Showing papers in "Child development research in 2012"

Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors

Abstract: This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.

How Reading Books Fosters Language Development around the World

Abstract: Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and age three also is important to later literacy. Book reading consistently has been found to have the power to create interactional contexts that nourish language development. Researchers, pediatricians, and librarians have taken notice of the potential for interventions designed to encourage parents to read with their children. This article reviews research on the connections between language and later reading, environmental factors associated with language learning, and interventions developed in varied countries for encouraging book use by parents of young children.

Attitudes to Mathematics in Primary School Children

Abstract: 44 Grade 3 children and 45 Grade 5 children from English primary schools were given the British abilities scales basic number skills subtest, and a Mathematics Attitude and Anxiety Questionnaire, using pictorial rating scales to record their Self-rating for maths, Liking for maths, Anxiety about maths, and Unhappiness about poor performance in mathematics. There were few year group differences in attitudes. Boys rated themselves higher than girls, but did not differ significantly in actual performance. Overall, Anxiety was not related to actual performance, but Self-rating was. This relationship between Self-rating and actual performance seemed to develop between Grade 3 and Grade 5. Implications of the findings are discussed.

Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

Abstract: This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents’ beliefs about math development and their role in fostering it were significantly related to children’s math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children’s engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children’s math competencies, these findings are an important step for developing home-based interventions to facilitate children’s math skills.

Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities

Abstract: We investigated whether 9-year-olds experience math and/or literacy worries and, if they do, whether it is related to problem-solving abilities. Fifty-eight children judged the correctness of math, literacy, and mental rotation problems that differed in difficulty and rated their worry level about the correctness of judgments. Nonverbal IQ, general math, and literacy abilities were also assessed. Results showed children's worry ratings varied as a function of task and problem difficulty. Latent class analyses of math and literacy worry ratings revealed high-, moderate- and low-worry subgroups in both domains. The high-worry math subgroup exhibited poorer math performance than the other math subgroups, demonstrating a link between math worry and math performance. No relationship was found between worry literacy subgroups and literacy performance. Moreover, no relationship was found between teachers’ rating of children's academic and general worry and children’s own worry ratings. The relevance of the findings for understanding math and literacy worry is discussed.

Child and Home Predictors of Children's Name Writing

Abstract: The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months) name writing skill when they enter preschool. Children () were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children’s knowledge of capital letters (11.8%) and their motor development (11.8%) were the most important for children’s name writing whereas the home learning environment (2.3%) and reported problem behaviors (1.5%) were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children’s name writing skills.

Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children

Abstract: Math anxiety is a relatively frequent phenomenon often related to low mathematics achievement and dyscalculia. In the present study, the German and the Brazilian versions of the Mathematics Anxiety Questionnaire (MAQ) were examined. The twodimensional structure originally reported for the German MAQ, that includes both affective and cognitive components of math anxiety was reproduced in the Brazilian version. Moreover, mathematics anxiety also was found to increase with age in both populations and was particularly associated with basic numeric competencies and more complex arithmetics. The present results suggest that mathematics anxiety as measured by the MAQ presents the same internal structure in culturally very different populations.

The Development of Expressive Drawing Abilities during Childhood and into Adolescence

Abstract: The way children portray emotions in their drawings of human and nonhuman topics is assumed to reflect their artistic, emotional, and cognitive development. This study was designed to investigate the development of expressive drawings during childhood and into adolescence, using a large age range (5–15 years) and sample size (), so as to provide a precise and comprehensive view of age-related changes in children’s ability to produce expressive drawings. More specifically, we focused on children’s developing ability to use the techniques of literal and metaphorical expression, either alone or in combination. We also examined the effects of sex, topics (house, tree, or person), and the depicted emotion (happiness or sadness) on the use of each expressive technique. The main findings were that there is a developmental shift between childhood (5–10 years) and adolescence (11–15 years) in the use of expressive techniques, from simple (literal) to more complex forms of expression (metaphorical).

Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

Abstract: Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity) and math anxiety (i.e., selfassessment in mathematics) to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.

Beliefs, Anxiety, and Avoiding Failure in Mathematics

Abstract: Mathematics anxiety has been the subject of several books and numerous research papers, suggesting that it is a significant issue for many people. Children and adults develop strategies to cope with this anxiety, one of which is avoidance. This paper presents data taken from over 2500 mathematics test papers in order to compare the levels of accuracy and the frequency of the use of the “no attempt” strategy, that is, avoidance, for arithmetic problems given to children aged from 10 years to adults aged up to 49 years from across the UK.

The Dopamine Receptor D4 Gene 7-Repeat Allele Interacts with Parenting Quality to Predict Effortful Control in Four-Year-Old Children.

