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

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Published: 4 June 2021
Last updated: 4 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

White, Willard L. "Interviews with child I, child J, and child L." Roeper Review 12, no. 3 (March 1990): 222–27. http://dx.doi.org/10.1080/02783199009553276.

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12

Peak, Lois, Harold Stevenson, Hiroshi Azuma, and Kenji Hakuta. "Child Development and Education in Japan." Journal of Japanese Studies 14, no. 2 (1988): 517. http://dx.doi.org/10.2307/132627.

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13

Berger, Lawrence M., Christina Paxson, and Jane Waldfogel. "Income and child development." Children and Youth Services Review 31, no. 9 (September 2009): 978–89. http://dx.doi.org/10.1016/j.childyouth.2009.04.013.

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14

Teague, Jackqueline L., Judy Thorne, Heather B. Luckey, and Thomas J. Hoerger. "Social Costs of Faltering Child Development." NHSA Dialog 2, no. 1 (January 1999): 147–50. http://dx.doi.org/10.1207/s19309325nhsa0201_30.

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15

Wardle, Francis. "Multiracial Children in Child Development Textbooks." Early Childhood Education Journal 35, no. 3 (September 2, 2007): 253–59. http://dx.doi.org/10.1007/s10643-007-0157-8.

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16

Halpern, Robert. "A child survival and development revolution?" International Journal of Early Childhood 18, no. 1 (March 1986): 41–53. http://dx.doi.org/10.1007/bf03176581.

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17

DeJong, Sandra, Toya Clay, and Geraldine Fox. "Child Development." Journal of the American Academy of Child & Adolescent Psychiatry 47, no. 8 (August 2008): 969–70. http://dx.doi.org/10.1097/chi.0b013e318179a0bc.

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18

Nelson, Charles A., and Floyd E. Bloom. "Child Development and Neuroscience." Child Development 68, no. 5 (October 1997): 970. http://dx.doi.org/10.2307/1132045.

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19

Varela Londoño, Sandra Patricia, Aurora Bernal Martínez de Soria, and Sonia Rivas. "Early Childhood Development and Education: Theoretical Convergences and Divergences." International Education Studies 12, no. 7 (June 29, 2019): 1. http://dx.doi.org/10.5539/ies.v12n7p1.

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This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on a in-depth theoretical review. The beliefs of children’s parents and caregivers are highlighted as a significant aspect on children’s development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hence, we advocate in this manuscript for an interdisciplinary and holistic perspective to approach child development taking into consideration factors and conditions, as well as fusing conceptual frameworks from various disciplines such as psychology, sociology, and philosophy.
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20

Jinqiu, Zhao, and Hao Xiaoming *. "Parent–child co‐viewing of television and cognitive development of the Chinese child." International Journal of Early Years Education 12, no. 1 (March 2004): 63–77. http://dx.doi.org/10.1080/0966976042000182389.

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21

Weinberg, Richard A., Erna H. Fishhaut, Shirley G. Moore, and Cindi Plaisance. "The Center for Early Education and Development: "Giving away" child psychology." American Psychologist 45, no. 12 (1990): 1325–28. http://dx.doi.org/10.1037/0003-066x.45.12.1325.

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22

Hicks, Patricia. "Introduction to Child Development." Child Language Teaching and Therapy 1, no. 1 (January 1985): 122. http://dx.doi.org/10.1177/026565908500100120.

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23

Kusmiati, Yopi, and Achmad Syarifudin. "Extra Attention Toward Autistic Children: Islamic Psychology Perspective." Psikis : Jurnal Psikologi Islami 7, no. 1 (June 30, 2021): 31–44. http://dx.doi.org/10.19109/psikis.v7i1.7994.

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Having an autistic child is a challenge for some parents because an autistic child should be treated specifically, based on condition and ability. The autistic child needs more extra attention than a non-autistic child because the attention from family can accelerate the development and ability of an autistic child, but not all parents can do the treatment because of various reasons. This study aimed to reveal the family's treatment which had an autistic child, especially parent or autistic's sister and brother. The study was done by using qualitative method with a phenomenological approach. The findings showed that there were three treatments of the family to treat an autistic child in daily life, they were extra attention, attention, and inattention. Extra attention was the informant included in the category who gave extra attention to a child. They were strongly caring about their child’s ability, food, and education. The attention category was an informant who did not fully give attention to their child, and not all time. The inattention category was an informant who rarely cares for their child, it related to the development of the child, education, and life.
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24

Aram, Dorit. "Parent–Child Interaction and Early Literacy Development." Early Education and Development 19, no. 1 (February 5, 2008): 1–6. http://dx.doi.org/10.1080/10409280701838421.

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25

The NICHD Early Child Care Research Network. "Before Head Start: Income and Ethnicity, Family Characteristics, Child Care Experiences, and Child Development." Early Education and Development 12, no. 4 (October 1, 2001): 545–76. http://dx.doi.org/10.1207/s15566935eed1204_4.

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26

Rodrigo, Maria José, and Beatriz Triana. "Parental beliefs about child development and parental inferences about actions during child-rearing episodes." European Journal of Psychology of Education 11, no. 1 (March 1996): 55–78. http://dx.doi.org/10.1007/bf03172936.

