Relevant bibliographies by topics / Child development. Child psychology. Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Child development. Child psychology. Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Child development. Child psychology. Education"

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Bjorklund, David F., and Anthony D. Pellegrini. "Child Development and Evolutionary Psychology." Child Development 71, no. 6 (November 2000): 1687–708. http://dx.doi.org/10.1111/1467-8624.00258.

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Prêteur, Yves, Odette Lescarret, and Myriam de Léonardis. "Family education, child-parent interactions and child development." European Journal of Psychology of Education 13, no. 4 (December 1998): 461–74. http://dx.doi.org/10.1007/bf03173098.

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Tyson, Phyllis. "Child Development and Child Psychoanalysis: Research and Education." Journal of the American Psychoanalytic Association 57, no. 4 (August 2009): 871–79. http://dx.doi.org/10.1177/0003065109342097.

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Phillips, Deborah A., and Amy E. Lowenstein. "Early Care, Education, and Child Development." Annual Review of Psychology 62, no. 1 (January 10, 2011): 483–500. http://dx.doi.org/10.1146/annurev.psych.031809.130707.

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Onchwari, Grace, Jacqueline Ariri Onchwari, and Jared Keengwe. "Teaching the Immigrant Child: Application of Child Development Theories." Early Childhood Education Journal 36, no. 3 (July 16, 2008): 267–73. http://dx.doi.org/10.1007/s10643-008-0269-9.

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Vacha-Haase, Tammi. "A Child Panel to Facilitate the Instruction of Child Development." Teaching of Psychology 23, no. 3 (October 1996): 170–71. http://dx.doi.org/10.1177/009862839602300309.

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This classroom activity enables college students to synthesize theoretical constructs of child development by providing students with an opportunity to interact with children who are invited to visit the classroom to serve as members on a panel. Following a panel discussion, students complete a written assignment relating their observations of the children to information provided in the textbook and class lectures. Students are also required to locate a relevant journal article and compare this material to their observations during the panel. This activity is appropriate for any class size.
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Vacha-Haase, Tammi. "A child panel to facilitate the instruction of child development." Teaching of Psychology 23, no. 3 (October 1996): 170–71. http://dx.doi.org/10.1207/s15328023top2303_7.

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Thyssen, Sven. "Child culture, play and child development." Early Child Development and Care 173, no. 6 (December 2003): 589–612. http://dx.doi.org/10.1080/0300443032000070509.

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Koutsouvanou, Eugenia. "Television and child language development." International Journal of Early Childhood 25, no. 1 (March 1993): 27–32. http://dx.doi.org/10.1007/bf03174627.

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Neysmith-Roy, Joan M. "Constructing Toys to Integrate Knowledge about Child Development." Teaching of Psychology 21, no. 2 (April 1994): 101–3. http://dx.doi.org/10.1207/s15328023top2102_10.

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To help students in developmental psychology integrate various theories and increase awareness of children's developmental needs, they built toys suitable for newborn to 4-year-old children. Students were required to write a paper describing the play value of the toy, developmental areas it was designed to stimulate, and age appropriateness, as well as positive and negative uses of their toy. In an evaluation, students rated the Make a Toy project useful for integrating theoretical knowledge with practical use. Although the project was positively rated by all students, it would probably be best used as one of a few possible projects for a class in developmental psychology.
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Dissertations / Theses on the topic "Child development. Child psychology. Education"

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Vorster, Hein. "Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52219.

