Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables,…

The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely…

The development of the ability to extend the hand across the body midline to contact a visually presented object was examined in 48 normal, full-term, 9- to 20-week-old infants. One of the infant's arms was restrained while the behavior of the contralateral, unrestrained arm was observed. (JMB)

Investigated whether there exists a stage of development at which "imagery-inducing motor activity" ceases to be facilitative relative to the effectiveness of alternative kinds of associative-learning strategies. (Author/SDH)

The present study, based on teachers' ratings of their 4- and 5-year-old students, examined the correspondence between quantity and sophistication of verbal output and the child's production of gross bodily activity and fine manipulative movements. (Authors)

Factor structures of various eye-hand coordination tasks were examined for children, ages 4-1/2 to 8-1/2. Theoretical models of skilled action development are discussed. (ST)

An experiment demonstrating that children in Piaget's preoperational stage, who generally still cannot give conceptually correct answers to questions about rate and time, evidence an ability to imitate a given rate-time relationship demonstrated by the experimenter. (ST)