Log in

Relevant bibliographies by topics / Child development theory / Journal articles

To see the other types of publications on this topic, follow the link: Child development theory.

Journal articles on the topic 'Child development theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Child development theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Ventegodt, Soren, and Joav Merrick. "The Life Mission Theory IV. Theory on Child Development." Scientific World JOURNAL 3 (2003): 1294–301. http://dx.doi.org/10.1100/tsw.2003.116.

Full text

Abstract:

We can identify five important needs that children have: the need for acknowledgment, acceptance, awareness or attention, respect, and care. If these needs are not met, children will modify themselves by denying central parts of their nature in order to adjust to their parents and the situation at large. When a child denies his or her talents, powers, and gender or aspects thereof, he or she loses quality of life, the ability to function, and physical or mental health. The loss of ability takes the form of diminished social ability, psychosexual potency, joy, energy, and fantasy while playing, as well as diminished ability to concentrate, focus, and learn. Many modifications result in a child with severely damaged self-confidence, self-worth, and poor performance. A child more or less deprived of self-worth cannot enjoy, give, or receive. A child deprived of emotions turns cold, rational, asocial, socially stiff, uncomfortable, and in the extreme case ... intentionally “evil”. When a child denies his or her own sex, it becomes invisible, uninteresting, and vague or becomes like the opposite sex in behavior and appearance. The general holistic solution to the vast diversity of symptoms in children with low quality of life is to improve the situation for the child and give the child the holding and support he or she needs. It is very important to realize that a negative belief often has survival value to the child as it helps the child to avoid taking responsibility for problems, which really belong to the parents or other adults. Children have a fine capability for spontaneous healing, and seem to enter this process more easily than adults, given sufficient holding. The symptoms of children with poor thriving ability are often difficult to understand, as they are caused by a complex combination of self-modification in five existential dimensions. This often leads to complex medical diagnosis, giving the idea that the child is sick and without therapeutic reach, while sufficient holding could solve the problem. If holding and support of the child is not enough, the situation must be carefully analyzed to find other possible causes of poor quality of life, health, and functional ability. Education of the parent in holding is often mandatory. Most children with bad thriving ability can thus be helped by simple means.

APA, Harvard, Vancouver, ISO, and other styles

2

Taylor, Carolyn. "Underpinning knowledge for child care practice: reconsidering child development theory." Child Family Social Work 9, no. 3 (August 2004): 225–35. http://dx.doi.org/10.1111/j.1365-2206.2004.00330.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Woodrow, Ann. "Child development: A social learning theory perspective." Child Care in Practice 7, no. 2 (June 2001): 130–40. http://dx.doi.org/10.1080/13575270108415316.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Clibbens, John. "From theory to practice in child language development." Down Syndrome Research and Practice 1, no. 3 (1993): 101–6. http://dx.doi.org/10.3104/reviews.20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Beenstock, Michael. "Crying games in the theory of child development." European Journal of Developmental Psychology 7, no. 6 (November 2010): 717–45. http://dx.doi.org/10.1080/17405620903220200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sheehan, Eimear. "Assessing child development - social learning theory in practice." Child Care in Practice 3, no. 2 (December 1996): 49–57. http://dx.doi.org/10.1080/13575279608410471.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Keys, Elizabeth M., and Karen M. Benzies. "A Proposed Nursing Theory: Infant Sleep and Development." Nursing Science Quarterly 31, no. 3 (June 19, 2018): 279–86. http://dx.doi.org/10.1177/0894318418774947.

Full text

Abstract:

Although well positioned to work with families of young children, nurses do not yet have a theory that guides practice and research by relating infant sleep to child and family development. The authors of this paper describe a proposed theory that combines Bronfenbrenner’s bioecological theory of human development with the Barnard model of parent-child interaction to inform nursing practice and research related to infant sleep and optimizing child and family development. The theory focuses on sustainability of change in family processes and infant sleep, with a goal of optimizing family wellness as the proximal environment for child development.