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Thesis (MEdPsych)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs of learners. Political changes in South Africa have, on the one hand, led to the perception amongst especially Christian parents, that, due to a strong humanist tendency in state schools, their children experience a lack of adequate Christian education. On the other hand, the education system in South Africa has enabled the establishment of a wide range of different educational institutions from which parents can choose the one that provides in their unique needs. Accelerated Christian Education (ACE) is a Christian education system that originated in the USAbut is now implemented world-wide. The uniqueness of this system lies in the fact that education is mostly provided via written material which every learner can master individually and on his/her own time (within the classroom setting). The advantages are in the individualizing of learning, but a question arises as to the desirability of the lack of interpersonal communication in the learning activities. A literature study was undertaken to establish the psychosocial development needs that have to be provided in to ensure that learners are guided towards effective and balanced adulthood. An overview was also obtained on Christian education in general and on the ACEsystemin particular. To evaluate the ACE-system in practice, the views (and especially criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools. This information was gathered by means of individual informal discussions. The research groups consisted of five representatives from each of the sub-groups from each of the three schools (N=45). The most important findings are the following: The ACE school system offers an acceptable alternative to parents who wish to ensure that their children receive education of a more Christian nature, or at least education in a Christian setting. Other benefits include individualizing and the fact that learners set their own learning objectives daily, which simplifiesmotivation and discipline. From an educational psychological perspective, the ACE schoolsystem does, however, have important deficiencies: • Firstly,the nature of education in an ACE school does not make adequate provision for interpersonal communication. The importance of interpersonal communication for effective learning, whether it be in the form of content being mediated to the learner via the teacher, or through classroom discussions (peergroup interaction) iswidely accepted. • Secondly, the exclusive nature of the ACE school leads to the isolation of learners from the wide variety of people, views and religious beliefs that are present in society. • Thirdly, in the ACE school little, if any, provision is made for physical activities, which are important for balanced development of learners. • Lastly, the ability of ACE schools to make provision for learners with special education needs, islimited. Following from these findings, a few recommendations are made.
AFRIKAANSE OPSOMMING: In hierdie studie is 'n ondersoek gedoen om vas te stel of die onderrig in ACE-skole (in die Suid-Afrikaanse konteks) voorsien in die ontwikkelingsbehoeftes van leerders. Politieke veranderinge in Suid-Afrika het meegebring dot veral Christenouers die persepsie het dot hul kinders, weens 'n sterk humanistiese inslag in staatskole, gebrek Iy aan voldoende Christelike opvoeding. Verder het die opvoedingsbestel in Suid-Afrika dit moontlik gemaak dot In wyer verskeidenheid van opvoedingsinstellings gevestig word waaruit ouers die een kan kies wat aan hul unieke behoeftes voldoen. Accelerated Christian Education (ACE) IS In Christelike opvoedingstelsel wat sy ontstaan in die VSA gehad het. maar nou wereldwvd ge'implementeer word. Die uniekheid van hierdie stelsel Ie daarin dot onderrig grootliks geskied via geskrewe materiaal wat elke leerder individueel en op sy eie tyd (binne die klaskamer) bemeester. Die voordele Ie in die individualisering van leer, maar In vraag ontstaan no die wenslikheid van die gebrek aan interpersoonlike kommunikasie in die onderriggebeure. In Literatuurstudie is onderneem om te bepaal in watter psigososiale ontwikkelingsbehoeftes voorsien moet word om te verseker dot leerders begelei word no effektiewe en gebalanseerde volwassenheid. Verder is 'n oorsig verkry van hoe Christelike onderwys in die algemeen, en die ACE-stelselin die besonder, door uitsien. Om die ACE-stelselin die praktyk te evalueer is die menings (en veral kritiek) van teoretici en outeurs aangevul deur inligting wat verkry isvan ouers. leerders en onderwysers van drie ACE-skole. Hierdie inligting is verkry deur middel van individuele informele gesprekke. Die ondersoekgroepe het bestaan uit vyf verteenwoordigers uit elk van die subgroepe uit elk van die drie skole (N=45). Die belangrikste bevindinge is die volgende: Die ACE-skoolstelselbied 'n aanvaarbare alternatief vir ouers wat graag wil toesien dot hul kinders meer Christelike opvoeding ontvang, of dan ten minste opvoeding in 'n Christelike omgewing ontvang. Ander voordele sluit in individualisering en die feit dot leerders daagliks hul eie leerdoelwitte stel, wat motivering en dissipline vergemaklik. Vanuit 'n opvoedkundig-sielkundige perspektief bevat die ACEskoolstelselegter belangrike leemtes: • Eerstens maak die aard van onderrig in 'n ACE-skool nie voldoende voorsiening vir interpersoonlike kommunikasie nie. Die belangrikheid van interpersoonlike kommunikasie vir effektiewe leer, hetsy in die vorm van inhoud wat via 'n onderwyser no die leerder gemedieer word, of in klaskamergesprekke (portuurgroepinteraksie) word wyd as gegewe aanvaar. • Tweedens lei die eksklusiewe aard van die ACE-skool daartoe dot leerders ge"isoleerword van die wye verskeidenheid mense, sienswysesen geloofsoortuigings wat in die samelewing bestaan. • Derdens word in die ACE-skool min, indien enige, voorsiening gemaak vir fisieke aktiwiteite; nog 'n belangrike aspek vir die gebalanseerde ontwikkeling van leerders. • Laastens isdie verrnoe van ACE-skoleom voorsiening te maak vir leerders met spesiale onderwysbehoeftes, beperk. Voortspruitend uit hierdie bevindinge word enkele aanbevelings gemaak.
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Dixon, Wallace E. Jr, C. Shore, R. M. Bartlett, Page M. McIntyre, and K. E. Brakke. "Developmental Perspectives from the APA National Conference on Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4934.

