Theories Of Child Development Research Articles

Concept of Child Development Theory Based on Perceptional and Motor Domains

Children's motor development is very important because children are confident in their environment, including when playing with their friends, children who grow and develop without motor skills will become inferior in carrying out tasks related to their skills. The aim of this research is to provide illustrated abilities in completing certain motor tasks, to provide the ability to be able to train children's body movements during motor development and to hone children's fine and gross motor skills. The method used by the author is a literature review analysis. In the process of motor perception, environmental stimuli that are relevant to movement are recognized, appropriate movement information is sent in the form of output to the muscles to produce various types of movement. Up to the fine and gross motoric stages, perceptual motor skills are also very important in improving children's motor skills and academic abilities.

Troubling and diffracting Winnicott’s pioneering approach to playing through Deleuze’s ontology for early childhood education

ABSTRACT This paper diffracts Deleuze and quantum physics through Winnicott’s work to argue for an enrichment to playing. The roots of the play-cognitive hierarchy in Freudian psychoanalysis makes visible that progression and the stages that a child must pass en route to rationality continue to feed educational assumptions that a child must leave playing behind in order to learn. Addressing critiques of Freud’s psychosexual theory of child development, I introduce Winnicott’s work on playing as creative activity and transitional phenomena which cast playing in a positive light. I then turn to Deleuze’s critique of Freud’s foundational concepts of child development influenced by Newtonian physics to argue that a Deleuzian concept of energy aligns with quantum physics, which unsettles the binary play-cognition hierarchy. I introduce a vignette to illustrate a rich array of concepts involved in playing that are read through Winnicott. In the final step, I argue that Winnicott’s transitional object provides a juncture with Deleuze’s concept of the partial/virtual object paving the way to graft an alternative and more processual ontology onto Winnicott’s work on playing that acts beside cognitive connections in ways that bring learning alive and liberate teachers to enter less constrained relationships with children.

Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play

ABSTRACT Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally. Aligned with longstanding policy and curriculum in Australia, the profession has seen a prominence of resources informed by biological, behaviourism/socio-behaviourist, social learning, psycho-genetic, cultural-historical, critical and poststructuralist theories. Despite the plethora of theories being supported within early childhood education and care, little research has been directed to determining if and how educators use theory to inform their play practices. This paper takes up the challenge by surveying 200 Australian early childhood educators about the theories that were most relevant to their practices and the models of play that informed their day-to-day work in centres. Higher qualified educators were informed most by cultural-historical theory whilst technically qualified educators were more guided by social learning theory. Playwork was the model of play found to be most familiar to all educators. However, the results also show a limited alignment between theories of learning and development and models of play, suggesting an interesting contradiction in understandings of educators that is worthy of further research.

INVESTIGATION AND RESEARCH ON PARENTS' PARTICIPATION IN CHILDREN'S PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN

With the development of special education, the education of exceptional children has also received more and more attention. Generally, the education and training of parents of special children brand behavioral intervention are keys to helping special children. The ecological theory of child development believes that parents are the critical factors influencing the development of exceptional children; children' learning occurs in the natural environment and runs through daily life activities. The family is the earliest environment for children, and parents are children's first teachers. Education must start from the family; the first person to build a bridge for children can only be parents.In China, the participation of parents of children with intellectual disabilities in their children's physical education has not received enough attention, and the physical education of most children with intellectual disabilities has not been fully implemented to address this phenomenon. This article uses literature methods, field surveys, expert interviews, data statistics, questionnaires, and other methods to research and investigate the attitudes, current situation, and approaches of parents of children with intellectual disabilities in Maoming City about how to participate in their children's physical education. It was found that there are constraints such as insufficient understanding of participation in children's physical education, low overall level of participation in children's physical education, participation in children's physical education as a formality, insufficient depth of participation, and traditional participation in children's physical education. This was discussed and proposed. Practical suggestions for modifications. This study is of great value in providing reference literature for developing family education for the mentally handicapped in the future. There needs to be a higher overall level of participation in children's physical education as a formality, insufficient depth of participation, and traditional participation in physical education. This was discussed and proposed. Practical suggestions for modifications. This study is of great value in providing reference literature for developing family education for the mentally handicapped in the future

Beyond developmental psychopathology: Positive child development.

