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Physical Growth, Body Scale, and Perceptual-Motor Development
Publication date: Available online 21 May 2018Source: Advances in Child Development and BehaviorAuthor(s): Karl M. Newell, Michael G. WadeAbstractIn this chapter we consider from the theoretical framework of the ecological approach to perception and action, the relations between physical growth and body scale in the context of children's perceptual-motor development. Body scale and the timescale of its change through growth are shown to relate to the emergence and dissolution of the fundamental skills in infancy, the perception of what an environment affords functionally for action, together with the emergent pattern of m...
Source: Advances in Child Development and Behavior - July 11, 2018 Category: Child Development Source Type: research

The Development of Object Fitting: The Dynamics of Spatial Coordination
Publication date: Available online 28 May 2018Source: Advances in Child Development and BehaviorAuthor(s): Jeffrey J. Lockman, Nicholas E. Fears, Wendy P. JungAbstractFitting objects into apertures is an adaptive skill that is incorporated into the design of many tools. We match or align shapes with openings when we insert keys into locks, when we put lids atop containers, or when we align a screwdriver with the groove of a screw. Traditionally, the development of object fitting has focused on children's abilities to successfully complete shape sorter tasks (e.g., square peg through square hole). By measuring children's su...
Source: Advances in Child Development and Behavior - July 11, 2018 Category: Child Development Source Type: research

Timing Is Almost Everything: How Children Perceive and Act on Dynamic Affordances
Publication date: Available online 6 June 2018Source: Advances in Child Development and BehaviorAuthor(s): Jodie M. Plumert, Joseph K. KearneyAbstractA key challenge for the developing perception–action system is learning how to move the self in relation to other moving objects. This often involves perceiving and acting on affordances or possibilities for action that depend on the relation between the characteristics of the individual and the properties of the environment (Gibson, 1979). This chapter overviews our program of research on perceiving and acting on dynamic affordances (i.e., possibilities for action that var...
Source: Advances in Child Development and Behavior - July 11, 2018 Category: Child Development Source Type: research

A Perception–Action Approach to Understanding Typical and Atypical Motor Development
Publication date: Available online 6 June 2018Source: Advances in Child Development and BehaviorAuthor(s): Jill Whitall, Jane E. ClarkAbstractIn this chapter, we ask two questions. First, can the study of the perception–action system across time offer a useful model for understanding motor development? Second, can the study of the perception–action system in children with developmental coordination disorder (DCD) inform our understanding of atypical as well as typical motor development? We begin by describing the dynamical systems perspective and a control-theoretic approach that together provide the conceptual framewo...
Source: Advances in Child Development and Behavior - July 11, 2018 Category: Child Development Source Type: research

Are Different Actions Mediated by Distinct Systems of Knowledge in Infancy?
Publication date: Available online 7 June 2018Source: Advances in Child Development and BehaviorAuthor(s): Peter M. VishtonAbstractThis chapter considers why studies of infant looking and reaching often suggest different patterns of cognitive and perceptual development. In some cases, convergent results have emerged from studies of infant looking and reaching, but differences are common. The most typical results suggest less adult-like perception and cognition in studies of reaching than in studies of looking. Several reaching studies, however, do not fit this pattern, suggesting that reaching actions may be mediated by di...
Source: Advances in Child Development and Behavior - July 11, 2018 Category: Child Development Source Type: research

Chapter Five - Notice, Explore, and Talk About Mathematics: Making a Positive Difference for Preschool Children, Families, and Educators in Australian Communities That Experience Multiple Disadvantages
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Ann Gervasoni, Bob PerryAbstractLet's Count is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in “disadvantaged” communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Australian Early Years Learning Framework. Let's Count has been shown to be effective in enhancing mathematics learning and dispositions of young children, early childhood educators, and families through a longitudinal evaluation undertaken from 20...
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Chapter Eight - Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Michèle M.M. Mazzocco, Jenny Yun-Chen Chan, Allison M. BockAbstractIn this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in ma...
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Chapter Seven - Interventions for Primary School Children With Difficulties in Mathematics
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Ann DowkerAbstractDifficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. In...
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Chapter Six - Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Shira K. Mattera, Pamela A. Morris, Robin Jacob, Michelle Maier, Natalia RojasAbstractA growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects o...
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Chapter Four - Coaching in Early Mathematics
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Carrie Germeroth, Julie SaramaAbstractFalling scores in math have prompted a renewed interest in math instruction at early ages. By their own admission, early childhood educators are generally underprepared and not always comfortable teaching math. Professional development (PD) in early mathematics is widely considered a main way to increase teachers' skills and efficacy (e.g., Guskey, 2000; Hyson & Woods, 2014; Munby, Russell, & Martin, 2001; Piasta, Logan, Pelatti, Capps, & Petrill, 2015; Richardson & Placier, 2001; Sarama, Clem...
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Chapter One - The DREME Network: Research and Interventions in Early Childhood Mathematics
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Crystal Day-Hess, Douglas H. ClementsAbstractThe DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main Network projects will have implications for interventions. Section 1 introduces the Network and its four projects. The remainder of the chapter focuses on one of these four projects, Making More of Math (MMM), in depth. MMM is directly developing a...
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Series Page
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): (Source: Advances in Child Development and Behavior)
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Contributors
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): (Source: Advances in Child Development and Behavior)
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Preface
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Julie Sarama, Douglas H. Clements, Carrie Germeroth, Crystal Day-Hess (Source: Advances in Child Development and Behavior)
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research

Chapter Two - The Use of Concrete Experiences in Early Childhood Mathematics Instruction
Publication date: 2017Source: Advances in Child Development and Behavior, Volume 53Author(s): Arthur J. BaroodyAbstractAddressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational exper...
Source: Advances in Child Development and Behavior - July 5, 2018 Category: Child Development Source Type: research