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Meyer, Lauren. "Child life specialists in foster care| A case for child life in a nontraditional setting." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557350.

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The current study examined the possible gaps in meeting the needs of children in foster care, the additional skillsets that contribute to meeting their needs, and the role child life specialists play in meeting those needs. Additionally, the study looked specifically at how child life could find a place in the nontraditional setting of foster care. Two groups of participants were recruited for the study; the first group was comprised of child life specialists. The second group included professionals who worked directly with children in foster care in some capacity. Two surveys were designed and conducted, one for each group. Generally, both groups of participants identified the following unmet needs: emotional needs, attachment needs, behavioral needs, supporting children in coping, and psychological preparation. Skillset matches for meeting these needs included experience in psychological preparation for children, knowledge in supporting coping, child development expertise, and awareness of family-centered care. These matches are closely tied to child life specialists' training. Additionally, there seems to be a lack of play in working with foster children, and this was identified as a possible gap in the system, highlighting another way child life specialists could support children in foster care. Through this study, clear ways were identified in which child life specialists could strengthen the services provided to children in foster care. These results have implications for an interdisciplinary future of the child life field.

Keywords: child life, foster care, unmet needs, child life in nontraditional roles

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Garcia, Ester. "CHILD WELFARE: TRAUMA INFORMED PRACTICE AT TIME OF CHILD REMOVAL." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/873.

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As of 2018, approximately 442,995 children are in the foster care system in the United States according to the federal statistics from the Children’s Bureau. Entry into the foster system involves the removal of children from their home, making it a traumatic experience. The purpose of this study was to examine social workers’ perceptions of what trauma informed practice means and what it looks like in child welfare removals. The study also clarifies what trauma informed practice (TIP) is and how it can be applied in child welfare’s organizational structure. This was a qualitative study in which child welfare social workers from southern California agencies were interviewed. Interviews with experienced child welfare workers revealed many themes including the complexities of workers’ experiences during removals, the impact of removals on workers, social workers’ perceptions on TIP and suggestions on how to make removals more trauma informed for children. The findings from this project identified ways trauma may be minimized during detainment procedures in child welfare. All participants voiced that they felt the trauma informed removal (TIR) PowerPoint guide was beneficial to their learning and practice and that a training with this guide would be ideal for their agencies. Additionally, the findings shed light on the need for future research on creating a more trauma informed child welfare system and the need for policy implementation and or change.
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Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.

