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Children
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Child Psychology: Typical and Atypical Development
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Child Psychology: Typical and Atypical Development

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Child and Adolescent Psychiatry".

Deadline for manuscript submissions: closed (10 January 2022) | Viewed by 55289

Special Issue Editor

Dr. Fleur Lejeune

E-Mail Website
Guest Editor
Sensorimotor, Affective and Social Development Unit (SMAS), Faculty of Psychology and Educational Sciences, University of Geneva, 1205 Geneva, Switzerland
Interests: development of multisensory, emotional, attentional and social skills; infancy; childhood; prematurity; genetic syndromes; early intervention

Special Issue Information

Dear Colleagues,

I would like to invite you to contribute to this Special Issue on Child Psychology: Typical and Atypical Development.

Human development is a dynamic and continuous process. In psychology, the development of cognitive, emotional and social abilities undergoes profound changes during childhood, under the influences of biological and environmental factors. Each of these dimensions develop in interaction with the others, making child development a global process. It is of great importance to focus on the many influences that contribute to typical child development, but also to different factors that could lead to psychological problems during childhood.

This Special Issue aims to explore the current state of research focusing on the development of cognitive, emotional and social abilities during childhood. Articles investigating the influence of biological and/or environmental factors on these abilities are also very welcome. We are also especially interested in receiving studies involving children with atypical development, such as children with intellectual disabilities or preterm children. Finally, in addition to qualitative and quantitative research, review articles are welcome.

I look forward to your submissions.

Dr. Fleur Lejeune
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • developmental psychology
  • childhood
  • cognitive development
  • emotional development
  • social development
  • biological factors
  • environmental factors
  • atypical development
  • intellectual disabilities
  • prematurity

Published Papers (16 papers)

