Publication Date
| In 2015 | 3 |
| Since 2014 | 39 |
| Since 2011 (last 5 years) | 97 |
| Since 2006 (last 10 years) | 214 |
| Since 1996 (last 20 years) | 303 |
Descriptor
| Child Development | 79 |
| Infants | 73 |
| Preschool Children | 73 |
| Young Children | 64 |
| Age Differences | 48 |
| Foreign Countries | 47 |
| Mothers | 45 |
| Developmental Psychology | 41 |
| Longitudinal Studies | 41 |
| Parent Child Relationship | 41 |
| More ▼ | |
Source
| Developmental Psychology | 202 |
| Merrill-Palmer Quarterly:… | 38 |
| Journal of Applied… | 30 |
| British Journal of… | 27 |
| Australian Journal of… | 5 |
| Journal of Applied… | 1 |
Author
| Bahrick, Lorraine E. | 4 |
| Brooks-Gunn, Jeanne | 4 |
| Calkins, Susan D. | 4 |
| Eisenberg, Nancy | 4 |
| Meltzoff, Andrew N. | 4 |
| Tomasello, Michael | 4 |
| Callanan, Maureen A. | 3 |
| Carlson, Stephanie M. | 3 |
| Csibra, Gergely | 3 |
| Fabes, Richard A. | 3 |
| More ▼ | |
Publication Type
| Journal Articles | 301 |
| Reports - Research | 224 |
| Reports - Evaluative | 53 |
| Reports - Descriptive | 23 |
| Information Analyses | 3 |
| Tests/Questionnaires | 3 |
| Numerical/Quantitative Data | 1 |
| Opinion Papers | 1 |
| Reports - General | 1 |
Education Level
| Early Childhood Education | 303 |
| Elementary Education | 71 |
| Primary Education | 47 |
| Preschool Education | 45 |
| Kindergarten | 37 |
| Grade 1 | 20 |
| Grade 3 | 19 |
| Grade 2 | 15 |
| Intermediate Grades | 12 |
| Middle Schools | 10 |
| More ▼ | |
Audience
| Researchers | 3 |
| Teachers | 1 |
Showing 1 to 15 of 303 results
Peer reviewed
Direct linkFlook, Lisa; Goldberg, Simon B.; Pinger, Laura; Davidson, Richard J. – Developmental Psychology, 2015
Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function,…
Descriptors: Self Control, Comparative Analysis, Experimental Groups, Control Groups
Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Psychology, 2015
This study examines the role of a particular kind of linguistic input--talk about the past and future, pretend, and explanations, that is, talk that is decontextualized--in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk…
Descriptors: Vocabulary Development, Syntax, Language Skills, Children
Spilt, Jantine L.; Koomen, Helma M. Y.; Harrison, Linda J. – Developmental Psychology, 2015
This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their…
Descriptors: Language Acquisition, Teacher Student Relationship, Preschool Children, Preschool Teachers
Auger, Anamarie; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah Lowe – Developmental Psychology, 2014
Much of child care research has focused on the effects of the quality of care in early childhood settings on children's school readiness skills. Although researchers increased the statistical rigor of their approaches over the past 15 years, researchers' ability to draw causal inferences has been limited because the studies are based on…
Descriptors: Educational Quality, Child Care Centers, Preschool Education, Preschool Curriculum
Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane – Developmental Psychology, 2014
Using data ("n" = 3,790 with 2,119 in the 3-year-old cohort and 1,671 in the 4-year-old cohort) from 353 Head Start centers in the Head Start Impact Study, the only large-scale randomized experiment in Head Start history, this article examined the impact of Head Start on children's cognitive and parent-reported social-behavioral…
Descriptors: Early Intervention, Disadvantaged Youth, Program Effectiveness, Cognitive Development
Oishi, Shigehiro; Jaswal, Vikram K.; Lillard, Angeline S.; Mizokawa, Ai; Hitokoto, Hidefumi; Tsutsui, Yoshiro – Developmental Psychology, 2014
We conducted 3 studies to explore cultural differences in global versus local processing and their developmental trajectories. In Study 1 ("N" = 363), we found that Japanese college students were less globally oriented in their processing than American or Argentine participants. We replicated this effect in Study 2 ("N" =…
Descriptors: Cultural Differences, Cross Cultural Studies, College Students, Cognitive Processes
Guimond, Fanny-Alexandra; Brendgen, Mara; Vitaro, Frank; Forget-Dubois, Nadine; Dionne, Ginette; Tremblay, Richard E.; Boivin, Michel – Developmental Psychology, 2014
This study used a genetically informed design to assess the effects of friends' and nonfriends' reticent and dominant behaviors on children's observed social reticence in a competitive situation. Potential gene-environment correlations (rGE) and gene-environment interactions (GxE) in the link between (a) friends' and…
Descriptors: Genetics, Environmental Influences, Prediction, Correlation
Hoglund, Wendy L. G.; Chisholm, Courtney A. – Developmental Psychology, 2014
Three complementary models of how peer relationship problems (exclusion and victimization) and aggressive behaviors relate to prospective levels of internalizing problems are examined. The additive risks model proposes that peer problems and aggression cumulatively increase risks for internalizing problems. The reciprocal risks model hypothesizes…
Descriptors: Peer Relationship, Social Isolation, Victims, Aggression
Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane – Developmental Psychology, 2014
Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ˜ 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socioemotional well-being) at kindergarten entry for children who attended Head Start compared with those who experienced other types of child care…
Descriptors: Federal Programs, Early Childhood Education, Preschool Children, School Readiness
Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam – Developmental Psychology, 2014
Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and…
Descriptors: Correlation, Family Income, Attendance, Lunch Programs
Landry, Susan H.; Zucker, Tricia A.; Taylor, Heather B.; Swank, Paul R.; Williams, Jeffrey M.; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J.; Phillips, Beth M.; Eisenberg, Nancy; Spinrad, Tracy L.; de Viliers, Jill; de Viliers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice – Developmental Psychology, 2014
Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, social-emotional classroom activities (RECC).…
Descriptors: Educational Quality, Early Childhood Education, At Risk Persons, Toddlers
Laski, Elida V.; Siegler, Robert S. – Developmental Psychology, 2014
We tested the hypothesis that encoding the numerical-spatial relations in a number board game is a key process in promoting learning from playing such games. Experiment 1 used a microgenetic design to examine the effects on learning of the type of counting procedure that children use. As predicted, having kindergartners count-on from their current…
Descriptors: Games, Numbers, Learning, Cognitive Processes
McGonigle-Chalmers, Maggie; Slater, Hannah; Smith, Ashley – Developmental Psychology, 2014
Private speech utterances (PS) from 24 preschool children and 24 adults were obtained under (noninteracting) listener present and listener absent conditions using 2 tasks with an identical structure. Children produced significantly more PS in the listener present condition. Similar results were obtained with adults, albeit with a reduced incidence…
Descriptors: Inner Speech (Subvocal), Task Analysis, Problem Solving, Preschool Children
Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Psychology, 2014
Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children's narrative skill. Here we examine whether the quality of kindergarten children's narrative retellings depends on the kind of narrative elicitation they…
Descriptors: Children, Neurological Impairments, Nonverbal Communication, Cognitive Processes
Robinson-Cimpian, Joseph P.; Lubienski, Sarah Theule; Ganley, Colleen M.; Copur-Gencturk, Yasemin – Developmental Psychology, 2014
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with…
Descriptors: Teacher Attitudes, Mathematics Skills, Gender Differences, Achievement Gap
