Advances in Child Development and Behavior.

Format:

Book

Author/Creator:

Lockman, Jeffrey J.

Contributor:

JEFFREY J LOCKMAN

Series:

Advances in Child Development and Behavior Series

Advances in Child Development and Behavior Series ; v.Volume 69

Language:

English

Physical Description:

1 online resource (294 pages)

Edition:

1st ed.

Place of Publication:

Chantilly : Elsevier Science & Technology, 2025.

Summary:

Advances in Child Development and Behavior, Volume 69, the latest release in this classic resource on the field of developmental psychology, includes a variety of timely updates, with this new volume presenting interesting chapters written by an international board of authors.

Contents:

Front Cover

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1. ACDB214_LR

Childhood essentialism

1Childhood essentialism

2What is essentialism and why is it important?

2.1Tests of childhood essentialism

2.2One construal or many?

3The role of experience (including culture, context, and identity)

3.1Culture and context

3.2Identity

3.3Future directions

4Language as a uniquely powerful mode of transmission

4.1Labels

4.2Generics

5Developmental origins

5.1When essentialism emerges in development

5.2Scope of early essentialism

5.3Domain-general capacities, selectively applied

6Consequences for social issues and education

6.1Implications for social issues

6.2Implications for education

7Conclusions

Acknowledgments

References

2. ACDB216_LR

A secure base script perspective on attachment: progress, promise, and prospects

1Introduction

2Assessment

2.1Prompt-word methods

2.2Story-stems

2.3Autobiographical interview approaches

3Latent structure

4Antecedents

5Sequalae

5.1Psychological functioning

5.2Social competence

5.3Caregiving outcomes

6Stability and change

7Conclusion: Promise and prospect

3. ACDB217_LR

Emotion understanding in infants and young children: How input shapes emotional development

1Emotional expression

2Emotion regulation

3Emotion perception and labeling

4Mechanisms and cascades

4.1The role of input

4.2Cascades across domains

5Conclusions and future directions

4. ACDB220_LR

Autonomic and attentional pathways in the emergence of autism: bridging mechanisms and real-world contexts in infancy

1Developmental cascades and the emergence of ASD.

2The role of autonomic nervous system function as an early regulatory mechanism in ASD

2.1Autonomic dysfunction and autism in preterm infants

3The role of attention as an early regulatory mechanism in ASD

4The coupling of ANS and attention: autonomic regulation of attention

4.1Developmental course of autonomic regulation of attention

4.2Autonomic regulation of attention and ASD: a developmental framework

5ANS and attention: cascading consequences in ASD

6Multimodal methods in naturalistic contexts: an approach to understanding heterogeneity in ASD

6.1Naturalistic studies of attention and ANS

6.2Feasibility of head-mounted eye tracking in very young infants

6.3Gaze patterns in naturalistic contexts in young infants at elevated likelihood for ASD

6.4A synchronized system for studying physiological regulation of attention in naturalistic settings

7In-Home studies as a representative and inclusive approach to science

8Conclusions

5. ACDB222_LR

The sound-of-words model: A developmental perspective of phonolexical acquisition

1The "division of labor" hypothesis

2Evaluating the C-bias in lexical processing in adulthood

3Hypotheses regarding the origin of the C-bias

4Evaluating the C-bias in lexical processing in infancy and toddlerhood

5Romance languages

6Germanic languages

7Sinitic languages

8Semitic languages

9The sound-of-words model

10Concluding remarks

6. ACDB215_LR

Children's ability concepts: Their development, content, and consequences

1The development of children's ability concepts: Change or continuity?

1.1Problems for the canonical account of children's ability concepts

2Beyond having a differentiated ability concept: The organization and impact of children's beliefs about the nature of ability.

2.1Components in the network of beliefs about ability

2.2The dimensionality, coherence, and correlates of ability beliefs among adults

2.3Evidence for distinct, coherent, and motivationally active ability beliefs in early childhood

3Conclusions and avenues for future research

3.1Avenues for future research

3.2Conclusion

7. ACDB218_LR

The role of parenting in children's math learning: A dual-pathway model

1The role of parenting in children's math learning: a dual-pathway model

2Cognitive and motivational resource parenting pathways

2.1Cognitive parenting practices in the math context

2.2Motivational parenting practices in the math context

2.3Additive and interactive effects of cognitive and motivational parenting practices in the math context

3Antecedents of cognitive and motivational resource parenting pathways

3.1Children's attributes

3.2Parents' attributes

3.3Learning context attributes

4Implications for educational recommendations and interventions

5Conclusion

8. ACDB219_LR

Assessing children's spatial thinking: Insights, challenges, and implications

1The need for developmental spatial thinking research

1.1The importance of assessment and construct validity

2What spatial assessments are there for young children?

2.1Mental rotation

2.2Perspective taking

2.3Block design test

2.4Other small-scale spatial tests

2.5Large scale spatial assessments

3Challenges of children's spatial assessments

3.1Challenges of designing assessments understandable for children

3.2Test availability

3.3Lack of psychometric rigor

4Interim summary

5Implications of children's spatial assessments on spatial-stem research

5.1The role of assessment in spatial-stem research

5.2Educational implications and outcomes.

6Recommendations for future research

6.1Research focused on children's tests

6.2Make assessments accessible

6.3Diversify which spatial skills are assessed

6.4Incorporate existing research from other cognitive assessments

Acknowledgements

9. ACDB221_LR

Preparing for equitable family and community engagement through home visiting: linking culturally responsive/sustaining pedagogy and developmental frameworks

1Theoretical frameworks

2Literature review

2.1Conceptual intersection between home visiting and CR-SP

3Methods and data sources

4Results and implications

4.1Beliefs

4.2Dispositions

4.3Practices

4.4Integration

5Significance

5.1Beliefs: foundational shits toward culturally responsive practice

5.2Dispositions: building trust in the absence of critical engagement

5.3Practice: building relationships but needing scaffolds

5.4Integration: toward deep alignment of home and school contexts

5.5Revisiting theory, policy, and practice: the promise and limits of home visiting

5.6Toward a more robust evidence base: limitations and areas for future research

6Conclusion

Back Cover

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Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

0-443-31783-6

0-443-31782-8

OCLC:

1537953977