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Social Interactions in Preschool Classrooms and the Development of Young Children's Conceptions of the Personal.
Peer reviewed Peer reviewed
Killen, Melanie; Smetana, Judith G. – Child Development, 1999
Two studies examined preschool teacher and child interactions regarding personal, moral, and socioconventional issues in the classroom and the development of personal concepts. Findings suggested that in both judgments and social interactions, teachers and children identified a personal domain in which children can and should make choices about…
Descriptors: Cognitive Development, Interpersonal Relationship, Interviews, Observation
Judging Who Knows Best about Yourself: Developmental Change in Citing the Self across Middle Childhood.
Peer reviewed Peer reviewed
Burton, Sarah; Mitchell, Peter – Child Development, 2003
Three studies examined children's understanding of their authority over their self-knowledge. Findings suggest that the shift from reliance on adults to self occurs between 5 and 10 years of age, with parallel development in judging own and other people's self-knowledge. Children between ages 5 and 7 could differentiate between information about…
Descriptors: Age Differences, Childhood Attitudes, Children, Cognitive Development
Early Maternal and Child Influences on Children's Later Independent Cognitive and Social Functioning.
Peer reviewed Peer reviewed
Landry, Susan H.; Smith, Karen E.; Swank, Paul R.; Miller-Loncar, Cynthia L. – Child Development, 2000
Examined whether parenting and child characteristics of term and preterm 2- and 3.5-year-olds had common paths of influence on children's independent cognitive and social functioning at age 4.5 years. Found that high levels of mothers' maintaining children's interests across these ages supported later independence, but directiveness needed to…
Descriptors: Cognitive Development, Comparative Analysis, Competence, Longitudinal Studies
Children's Reactions to the Receipt of Direct and Indirect Help.
Peer reviewed Peer reviewed
Shell, Rita M.; Eisenberg, Nancy – Child Development, 1996
Examined the reactions of 201 elementary school children to direct and indirect help and the moderating effects of grade, understanding of personality, and sex on children's reaction to aid. Results indicated that children high in the understanding of consistency of personality were more autonomous in the indirect than the direct help condition.…
Descriptors: Age Differences, Child Development, Cognitive Development, Dependency (Personality)
Chinese Adolescents' Reasoning about Democratic and Authority-Based Decision Making in Peer, Family, and School Contexts.
Peer reviewed Peer reviewed
Helwig, Charles C.; Arnold, Mary Louise; Tan, Dingliang; Boyd, Dwight – Child Development, 2003
This study explored judgments and reasoning of Chinese 13- to 18-year-olds regarding making decisions involving children in peer, family, and school contexts. Findings indicated that judgments and reasoning about decision-making varied by social context and by the decision under consideration. Evaluations of procedures became more differentiated…
Descriptors: Adolescents, Adult Child Relationship, Age Differences, Childrens Rights