APA, Harvard, Vancouver, ISO, and other styles

8

Peter Mortola, Ph.D. "Sharing Disequilibrium: A Link Between Gestalt Therapy Theory and Child Development Theory." Gestalt Review 5, no. 1 (2001): 45. http://dx.doi.org/10.5325/gestaltreview.5.1.0045.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

扶, 跃辉. "Teacher-Child Relationship Model Based on Development System Theory." Advances in Education 10, no. 06 (2020): 917–23. http://dx.doi.org/10.12677/ae.2020.106151.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Schlinger, Henry D. "Theory in behavior analysis: An application to child development." American Psychologist 47, no. 11 (1992): 1396–410. http://dx.doi.org/10.1037/0003-066x.47.11.1396.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Ontai, Lenna L., and Ross A. Thompson. "Attachment, Parent-Child Discourse and Theory-of-Mind Development." Social Development 17, no. 1 (January 10, 2008): 47–60. http://dx.doi.org/10.1111/j.1467-9507.2007.00414.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Knight, George P., and Argero A. Zerr. "Informed Theory and Measurement Equivalence in Child Development Research." Child Development Perspectives 4, no. 1 (April 2010): 25–30. http://dx.doi.org/10.1111/j.1750-8606.2009.00112.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Harper, Dennis C. "Psychosexual Theory of Development and Contemporary American Child Psychiatry." Contemporary Psychology: A Journal of Reviews 38, no. 5 (May 1993): 477–78. http://dx.doi.org/10.1037/033302.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Ota, Mitsuhiko. "Phonological theory and the development of prosodic structure." Annual Review of Language Acquisition 1 (October 19, 2001): 65–118. http://dx.doi.org/10.1075/arla.1.03ota.

Full text

Abstract:

This article presents a model of prosodic structure development that takes account of the fundamental continuity between child and adult systems, the surface level divergence of child forms from their adult target forms, and the overall developmental paths of prosodic structure. The main empirical base for the study comes from longitudinal data collected from three Japanese-speaking children (1; 0–2; 6). Evidence for word-internal prosodic constituents including the mora and the foot is found in compensatory lengthening phenomena, syllable size restrictions and word size restrictions in early word production. By implementing the representational principles that organize these prosodic categories as rankable and violable constraints, Optimality Theory can provide a systematic account of the differences in the prosodic structure of child and adult Japanese while assuming representational continuity between the two. A constraint-based model of prosodic structure acquisition is also shown to demarcate the learning paths in a way that is consistent with the data.

APA, Harvard, Vancouver, ISO, and other styles

15

Johnson, Ann. "Constructing the Child in Psychology: the Child-as-Primitive in Hall and Piaget." Journal of Phenomenological Psychology 26, no. 2 (1995): 35–57. http://dx.doi.org/10.1163/156916295x00088.

Full text

Abstract:

AbstractThis analysis focuses on a particular sedimented construction of the child found in child development theory. In traditional developmental theory the child is conceptualized as being qualitatively different from the adult; the child is conceived as "other" and as an incomplete version of the adult. The historical roots of this construction of meaning are explored through examination of two influential contributors in the child development field, G. S. Hall and Jean Piaget. The source of Hall's conception of the "child-as-primitive" in evolutionary theory is demonstrated, and the consequences of his romanticized view of the "primitive" child are examined. Piaget's stage approach to cognitive development is similarly analyzed, with an emphasis on the way in which his method of inquiry reflects the fundamental assumption of the child's incompleteness, and the on the use of the "child-as-primitive" image in his theory. Anthropological and philosophical contributions in this area are reviewed, and ethical consequences of the "primitive" notion are explored. Implications for phenomenological approaches to child development research and theory are offered, with emphasis on Merleau-Ponty's contributions in this area.

APA, Harvard, Vancouver, ISO, and other styles

16

Gilgun, Jane F. "Response to de Young: Theory Development and Child Sexual Abuse." Journal of Sex Education and Therapy 13, no. 2 (September 1987): 22–25. http://dx.doi.org/10.1080/01614576.1987.11074904.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Perry, Nancy, and Maureen Gerard. "The problematic relationship between child development theory and teacher preparation." Journal of Early Childhood Teacher Education 23, no. 4 (January 2002): 343–48. http://dx.doi.org/10.1080/1090102020230408.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kelly, Katherine P., Kathleen A. Knafl, Susan Keller, and Pamela S. Hinds. "Thematic expansion: A new strategy for theory development." Western Journal of Nursing Research 43, no. 10 (February 3, 2021): 962–71. http://dx.doi.org/10.1177/0193945920984795.

