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Direct linkStef van Buuren; Iris Eekhout; Gareth McCray; Gillian A. Lancaster; Marcus R. Waldman; Dana C. McCoy; Melissa Gladstone; Vanessa Cavallera; Tarun Dua; Maureen M. Black; GSED Team – International Journal of Behavioral Development, 2025
The lack of a valid and interpretable score to track early child development over time is a primary reason for neglecting child development in policymaking. Many instruments exist, but there is no accepted method for comparing their scores across different ages, samples, and instruments. This paper aims (1) to enhance the Development Score…
Descriptors: Child Development, Measures (Individuals), Children, Longitudinal Studies
Judith Kalinowski; Laura Hansel; Michaela Vystrcilová; Alexander Ecker; Nivedita Mani – Cognitive Science, 2025
While much work has emphasized the role of the environment in language learning, research equally reports consistent effects of the child's knowledge, in particular, the words known to individual children, in steering further lexical development. Much of this work is based on cross-sectional data, assuming that the words typically known to…
Descriptors: Child Development, Child Language, Lexicology, Vocabulary Development
David F. Lancy – Oxford University Press, 2024
In "Learning Without Lessons," David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for…
Descriptors: Child Development, Cultural Context, Independent Study, Play
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
Jacqueline Lim; Patricia McCabe; Alison Purcell – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Dynamic Systems Theory (DST) has been used as a foundational lens through which to observe and understand child development and disorders. Childhood apraxia of speech (CAS) is a motor planning speech disorder that can be difficult to treat. This tutorial outlines how a DST framework can be used to understand the therapy process for…
Descriptors: Children, Speech Therapy, Speech Impairments, Systems Approach
Qianqian Wan; Olivera Savic; Mengcun Gao; Robby Ralston; Allison P. O'Leary; Vladimir M. Sloutsky – Child Development, 2025
This longitudinal study investigates metacognitive development in children aged four to six (N = 148; 74 girls; 106 White, 21 multiracial, 17 Black, 3 Asian, 1 Latino; collected in 2017-2019) compared to adults (N = 26, 13 women; collected in 2022). We assessed metacognitive monitoring and control using experimenter-elicited and self-generated…
Descriptors: Metacognition, Cognitive Development, Child Development, Preschool Children
Mike Jess; Melissa Parker; Nicola Carse; Andrew Douglass; Jeanne Keay; Lucio Martinez Alvarez; Alison Murray; Julie Pearson; Vicky Randall; Tony Sweeney – European Physical Education Review, 2024
This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education…
Descriptors: Physical Education, Physical Education Teachers, Teacher Attitudes, Longitudinal Studies
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
You-kyung Lee; Jawon Min; Yoonsun Shin; Eunjin Seo – British Journal of Educational Psychology, 2025
Background: Adolescence is crucial for nurturing motivation in peer relationships and for academic achievement. Although social and academic intrinsic values develop together, the direction of their development remains inconclusive. Aims: This study examined the longitudinal relations between social and academic intrinsic values to clarify their…
Descriptors: Foreign Countries, Child Development, Adolescent Development, Elementary School Students
Download full textSiety, Emmanuel – Film Education Journal, 2023
Translated into English for the first time by Madeline Whittle, Emmanuel Siety's article draws extensively on Jean Louis Schefer's "The Ordinary Man of Cinema" to explore the connection between the films we encounter in childhood and a lifelong relationship with cinema. Siety asks what is the role of film education in the moving-image…
Descriptors: Films, Children, Role of Education, Film Study
Mei-Ying Liao; Lee-Chen Chen; Po-Ya Huang – Early Childhood Education Journal, 2025
The aim of this study was to explore the use of in-between spaces to create music environments in a preschool setting. The research method was a 1.5-year case study of a preschool in northern Taiwan, focusing on innovative music environment creation in the in-between space. The implementation process was divided into three stages: exploration,…
Descriptors: Music Education, Preschool Education, Preschool Children, Classroom Environment
Espinas, Daniel R.; Fuchs, Lynn S. – Child Development Perspectives, 2022
How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross-sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variations in language ability are associated with mathematical performance in both obvious and…
Descriptors: Mathematics Skills, Case Studies, Longitudinal Studies, Individual Differences
Lane, Sean P.; Kelleher, Bridgette L. – Developmental Psychology, 2023
Recruiting participants for studies of early-life longitudinal development is challenging, often resulting in practical upper bounds in sample size and missing data due to attrition. These factors pose risks for the statistical power of such studies depending on the intended analytic model. One mitigation strategy is to increase measurement…
Descriptors: Longitudinal Studies, Child Development, Hierarchical Linear Modeling, Research Design
Santiago Morales; Maureen E. Bowers; Lauren Shuffrey; Katherine Ziegler; Sonya Troller-Renfree; Alexis Hernandez; Stephanie C. Leach; Monica McGrath; Cindy Ola; Leslie D. Leve; Sara S. Nozadi; Margaret M. Swingler; Jin-Shei Lai; Julie B. Schweitzer; William Fifer; Carlos A. Camargo Jr.; Gurjit K. Khurana Hershey; Allison L. B. Shapiro; Daniel P. Keating; Tina V. Hartert; Sean Deoni; Assiamira Ferrara; Amy J. Elliott – Developmental Psychology, 2024
A large body of research has established a relation between maternal education and children's neurocognitive functions, such as executive function and language. However, most studies have focused on early childhood and relatively few studies have examined associations with changes in maternal education over time. Consequently, it remains unclear…
Descriptors: Mothers, Educational Attainment, Child Development, Thinking Skills
McArthur, Genevieve; Badcock, Nicholas; Castles, Anne; Robidoux, Serje – Reading Research Quarterly, 2022
There is good evidence for an association between poor reading and anxiety, but the mechanisms responsible for this association are currently unknown. In this study, we used structural equation modeling of four large longitudinal databases from the United Kingdom (n = 7,870), the United States (ns = 8,001 and 7,160), and Australia (n = 768) to…
Descriptors: Longitudinal Studies, Reading Skills, Mental Health, Reading Difficulties