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Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childrearing involvement. Positive relationships were also indicated between the annual family income of parents and their level of parenting knowledge, knowledge of child development. However, the parental age and the parents' childrearing experience existed negative relationships with their level of parenting knowledge and childrearing involvement in the study.
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Mascall, Doris. "The development of the self-concept in the young child." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3706.

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The purpose of this thesis is to explore, based upon a literature survey of articles and books published primarily, though not limited to, the past fifteen years, the development of the self-concept in children during the first five years of life. This will include defining self-concept, the establishment of its significance throughout the life span, the role significant others play in the development, an examination of sex-role identity in relationship to self-concept formation, and a critique of available tests and measurements, followed by a conclusion which focuses upon implications for treatment providers.
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Masarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.

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One area of development that can be facilitated in the context of youth sports and physical education is sociomoral development. Sociomoral development is defined as moral development in the context of social groups. The physical education classroom today lacks the content, structure, and teaching style that middle school students need in order to cement their sociomoral development so that they can experience positive developmental growth as they mature into adulthood. The purpose of this project was to educate future physical education teachers about the importance of including sociomoral development activities in their standard PE curricula. The presentation focused on teaching how to deliver a curriculum that implements games and activities with dialogue and reflection. These games and activities are then infused with team sports, giving students multiple opportunities to build a close knit connection with their classmates and advance their sociomoral development. In order to test the effectiveness of the presentation, a pre and posttest was used. The pretest and posttest contained a number of open ended questions and a fixed 20 item questionnaire which was divided into five different categories. The five categories were: P.E and prosocial behavior, Theory of structural development, Teacher’s role in sociomoral development, logistics of a sociomoral curriculum, and moral competence activities. Results indicated very slight increase in mean scores moving from pretest to posttest in all but one category. The moral competence category showed a modest increase in mean score moving from pretest to posttest indicating that participants did learn in this part of the presentation. Results from the open ended questions indicated that participants had existing knowledge of sociomoral development learned previously; however they learned new knowledge pertaining to how to structure a sociomoral curriculum through the scope of structural development style teaching. Future sociomoral curricula should emphasize as much active learning as possible, since this type of learning creates a stronger bond between sports and academia.
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Koussa, Michelle D. "Adolescent Academic Adjustment during Chronic Illness: Online Training for Child Life Specialists." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404622/.

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Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included in child life education or certification. As a result, findings from this study may be used to expand intervention programs in the clinical setting to provide more comprehensive psychosocial care to adolescents diagnosed with a chronic illness.
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Hendricks, Sarah Elizabeth. "An examination of parent-child interactions and developmental pathways of emotion regulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/123.

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Research examining emotion regulation has indicated that children's success at home and school is enhanced through adaptive emotion regulation skills (Eisenburg, Spinrad & Morris, 2002). This is particularly true in the areas of social competence and academic functioning (Harris, Robinson, Chang & Burns, 2007). Because the development of emotion regulation skills is supported by the scaffolding of adaptive strategies in children may through parental responsivity to needs (Robinson, Morris, Heller, Scheeringa, Boris, & Smyke, 2009), the current study examined pathways through which quality of parent-child interactions impacted later emotion regulation. The effect of attention regulation on emotion regulation was also considered. Participants in the analysis included families from the longitudinal National Institute of Child Health and Development Study of Early Child Care (NICHD-SECC). Variables in the study were measured from infancy through 3 rd grade. Results indicated that the quality of mother child interactions at 54 months was directly associated with both attention regulation at 1 st grade and emotion regulation at 3 rd grade. Results also suggested the presence of an indirect effect of maternal positive caregiving at 54 months on emotion regulation at 3 rd grade through attention regulation at 1 st grade. Father-child interactions were not found to be directly associated with attention regulation at 1 st grade or emotion regulation at 3 rd grade. The results of this study may be beneficial in supporting school psychologists and other clinicians in targeting specific components of parent-child interactions for intervention to support the development of proactive emotion regulation strategies in children.
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Heisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.