Full text

Abstract:

We developed and applied metasynthesis methods to expand previously reported thematic descriptions of parents’ internal definition of “being a good parent to my seriously ill child” as part of a larger study to examine parenting of children with serious illness. Our systematic approach included: literature search, purposeful selection of grounded theories regarding parenting a seriously ill child, study summaries, mapping evidence of good parent themes onto structural elements of grounded theory, cross-study comparisons, and theoretical memoing to summarize analytic insights. Twenty-five grounded theory studies from 32 reviewed reports reflected multiple conditions (n=5), countries (n=10) and family members (n=386 families). We report a worked example of the processes used to extend the original good parent themes and detail our processes through one good parent theme. The methods we describe are a promising approach to extend thematic analysis findings and advance thematic expansions toward development of more formal theoretical syntheses.

APA, Harvard, Vancouver, ISO, and other styles

19

Peleg, Noam. "Developing the Right to Development." International Journal of Children’s Rights 25, no. 2 (August 8, 2017): 380–95. http://dx.doi.org/10.1163/15718182-02502015.

Full text

Abstract:

The un Convention on the Rights of the Child provides an unprecedented and comprehensive protection for the right to development of children, and more broadly, for child development. Thus far, little attention has been given in theory or in practice to the ways in which this protection should be realised. This paper suggests that the main reason for not fulfilling this promise to children is the challenges in defining “child development” as a legal concept, especially the utilisation of child development science in law. The paper suggests a number of ways to overcome these challenges.

APA, Harvard, Vancouver, ISO, and other styles

20

Gummerum, Michaela, Yaniv Hanoch, and Monika Keller. "When Child Development Meets Economic Game Theory: An Interdisciplinary Approach to Investigating Social Development." Human Development 51, no. 4 (2008): 235–61. http://dx.doi.org/10.1159/000151494.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

AZAR, SANDRA T. "Models of Child Abuse." Criminal Justice and Behavior 18, no. 1 (March 1991): 30–46. http://dx.doi.org/10.1177/0093854891018001004.

Full text

Abstract:

This review assesses progress in the development of causal models of physical child abuse by examining the foundations of current theorizing. The sociopolitical forces and methodological problems that have acted to inhibit model building are highlighted. Existing models are then analyzed using five dimensions important to theory construction: definitions, basic assumptions, levels of analysis, complexity, and forms of antecedent-consequence relationships posited. Progress and conceptual problems in current theorizing are discussed and guidelines for future theory development are outlines.

APA, Harvard, Vancouver, ISO, and other styles

22

SU, Yan-Jie, and Yan-Chun LIU. "Parent-child Communications and Children’s Theory of Mind Development: Cultural Perspectives." Advances in Psychological Science 20, no. 3 (May 24, 2013): 317–27. http://dx.doi.org/10.3724/sp.j.1042.2012.00317.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Angi, Paulette. "Erikson's Theory of Personality Development as applied to the black child." Perspectives in Psychiatric Care 14, no. 4 (April 27, 2009): 184–85. http://dx.doi.org/10.1111/j.1744-6163.1979.tb01547.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Suveg, Cynthia, Michael A. Southam-Gerow, Kimberly L. Goodman, and Philip C. Kendall. "The Role of Emotion Theory and Research in Child Therapy Development." Clinical Psychology: Science and Practice 14, no. 4 (December 2007): 358–71. http://dx.doi.org/10.1111/j.1468-2850.2007.00096.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Veer, René van der. "Henri Wallon's Theory of Early Child Development: The Role of Emotions." Developmental Review 16, no. 4 (December 1996): 364–90. http://dx.doi.org/10.1006/drev.1996.0016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

McAlister, Anna, and Candida Peterson. "A longitudinal study of child siblings and theory of mind development." Cognitive Development 22, no. 2 (June 2007): 258–70. http://dx.doi.org/10.1016/j.cogdev.2006.10.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Carpenter, Angela. "Sanctification as a Human Process: Reading Calvin Alongside Child Development Theory." Journal of the Society of Christian Ethics 35, no. 1 (2015): 103–19. http://dx.doi.org/10.1353/sce.2015.0012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Alvarez, Anne, and Asha Phillips. "The Importance of Play: A Child Psychotherapist's View." Child Psychology and Psychiatry Review 3, no. 3 (September 1998): 99–103. http://dx.doi.org/10.1017/s1360641798001579.

