades of life and through the adult years. To date, such an integrated, life-span approach to self-regulation during…

The Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards (hereafter referred to as the Guidelines) is a resource to provide information about young children's learning and development. The Guidelines are intended to assist adults in planning and providing meaningful learning experiences and environments for…

The ACT Against Violence Parents Raising Safe Kids program (ACT-PRSK) is an interactive violence prevention program developed by the American Psychological Association for parents of young children. The program teaches and supports parents in the areas of child development, roots and consequences of violence, anger management for adults and…

Widely regarded as the standard clinical reference, this volume provides the best current knowledge about attention-deficit/hyperactivity disorder (ADHD) in children, adolescents, and adults. The field's leading authorities address all aspects of assessment, diagnosis, and treatment, including psychological therapies and pharmacotherapy. Core…

Examined development of inhibitory control using a stop-signal procedure with subjects ages 6 to 81 years. Found that the speed of stopping becomes faster with increasing age throughout childhood, with limited evidence of slowing across adulthood. The go-signal reaction time clearly increased through childhood and slowed markedly through…

This research investigated 4- through 7-year-olds' and adults' (n=64) concepts about the emotional consequences of desire fulfillment versus desire inhibition in situations where people's desires conflict with prohibitive rules. Results revealed developmental increases in attributing positive or mixed emotions to story characters that make…