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Research

Jump to: Review

18 pages, 838 KiB  
Article
Psychometric Properties of the Theory of Mind Task Battery (French Version) in Neurotypical Children and Intellectually Disabled Children
by Nathalie Nader-Grosbois, Poline Simon, Emilie Jacobs and Marine Houssa
Children 2024, 11(1), 79; https://doi.org/10.3390/children11010079 - 09 Jan 2024
Viewed by 945
Abstract
These studies tested the psychometric properties of the French version of the Theory of Mind (ToM) Task Battery (vf) in typically developing (TD) children and intellectually disabled (ID) children. The Battery was administered to 649 TD children (2 ½ to 12 years old) [...] Read more.
These studies tested the psychometric properties of the French version of the Theory of Mind (ToM) Task Battery (vf) in typically developing (TD) children and intellectually disabled (ID) children. The Battery was administered to 649 TD children (2 ½ to 12 years old) in Study 1 and 155 ID (4 ½ to 14 ½ years old) in Study 2. Their mothers completed questionnaires: in both studies, the Theory of Mind Inventory (ToMI-1-vf); in Study 1, the Griffith Empathy Measure (GEM-vf) and the Emotion Regulation Checklist (ERC-vf); and in Study 2, the Social Competence and Behavior Evaluation (SCBE-vf). The Battery showed good internal consistency in both groups. Positive links with age and differences between age groups were identified in their performances. Convergent validity was confirmed by positive correlations between TD children’s scores in the Battery and in ToMI1-vf, in empathy, in emotion regulation, and by a negative correlation with emotion dysregulation. In ID children, their scores in the Battery were positively linked with those in ToMI-1-vf, in some scales of SCEB-vf, and had a low level of internalizing problems. This Battery presents good psychometric qualities and could be useful for explicit assessment of ToM in TD and ID children in future research and intervention. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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20 pages, 1853 KiB  
Article
Empathy in Preschoolers: Exploring Profiles and Age- and Gender-Related Differences
by Poline Simon and Nathalie Nader-Grosbois
Children 2023, 10(12), 1869; https://doi.org/10.3390/children10121869 - 29 Nov 2023
Viewed by 1179
Abstract
Empathy is a key skill in the daily life of preschoolers, and it is important to understand how it evolves during this crucial period of development. This paper includes two studies. The first study, which had a cross-sectional design, examined affective, cognitive, and [...] Read more.
Empathy is a key skill in the daily life of preschoolers, and it is important to understand how it evolves during this crucial period of development. This paper includes two studies. The first study, which had a cross-sectional design, examined affective, cognitive, and behavioral empathy in 354 children (aged from 3 to 6 years) through a performance-based measure and questionnaires completed by their mothers. Although girls tended to have better affective empathy than boys on the performance-based task, no difference was noted in the mothers’ perceptions of their children’s empathy. Empathy dimensions varied depending on the age of the children. The hierarchical cluster analyses of the cases identified differentiated subgroups of children, according to their empathic skills in the three dimensions. The second study, which was longitudinal, used the same measures and investigated the developmental trajectory of empathy in 69 preschoolers over one year. The results showed that each empathic dimension predicted itself one year later, but did not predict the two others. The implications for potential interventions are emphasized in this study. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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26 pages, 354 KiB  
Article
Development and Validation of the Young Parenting Inventory (YPI-R3) for Measuring Past Deviant and Normal Variations in Parenting
by John P. Louis, Karen M. Louis and George Lockwood
Children 2022, 9(5), 706; https://doi.org/10.3390/children9050706 - 11 May 2022
Viewed by 2902
Abstract
Most measures of past parenting patterns have a restricted range of about two to three negative parenting constructs. The Young Parenting Inventory (YPI-R2) provides a more nuanced framework that measures a fuller spectrum of these negative parenting patterns and, therefore, holds the potential [...] Read more.
Most measures of past parenting patterns have a restricted range of about two to three negative parenting constructs. The Young Parenting Inventory (YPI-R2) provides a more nuanced framework that measures a fuller spectrum of these negative parenting patterns and, therefore, holds the potential of being a more useful guide to parents and caretakers. The YPI-R2 is made up of six validated subscales. An additional four were identified but were not sufficiently robust to be included. The purpose of this study is to determine if these four scales can be strengthened through the development of additional items and be empirically validated. Using non-clinical, English-speaking community samples from Singapore (n = 592, 628) and Malaysia (n = 222, 229), these revised scales were tested using multiple exploratory factor analyses with fathers and mothers rated separately. After further scale refinement, the final model, which consisted of 10 subscales and 41 items, was then subjected to confirmatory factor analysis using 4 other non-clinical international samples with separate ratings for fathers and mothers—USA (n = 259, 281), South Africa (n = 318, 372), Nigeria (n = 328, 344) and India (n = 277, 289). The results show that the YPI-R3 with 10 subscales is a robust and cross-culturally acceptable model. Correlations and hierarchical multiple regression analyses showed that the YPI-R3 has good convergent validity and predictive capabilities with measures of psychopathology, personality traits, emotional distress, negative schemas and other distal measures of functioning in everyday life—gratitude, humor and satisfaction with life. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
13 pages, 586 KiB  
Article
Current and Potential Cognitive Development in Healthy Children: A New Approach to Raven Coloured Progressive Matrices
by Pietro Smirni and Daniela Smirni
Children 2022, 9(4), 446; https://doi.org/10.3390/children9040446 - 22 Mar 2022
Cited by 4 | Viewed by 2307
Abstract
In clinical practice and research, Raven’s Coloured Progressive Matrices (RCPMs) continue to be used according to a single procedure that aims to evaluate a single overall score of the current general intelligence level. This study aimed to examine potential cognitive development in a [...] Read more.
In clinical practice and research, Raven’s Coloured Progressive Matrices (RCPMs) continue to be used according to a single procedure that aims to evaluate a single overall score of the current general intelligence level. This study aimed to examine potential cognitive development in a sample of 450 typically developing children, aged from 6 to 10 years, by administering RCPMs according to the standard procedure followed immediately by a standardized interview on incorrect items. In addition, the study aimed to analyze how performance differed across age groups. The results analysis was examined on the basis of three different factors in which the items were grouped in previous factorial studies. The results found that performance improved markedly and significantly after the interview; however, the improvement was not homogeneous in the three factors across age groups or within each age group. The age groups showed a different development potential in relation to the nature of the task: the younger ones showed a greater increase on items requiring figure completion, and the older ones showed a greater increase on analogical reasoning items. Finally, the children who showed the greatest improvement were those with the best performance in standard RCPM administration. The procedure described in the present research could represent a useful tool in clinical practice and in the research for a broader cognitive assessment focused on potential cognitive development, as well as on real cognitive development, and to favor the planning of more adequate rehabilitation and educational treatments. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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9 pages, 387 KiB  