Full text

Abstract:

The authors examine the historical framework within which child psychotherapists have used play. They discuss developments in theory and technique influenced by advances in psychoanalytic thinking, child development studies, and clinical work with severely deprived and disturbed patients.

APA, Harvard, Vancouver, ISO, and other styles

29

Lemos, Rayla Amaral, and Maria de La Ó. Ramallo Veríssimo. "Development of premature children: caregivers' understanding according to the Bioecological Theory." Revista da Escola de Enfermagem da USP 49, no. 6 (December 2015): 898–906. http://dx.doi.org/10.1590/s0080-623420150000600004.

Full text

Abstract:

Abstract OBJECTIVE Understanding the conceptions of premature children caregivers on child development and associated factors. METHOD An exploratory-descriptive qualitative study of 12 families with children under three years of age. Interviews were submitted to thematic content analysis, systematized into the categories of Bioecological Theory of Human Development: Process, Person, Context and Time, and in the Functional Development category. RESULTS There are concerns about impairment in the current and future development of a Person/child defined as fragile as a result of premature birth (Time dimension), minimized by the scope of observable competencies such as motor skills. The Context, especially family and health services, and Proximal Processes, described as one-way caregiver interactions, are considered determinants of development. Functional Development is considered a natural consequence and result of education. The support network is crucial, supporting or limiting care. CONCLUSION Concerns about the development mobilize caregivers to stimulate the premature child/person and requests family and healthcare assistance.

APA, Harvard, Vancouver, ISO, and other styles

30

Guhn, Martin, and Hillel Goelman. "Bioecological Theory, Early Child Development and the Validation of the Population-Level Early Development Instrument." Social Indicators Research 103, no. 2 (April 27, 2011): 193–217. http://dx.doi.org/10.1007/s11205-011-9842-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Gray, Peter. "Rousseau’s errors: they persist today in educational theory." Problemy Wczesnej Edukacji 30, no. 3 (September 30, 2015): 23–28. http://dx.doi.org/10.5604/01.3001.0008.9212.

Full text

Abstract:

In this essay, the author contends that the approach to education described by Rousseau in Émile is not only impractical but is founded on four misconceptions concerning human nature and development. These are (1) the vulnerable-child child fallacy (that children must be protected from learning the wrong things); (2) the stage-of-development fallacy (that children can learn only certain kinds of things at certain ages); (3) the lone-child-in-nature fallacy (that children learn best from interacting physically with nature, not from interacting verbally with other people); and (4) the controllability fallacy (that is is possible to know a child so well as to be able to control, through subtle means, what the child learns). The author’s own research indicates that the ideal environment for children’s natural, self-directed learning is very different from, in many ways opposite to, that outlined by Rousseau.

APA, Harvard, Vancouver, ISO, and other styles

32

Wille, Beatrijs, Kimberley Mouvet, Myriam Vermeerbergen, and Mieke Van Herreweghe. "Flemish Sign Language development." Functions of Language 25, no. 2 (October 19, 2018): 289–322. http://dx.doi.org/10.1075/fol.15010.wil.

Full text

Abstract:

Abstract This case study provides a first exploratory study on the early Flemish Sign Language acquisition of a deaf infant from the perspective of Halliday’s Systemic Functional Theory. It highlights some remarkable aspects of sign language acquisition with respect to interpersonal interaction between the child and its mother. The free play interactions of the Deaf mother and her moderately deaf daughter were recorded when the child was 6, 9, 12, 18 and 24 months old. These interactions were annotated in ELAN and transcribed in view of the analysis adapting Systemic Functional Linguistics. The analysis indicates that the early sign language development of the child chronologically correlates with Halliday’s descriptions of the universal functions of language. The infant’s first lexical signs appeared at 12 months. The child produced one-sign utterances (12 months and older), one-sign utterances along with a pointing sign (18 months and older) and two-sign utterances (24 months). The mother integrated attentional strategies to redirect the child’s attention. She also adopted techniques that are appropriate for child-directed signing, i.e. questions, recasts and expansions.

APA, Harvard, Vancouver, ISO, and other styles

33

Junefelt, Karin. "The Zone of Proximal Development and Communicative Development." Nordic Journal of Linguistics 13, no. 2 (December 1990): 135–48. http://dx.doi.org/10.1017/s0332586500002201.

