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Natalie Kirby; Camilla Biggs; Megan Garside; Gloria Cheung; Philip Wilson; Matt Forde; Manuela Deidda; Dennis Ougrin; Fiona Turner; Karen Crawford; Helen Minnis – JCPP Advances, 2025
Background: Children in foster care are at high risk of future mental health and developmental difficulties. A number of interventions may be helpful; however, the effectiveness of interventions specifically for pre-school children in foster care is not well established. This is an important omission, since infancy and early childhood may be the…
Descriptors: Preschool Children, Foster Care, Intervention, Social Emotional Learning
Josetxu Orrantia; David Muñez; Rosario Sánchez; Laura Matilla – Developmental Science, 2024
Mapping skills between different codes to represent numerical information, such as number symbols (i.e., verbal number words and written digits) and non-symbolic quantities, are important in the development of the concept of number. The aim of the current study is to investigate children's mapping skills by incorporating another numerical code…
Descriptors: Preschool Children, Pattern Recognition, Child Development, Numbers
Lixin Ren; Yeqing Li; Xuan Li; Jiayi Li; Lin Li; Jieqiong Fan – Child Development, 2025
Using latent profile analysis, the study examined distinct joint parenting styles among Chinese families with preschoolers (N = 300; 51.7% girls; M[subscript age] = 55.97 months). This study incorporated maternal and paternal reports on multiple parenting dimensions that covered both Western- and Chinese-emphasized practices. Using data collected…
Descriptors: Classification, Parenting Styles, Preschool Children, Child Development
Anna Volodina; Sabine Weinert; Elizabeth Washbrook; Jane Waldfogel; Renske Keizer; Valentina Perinetti Casoni; Sanneke de la Rie; Sarah Jiyoon Kwon – Child & Youth Care Forum, 2024
Research on factors underlying socioeconomic status (SES)-related inequalities in child development mainly focuses on single countries and specific influential factors. Only few studies scrutinize to what extent differences in children's early behavioural outcomes vary across countries and whether the processes that account for them are common or…
Descriptors: Foreign Countries, Preschool Children, Socioeconomic Status, Behavior
Gaia Scerif; Jelena Sucevic; Hannah Andrews; Emma Blakey; Sylvia U. Gattas; Amy Godfrey; Zachary Hawes; Steven J. Howard; Liberty Kent; Rebecca Merkley; Rosemary O'Connor; Fionnuala O'Reilly; Victoria Simms – npj Science of Learning, 2025
Executive functions (EF) are crucial to regulating learning and are predictors of emerging mathematics. However, interventions that leverage EF to improve mathematics remain poorly understood. 193 four-year-olds (mean age = 3 years; 11 months pre-intervention; 111 female, 69% White) were assessed 5 months apart, with 103 children randomised to an…
Descriptors: Numeracy, Executive Function, Mathematics Skills, Preschool Children
Elena Yudina – American Journal of Play, 2023
The author contends that, although most early childhood educators agree about the value of play for child development, preschools and kindergartens often do not reflect this belief, and she discusses this anomaly in the adult notion of play and how it manifests in classroom practices. She argues that it produces schoolroom practices in which…
Descriptors: Play, Preschool Children, Cognitive Style, Teaching Methods
Brandon G. McMillan; Nicholas C. Johnson; Jennifer Ricketts Schexnayder – Mathematics Education Research Journal, 2024
The development of young children's counting has been extensively researched, yet detailed studies that examine development over multiple years are curiously absent from the literature. This research examined 15 preschoolers' (ages 3-4) use of number words as they engaged in two counting tasks, an oral counting task and counting a collection of 31…
Descriptors: Preschool Children, Young Children, Computation, Mathematics Skills
Mary E. Brushe; Murthy N. Mittinty; Tess Gregory; Dandara Haag; John W. Lynch; Sheena Reilly; Edward Melhuish; Sally A. Brinkman – International Journal of Language & Communication Disorders, 2025
Background: Language development is critical for children's life chances. Promoting parent-child interactions is suggested as one mechanism to support language development in the early years. However, limited evidence exists for a causal effect of parent-child interactions on children's language development. Methods: Data from the Language in…
Descriptors: Parent Child Relationship, Interaction, Child Language, Language Acquisition
Nana A. Kwofie; Xanne Janssen; John J. Reilly – Journal of Motor Learning and Development, 2025
Background: Several studies have reported low adherence to World Health Organization sedentary behavior (SB) guidelines in the early years. The purpose of this review is to examine the associations between time spent in different types of SB (screen time and habitual SB) and motor competence (MC; fundamental motor skills, fine and gross motor…
Descriptors: Preschool Children, Computer Use, Television Viewing, Physical Activity Level
Daniela Kloo; Larissa J. Kaltefleiter; Beate Sodian – Infant and Child Development, 2024
Perspective taking and cognitive flexibility are important abilities for navigating our everyday lives. In this longitudinal study with 108 children (61 girls, mostly White), we investigated the developmental relation between Level 1 perspective taking at 27 months of age and Level 2 perspective taking at 52 months of age as well as relations to…
Descriptors: Perspective Taking, Longitudinal Studies, Child Development, Toddlers
Viktorija Cepukiene; Julija Janulevice – Child & Youth Care Forum, 2025
Background: Early childhood is essential for the rapid development of self-regulation systems, shaped by brain maturation and parental discipline. Inadequate discipline can hinder this development, leading to behavioral, social, and long-term negative outcomes. Objective: This meta-analysis synthesizes research conducted over the last two decades,…
Descriptors: Parent Child Relationship, Discipline, Self Control, Preschool Children
Anna Backman – Early Childhood Education Journal, 2024
The purpose of this study is to explore a theoretical idea in relation to a body of empirical material from a reading activity involving a picturebook on shadow. The theoretical idea, sprung from variation theory, entails children's discernment through synchronic simultaneity as a key to their ability to imagine. To explore this idea, an analysis…
Descriptors: Imagination, Picture Books, Preschool Children, Learning Activities
Delhii Hoid; Ziyan Guo; Zhibin He; Junhui Wu; Zhen Wu – Developmental Science, 2024
Disparities in socioeconomic status (SES) may affect individuals' risk preferences, which have important developmental consequences across the lifespan. Yet, previous research has shown inconsistent associations between SES and risky decision-making, and little is known about how this link develops from a young age. The current research is among…
Descriptors: Socioeconomic Status, Risk, Correlation, Decision Making
María del Mar Montoya Rodríguez; Francisco J. Molina Cobos; Vanesa Martínez-Valderrey; Pablo Molina Moreno; Sofía Pizzarossa; Julieta Feris; Valentina Compá; Vanessa A. de Souza – Journal of Information Technology Education: Innovations in Practice, 2025
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…
Descriptors: Theory of Mind, Computer Simulation, Preschool Children, Interpersonal Relationship
Jonathan Arthur Schmidt; Gisa Aschersleben; Anne Henning – International Journal of Behavioral Development, 2025
In this longitudinal study, we investigated the factor structure and stability of early-life temperament in a German sample, using three measures developed within Rothbart's psychobiological approach. Temperament was measured using the Infant Behavior Questionnaire Revised (IBQ-R) at the ages of 6 and 12 months, the Early Childhood Behavior…
Descriptors: Foreign Countries, Personality, Personality Measures, Infants