Friendships in Early Childhood, and Social Understanding

1997 ◽  
Vol 21 (4) ◽  
pp. 669-686 ◽  
Author(s):  
Mary C. Maguire ◽  
Judy Dunn
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Pretend Play ◽  
Mental States ◽  
Individual Development ◽  
Social Understanding ◽  
Descriptive Data ◽  
Mixed Emotions ◽  
Close Friendships

This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.

COCON – Swiss Longitudinal Survey of Children and Youth

2021 ◽  
Author(s):  
Marlis Buchmann ◽  
Jeanine Grütter ◽  
Corinne Igel
Keyword(s):  
Social Change ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Life Course ◽  
Cultural Differences ◽  
Developmental Outcomes ◽  
Cross Cultural ◽  
Individual Development ◽  
Large Sample ◽  
Cross Cultural Differences

This study profile describes COCON – the acronym for COmpetence and CONtext. This is an interdisciplinary, multi-cohort and multi-informant longitudinal study with a primary focus on how children and adolescents cope with the developmental tasks of early life course transitions. It strives to detect the social and individual antecedents and consequences associated with the handling of these transitions. The project frames child and adolescent development in the triple theoretical perspective of challenges imposed by early transitions in the institutionalised life course, inequality in resources and opportunities, and young people’s competencies. Thanks to the longitudinal and multi-cohort design of the study, this conceptual perspective facilitates the joint examination of intra-individual development, inter-individual differences in developmental outcomes and social change in developmental processes.COCON consists of three age groups, whereby each groups represents a prototypical stage in the process of growing up: mid-childhood (6-year-olds), mid-adolescence (15-year-olds) and early adulthood (21-year-olds). The samples are representative for the French- and German-speaking parts of Switzerland. The large sample sizes and the multilingual context of Switzerland permit the analysis of group disparities as well as cross-cultural differences. The multi-informant component of the study includes the primary caregiver and class teacher.The current study profile outlines the most important characteristics of the study in the context of the conceptual framework and discusses strengths and caveats related to study management as well as ethical considerations and information on data availability.<br />Key messages<br /><ul><li>The COCON study is a multi-cohort and multi-informant longitudinal study which enlightens challenges imposed by early transitions.</li><br /><li>COCON examines intra-individual development, inter-individual differences in developmental outcomes, and social change.</li><br /><li>The large sample sizes and the multilingual context of Switzerland permit to analyze group disparities as well as cross-cultural differences.</li></ul>

Functions of Turkish evidentials in early child–caregiver interactions: a growth curve analysis of longitudinal data

2018 ◽  
Vol 45 (4) ◽  
pp. 878-899 ◽  
Author(s):  
Berna A. UZUNDAG ◽  
Süleyman S. TAŞÇI ◽  
Aylin C. KÜNTAY ◽  
Ayhan AKSU-KOÇ
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Growth Curve ◽  
Pretend Play ◽  
Curve Analysis ◽  
Informational Content ◽  
Low Ses ◽  
Growth Curve Analysis ◽  
Over Time ◽  
Child Caregiver

AbstractIn languages with evidential marking, utterances consist of an informational content and a specification of the mode of access to that information. In this first longitudinal study investigating the acquisition of the Turkish evidential marker −mIş in naturalistic child–caregiver interactions, we examined six children between 8 and 36 months of age. We charted individual differences in child and caregiver speech over time by conducting growth curve analyses. Children followed a similar course of acquisition in terms of the proportion of the marker in overall speech. However, children exhibited differences with respect to the order of emergence of different evidential functions (e.g., inference, hearsay), where each child showed a unique pattern irrespective of the frequency in caregiver input. Nonfactual use of the marker was very frequent in child and caregiver speech, where high-SES caregivers mostly produced the marker during story-telling and pretend play, and low-SES caregivers for regulating the child's behavior.

A longitudinal study of the role of vocabulary size in priming effects in early childhood

2021 ◽  
Vol 205 ◽  
pp. 105071
Author(s):  
Daniela S. Avila-Varela ◽  
Natalia Arias-Trejo ◽  
Nivedita Mani
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Vocabulary Size ◽  
Priming Effects

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

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