The field of developmental psychopathology has made significant contributions to our understanding of both typical and atypical development. However, while there are established theories for developmental psychopathology with detailed criteria for pathological outcomes, there is less agreement regarding development under optimal conditions and the definition of positive outcomes. In this conceptual paper, I make the case that a better understanding of positive child development is crucial because it will not only advance our general knowledge on human development but also complement current work on developmental psychopathology. After defining positive development as the development of positive functioning in children, such as skills, strengths, competencies, and wellbeing, rather than the absence of problems, current concepts with relevance for positive development are reviewed, before highlighting gaps in our knowledge on positive development and suggestions for future research. Although several of the reviewed frameworks provide important contributions to the conceptualization of positive development, most of them focus on positive functioning in adults with limited consideration of development in the early years. More research is needed that specifically targets the development of positive outcomes from early childhood onward in order to develop a more comprehensive and holistic theory of positive child development.

What attachment scholars can learn from research on Black family resilience

AbstractWithin a sociohistorical context of racism‐related physical and emotional threats, Black families in the United States have developed sources of resilience to promote children's safety and positive development. Yet research on Black family resilience has rarely been integrated into one of the most influential theories of child development: attachment theory. In this article, we propose specific ways that attachment scholars can learn from research on Black family resilience to enrich models of parent–child relationships, focusing on three sources of resilience: culturally specific parental protections (e.g., “The Talk,” preparation for bias), extended caregiving networks (e.g., natural mentors, fictive kin, spiritual community), and racial‐ethnic identity development (e.g., racial pride messages to protect against social denigration). We argue that including insights from research on the resilience of Black children and families in the face of racism‐related threats across generations can substantially advance current understanding of caregiving, attachment, and positive child development in context.

Implementasi Metode Langsung dalam Program “Arabic Camp” di Madrasah Ibtidaiyah

This research aims to determine the application of the direct method in the Arabic Camp program at MI PAS Baitul Qur'an Gontor. This research uses descriptive qualitative research, and case study data to implement direct methods in the "Arabic Camp" program. Research data collection techniques use observation, interviews, and documentation of data sources in research. The data taken comes from teacher interviews, exam documentation scores, and other related documentation using the Miles and Huberman model data analysis techniques. The research results show that applying direct methods in the Arabic Camp program can improve students' language skills. Because, during this program the participants are accustomed to listening and using Arabic both during learning and in other activities. Apart from that, some problems arise from factors such as students, teaching staff, or time/atmosphere in the Arabic camp program. From this it can be concluded that the direct method applied at Madrasah Ibtidaiyah is under child development theory which is aligned with children's language learning abilities, which is said to be the same as a mother teaching her child their first language.

Formalizing theories of child development: Introduction to the special section

Formalizing theories of child development: Introduction to the special section

Formalizing theories of child development: Introduction to the special section.

Here we introduce a Special Section of Child Development entitled "Formalizing Theories of Child Development." This Special Section features five papers that use mathematical models to advance our understanding of central questions in the study of child development. This landmark collection is timely: it signifies growing awareness that rigorous empirical bricks are not enough; we need solid theory to build the house. By stating theory in mathematical terms, formal models make concepts, assumptions, and reasoning more explicit than verbal theory does. This increases falsifiability, promotes cumulative science, and enables integration with mathematical theory in allied disciplines. The Special Section contributions cover a range of topics: the developmental origins of counting, interactions between mathematics and language development, visual exploration and word learning in infancy, referent identification by toddlers, and the emergence of typical and atypical development. All are written in an accessible manner and for a broad audience.

Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short

ABSTRACTProfessional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.

Child-focused evaluation: Involving children as their own respondents

Background: Undertaking child-focused evaluations using a participatory approach has received recognition in recent years. Such an approach is critical not only to build capacity amongst children and youth but also to increase the rigour, validity and usefulness of evaluation findings.Objectives: The current paper builds on the methods used in a longitudinal evaluation of a parenting programme on reintegration outcomes of children, ages 1–13 years, living in residential care facilities in Uganda. The procedures used to select and modify measures to enable 8–13-year-old children to self-report on their own outcomes are described.Method: Using a grounded theory of child development, the authors describe the data collection protocols and child-friendly measures used as well as the piloting work that was done by engaging children in the feedback process.Results: The study underscored the importance of adapting hybrid methods to the local context of a child-focused evaluation, especially in collecting data from young children on sensitive topics across a variety of situations.Conclusion: The process described in this article can be replicated for designing and conducting evaluations that are child centric and have children as informants of their own well-being.Contribution: The article contributes to a growing body of knowledge on child-focused evaluations by building on a study conducted in Uganda that focused on developing child-centric measures and data collection procedures. This study shows how to involve children as respondents and assists evaluators to design studies that are ethical, safe, and sensitive to the needs of the children.

