Aim/Purpose: This study explores the effectiveness of a virtual reality (VR) application designed to teach Theory of Mind (ToM) skills to children aged 5-6, addressing the gap in research on the use of VR for typically developing children. Background: ToM is a critical skill for social interaction and understanding others' perspectives. Despite…

Various forms of humor are an important aspect of social interactions, even at an early age. Humor comprehension is a repertoire that is said to emerge between the ages of 7 and 11 years, and this is primarily attributed to a child's level of cognitive development. The behavioral literature has suggested that various forms of complex verbal…

Today's teenagers face a myriad of factors that impact their brains. From technology to trauma, the current brain of a teenager is physiologically altered by factors outside themselves. In order for today's educators to support their students, they require a foundational understanding of how technology and trauma impact the teen brain. Teenage…

Research demonstrates a wide range of positive outcomes for children who are physically active, including higher academic achievement, higher likelihood to attend college, increased success in the workplace, lower heath care costs, and decreased risk for obesity and other health problems (Aspen Institute Sport for All Play for Life; Menestrel…

This study investigated whether children with autism spectrum disorder (ASD) and typically developing children matched on receptive language share resources fairly and reciprocally. Children completed age-appropriate versions of the Ultimatum and Dictator Games with real stickers and an interactive partner. Both groups offered similar numbers of…

Given the growing emphasis on internationalization and the requisite intercultural skills and temperament necessary in a global society, this study examines the relationship between precollege engagement and entering dispositions on a developmentally based set of global perspective outcomes. Based on a multi-institutional sample of 3,131 entering,…

Research indicates that educational, economic, and life success reflect children's nonacademic as well as academic competencies. Therefore, longitudinal surveys that assess educational progress and success need to incorporate nonacademic measures to avoid omitted variable bias, inform development of new intervention strategies, and support…

Fostering healthy social and emotional development provides the foundation for school readiness in programs serving infants, toddlers, and their families. In this article, the author explores four key concepts that make the link between social and emotional development and early learning: 1) Cognitive and social-emotional development are…

Understanding allyhood as a developmental process will allow educators and program directors to reach a broader number of students with more powerful outcomes in line with student learning and development goals. Designing programs that promote ally development as a component of social justice education will allow programs to tailor ally…

Examined college roommates' (N=74) cognitive development, interpersonal understanding, and relationship rapport. Found interpersonal understanding did predict rapport, but cognitive development was not related to other variables. (Author)

Early Start for Young Children with Autism/PDD provides teachers, parents, therapists, and caregivers with intervention strategies for young children with autism or another pervasive developmental disorder. This product focuses specifically on young children ages 2 through 5 and meets the recommendations of the Office of Special Education Programs…

Explores children's understanding of a variety of interpersonal events, focusing mainly on the question of whether, and in what way, their conceptions of these events were heterogeneous or undifferentiated. (HOD)

Reviews research available on the development and evaluation of social competence of young children, focusing on children age one through six years. Finds no universally accepted definition of social competence, and notes that social competence is a complex construct involving interrelationships of cognitive, social, and biological factors. (MM)

Early childhood educators have long recognized the value of early socialization experiences provided by the peer group. Early peer experiences contribute to social development in that the importance of cooperating, sharing, and competing among equals is learned for the first time. (JN)

Defines interpersonal communication competence, describes a competency-based course offered at the University of Cincinnati, and reports the results of research testing the effects of a skills approach to interpersonal communication instruction. Tests for specific skills of empathy, descriptiveness, owning thoughts and feelings, and…