While child development is well-recognized as a complex process which could hardly be decomposed into separate lines or domains in contemporary psychological theories, the decomposition approach is widely used in empirical studies. Based on the cultural-historical theory, this study argues for adopting the unit of analysis as a way to bridge this…

The earliest experiences of children can ensure their future success, and parenting is noted to be an influential factor (Bronfenbrenner, 1979; Lamb et al., 2002). Many researchers theorized that parental involvement could encourage children to actively engage and improve their academic achievement in schools (Epstein, 2018). However, less…

This study presents Norwegian ECEC staff members' thinking on "quality of interaction." Open-ended interviews were analyzed using qualitative thematic analysis based on the Caregiver Interaction Profile scales. Findings are that ECEC staff members include both basic "care" aspects of interaction and "educational"…

The article discusses how young females navigate and develop a solid sense of two worlds in order to be perceived a 'good girl' that can be positioned within the society and maintain the female gender identity that is expected of them in the future. One world is where they are expected to show all the attributes of femininity and beauty and the…

This paper investigates forest school practitioners perceptions of learning at forest school to identify the topics covered, the learning styles, and the philosophies underpinning its delivery, based on interviews with experienced forest school practitioners. Practitioners identified the focus of learning at forest school as social development:…

This article reports on the findings from a small-scale study of early childhood educators' perceptions of their roles, responsibilities and ideas related to professionalism. Twenty-five early childhood educators from Canada (Ontario), Nigeria and South Africa participated in qualitative interviews to address the following questions: (1) In what…

The goal of this research was to examine the role of supportive adults to emotional well-being in a population of Grade 4 students attending public schools in Vancouver, Canada. Reflecting the ecology of middle childhood, we examined the extent to which perceived family, school, and neighborhood support relate to young people's self-reported…

Two humanist, critical approaches--those of Dorothy Dinnerstein and Immanuel Kant--are summarized, compared, and employed to critique gender bias in science education. The value of Dinnerstein's approach lies in her way of seeing conventional "masculinity" and conventional "femininity" as developing in relation to each other from early childhood.…

This study assessed the developmental differences in children's perceptions of the usage of school-related objects by boys or girls. Data from males and females from primary grades showed that girls thought most objects were used by girls, whereas boys were divided on who used them. (Authors/JA)

A newly-appointed principal describes the responses of schoolchildren, and how the responses vary according to age and experience, as the children adjust to her presence after the departure of a beloved predecessor. (Author/MLF)

The objectives of this article are threefold: (a) to clarify what we think it means to be a girl growing up in our society; (b) to examine ways in which we may respond to girls more meaningfully; and (c) to explore what we consider are better messages for girls. (Authors)

This article presents a challenge to behavioral scientists and mental health facilitators to rethink their acceptance of stereotyped and assigned sex roles. (Author)

The development of role concepts, as revealed in the ways in which children of different ages conceptualize specific occupational roles, is presented. The conceptualization of roles was studied in groups of 10 boys and 10 girls each from the first, third, and sixth grades. The mean ges of the groups were 6.9, 8.9, and 11.9 years, respectively.…

Results of this study demonstrated that boys identify strongly with masculine role models both in primary relationships and in those in which they are not acquainted directly with the role model; girls tend to identify with both male and female role models more than boys. (Author)

Article deals with role confusion using as examples children from Oriental countries and kibutz children. (ML)