The assessment of psychosocial strengths in children and adolescents has predominately focused on the measurement of single traits and constructs, such as grit (Christopoulou, Lakioti, Pezirkianidis, Karakasidou, & Stalikas, 2018), optimism (Oberle, Guhn, Gadermann, Thomson, & Schonert-Reichl, 2018), hope (Pedrotti, 2018), and gratitude…

This article considers the role of constructions of creativity in the classroom and their consequences for learning and, in particular, for the assessment of creativity. Definitions of creativity are examined to identify key implications for supporting the development of children's creativity within the classroom. The implications of assessing…

Across many academic disciplines visualisation and notation systems are used for modelling data and developing theory, but in child development visual models are not widely used; yet researchers and students of developmental difficulties may benefit from a visualisation and notation system which can clearly map developmental outcomes and…

The Early Childhood Environment Rating Scale-Revised (ECERS-R) is widely used to associate child care quality with child development, but its validity for this purpose is not well established. We examined the validity of the ECERS-R using the multidimensional Rasch partial credit model (PCM), factor analyses, and regression analyses with data from…

On any given day, early intervention (EI) providers must manage the individual needs of children with a range of disabilities in a variety of contexts and with varying caregiver/family priorities. Recommended and evidence-based practices as defined by Part C policy (Individuals With Disabilities Education Improvement Act, 2004) and the Division…

Aim: The collection of data on longer-term neurodevelopmental outcomes within large neonatal randomized controlled trials by trained assessors can greatly increase costs and present many operational difficulties. The aim of this study was to develop a more practical alternative for identifying major cognitive delay in infants at the age of 24…

Aim: This study investigated prediction of separate cognitive abilities at the age of 5 years by cognitive development at the ages of both 2 and 3 years, and the agreement between these measurements, in very preterm children. Methods: Preterm children (n=102; 44 males; 58 females) with a gestational age less than 30 weeks and/or birthweight less…

This paper examines the selection and use of multiple methods and informants for the assessment of disruptive behavior syndromes and attention deficit/hyperactivity disorder, providing a critical discussion of (a) the bidirectional linkages between theoretical models of childhood psychopathology and current assessment techniques; and (b) current…

Previous research has revealed that infants can reason correctly about single-event probabilities with small but not large set sizes (Bonatti, 2008; Teglas "et al.", 2007). The current study asks whether infants can make predictions regarding single-event probability with large set sizes using a novel procedure. Infants completed two trials: A…

Beyond the traditional notions of intelligence and academic achievement, the successful development of noncognitive or "soft" skills (e.g., personality factors, motivation, creativity) among school-aged youth represents an important objective for any educational system. Such skills have been shown to be significantly predictive of…

The recent increase in the availability of infant-directed video material (e.g., "Baby Einstein") and the corresponding increase in the amount of time that infants and toddlers spend viewing them have prompted concern among parents and professionals that these media might impede aspects of cognitive and social development. In contrast, supporters…

Newborn infants appear to possess an innate bias that guides preferential orienting to and tracking of human faces. There is, however, no clear agreement as to the underlying mechanism supporting such a preference. In particular, two competing theories (known as the "structural" and "sensory" hypotheses) conjecture fundamentally different biasing…

Longitudinal data analysis has long played a significant role in empirical research within the developmental sciences. The past decade has given rise to a host of new and exciting analytic methods for studying between-person differences in within-person change. These methods are broadly organized under the term "growth curve models." The…

Purpose: This study was designed to identify types of complex-sentence meanings (i.e., "content") produced in selected elicitation contexts by typically developing children within 3 different age groups. The research was motivated by the need for additional evidence-based assessments and interventions for children with language disorders. Method:…

This study examined the unique longitudinal effects linking academic competence, social competence, and internalizing symptoms from childhood to adulthood. A multimethod and multi-informant approach was used to assess psychopathology and competence in 205 participants during four developmental periods. Social competence in childhood had a…