THE USE OF INTERACTIVE STORYBOOK WITH DEMONSTRATION AS A SUPPLEMENTAL TOOL IN TEACHING THEORIES OF CHILD DEVELOPMENT: AN ACTION RESEARCH

This study aims to measure the effectiveness of an interactive storybook with demonstrations as a supplemental tool in teaching theories of child development. The researchers implemented their own storybook and a sixty (60) item questionnaire, with ten (10) questions for each theory of Freud's 3 Components of Personality and Psychosexual Stages, Erikson’s psycho-social stages of development; Piaget’s stages of cognitive development; Kohlberg’s stages of moral development; Vygotsky’s language and zone of proximal development; and Bronfrenbrenner's ecological system theory. The participants of this study are the students from the Bachelor of Secondary Education of UM Digos College for the School Year 2022-2023 who have already taken EDUC 101: Child and Adolescent Development subject. The result of the study revealed that there is a significant difference in the pre-test (x̄=19.84, SD=11.44) and post-test (x̄=52.36, SD=2.72) scores of students; t(21) = -13.389, p = 0.000. In addition, the innovation increased students’ overall performance by 62.15%, indicating that the created innovation is effective. Overall, the result revealed that using a storybook with demonstration allows students to increase their performance in child development theories. Based on the findings, the researchers concluded that using the aforementioned supplemental tools would aid the teachers in delivering the concepts of child development theories.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0057/a.php" alt="Hit counter" /></p>

Homesickness: Its Particular Relevance to Children of Separation and Divorce

ABSTRACT This article addresses the similar effects on the very young child of abrupt weaning after breastfeeding, and overnight parenting access with the father when the mother is the primary caretaker and the child is primarily attached to the mother’s home as their home. The role of the young child’s unconscious fantasies is considered, particularly in perceiving the mother in these situations as rejecting, hostile and persecutory towards the young child, as well as the short-term and long-term effects of these early experiences on child, adolescent and adult development. The conflict existing between the application of sound psychoanalytic child development theory and research and the legal Best Interests of the Child standard is raised for discussion. Finally, how these adverse experiences impact on the creation and use of nostalgia are addressed.

Perceraian dan Perkembangan Psikologis Anak: Analisis Tematis Temuan Tinjauan Literatur

Purpose – The purpose of this study was to investigate the impact of divorce on children's psychological development, including changes in their behavior, emotional stability, response to stress, and adaptability, and to understand the factors that influence such impacts as social support and parent-child relationships.
 Methods – This research employing literature review methodology, this study delves into data extracted from pertinent journals, articles, and research studies. The collected data underwent thematic analysis to discern prevalent patterns and themes concerning the ramifications of divorce on children's psychological growth. Key areas of inquiry encompass behavioral shifts, stress levels, and resilience of children in navigating through the aftermath of divorce. Furthermore, this research endeavors to identify factors that may exacerbate or ameliorate these impacts, such as social support and psychological guidance.
 Findings – The findings of this study underscore that divorce can precipitate psychological effects manifested in alterations in children's behavior, emotional equilibrium, and sense of responsibility. Additionally, children may experience feelings of anxiety, distress, sadness, shame, and bewilderment following divorce. It is anticipated that the insights gained from this study will advance our understanding of the intricate ways in which divorce shapes children's psychological development.
 Research implications –The findings of this research contribute to theoretical frameworks regarding the psychological impact of divorce on children, shedding light on the nuanced interplay between familial upheaval and children's emotional well-being. This deepened understanding enhances existing theories of child development and family dynamics, offering insights into the mechanisms through which divorce affects children's psychological adjustment and resilience.
 Originality/value – The findings of this study provide novel insights into the nuanced ways in which divorce shapes children's psychological development. By highlighting the diverse range of psychological effects experienced by children following divorce, this study advances our understanding of the complexities involved in this process, thereby enriching theoretical frameworks in the field of child development and family dynamics.

The impact of parental postnatal depression on the development of speech and language

Speech, language and communication problems in children can affect their social and emotional development, and poor parental mental health can have an impact on the whole family, including parents' ability to bond with their baby. This article will explore the role of the health visitor in identifying family needs to support the development of speech, language and communication in childhood, through analytical examination and appraisal of child development theories and literature, and how postnatal depression can affect children's speech and language development.

