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Academic development of Head Start children: Role of dual language learning status
Publication date: May–June 2018Source: Journal of Applied Developmental Psychology, Volume 56Author(s): Ji Young Choi, Heather Rouse, Dahyung RyuAbstractUsing a large longitudinal dataset including children who attended Head Start over two years, this study examined academic growth trajectories during the period between Head Start entry and kindergarten (2.5 years), and whether those growth trajectories differ by children's dual language learning status. Analyses comparing three groups of children (i.e., Spanish-English bilinguals, Spanish-English emergent bilinguals [EBs], and English monolinguals) showed three notewo...
Source: Journal of Applied Developmental Psychology - July 10, 2018 Category: Child Development Source Type: research

Adapting assessments of child engagement to develop an early childhood consultation model
This study examines the psychometric properties and utility of the Individualized Classroom Assessment Scoring System (inCLASS) and the Adjustment Scales for Preschool Intervention (ASPI) after they were adapted for use by consultants and teachers as part of the development of a new early childhood consultation model called Learning to Objectively Observe Kids (LOOK). Pilot data examined whether the adapted inCLASS and ASPI scales retained aspects of reliability and validity comparable to the research-validated scales. Data provided evidence that consultants used the inCLASS and ASPI scales to guide their consultation. Fin...
Source: Journal of Applied Developmental Psychology - July 10, 2018 Category: Child Development Source Type: research

Reproducing economic inequality: Longitudinal relations of self-control, social support, and maternal education
Publication date: May–June 2018Source: Journal of Applied Developmental Psychology, Volume 56Author(s): Elana R. McDermottAbstractSelf-control in adolescence may be related to the development of economic capital in the transition to adulthood. Drawing on longitudinal data from the Project for Human Development in Chicago Neighborhoods (n = 669; 46.5% Hispanic; 51.4% female; Mage = 15.16 years), this study examined whether this relation was mediated by support from family and friends and moderated by maternal education levels. Non-invariant structural equation models suggested differing processes in the reproduc...
Source: Journal of Applied Developmental Psychology - July 10, 2018 Category: Child Development Source Type: research

Does parental support enhance the link between restrictions and adolescents' risky driving?
Publication date: May–June 2018Source: Journal of Applied Developmental Psychology, Volume 56Author(s): Megan M. Zeringue, Robert D. LairdAbstractParents' driving restrictions appear to reduce adolescent risky driving, which is associated with crash risk, yet the relational context in which parents impose restrictions may alter their effectiveness. Newly licensed adolescents (n = 151, Mage = 17.1 years, 53% female) and their parents (n = 174, 71% mothers) reported parenting style, driving restrictions, and risky driving behaviors. Concurrently, higher levels of parent-imposed driving restrictions were assoc...
Source: Journal of Applied Developmental Psychology - July 10, 2018 Category: Child Development Source Type: research

Racial/ethnic socialization for White youth: What we know and future directions
Publication date: Available online 23 June 2018Source: Journal of Applied Developmental PsychologyAuthor(s): Aerika Brittian Loyd, Sarah E. GaitherAbstractTeaching and talking about race and ethnicity with children and adults is especially important in racially diverse societies. This process has been coined racial/ethnic socialization (RES). Despite the importance of RES, we still know very little about how this process unfolds in the lives of White youth. Thus, from a social, cognitive, and developmental perspective, the authors summarize findings from empirical research and theory on RES for White youth across stages of...
Source: Journal of Applied Developmental Psychology - July 10, 2018 Category: Child Development Source Type: research

Effects of cognitive schemas on children's testimony for a simulated juvenile crime
Publication date: July–August 2018Source: Journal of Applied Developmental Psychology, Volume 57Author(s): Lauren R. Shapiro, Elizabeth BrooksAbstractThis investigation examined immediate and seven-week delayed recall by 104 children (ages 6 to 8 years) for a simulated misdemeanor bicycle theft in which gender-role characteristics and sex of criminal were manipulated (i.e., masculine male, feminine male, feminine female, masculine female). Children recalled criminal appearance, central crime, peripheral crime well; only the latter declined over time. Crime and criminal recall showed a same-sex bias, male-as-criminal pr...
Source: Journal of Applied Developmental Psychology - July 10, 2018 Category: Child Development Source Type: research

Workforce well-being: Personal and workplace contributions to early educators' depression across settings
Publication date: Available online 5 October 2017Source: Journal of Applied Developmental PsychologyAuthor(s): Amy M. Roberts, Kathleen C. Gallagher, Alexandra M. Daro, Iheoma U. Iruka, Susan L. SarverAbstractBuilding on research demonstrating the importance of teachers' well-being, this study examined personal and contextual factors related to early childhood educators' (n = 1640) depressive symptoms across licensed child care homes, centers, and schools. Aspects of teachers' beliefs, economic status, and work-related stress were explored, and components of each emerged as significant in an OLS regression. After...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