Full text

Abstract:

This article deals with extensions of Vygotsky's (1978) theory of learning in the zone of proximal development. First, affect is added as an additional prerequisite Wertsch's (1979) extended version of it. Then, learning in the zone of proximal development is applied to communicative development. Finally, four main levels in the development from interindividual to intraindividual functioning of communication in the child are distinguished and exemplified.

APA, Harvard, Vancouver, ISO, and other styles

34

Alkurtehe, Khaled Ali Mohammed, and Hisham Dzakiria. "An Overreview of the Sociocultural Theory and Vocabulary Development." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 41. http://dx.doi.org/10.21070/jees.v3i1.1227.

Full text

Abstract:

Vegotesky theory is a paramount for the vocabulary development with its multidimensional approach, which has the impact on the cognitive affective contextual aspects and social interaction.Socio-cultural theory(SCT) is the mental development of specific sphere human. It also concerns mediation and the different kinds of mediation tools adopted and valued by society.This paper highlighted that learning as a mediated process in social in origin and then becomes individual as a result of linguistically mediated interaction between the child and more experienced members of the society including parents, teachers, and peers. The relation of mediation of SCT and environment is to enhance vocabulary development in teaching EFL students. It also helps EFL students to use the target language in their daily life .With the help of this theory, the students can master vocabulary and improve their language.This theory focuses on the interaction with the students and shows the social environment. It links the learners with the trainer, if a child/student gets a guidance in an appropriate way he/she can learn more and can enhance his/her capacity of learning.This study tried to look at the influence of SCT on learning and teaching vocabulary. Consequently, This study recommends the use of the SCT while teaching EFL Libyan learners to enhance English language vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

35

Dewle, Monal Manik. "How Phase theory can be used to improve reading comprehension in children." International Journal of Language Teaching and Education 2, no. 2 (July 31, 2018): 97–102. http://dx.doi.org/10.22437/ijolte.v2i2.5051.

Full text

Abstract:

The present paper gives summary about some development theories which focuses on how development of reading takes place in a child. It then focuses on one particular theory, i.e. the Phase theory by Ehri (1999) where this theory mentions with the help of four stages how a child goes from the stage of no knowledge of letters to full knowledge of letters in children. Though this theory has been criticized by some but it is still considered as the theory which explains the basic stages of development in a child while reading while refuting the earlier theories on development of reading. Further, this paper discusses how this theory can be used as a form of instruction for children to develop reading comprehension.

APA, Harvard, Vancouver, ISO, and other styles

36

Radke-Yarrow, Marian, and Carolyn Zahn-Waxler. "Research on children of affectively ill parents: Some considerations for theory and research on normal development." Development and Psychopathology 2, no. 4 (October 1990): 349–66. http://dx.doi.org/10.1017/s0954579400005770.

Full text

Abstract:

AbstractResearch in developmental psychopathology is used to examine and propose questions, concepts, and methods in the investigation of child development in the contexts of dysfunctional and well families. The adequacy of the data base for investigating the course of development, representing the socialization process, and identifying individualities and universals in development is discussed. A number of research issues that have been studied primarily in developmental psychopathology are recommended as relevant to normal child development. Multidomain and multisource longitudinal data are proposed as the means for better delineating development and for testing alternative models of developmental processes. Examples of data and experience are drawn from longitudinal studies of affectively ill parents and their children. Differences in the perspectives and approaches of normal child development research and developmental child psychopathology are discussed. The usefulness of thinking of two disciplines, normal child development and child development psychopathology, is questioned.

