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Direct linkGiannis Karagiannakis; Marie-Pascale Noël; Anna Baccaglini-Frank; Cristiano Termine – Discover Education, 2024
By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child's development based on the data obtained from a sample…
Descriptors: Mathematics Skills, Classification, Elementary School Students, Geometry
Chieh-Yu Chen; Luis Anunciação; Sondra M. Stegenga – Infants and Young Children, 2023
This study examined the agreement between the Ages & Stages Questionnaires, third edition (ASQ-3), and the Ages & Stages Questionnaires: Social-Emotional, second edition (ASQ:SE-2), and investigated the relationship of the overall indication of "parental concerns" about their child's behavior on the ASQ-3 and the results of the…
Descriptors: Questionnaires, Child Development, Screening Tests, Parent Attitudes
Leher Singh; Mihaela D. Barokova; Heidi A. Baumgartner; Diana C. Lopera-Perez; Paul Okyere Omane; Mark Sheskin; Francis L. Yuen; Yang Wu; Katherine J. Alcock; Elena C. Altmann; Marina Bazhydai; Alexandra Carstensen; Kin Chung Jacky Chan; Hu Chuan-Peng; Rodrigo Dal Ben; Laura Franchin; Jessica E. Kosie; Casey Lew-Williams; Asana Okocha; Tilman Reinelt; Tobias Schuwerk; Melanie Soderstrom; Angeline S. M. Tsui; Michael C. Frank – Developmental Psychology, 2024
Culture is a key determinant of children's development both in its own right and as a measure of generalizability of developmental phenomena. Studying the role of culture in development requires information about participants' demographic backgrounds. However, both reporting and treatment of demographic data are limited and inconsistent in child…
Descriptors: Data Collection, Young Children, Demography, Cultural Traits
Mari, Magali A.; Clément, Fabrice; Paulus, Markus – Developmental Psychology, 2023
The psychological mechanisms that subserve inductions about novel social categories in childhood are hotly debated. While research demonstrated that language, and in particular generic statements, plays a major role in how children learn to attribute properties to social categories, developmental theories propose other mechanisms. One theoretical…
Descriptors: Labeling (of Persons), Classification, Children, Childrens Attitudes
Stefanie Peykarjou; Stefanie Hoehl; Sabina Pauen – Child Development, 2024
This study investigated the development of rapid visual object categorization. N = 20 adults (Experiment 1), N = 21 five to six-year-old children (Experiment 2), and N = 140 four-, seven-, and eleven-month-old infants (Experiment 3; all predominantly White, 81 females, data collected in 2013-2020) participated in a fast periodic visual stimulation…
Descriptors: Cues, Visual Perception, Child Development, Infants
Moreno-Núñez, Ana; Rodríguez, Cintia; Miranda-Zapata, Edgardo – Journal of Child Language, 2020
Within developmental psychology, pointing gestures have received a great deal of attention, while ostensive gestures have been overlooked in terms of their emergence and intentionality. In a longitudinal and micro-genetic study with six children at 9, 11, and 13 months of age, we codified gesture production of children within second-by-second data…
Descriptors: Nonverbal Communication, Classification, Child Development, Longitudinal Studies
Gabriela Lopes Gama; Janiele Sales Tavares; Ana Stela Salvino de Brito; Thamyris de Sales Regis; Hannah Cavalcante Guedes Pinheiro; Mariana Balbino da Silva; Jousilene Sales Tavares; Adriana Melo – Early Child Development and Care, 2023
To use the International Classification of Functioning, Disability and Health (ICF) to investigate whether children with congenital Zika Syndrome (CZS) show changes in their functioning and disability profile after nine months. This study included children with CZS recruited from a support centre for children with microcephaly in Brazil. The…
Descriptors: Diseases, Disabilities, Foreign Countries, Classification
Noyes, Alexander; Dunham, Yarrow; Keil, Frank C. – Developmental Psychology, 2023
We systematically compared beliefs about animal (e.g., "lion"), artifactual (e.g., "hammer"), and institutional (e.g., "police officer") categories, aiming to identify whether people draw different inferences about which categories are subjective and which are socially constituted. We conducted two studies with 270…
Descriptors: Animals, Preschool Children, Children, Child Development
Shafer, Ashley E.; Wanless, Shannon B.; Briggs, Jennifer O. – Infant and Child Development, 2022
Toddler tantrums are a typical part of child development but can cause stress to the teacher--child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler-classrooms, examining teachers' responses to 46 tantrums, and…
Descriptors: Toddlers, Child Development, Stress Variables, Teacher Student Relationship
Owen, Kay; Barnes, Christopher – Early Child Development and Care, 2021
Despite receiving scant attention, the evolution of categorization in early childhood is of central importance, not only in clarifying the child's understanding of the world but in terms of refining cognitive organization and augmenting the development of semantic memory. In this review, we outline how categorization develops and is made manifest…
Descriptors: Classification, Early Childhood Education, Semantics, Memory
Lei, Ryan F.; Rhodes, Marjorie – Child Development Perspectives, 2021
Children develop rich concepts of social categories throughout early and middle childhood. Whereas we know much about the development and consequences of many social categories individually, we know less about the development of representations at the intersection of multiple categories--for instance, how children think about race and gender…
Descriptors: Child Development, Social Differences, Classification, Social Development
Cohen, Julie; Andujar, Paola – ZERO TO THREE, 2021
States need a policy and systems infrastructure that creates a robust continuum of mental health supports and services for infants, young children, and families. One critical element of this continuum is developmentally appropriate diagnosis. "DC:0-5[TM]: Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and…
Descriptors: State Policy, Mental Health, Infants, Toddlers
Ryo Yoshii – Paedagogica Historica: International Journal of the History of Education, 2023
The identification, diagnosis, and categorisation of students who qualified for special education have created long-standing controversy. This article explores Maximilian P. E. Groszmann's measurement practices, which were intended to facilitate instruction in the early twentieth-century United States. In 1900, Groszmann established a private…
Descriptors: Classification, Identification, Educational History, Students with Disabilities
Mary Troxel; R. Christopher Sheldrick; Abbey Eisenhower; Alice S. Carter – Journal of Early Intervention, 2024
This study aimed to replicate and extend findings from the only known study that has conducted latent profile analysis of developmental profiles, measured by the Battelle Developmental Inventory, for children in Early Intervention (EI). Children (N = 57,966) who were enrolled in Massachusetts EI sites between 2011 and 2019 and completed a Battelle…
Descriptors: Early Intervention, Child Development, Profiles, Autism Spectrum Disorders
Goldman, Elizabeth J.; Wang, Su-hua – Developmental Psychology, 2019
Past research has shown a discrepancy in young infants' use of height information in occlusion and containment events--a pattern typically accounted for by event categorization and rule learning. Broadening these theories, the present experiment examined the role of comparison in young infants' reasoning about physical events. We rotated a typical…
Descriptors: Infants, Physics, Comparative Analysis, Child Development