Utilizing social-emotional learning supports to address teacher stress and preschool expulsion
Publication date: Available online 20 November 2017Source: Journal of Applied Developmental PsychologyAuthor(s): Katherine M. Zinsser, Courtney A. Zulauf, Vinoadharen Nair Das, H. Callie SilverAbstractAcross the United States, rates of preschool expulsion exceed those in K-12 and relatively little is known of the antecedents and consequences of such disciplinary decisions for both teachers and children. Interventions to reduce expulsion from public preschool additionally benefit teachers' workplace experiences, including reducing stress. The present study explores associations among supports and resources which promote chi...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

The cultural (mis)attribution bias in developmental psychology in the United States
Publication date: Available online 3 February 2018Source: Journal of Applied Developmental PsychologyAuthor(s): José M. Causadias, Joseph A. Vitriol, Annabelle L. AtkinAbstractIn this article, we provide evidence for the cultural (mis)attribution bias in developmental psychology in the United States: the tendency to see minorities as members of a group whose development is shaped primarily by culture, and to perceive Whites as independent individuals whose development is largely influenced by psychological processes. In two studies, we investigated this bias with a decade of peer reviewed developmental research conducted ...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Publication date: Available online 22 February 2018Source: Journal of Applied Developmental PsychologyAuthor(s): Lieny Jeon, Cynthia K. Buettner, Ashley A. Grant, Sarah N. LangAbstractEarly childhood teachers play a key role in promoting children's social, emotional, and behavioral functioning. We investigated how preschool lead and assistant teachers' personal and job-related stress are, collectively and separately, associated with their perceptions of children's anger-aggression, anxiety-withdrawal, and social competence. Using a sample of 103 teachers from 54 classrooms serving 329 children, we conducted three-level mul...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias
This study examined associations between children's (N = 670) racial biases and cross-race friendships, and whether diverse people and materials in the preschool classroom predicted children's racial biases or cross-race friendships in first or third grades. Results demonstrated weak-moderate stability in racial biases and cross-race friendship across elementary school. First-grade cross-race friendship predicted lower third-grade racial bias, but not vice versa. Exposure to diverse people in preschool was associated with greater odds of having a cross-race friend in first-grade, which predicted the likelihood of havin...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

Gender discrimination hinders other-gender friendship formation in diverse youth
Publication date: Available online 7 March 2018Source: Journal of Applied Developmental PsychologyAuthor(s): Naomi C.Z. Andrews, Carlos E. Santos, Rachel E. Cook, Carol Lynn MartinAbstractIn early adolescence, when forming other-gender friends is developmentally normative, gender-based discrimination may inhibit youth's motivation and ability to form other-gender friends. Our aims were to 1) examine gender discrimination among gender- and racially/ethnically-diverse youth and 2) assess whether gender discrimination was associated with changes in proportion of other-gender friends across middle school. Middle school student...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

Immigrant youth acculturation and perceived discrimination: Longitudinal mediation by immigrant peers' acceptance/rejection
This study examined, first, the longitudinal interplay between immigrant youth's acculturation into the host and ethnic cultures and perceived ethnic discrimination, and, second, whether acceptance and rejection by immigrant and non-immigrant peers longitudinally mediated the link between acculturation and discrimination. 1057 students nested in 49 Greek middle-school classrooms took part in the study (Wave 1; age M = 12.7 years). 532 immigrants provided the acculturation and discrimination data. Together with their 525 Greek classmates, they also provided peer nomination data. Immigrant youth's higher acculturation ...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

Comparing the effectiveness and durability of contact- and skills-based prejudice reduction approaches
Publication date: Available online 19 April 2018Source: Journal of Applied Developmental PsychologyAuthor(s): Rony Berger, Alaina Brenick, Samantha E. Lawrence, Lila Coco, Hisham Abu-RaiyaAbstractThis investigation compared the efficacy and durability of two prejudice reduction approaches: social-emotional skills training and intergroup contact. 148 5th grade Palestinian-Israeli students in the ethnically-mixed city of Jaffa were randomly assigned to one of three conditions. Members of the skills-based classes engaged in activities that aimed to cultivate perspective-taking, empathy, and compassion; members of the contact ...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research

The child-rearing environment and children's mastery motivation as contributors to school readiness
In this study, mastery motivation was examined as a mediator of the relation between preschoolers' home environment—harsh, coercive rearing practices as well as cognitive stimulation—and a later indicator of school readiness. Findings from an ethnically diverse sample of Head Start families (N = 207) showed parent coercion, encouragement of learning, and parent-rated mastery motivation to predict school readiness a year later. Although parent-rated mastery motivation at pretest explained unique variance in later school readiness, tests of mediation were not supported. Notably, model testing found that observed mast...
Source: Journal of Applied Developmental Psychology - July 5, 2018 Category: Child Development Source Type: research