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Kathrin Nystad; May Britt Drugli; Stian Lydersen; Håvard Horndalen Tveit; Ratib Lekhal; Elisabet Solheim Buøen – Early Education and Development, 2025
Research Findings: Measuring toddlers' cortisol levels both in childcare and at home and their relation to child- and childcare-related factors may help to identify stress-inducing childcare practices and children who are more vulnerable to stress in childcare. Accordingly, toddlers' (n = 320, 51.2% female, mean age = 26.8 months) cortisol levels…
Descriptors: Toddlers, Family Environment, Child Care Centers, Physiology
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Romano, Mollie; Lorio, Ciera; Delehanty, Abigail; Eugenio, Johanna; Abarca, Diana; Trivedi, Bhairvi; Brown, Jennifer A. – Journal of Early Intervention, 2022
Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices,…
Descriptors: Family Environment, Child Caregivers, Early Intervention, Infants
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Redshaw, Jonathan; Suddendorf, Thomas; Neldner, Karri; Wilks, Matti; Tomaselli, Keyan; Mushin, Ilana; Nielsen, Mark – Child Development, 2019
This study examined future-oriented behavior in children (3-6 years; N = 193) from three diverse societies--one industrialized Western city and two small, geographically isolated communities. Children had the opportunity to prepare for two alternative versions of an immediate future event over six trials. Some 3-year-olds from all cultures…
Descriptors: Futures (of Society), Toddlers, Young Children, Cultural Differences
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Wade, Shirlene; Kidd, Celeste – Cognitive Science, 2018
Certain social context features (e.g., maternal presence) are known to increase young children's exploration, a key process by which they learn. Yet limited research investigates the role of social context, especially peer presence, in exploration across development. We investigate whether the effect of peer presence on exploration is mediated by…
Descriptors: Cultural Differences, Play, Child Development, Peer Influence
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Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A. – Developmental Psychology, 2016
Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each…
Descriptors: Early Childhood Education, Child Development, Prosocial Behavior, Psychological Patterns
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Gillespie, Linda; Petersen, Sandra – Young Children, 2012
The words "routine" and "ritual" are sometimes used interchangeably. Yet there are some important differences. Routines are repeated, predictable events that provide a foundation for the daily tasks in a child's life. Teachers can create a predictable routine in early childhood settings for infants and toddlers, and they can individualize those…
Descriptors: Infants, Caregivers, Toddlers, Early Childhood Education
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Bornstein, Marc H.; Arterberry, Martha E. – Developmental Psychology, 2010
Multiple levels of category inclusiveness in 4 object domains (animals, vehicles, fruit, and furniture) were examined using a sequential touching procedure and assessed in both individual and group analyses in eighty 12-, 18-, 24-, and 30-month-olds. The roles of stimulus discriminability and child motor development, fatigue, and actions were also…
Descriptors: Young Children, Classification, Motor Development, Cognitive Processes
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Troseth, Georgene L. – Developmental Review, 2010
This paper offers an overview of research on infants' early behavior toward televised images, followed by an account of the development of "representational competence" with video. Several aspects of representation are involved in young children's understanding and use of video. From a very young age, children form mental representations of the…
Descriptors: Preschool Children, Infants, Television Viewing, Behavior Patterns
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Natsuaki, Misaki N.; Ge, Xiaojia; Leve, Leslie D.; Neiderhiser, Jenae M.; Shaw, Daniel S.; Conger, Rand D.; Scaramella, Laura V.; Reid, John B.; Reiss, David – Developmental Psychology, 2010
Using a longitudinal, prospective adoption design, the authors of this study examined the effects of the environment (adoptive parents' depressive symptoms and responsiveness) and genetic liability of maternal depression (inferred by birth mothers' major depressive disorder [MDD]) on the development of fussiness in adopted children between 9 and…
Descriptors: Toddlers, Depression (Psychology), Longitudinal Studies, Role
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Landry, Susan H.; Smith, Karen E.; Swank, Paul R.; Guttentag, Cathy – Developmental Psychology, 2008
This study examined the optimal timing (infancy, toddler-preschool, or both) for facilitating responsive parenting and the intervention effects on maternal behaviors and child social and communication skills for children who vary in biological risk. The intervention during infancy, Playing and Learning Strategies (PALS I), showed strong changes in…
Descriptors: Intervention, Learning Strategies, Child Rearing, Toddlers
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Leekam, Susan; Tandos, Jonathan; McConachie, Helen; Meins, Elizabeth; Parkinson, Kathryn; Wright, Charlotte; Turner, Michelle; Arnott, Bronia; Vittorini, Lucia; Le Couteur, Ann – Journal of Child Psychology and Psychiatry, 2007
Background: Repetitive behaviours are an essential part of the diagnosis of autism but are also commonly seen in typically developing children. The current study investigated the frequency and factor structure of repetitive behaviours in a large community sample of 2-year-olds. Methods: A new measure, the Repetitive Behaviour Questionnaire (RBQ-2)…
Descriptors: Autism, Behavior Patterns, Factor Structure, Psychometrics
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Rakoczy, Hannes; Tomasello, Michael – Developmental Science, 2006
Twenty-two- and 27-month-old children were tested for their understanding of pretending as a specific intentional action form. Pairs of superficially similar behaviors--pretending to perform an action and trying to perform that action--were demonstrated to children. The 27-month-olds, and to some degree the 22-month-olds, showed in their responses…
Descriptors: Toddlers, Responses, Cognitive Ability, Intention
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Hupp, Susan C.; Abbeduto, Leonard – Journal of Early Intervention, 1991
This study examined behaviors reflecting mastery motivation in 17 young (ages 2 and 3) children with moderate and severe cognitive delays. Results supported the application of the mastery motivation model to this group of children who used mastery behaviors significantly more often than lower level exploratory behaviors. Use of mastery behaviors…
Descriptors: Behavior Patterns, Child Development, Learning Motivation, Mental Retardation
Gilkerson, Linda, Ed.; Klein, Rebecca, Ed. – ZERO TO THREE, 2008
This nine-unit curriculum translates current scientific research on early brain development into practical suggestions to help early childhood professionals understand the reciprocal link between caregiving and brain development. The curriculum was created and extensively field-tested by the Erikson Institute Faculty Development Project on the…
Descriptors: Scientific Research, Class Activities, Learning Activities, Drug Use
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Moller, Lora C.; Serbin, Lisa A. – Sex Roles: A Journal of Research, 1996
Possible antecedents of toddler gender separation were studied with 57 toddlers with a mean age of 35 months. There were no differences between gender-segregating and nonsegregating children regarding gender toy preferences or gender awareness, but teachers saw gender-segregating girls as more socially sensitive. (SLD)
Descriptors: Behavior Patterns, Child Development, Interpersonal Relationship, Play
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