The Teen‐Age Program: The expansion of a US government experiment in international education from postwar Germany and Austria to the early Cold War world

AbstractThis article examines the Teen‐Age Program, an international academic exchange program for high‐school‐age students established by the US government in 1949. Relying on dominant American child development theories, the officials who designed this program believed that all secondary school students, anywhere in the world, underwent the same critical period of psychological development during their acutely malleable teen years. They also claimed that all high school‐age students required adequate parental supervision to ensure that they developed well‐adjusted “democratic” personalities during this intense transitional phase from childhood to adulthood. Fearing the influence of what were considered to be authoritarian childrearing practices on secondary students in postwar occupied Germany and Austria, planners designed this exchange program to give select German and Austrian teenagers a chance to experience the American way of democratic living for themselves, by letting American sponsor parents raise these foreign young people as members of their own families for a full academic year. Believing the program was a success by the mid‐1950s, planners decided to expand it to target other secondary school students from world regions of geopolitical interest in the fight against Soviet Communism.

Parenting Style to Reduce Academic Stress in Early Childhood during The New Normal

Abstract. At home, the role of parents is not only as a facilitator but also as a coach and companions in children's activities during the new normal era, especially in learning activities. The purpose of this study is to analyse parenting style to reduce academic stress in early childhood age 3 to 6 years during new normal era. This study uses a method derived from the literature review (SLR), the systematic mappingstudy (SMS). A systematic mapping study is a systematic literature review that using predetermined protocols and filters. The research conducted an online search on the indexed electronic database of Google Scholar. The Researcher used 14 main articles according to the research topic and matched the keywords. However, other sources that support the theory of child development and parenting style are still needed. The results showed that good parenting through active involvement, responsiveness, caring, sensitivity to children's emotions, communication, and empowerment would ensure positive developmental outcomes during the new normal era. The parenting style to reduce the level of academic stress in early childhood during the new normal by maintaining positive relationships and interactions, facilitating children's needs for remote learning, providing learning assistance, encouraging children to express emotions, creating constructive family rules, showing appreciation to children and parents actively participating in seminars and training on positive parenting. Findings have implications for parents whose children are actively learning and try to use positive parenting style to reduce academic stress during the new normal.Keywords: Parenting style; academic stress; early childhood; new normal; covid-19.

Saving the Children: Humanitarianism, Internationalism, and Empire by Emily Baughan

<i>Saving the Children: Humanitarianism, Internationalism, and Empire</i> by Emily Baughan

Детская игра как территория свободы

Background. Xe issue of children’s role-playing game belongs to the category of eternal in developmental psychology, since it strongly inYuences not only the theory of child development, but also the practice of preschool education, aZects the interests of the family, and, most importantly, to a large extent determines the direction and quality of the child’s development in preschool age. However, we have seen numerous shi[s in interest to this topic as societal priorities in child development have changed over the past century. In the 21st century, the discussion around the possibilities and conditions for the emergence of pretend play is of great interest on the part of both parents and the professional community. Play represents a speci\c resource for the development of a child in a world of uncertainty and an unpredictable future. Objectives. Xe study aims to analyze the current socio-cultural situation in Russian preschool education from th point of view of the role-playing game development in children, to identify the main reasons for the lack of play in kindergartens, and also to present possible parental and pedagogical educational strategies related to the place and possibilities of play in the development of preschool children. Sample. Xe study involved parents of children attending kindergartens from three regions of the Russian Federation. Xe sample was structured according to the factor of socio-economic situation in the region, as well as the factors “center-periphery”, “city-village”, “type of preschool institution”. Xe number of respondents varied from 1000 to 1200 each year. Method. A number of methods were used in the study. Xese included literature analysis on the research topic, expert evaluation, written survey (questionnaire, with the method of ranking the alternatives by respondents), statistical data analysis (with the method of variance analysis). Results. Based on the analysis of the obtained data, the following results were obtained. Xe rating of parental educational preferences shows that the conYict between learning activities and children’s play, which is discussed in the literature and is actually present in kindergartens, is not based on the real preferences of parents. Xe study revealed the phenomenon of imitation play, which is o[en presented as a real children’s game. An analysis of trends associated with the denial of the role of play in the development of modern children is presented. Conclusion. Ways to overcome the conYict between learning and play are discussed. Xe discrepancies between the real preferences of the family in the \eld of preschool education and their interpretation by preschool teachers are shown. Xe actual preferences of parents provide a picture that can be used to establish productive communication between preschool teachers and parents of children attending kindergarten. Practical application of the results. All the results obtained in the study can be applied in the practice of preschool education, at the level of preschool organizations. Xe areas of application of the results obtained include organization of a real, non-imitation, game of preschool children, building up productive communication with the parents of children attending a preschool organization.

‘We Were All Green and Brand New’: Mentoring in Theories of Child Development for Australian Early Career Preschool Teachers

‘We Were All Green and Brand New’: Mentoring in Theories of Child Development for Australian Early Career Preschool Teachers