APA, Harvard, Vancouver, ISO, and other styles

37

Falbo, Toni, and Denise F. Polit. "Quantitative review of the only child literature: Research evidence and theory development." Psychological Bulletin 100, no. 2 (1986): 176–89. http://dx.doi.org/10.1037/0033-2909.100.2.176.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Horowitz, Frances Degen. "Child Development and the PITS: Simple Questions, Complex Answers, and Developmental Theory." Child Development 71, no. 1 (January 2000): 1–10. http://dx.doi.org/10.1111/1467-8624.00112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Quittner, Alexandra L. "Review of Parent-child interaction and development disabilities: Theory, research, and intervention." Rehabilitation Psychology 35, no. 3 (1990): 188–91. http://dx.doi.org/10.1037/h0085231.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Marchese, Frank J. "The place of eugenics in Arnold Gesell's maturation theory of child development." Canadian Psychology/Psychologie canadienne 36, no. 2 (May 1995): 89–114. http://dx.doi.org/10.1037/0708-5591.36.2.89.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Simcock, G., S. Kildea, G. Elgbeili, D. P. Laplante, V. Cobham, and S. King. "Prenatal maternal stress shapes children’s theory of mind: the QF2011 Queensland Flood Study." Journal of Developmental Origins of Health and Disease 8, no. 4 (March 24, 2017): 483–92. http://dx.doi.org/10.1017/s2040174417000186.

Full text

Abstract:

Research shows that stress in pregnancy has powerful and enduring effects on many facets of child development, including increases in behavior problems and neurodevelopmental disorders. Theory of mind is an important aspect of child development that is predictive of successful social functioning and is impaired in children with autism. A number of factors related to individual differences in theory of mind have been identified, but whether theory of mind development is shaped by prenatal events has not yet been examined. In this study we utilized a sudden onset flood that occurred in Queensland, Australia in 2011 to examine whether disaster-related prenatal maternal stress predicts child theory of mind and whether sex of the child or timing of the stressor in pregnancy moderates these effects. Higher levels of flood-related maternal subjective stress, but not objective hardship, predicted worse theory of mind at 30 months (n=130). Further, maternal cognitive appraisal of the flood moderated the effects of stress in pregnancy on girls’ theory of mind performance but not boys’. These results illuminate how stress in pregnancy can shape child development and the findings are discussed in relation to biological mechanisms in pregnancy and stress theory.

APA, Harvard, Vancouver, ISO, and other styles

42

Souza, Juliana Martins de, and Maria de La Ó. Ramallo Veríssimo. "Child development: analysis of a new concept." Revista Latino-Americana de Enfermagem 23, no. 6 (December 2015): 1097–104. http://dx.doi.org/10.1590/0104-1169.0462.2654.

Full text

Abstract:

Objectives: to perform concept analysis of the term child development (CD) and submit it to review by experts. Method: analysis of concept according to the hybrid model, in three phases: theoretical phase, with literature review; field phase of qualitative research with professionals who care for children; and analytical phase, of articulation of data from previous steps, based on the bioecological theory of development. The new definition was analyzed by experts in a focus group. Project approved by the Research Ethics Committee. Results: we reviewed 256 articles, from 12 databases and books, and interviewed 10 professionals, identifying that: The CD concept has as antecedents aspects of pregnancy, factors of the child, factors of context, highlighting the relationships and child care, and social aspects; its consequences can be positive or negative, impacting on society; its attributes are behaviors and abilities of the child; its definitions are based on maturation, contextual perspectives or both. The new definition elaborated in concept analysis was validated by nine experts in focus group. It expresses the magnitude of the phenomenon and factors not presented in other definitions. Conclusion: the research produced a new definition of CD that can improve nursing classifications for the comprehensive care of the child.

APA, Harvard, Vancouver, ISO, and other styles

43

Ilari, Beatriz, Cara Fesjian, and Assal Habibi. "Entrainment, theory of mind, and prosociality in child musicians." Music & Science 1 (January 1, 2018): 205920431775315. http://dx.doi.org/10.1177/2059204317753153.

Full text

Abstract:

In this study, we tracked the development of rhythmic entrainment, prosociality, and theory of mind skills in children attending music and sports programs and in a control group over the course of three years. Forty-five children (mean age at onset = 81 months) drummed in two contextual conditions – alone and social – completed the Reading the Mind in the Eyes test and prosocial tasks (helping and sharing). All children improved in their ability to entrain to external rhythms over time, with the music group outperforming controls in the entrainment-social condition. Developmental effects were found for theory of mind, but no significant group differences. Although there were no significant group differences for prosociality, following three years of music education, entrainment scores in the alone condition were positively correlated with the number of stickers that children in the music group gave to friends. Results are discussed in light of the nature of collective music learning through ensemble participation and its role in the development of social-cognitive and prosocial skills in childhood.