Abstract: The dopamine receptor D4 gene (DRD4) 7-repeat allele has been found to interact with environmental factors such as parenting in children and peer attitudes in adults to influence aspects of behavior such as risk taking. We previously found that in toddlers, lower-quality parenting in combination with the 7-repeat allele of the DRD4 gene was associated with greater parent-reported Sensation Seeking (SS), but was unrelated to Effortful Control (EC). We now report findings from a followup assessment with the same sample of children showing that parenting quality interacts with the presence of the 7-repeat allele to predict EC in 3- to 4-year-old children. The change in these patterns of results may reflect the increased role of the executive attention network in older children and adults. However, due to the small sample size () and the novelty of the results, these findings should be treated with caution and considered preliminary until they are replicated in an independent sample.

Utilizing Social Stories to Increase Prosocial Behavior and Reduce Problem Behavior in Young Children with Autism

Abstract: The purpose of this paper was to evaluate the effects of a Social Story intervention on the behavior rates of 4 young children with autism using a multiple-baseline across participants design. The results of this paper indicate that the Social Story was modestly effective in increasing prosocial behavior rates in 3 of the 4 participants, though none of the participants reached the prosocial behavior rates of age and gender-matched peers. The problem behaviors of the participants modestly decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants. The variable and inconsistent results of the research add to the current literature base in support of the use of Social Stories for some children with autism.

Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years

Abstract: An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Abstract: Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this “challenging pattern.” Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

What They Want and What They Get: Self-Reported Motives, Perceived Competence, and Relatedness in Adolescent Leisure Activities

Abstract: This study explored the extent to which adolescents’ motives for leisure activity participation are related to their perceptions of competence and relatedness in different kinds of activities and aimed to provide new insight into boys’ and girls’ leisure experiences and their motivational orientations for activity participation. These proposed associations were based on previous empirical work and the theoretical frameworks of motive disposition approach and were tested in a nationally representative sample of Norwegian adolescents () aged 15 and 16 years (51.8% boys) from the World Health Organization’s cross-sectional survey, Health Behaviour in School-Aged Children 2005/06. The findings in the current study supported the hypothesis regarding matched correlations between specific motives and specific outcomes in that the adolescents seem to get (perceived competence and relatedness) what they want (competence and social motives) within leisure activities. Furthermore, the analysis using structural equation modeling indicated different motivational orientations in types of leisure activity participation between girls and boys, although the mediating effects of leisure activity participation in different types of activities were not significant.

Parent-initiated motivational climate, self-esteem, and autonomous motivation in young athletes:Testing propositions from achievement goal and self-determination theories

Abstract: Interactions with parents are known to have a significant impact on children’s self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

Children's Use of Arithmetic Shortcuts: The Role of Attitudes in Strategy Choice

Abstract: Current models of strategy choice do not account for children's attitudes towards different problem solving strategies. Grade 2, 3, and 4 students solved three sets of three-term addition problems. On inversion problems (e.g., 4

“Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program

Abstract: Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS) program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms) participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.

Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement

Abstract: To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.

Spatial Language and Children’s Spatial Landmark Use

Abstract: We examined how spatial language affected search behavior in a landmark spatial search task. In Experiment 1, two- to six-year-old children were trained to find a toy in the center of a square array of four identical landmarks. Children heard one of three spatial language cues once during the initial training trial (“here,” “in the middle,” “next to this one”). After search performance reached criterion, children received a probe test trial in which the landmark array was expanded. In Experiment 2, two- to four-year-old children participated in the search task and also completed a language comprehension task. Results revealed that children’s spatial language comprehension scores and spatial language cues heard during training trials were related to children’s performance in the search task.

The development of attitudes and emotions related to mathematics.

Abstract: Correspondence should be addressed to Ann Dowker,ann.dowker@psy.ox.ac.ukReceived 8 November 2012; Accepted 8 November 2012Copyright © 2012 Ann Dowker et al. This is an open access article distributed under the Creative Commons Attribution License,which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

What Grasps and Holds 8-Month-Old Infants' Looking Attention? The Effects of Object Size and Depth Cues

Abstract: The current eye-tracking study explored the relative impact of object size and depth cues on 8-month-old infants' visual attention processes. A series of slides containing 3 objects of either different or same size were displayed on backgrounds with varying depth cues. The distribution of infants' first looks (a measure of initial attention switch) and infants' looking durations (a measure of sustained attention) at the objects were analyzed. Results revealed that the large objects captured infants' attention first, that is, most of the times infants directed their visual attention first to the largest object in the scene regardless of depth cues. For sustained attention, infants preferred maintaining their attention to the largest object also, but this occurred only when depth cues were present. These findings suggest that infants' initial attention response is driven mainly by object size, while infants' sustained attention is more the product of combined figure and background processing, where object sizes are perceived as a function of depth cues.