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This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of Variance indicated teachers who had completed CDA training became significantly more developmentally appropriate on measures of beliefs and self-reported practices than a comparison group who did not attend CDA training. The CDA teachers held significantly fewer inappropriate beliefs and reported fewer inappropriate practices after training than the comparison group. Results suggest that the TBPS was a more sensitive measure than the ECSBP of beliefs and self-reported practices for these early childhood teachers, most of whom had no formal education. The decrease in developmentally inappropriate beliefs and self-reported practices on the TBPS subscales illustrates the importance of measuring not only increases in appropriate beliefs and self-reported practices but also decreases in inappropriate beliefs and self-reported practices. The Constant Comparative Method was used to organize and analyze the observation and interview data of the four case study participants. Three themes emerged which describe the effect of CDA training on the beliefs and self-reported practices of these teachers: Reflection on current practices describes the teacher who seemed to be actively considering how the material presented in the CDA training fit with her implicitly held beliefs and current practices. Confirmation of developmentally appropriate practices describes the teacher whose existing developmentally appropriate beliefs were reinforced by the training. Superficial changes describes two teachers who gained ideas for activities in the training but revealed no change in beliefs. This study suggests that CDA training decreases the developmentally inappropriateness of beliefs and self-reported practices of early childhood teachers. A change that past research suggests will ultimately impact classroom quality. Influences such as concurrent training, program requirements, and implicitly held beliefs may moderate the extent to which new concepts are accepted and existing practices are changed.
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Books on the topic "Child development. Child psychology. Education"

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Ellis, Ormrod Jeanne, ed. Child development and education. 5th ed. Upper Saddle River, N.J: Merrill, 2012.

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Ellis, Ormrod Jeanne, ed. Child development and education. 4th ed. Upper Saddle River, NJ: Pearson Education, 2010.

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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989683.

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The textbook is devoted to the problems of mental development of children of early and preschool age. It reveals the basic laws and conditions of mental development in preschool childhood, outlines the basic ideas about the personal characteristics, cognitive development of the preschool child, development of his various activities. Meets the requirements of Federal state educational standard of higher education of the last generation 44.03.01 direction of preparation "Pedagogical education" (profile "Primary education"). For students of higher educational institutions, as well as for practical psychologists, kindergarten teachers and anyone interested in the mental development of a preschooler, the formation of his personality.
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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072188.

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The textbook examines the patterns and factors of mental development, describes the stages of development in preschool age from birth to school admission, including the formation of cognitive, personal spheres, the development of various types of activities by children. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical and psychological profiles. It can be useful for teachers, educators, psychologists, practitioners of preschool educational organizations, as well as parents and anyone interested in mental development in preschool childhood.
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Stanley, Hall G. Aspects of child life and education. London: Routledge/Thoemmes Press, 1995.

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McDevitt, Teresa M. Study guide to accompany Child development and education. Upper Saddle River, N.J: Merrill/Prentice Hall, 2002.

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Abbe, Kovacik, ed. Observing and understanding child development: A child study manual. Clifton Park, N.Y: Thomson Delmar Learning, 2007.

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Indian Council of Social Science Research, Economic and Social Research Council (Great Britain), and Nederlandse Organisatie voor Wetenschappelijk Onderzoek, eds. Developmental psychology and education: Bridging the gap. New Delhi: ICSSR (India), 2012.

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Witt, M. W. De. Focusing on the small child: Insights from psychology of education. Pretoria: Acacia, 1995.

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Kohlberg, Lawrence. Child psychology and childhood education: A cognitive-developmental view. New York: Longman, 1987.

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Book chapters on the topic "Child development. Child psychology. Education"

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Weller-Clarke, Alandra. "Educational Psychology." In Encyclopedia of Child Behavior and Development, 559–60. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_950.

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Gireesan, Anjali. "Enhancing Education: Improving Learner Outcomes with Principles of Psychology." In Positive Schooling and Child Development, 115–26. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0077-6_7.