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27

Linton, Simi. "Analysis of Information about Television in Developmental Psychology Textbooks." Teaching of Psychology 19, no. 2 (April 1992): 82–86. http://dx.doi.org/10.1207/s15328023top1902_4.

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A content analysis of the information about television and children was performed on child and adolescent development textbooks to determine the degree of emphasis and quality of information provided. There is considerable variability among textbooks with respect to the amount and type of information. Pairwise group comparisons indicate that information about television declined from 1986 to 1989 and that child development texts are more likely than child and adolescent or adolescent textbooks to present information about television. Analysis of the textbook material is contrasted with the extensive literature on television and children to indicate biases and omissions in textbook presentations. Implications of these findings for teaching courses in child and adolescent development are discussed.
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28

Fincham, Frank D. "Child Development and Marital Relations." Child Development 69, no. 2 (April 1998): 543. http://dx.doi.org/10.2307/1132183.

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29

Fincham, Frank D. "Child Development and Marital Relations." Child Development 69, no. 2 (April 1998): 543–74. http://dx.doi.org/10.1111/j.1467-8624.1998.tb06207.x.

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30

Furstenberg, Frank F. "Sociological Ventures in Child Development." Child Development 56, no. 2 (April 1985): 281–88. http://dx.doi.org/10.1111/j.1467-8624.1985.tb00105.x.

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31

Anme, Tokie, and Uma A. Segal. "child development and childcare in Japan." Journal of Early Childhood Research 8, no. 2 (May 21, 2010): 193–210. http://dx.doi.org/10.1177/1476718x10367562.

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32

Clarke, Pamela. "Contexts of child development: culture, policy and intervention." Australian Journal of Learning Difficulties 14, no. 2 (November 2009): 215–16. http://dx.doi.org/10.1080/19404150903264344.

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33

Marshall, Jennifer. "Infant Neurosensory Development: Considerations for Infant Child Care." Early Childhood Education Journal 39, no. 3 (May 8, 2011): 175–81. http://dx.doi.org/10.1007/s10643-011-0460-2.

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34

Gay, James E., and Robert Williams. "Contributions to the History of Psychology: XLI. Daniel A. Prescott 1898–1970." Psychological Reports 59, no. 3 (December 1986): 1321–22. http://dx.doi.org/10.2466/pr0.1986.59.3.1321.

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The professional activities and publications of Daniel A. Prescott, first Director of the Institute for Child Study at the University of Maryland are reviewed. Prescott's contributions were in the areas of child study, education, and human development. He was especially interested in synthesizing research findings on child and adolescent development from a variety of areas, e.g., genetics, physiology, endocrinology, anatomy, pediatrics, sociology, psychology, psychiatry, education, etc., and communicating them in nontechnical language to educators, parents, and others.
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35

Bosack, Theodore N. "The Roots and Evolution of Child Psychology: An Interview with Lewis P. Lipsitt." Teaching of Psychology 29, no. 3 (July 2002): 255–59. http://dx.doi.org/10.1207/s15328023top2903_14.

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Ted Bosack is professor of psychology and chair of the department at Providence College. His teaching is in the areas of child development and experimental child psychology, and his areas of particular interest are children's memory and suggestibility and learned helplessness. He participated in founding the Council of Undergraduate Psychology Programs in 1988, was president of the New England Psychological Association (NEPA), and continues to work toward the goals of the National Forum on Psychology Partnerships Project in which he took part. Many years ago, as a graduate student, he worked with Lew Lipsitt gathering data from some of the newborns who are participants in Lipsitt's long-term longitudinal study. Lewis P. Lipsitt is professor emeritus of psychology, medical science, and human development at Brown University where he continues as research professor, directing a long-term longitudinal study begun at Brown in 1959. He was the founding director of Brown's Child Study Center from 1966 to 1991. He is the founder of the journal, Infant Behavior and Development, and of the Advances in Child Behavior and Development series. He currently coedits Advances in Infancy Research . Professor Lipsitt was chair of the steering committee, for 5 years, of the well-known National Child Care Project sponsored by the National Institutes of Health. He is codirector of the Lee Salk Center of KidsPeace, a national communications helpline for wayward and needy youth. A few of his many organizational honors include the presidencies of Eastern Psychological Association and of two American Psychological Association (APA) divisions, Developmental Psychology and General Psychology; Fellow status in APA and American Psychological Society; three terms on the APA Council of Representatives; chair of the APA Board of Scientific Affairs; and executive director of the Science Directorate. He has won the Nicholas Hobbs Award for “science in the service of children,” the American Association for the Advancement of Science Lifetime achievement Award, and the Distinguished Contribution Award of NEPA.
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36

Champagne, Elaine. "Being a Child, a Spiritual Child." International Journal of Children's Spirituality 8, no. 1 (April 2003): 43–53. http://dx.doi.org/10.1080/13644360304639.

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37

Okwumabua, Theresa Montgomery. "Annual Progress in Child Psychiatry and Child Development (book)." Children's Health Care 17, no. 1 (June 1988): 63–64. http://dx.doi.org/10.1207/s15326888chc1701_15.

