This conceptual paper begins by clarifying what resilience is, and the importance of resilience for young children. Next, the resilience concept is explored from different views of scholars in the current literature along with ways to use intervention strategies, how to construct resilience in children's lives, defined both of risk factors and…

I consider three aspects of children's thinking about religious phenomena. It displays intriguing parallels with their thinking about scientific phenomena; it has an impact on their moral behavior; and it is likely to impact their religious experience. Children's gradual conceptual progress in the domain of religion resembles their conceptual…

The aim of this study was to determine whether serum VEGF, IGF-1, and HIF-1[alpha] levels differed between Autism Spectrum Disorder (ASD) patients and healthy controls. A total of 40 children with ASD and 40 healthy controls aged 4-12 years were included. Serum levels of VEGF, IGF-1, and HIF-1[alpha] were measured using commercial enzyme-linked…

Although many U.S. children can count sets by 4 years, it is not until 5½--6 years that they understand how counting relates to number--that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this "successor function": (a)…

Third-party punishment can promote fair behavior. However, the mechanisms by which this happens are unclear. Third-party punishment may increase fair behavior by providing "direct feedback," helping shape the behavior of those punished, or through an influence on "reputation," by encouraging the transgressor to behave…

Although most U. S. children can accurately count sets by 4 years of age, many fail to understand the structural analogy between counting and number -- that adding 1 to a set corresponds to counting up 1 word in the count list. While children are theorized to establish this Structure Mapping coincident with learning how counting is used to…

Psycholinguistic research over the past decade has suggested that children's linguistic knowledge includes dedicated representations for frequently-encountered multiword sequences. Important evidence for this comes from studies of children's production: it has been repeatedly demonstrated that children's rate of speech errors is greater for word…

Developmental dyscalculia (DD) is a mathematical learning disability that occurs in around 5%-7% of the population. At present, there are only a handful of screening tools to identify children that might be at risk of developing DD. The present study evaluated the classification accuracy of one such tool: The Numeracy Screener, a 2-min test of…

We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics-educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological…

Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. But how do they learn which contexts are linked to which semantic features in the first place? We investigate if 3- to 4-year-old children (n = 60) can learn about a syntactic context from tracking its use with only a few familiar words. After…

The present study used an observational learning framework to investigate changes in non-native signing deaf children's narrative renditions before (Time 1) and after (Time 2) a single viewing of a signing adult's rendition of the same story. The deaf adult model rendered the picture book "Goodnight Gorilla" in American Sign Language…

Having sensitive, contingent, and supportive social relationships has been linked to more positive outcomes after experiences of early childhood adversity. Traditionally, social relationships are construed as moderators that buffer children from the effects of exposure to adverse events. However, recent data support an alternative view: that…

This article will explore the use of visual participatory research methods with young children. These methods have been utilized to add young children's voices to research on the impact of a quality improvement strategy in an early years' settings involved in a community-based prevention and early intervention programme. The main objective of the…

This article presents findings on students' views and experiences of tiering in Northern Ireland and Wales from a children's rights perspective. It considers the extent to which tiering fulfils the rights to education, best interests, non-discrimination, and participation under the Convention on the Rights of the Child. It emphasises that while…

Introduction: The aim of this study is to examine children's moral reasoning and logical reasoning processes and the relationship between these two mechanisms. In the present study the focus is on the relationship between the factors such as fair sharing, equality, merit, ownership, opportunity in the resource allocation and logical reasoning…