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Guzzo, Raquel S. L., and Vera Lúcia Trevisan de Souza. "School and Child Development: The Real and the Ideal of Brazilian Educational Context." In Cultural Psychology of Education, 123–30. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18765-5_9.

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Burman, Erica. "Towards a Posthuman Developmental Psychology of Child, Families and Communities." In International Handbook of Early Childhood Education, 1599–620. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_83.

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Tait, Kathleen. "The First 2 Years of Life: A Developmental Psychology Orientation to Child Development and Play." In International Perspectives on Early Childhood Education and Development, 39–59. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2643-0_3.

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Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Child Development." In Psychology, 183–223. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_8.

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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.

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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Niven, Neil, and Jill Robinson. "Child health development." In The psychology of nursing care, 65–99. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23703-6_4.

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Niven, Neil. "Child Health Development." In The Psychology of Nursing Care, 102–32. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20944-2_5.

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Kiker, Katherine E. "Child Clinical Psychology." In Encyclopedia of Child Behavior and Development, 335–36. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_521.

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Conference papers on the topic "Child development. Child psychology. Education"

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Ayala, Jessy Barba. "Creativity And Its Development Through Plastic Arts In Children Of Child Education." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.10.

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Rechtik, Zdeněk. "The Level Of Gross Motor Skills And Perception Development In Pre-School Child." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.49.

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Sharakhova, Natal’ya. "Influence of psychological and pedagogical education of parents on optimization parent-child relationships." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-32.

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The article deals with the problems of modern families associated with an increase in the number of information technologies, incomplete and conflict-ridden families, high employment of parents, and a low level of their pedagogical competence. All this significantly affects the changing conditions of family education. In this regard, the optimization of child-parent relations will be effective in the development and implementation of the program of psychological and pedagogical education, which includes knowledge of age psychology, algorithms and technologies for working with individual characteristics of children.
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Navratil, Pavel. "PARTICIPATION AND CHILD PROTECTION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.077.

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

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Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness
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Świt-Jankowska, Barbara. "Let’s play with Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.891.

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Abstract: The research focuses on the possibility of transferring theoretical ideas of Le Corbusier into educational programs of the very young children – between three and six. The worldwide development of civilization changed the natural environment of the human. For the average European citizen a city is more natural place for living than a forest. Simultaneously, in these days many inhabitants present an extremely conformist approach to life and to the surrounding space. The participation of members of the society in the shaping of public spaces is possible only through the involvement and practice, but the democratic responsibility does not appears out of nowhere. It must be fostered and nurtured as early as in childhood. According to developmental psychology, children in the age of 3-6 are very susceptible to the acquisition of new skills and learn it in an intuitive way. The proper education program using Le Corbusier’s lectures and theory could help them to understand the space better. The seeming simplicity of above rules is an advantage in this case – thereby it can be explained to even such an audience as small children. On the other hand, some kind of abstract and hidden difficulty included in this theory becomes an opportunity to create a very absorbing and stimulating workshops that follow the needs of younger and older children. Le Corbusier’s legacy includes not only physical issues and can be used in many different ways. As Pablo Picasso once stated: every child is an artist, the problem is staying an artist when you grow up. For those reasons, incorporating such an innovative strategy for kids’ education reveals a great potential. Resumen: Los estudios realizados enfocan en comprobar las posibilidades de usar las ideas teóricas de Le Corbusier en los programas educativos para niños de tres a seis años. El desarrollo de la civilización ha cambiado el entorno natural del ser humano - una ciudad para el ciudadano promedio de Europa es un lugar más natural para vivir que el bosque. Al mismo tiempo, hay que reconocer que muchas personas muestran el enfoque muy conformista a la vida, tanto al espacio circundante. Esta situación se podría mejorar mediante la participación consciente de los miembros de la sociedad en la creación del espacio público, su compromiso y la práctica. Pero la responsabilidad democrática no aparece sola, se debe estimularla y nutrir ya en la infancia. De acuerdo con la psicología del desarrollo, los niños de 3 a 6 años son muy susceptibles a la adquisición de nuevas habilidades y aprenden de una manera intuitiva. Programa educativo que utiliza los cursos y la teoría de Le Corbusier puede ayudarles a entender mejor el medio ambiente. La aparente sencillez de los principios proclamados por él en este caso es una ventaja. La abstracción y escondidas dificultades incluidas en ellos,nos permiten a crear actividades estimulantes que correspondan a las necesidades de los niños pequeños, tanto y mayores. Como afirmo Pablo Picasso: "Todo niño es un artista. El problema es cómo mantenerse siendo niño una vez que se ha crecido". Keywords: Architectural education, children, Le Corbusier. Palabras clave: Enseñanza de la arquitectura, los niños, Le Corbusier. DOI: http://dx.doi.org/10.4995/LC2015.2015.891
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Volkova, Elena. "Child Abuse Prevalence In Russian Families And Schools." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.45.