APA, Harvard, Vancouver, ISO, and other styles

44

Chuprikova, N. I. "Unknown Vygotsky: Cultural-Historical Theory in the Context of Pavlov’s Theory of Higher Nervous Activity and H. Werner’s Differential Development Theory." Cultural-Historical Psychology 12, no. 3 (2016): 232–46. http://dx.doi.org/10.17759/chp.2016120313.

Full text

Abstract:

The position about the internal connection between the cultural-historical theory of development of higher mental functions of L.S. Vygotsky and two prominent theories of the 20th century is substatianted. Firstly, this is the theory of conditioned reflex of I.P. Pavlov, including the idea of significant qualitative difference between human higher nervous activity and human behaviour and those of animals, due to the presence of the second signal system as a “grand speech signal” in humans. Second, this is the differential theory of development by H. Werner, which fits a number of key ideas of L.S. Vygotsky about the development of speech function and the role of the word in the psychological development of a child.

APA, Harvard, Vancouver, ISO, and other styles

45

Deák, Enikő. "Development of the Child Protection System in Romania." Erdélyi Társadalom 18, no. 1 (2020): 25–35. http://dx.doi.org/10.17177/77171.239.

Full text

Abstract:

The child protection system has been undergoing a continuous transformation since 1989. After the change of regime, orphanages were gradually abolished, and children’s homes and family-type houses were established instead. The study seeks to outline the change in attitude that has developed in the care of children growing up in families without children in Romania over the past 30 years. Three main periods of the decentralization process are distinguished, along which I also presented the last 30 years of the child protection system. The transformation of the Romanian child protection system has also had to deal with a number of obstacles, but its legal regulations are in line with the UN Convention on the Rights of the Child, as it focuses on new principles such as person-centeredness, child and family participation and community involvement. However, there is still a large gap between theory and implementation. A government decree stipulates that by the end of 2020, all child protection centers should be dismantled and priority should be given to placement with relatives, adoption or a foster care program. It also obliges the institutions of the child protection system to help young people who leave the system to find housing and jobs. Getting out of the system, leaving the child protection system, is also a big challenge for all participants. A young adult who is successfully integrated into society can be one of the most authentic confirmations of a well-functioning system, which can even serve as a guide for further interventions and transformations. Keywords: child protection system, change, challenge

APA, Harvard, Vancouver, ISO, and other styles

46

Ragpot, Lara. "Knowledge of child development in the interface of theory and practice in foundation phase teacher education." South African Journal of Childhood Education 7, no. 1 (December 12, 2017): 6. http://dx.doi.org/10.4102/sajce.v7i1.501.

Full text

Abstract:

How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

APA, Harvard, Vancouver, ISO, and other styles

47

Addei, Cecilia. "Reversing perverted development: magical realism in Moses, Citizen & Me." Tydskrif vir Letterkunde 56, no. 2 (October 18, 2019): 67–75. http://dx.doi.org/10.17159/2309-9070/tvl.v.56i2.5398.

Full text

Abstract:

This paper focuses on reimagining the developmental process of the child soldier who has developed abnormally into adulthood and bringing him back into normal childhood. In particular, it considers how the attention of Delia Jarrett-Macauley’s novel, Moses, Citizen & Me (2005) is directed at restoring the childhood of the child soldier. The novel achieves this aim through employing creative narrative techniques to take the monstrous adult that the child has become, through a reverse-development, back to childhood from which the child may be re-educated and re-formed. The novel thus represents how the child soldier whose experience has turned him into some kind of ‘monster’ may be restored to humanity. The paper argues that magical realism in Moses, Citizen & Me encompasses a therapeutic tendency that represents a form of healing for child soldiers.

APA, Harvard, Vancouver, ISO, and other styles

48

Emanuel, Louise. "Young child observation: a development in the theory and method of infant observation." Infant Observation 17, no. 1 (January 2, 2014): 81–86. http://dx.doi.org/10.1080/13698036.2014.895487.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Greenberg, Mark T. "Commentary on "The Role of Emotion Theory and Research in Child Therapy Development"." Clinical Psychology: Science and Practice 14, no. 4 (December 2007): 372–76. http://dx.doi.org/10.1111/j.1468-2850.2007.00097.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Sternhell, Nikky. "Young child observation. A development in the theory and method of infant observation." Psychodynamic Practice 22, no. 1 (August 5, 2015): 89–93. http://dx.doi.org/10.1080/14753634.2015.1070279.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!