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38

Vandell, Deborah Lowe, and Mary Ann Corasaniti. "Child care and the family: Complex contributors to child development." New Directions for Child and Adolescent Development 1990, no. 49 (1990): 23–37. http://dx.doi.org/10.1002/cd.23219904904.

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39

Maynard, Trisha, Jane Waters, and Jennifer Clement. "Child-initiated learning, the outdoor environment and the ‘underachieving’ child." Early Years 33, no. 3 (September 2013): 212–25. http://dx.doi.org/10.1080/09575146.2013.771152.

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40

WRIGHT, ARLENE, and HAROLD IRETON. "Child Development Days." Journal of Early Intervention 19, no. 3 (July 1995): 253–60. http://dx.doi.org/10.1177/105381519501900308.

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41

Maravic, Manojlo. "Social constructions of the concept of child art." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 385–98. http://dx.doi.org/10.2298/zipi1402385m.

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This text is a theoretical paper based on the method of critical discourse analysis of child art. The paper is aimed at presenting the genesis of this concept in order to reexamine the hitherto approaches and to support the thesis that children?s art is a cultural construct by using the arguments based on a socio-cultural research platform. The defining of this concept will be critically reviewed and the conditions and procedures for proclaiming children?s drawing as art will be pointed out. Once childhood started to be observed as an important separate period of human life in pedagogy and psychology, there consequentially appeared the notions of the uniqueness of children?s drawings, children?s artistic development and child art as a separate category, which is at the same rung of the evolutionary ladder as the art of the ?primitive? peoples. The discourse on the child as an artist was formed in the fields of psychology, theory of art and artistic practice and started to spread in the 20th century. With the development of psychoanalysis it obtained its ideological connotations. Teachers, pedagogues, psychologists and artists construct a set of narratives and theories about child art that reflect humanistic values of free self-expression. The above-mentioned theories still serve as the basis for the development of school practice of art education in the contemporary education systems. Therefore, it is important to offer to art pedagogues the new theoretical approaches that re-examine the hitherto modernist ideas on children?s drawings in order to change their attitude towards practice.
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42

Boyatzis, Chris J. "A Collaborative Assignment on the Role of Culture in Child Development and Education." Teaching of Psychology 25, no. 3 (July 1998): 195–98. http://dx.doi.org/10.1207/s15328023top2503_7.

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In this article, I describe a collaborative project that helps students understand the role of culture in child development and education through an in-depth study of math education in the United States and Asia. Students use Bronfenbrenner's (1979, 1994) ecological model of development as a theoretical framework. The project entails independent and collaborative work outside of class and 2 class sessions. Evaluation data indicate that the assignment, especially the collaborative element, was highly effective in helping students understand how culture influences child development and education. The assignment also helped students understand Bronfenbrenner's ecological model and its applicability to child development topics.
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43

Lambros, Katina M., Maia Hurley, Michael Hurlburt, Jinjin Zhang, and Laurel K. Leslie. "Special Education Services for Children Involved with Child Welfare/Child Protective Services." School Mental Health 2, no. 4 (February 13, 2010): 177–91. http://dx.doi.org/10.1007/s12310-010-9026-5.

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44

LeVine, Robert A. "Populations, Communication and Child Development." Human Development 45, no. 4 (2002): 291–93. http://dx.doi.org/10.1159/000064991.

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45

Gilliam, Walter S., Carol H. Ripple, Edward F. Zigler, and Valerie Leiter. "Evaluating child and family demonstration initiatives: lessons from the comprehensive child development program." Early Childhood Research Quarterly 15, no. 1 (January 2000): 41–59. http://dx.doi.org/10.1016/s0885-2006(99)00041-1.

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46

Yampolskaya, Svetlana, John Robst, and Mary I. Armstrong. "High cost child welfare cases: Child characteristics and child welfare services." Children and Youth Services Review 111 (April 2020): 104853. http://dx.doi.org/10.1016/j.childyouth.2020.104853.

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47

Lollar, Donald, and José F. Cordero. "Prenatal and perinatal factors in child development: A commentary." School Psychology Quarterly 22, no. 1 (March 2007): 8–12. http://dx.doi.org/10.1037/1045-3830.22.1.8.

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48

Recchia, Susan L. "Caregiver–child relationships as a context for continuity in child care." Early Years 32, no. 2 (July 2012): 143–57. http://dx.doi.org/10.1080/09575146.2012.693908.

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49

Iluz, Reli, Esther Adi-Japha, and Pnina S. Klein. "Identifying Child–Staff Ratios That Promote Peer Skills in Child Care." Early Education and Development 27, no. 7 (May 12, 2016): 1077–98. http://dx.doi.org/10.1080/10409289.2016.1175240.

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50

Fawley, Kara D., Trevor F. Stokes, Chelsea A. Rainear, Jessica L. Rossi, and Karen S. Budd. "Universal TCIT Improves Teacher–Child Interactions and Management of Child Behavior." Journal of Behavioral Education 29, no. 4 (July 5, 2019): 635–56. http://dx.doi.org/10.1007/s10864-019-09337-6.

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