Observed Human Actions, and Not Mechanical Actions, Induce Searching Errors in Infants

Abstract: Recent neurophysiological studies have shown that several human brain regions involved in executing actions are activated by merely observing such actions via a human, and not by a mechanical hand At a behavioral level, observing a human’s movements, but not those of a robot, significantly interferes with ongoing executed movements However, it is unclear whether the biological tuning in the observation/execution matching system are functional during infancy The present study examines whether a human’s actions, and not a mechanical action, influence infants’ execution of the same actions due to the observation/execution matching system Twelve-month-old infants were given a searching task In the tasks, infants observed an object hidden at location A, after which either a human hand (human condition) or a mechanical one (mechanical condition) searched the object correctly Next, the object was hidden at location B and infants were allowed to search the object We examined whether infants searched the object at location B correctly The results revealed that infants in the human condition were more likely to search location A than those in the mechanical condition Moreover, the results suggested that infants’ searching behaviors were affected by their observations of the same actions by a human, but not a mechanical hand Thus, it may be concluded that the observation/execution matching system may be biologically tuned during infancy

Children’s Tolerance of Word-Form Variation

Abstract: How much morphological variation can children tolerate when identifying familiar words? This is an important question in the context of the acquisition of richly inflected languages where identical word forms occur far less frequently than in English. To address this question, we compared children’s ( , mean age 4;1, range 2;11–5;1) and adults’ ( , mean age 21 years) tolerance of word-onset modifications (e.g., for stug: wug and wastug) and pseudoaffixes (e.g., kostug and stugko) in a label-extension task. Word-form modifications were repeated within each experiment to establish productive inflectional patterns. In two experiments, children and adults exhibited similar strategies: they were more tolerant of prefixes ( wastug) than substitutions of initial consonants ( wug), and more tolerant of suffixes ( stugko) than prefixes ( kostug). The findings point to word-learning strategies as being flexible and adaptive to morphological patterns in languages.

Moderation of Breastfeeding Effects on Adult Depression by Estrogen Receptor Gene Polymorphism

Abstract: Breastfeeding is known to benefit both the mother’s and the child’s health. Our aim was to test the interactive effects between estrogen receptor 1 (ESR1) rs2234693 and breastfeeding when predicting the child’s later depression in adulthood. A sample of 1209 boys and girls from the Young Finns Study were followed from childhood over 27 years up to age 30–45 years. Adulthood depressive symptoms were self-reported by the participants using the Beck Depression Inventory. Breastfeeding as well as several possibly confounding factors was reported by the parents in childhood or adolescence. Breastfeeding tended to predict lower adult depression, while ESR1 rs2234693 was not associated with depression. A significant interaction between breastfeeding and ESR1 was found to predict participants’ depression () so that C/C genotype carriers who had not been breastfed had higher risk of depression than T-allele carriers (40.5% versus 13.0%) while there were no genotypic differences among those who had been breastfed. In sex-specific analysis, this interaction was evident only among women. We conclude that child’s genes and maternal behavior may interact in the development of child’s adult depression so that breastfeeding may buffer the inherited depression risk possibly associated with the C/C genotype of the ESR1 gene.

Changes in Children's Answers to Open Questions about the Earth and Gravity

Abstract: Many studies that have been conducted to describe children's knowledge about the Earth and gravity have produced discrepant results. However, as most of these studies have been cross-sectional and they have used different methods for collecting and analyzing data, the question Do children at some point construct internally consistent but incorrect explanations to elementary astronomical phenomena? has not been fully answered. The aim of the study was to further explore this question by examining how children respond to open questions about the Earth and gravity and how these answers change over time. Schoolchildren's (𝑁=159) answers were examined four times with one-year intervals. It was found that directly after learning the topics in school many children gave synthetic responses and some oscillated between correct and incorrect explanations for a time. By the fourth grade more than half of the children were able to give scientifically accurate answers and good knowledge of facts supported children's ability to correctly generalize their existing knowledge. It was also shown that most children do not construct consistent nonscientific models of the Earth and that only thorough understanding of the discussed phenomena will lead to consistent answering.

The impact on child developmental status at 12 months of volunteer home-visiting support

Abstract: Home-visiting support during pregnancy or soon after the birth of an infant can be advantageous for maternal well-being and infant development. The best results have been identified when home visitors are professionals, especially nurses, and if a theoretically driven curriculum is followed with fidelity. Some suggest that disadvantaged families, who may avoid professional services, respond well to support from community volunteers, but there is less evidence about their impact. This study identified potentially vulnerable mothers during pregnancy in randomly allocated neighbourhoods where local volunteer home-visiting schemes agreed to offer proactive volunteer support and control areas where the local home-visiting schemes did not offer this proactive service. Taking demographic, child, and family factors into account, there were no significant differences in infant cognitive development at 12 months of age between families who had been supported by a volunteer and those who had not. Better cognitive development was predicted by less reported parenting stress when infants were 2 months and a more stimulating and responsive home environment at 12 months. The results suggest that unstructured proactive volunteer support for potentially vulnerable families is not likely to enhance infant development. Limitations of the cluster-randomised design are discussed.