Children's values in early childhood: Age differences in structure and priorities

2022 ◽  
Vol 184 ◽  
pp. 111196
Author(s):  
Anni Tamm ◽  
Tiia Tulviste
Keyword(s):  
Early Childhood ◽  
Age Differences

scholarly journals Are All Kids Alike? The Magnitude of Individual Differences in Personality Characteristics Tends to Increase from Early Childhood to Early Adolescence

2017 ◽  
Vol 31 (4) ◽  
pp. 313-328 ◽  
Author(s):  
René Mõttus ◽  
Christopher J. Soto ◽  
Helena R. Slobodskaya ◽  
Mitja Back
Keyword(s):  
Early Childhood ◽  
Individual Differences ◽  
Personality Traits ◽  
Age Differences ◽  
Early Adolescence ◽  
Personality Development ◽  
General Pattern ◽  
Childhood And Adolescence ◽  
Personality Psychology ◽  
The Usa

Do individual differences in personality traits become more or less pronounced over childhood and adolescence? The present research examined age differences in the variance of a range of personality traits, using parent reports of two large samples of children from predominantly the USA and Russia, respectively. Results indicate (i) that individual differences in most traits tend to increase with age from early childhood into early adolescence and then plateau, (ii) that this general pattern of greater personality variance at older childhood age is consistent across the two countries, and (iii) that this pattern is not an artefact of age differences in means or floor/ceiling effects. These findings are consistent with several (noncontradictory) developmental mechanisms, including youths’ expanding behavioural capacities and person–environment transactions (corresponsive principle). However, these mechanisms may predominantly characterize periods before adolescence, or they may be offset by countervailing processes, such as socialization pressure towards a mature personality profile, in late adolescence and adulthood. Finally, the findings also suggest that interpreting age trajectories in mean trait scores as pertaining to age differences in a typical person may sometimes be misleading. Investigating variance should become an integral part of studying personality development. Copyright © 2017 European Association of Personality Psychology

scholarly journals Reversible regression in early childhood

2021 ◽  
Vol 56 (3) ◽  
pp. 110-118
Author(s):  
I. V. Makarov ◽  
S. A. Krasnoshchekov
Keyword(s):  
Early Childhood ◽  
Age Differences ◽  
Irreversible Process ◽  
Pathological Condition ◽  
Complete Recovery ◽  
Sex Factors ◽  
Gender And Age ◽  
Gender And Age Differences ◽  
Didactic Material ◽  
Age And Sex

Summary. The article (didactic material) addresses the following aspects of the study of reversible regression in early childhood: question history, systematics, regression symptoms, including in childhood autism. The authors analyze the available data, express the opinion that the possibilities of reversible regression therapy in children have not been studied, there are no accurate data on the pathogenesis of these disorders, indicate the need to assess the dynamics of the condition, taking into account the age and sex factors of the child.The authors conclude that reversible regression is a pathological condition developing against a background of relatively favorable child development, in which there is a prolonged decay of previously acquired skills followed by partial or complete recovery. Unlike dementia, which is an irreversible process, regression has the stage of restoring lost functions. In studying the issue, clinical-dynamic analysis of variants of reversible regression of early childhood, an understanding of gender and age differences in the symptoms of the disorder, and prognosis criteria.

Encounters with Aggressive Peers in Early Childhood: Frequency, Age Differences, and Correlates of Risk for Behaviour Problems

1994 ◽  
Vol 17 (4) ◽  
pp. 675-696 ◽  
Author(s):  
Jamie J. Sinclair ◽  
Gregory S. Pettit ◽  
Amanda W. Harrist ◽  
Kenneth A. Dodge ◽  
John E. Bates
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Age Differences ◽  
Social Activity ◽  
Single Parent ◽  
Demographic Characteristics ◽  
Behaviour Problems ◽  
Activity Settings ◽  
Single Parent Families ◽  
Activity Setting

The primary goal of the present study was to describe the range, types, and quality (in terms of exposure to aggressive peers) of social activity settings in which young children typically have contact with peers. We also examined whether participation in these settings varied as a function of child sex and age, and family demographic characteristics. Subjects were 277 preschoolaged children. On the basis of detailed accounts of their mothers, activity setting measures were derived separately for ages 2-4 years (era 1) and ages 4-5 years (era 2). Each of seven activity settings (e.g. neighbourhood, day care, organised playgroups) was rated for frequency of participation and frequency of exposure to aggressive peers. Children had the greatest amount of peer contact and were exposed to aggressive peers most often in the neighbourhood setting. In contrast, children participated least frequently in structured playgroup settings, and these settings were least likely to contain aggressive peers. Children from lower SES and single-parent families were more likely to be involved in settings (especially neighbourhoods) containing aggressive peers. These findings suggest that one mechanism through which risk for behaviour problems among children in lower SES and single-parent families may operate is increased exposure to activity settings in which aggression occurs regularly.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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