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Choconta, Johanna, Ingrid Anzelin, and Rosa J. Guzmán. "PEDAGOGICAL PERSPECTIVE ABOUT CHILD DEVELOPMENT." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1079.

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Druzhilovskaya, Olga, and Ekaterina Koniukh-Sinitsa. "THE DOMINANT AND POTENTIAL DEVELOPMENT OF A BILINGUAL CHILD." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1038.sudak.ns2020-16/193-194.

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Fernández Reyes, Teresa, and Carmen Carmona Huelva. "TEST OF CHILD CREATIVITY GRAPHICAL P.C.G.I." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2326.

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Reports on the topic "Child development. Child psychology. Education"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Cachalia, Firoz, and Jonathan Klaaren. Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa: Towards a public law perspective on constitutional privacy in the era of digitalisation. Digital Pathways at Oxford, July 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/04.

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In this working paper, our focus is on the constitutional debates and case law regarding the right to privacy, adopting a method that is largely theoretical. In an accompanying separate working paper, A South African Public Law Perspective on Digitalisation in the Health Sector, we employ the analysis developed here and focus on the specific case of digital technologies in the health sector. The topic and task of these papers lie at the confluence of many areas of contemporary society. To demonstrate and apply the argument of this paper, it would be possible and valuable to extend its analysis into any of numerous spheres of social life, from energy to education to policing to child care. In our accompanying separate paper, we focus on only one policy domain – the health sector. Our aim is to demonstrate our argument about the significance of a public law perspective on the constitutional right to privacy in the age of digitalisation, and attend to several issues raised by digitalisation’s impact in the health sector. For the most part, we focus on technologies that have health benefits and privacy costs, but we also recognise that certain technologies have health costs and privacy benefits. We also briefly outline the recent establishment (and subsequent events) in South Africa of a contact tracing database responding to the COVID-19 pandemic – the COVID-19 Tracing Database – a development at the interface of the law enforcement and health sectors. Our main point in this accompanying paper is to demonstrate the value that a constitutional right to privacy can bring to the regulation of digital technologies in a variety of legal frameworks and technological settings – from public to private, and from the law of the constitution to the ‘law’ of computer coding.
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Family Planning Programs for the 21st Century: Rationale and Design. Population Council, 2012. http://dx.doi.org/10.31899/rh11.1016.

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Family planning improves health, reduces poverty, and empowers women. Yet, today, more than 200 million women in the developing world want to avoid pregnancy but are not using a modern method of contraception. They face many obstacles, including lack of access to information and health-care services, opposition from their husbands and communities, misperceptions about side effects, and cost. Family planning programs are among the most successful development interventions of the past 50 years. They are unique in their range of potential benefits, encompassing economic development, maternal and child health, educational advances, and women’s empowerment. Research shows that with high-quality voluntary family planning programs, governments are able to reduce fertility and produce large-scale improvements in health, wealth, human rights, and education. This book is a comprehensive resource for policymakers and donors. It makes the case for increased funding and support of voluntary family planning, and details how to design programs to operate both ethically and effectively.
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