Article
Online Assessment of Motor, Cognitive, and Communicative Achievements in 4-Month-Old Infants
by Corinna Gasparini, Barbara Caravale, Valentina Focaroli, Melania Paoletti, Giulia Pecora, Francesca Bellagamba, Flavia Chiarotti, Serena Gastaldi and Elsa Addessi
Children 2022, 9(3), 424; https://doi.org/10.3390/children9030424 - 16 Mar 2022
Cited by 1 | Viewed by 2367
Abstract
Remote methods for data collection allow us to quickly collect large amounts of data, offering several advantages as compared to in-lab administration. We investigated the applicability of an online assessment of motor, cognitive, and communicative development in 4-month-old infants based on several items [...] Read more.
Remote methods for data collection allow us to quickly collect large amounts of data, offering several advantages as compared to in-lab administration. We investigated the applicability of an online assessment of motor, cognitive, and communicative development in 4-month-old infants based on several items of the Bayley Scales of Infant Development, 3rd edition (BSID-III). We chose a subset of items which were representative of the typical developmental achievements at 4 months of age and that we could administer online with the help of the infant’s caregiver using materials which were easily available at home. Results showed that, in a sample of infants tested live (N = 18), the raw scores of the BSID-III were significantly correlated with the raw scores of a subset of items corresponding to those administered to a sample of infants tested online (N = 53). Moreover, for the “online” participants, the raw scores of the online assessment did not significantly differ from the corresponding scores of the “live” participants. These findings suggest that the online assessment was to some extent comparable to the live administration of the same items, thus representing a viable opportunity to remotely evaluate infant development when in-person assessment is not possible. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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11 pages, 650 KiB  
Article
Mediators between Positive and Negative Parenting and Child Depressive and Anxious Symptoms: Findings from a Diverse, At-Risk Sample
by Christina M. Rodriguez, Anjali Gowda Ferguson and Samantha Gonzalez
Children 2022, 9(3), 350; https://doi.org/10.3390/children9030350 - 03 Mar 2022
Cited by 4 | Viewed by 2334
Abstract
Background: Although children’s depressive and anxious symptoms have been broadly construed as internalizing problems, the current study sought to identify factors that may differentially contribute to these two mental health problems in a high-risk sample. Prior research has not adequately tested both depressive [...] Read more.
Background: Although children’s depressive and anxious symptoms have been broadly construed as internalizing problems, the current study sought to identify factors that may differentially contribute to these two mental health problems in a high-risk sample. Prior research has not adequately tested both depressive versus anxious symptoms simultaneously, nor has it adequately considered the role of negative versus positive parenting simultaneously, thereby neglecting the potential overlap in both sets of constructs. Overlooking such potential statistical overlap obfuscates how factors may differentially contribute to either depressive versus anxious symptoms. Existing research has also focused on lower-risk community samples. Method: The present study investigated whether children’s negative self-concept or maladaptive attributional style mediated the link between both negative and positive parenting in a racially diverse, at-risk sample of 65 primary school-age children recruited from mental health agencies. Results: When tested together, more negative parenting, but not less positive parenting, retained direct effects on both depressive and anxious symptoms. Both negative self-concept and maladaptive attributional style fully mediated the association between less positive parenting and children’s depressive symptoms, whereas positive self-concept, but not attributional style, mediated between less positive parenting and anxious symptoms. Conclusions: The current findings underscore potential differential intervention targets for these two internalizing problems and highlight the need for future research to consider both depressive and anxious symptoms, and related predictors, simultaneously to control for their shared variance. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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8 pages, 961 KiB  
Article
Dual-Task Interference in Children with Down Syndrome and Chronological and Mental Age-Matched Healthy Controls
by Benjamin Holfelder, Thomas Jürgen Klotzbier and Nadja Schott
Children 2022, 9(2), 191; https://doi.org/10.3390/children9020191 - 02 Feb 2022
Cited by 4 | Viewed by 1645
Abstract
Background. On the assumption that motor actions result from the interaction between cognitive, perceptual, and neurological mechanisms, neuromotor dysfunction–such as in children with Down Syndrome (DS)–is expected to affect the central coordination processes required for dual-task (DT) performance. There are few dual-task (DT) [...] Read more.
Background. On the assumption that motor actions result from the interaction between cognitive, perceptual, and neurological mechanisms, neuromotor dysfunction–such as in children with Down Syndrome (DS)–is expected to affect the central coordination processes required for dual-task (DT) performance. There are few dual-task (DT) studies in individuals with DS, so the current study examined the effects of dual-tasking (DT) on walking performance in children with DS. Method. In this study, a motor-cognitive DT was used in 12 children with DS (10.5 ± 1.08 years, 6 female), 12 typically developed (TD) children with the same mental age (TD-MA: 5.98 ± 1.21 years, 6 female), and 12 with the same chronological age (TD-CA: 10.5 ± 1.07 years, 6 female). Children were asked to enumerate animals for one minute while walking straight ahead. Results. All groups showed lower performances under the DT condition than the single-task (ST) condition. Children with DS appear to have the most difficulties in motor and cognitive tasks and ST- and DT-conditions. Concerning the DT costs (DTC), difficulties were mainly observed with the motor task, with motor DTC being greater than cognitive DTC. Conclusion. The interplay of different systems seems to play a crucial role in walking, especially in children with DS. DT walking paradigms with directional changes are recommended for future studies, as this is more appropriate for the everyday demands of children. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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14 pages, 355 KiB  
Article
The Young Parenting Inventory (YPI-R3), and the Baumrind, Maccoby and Martin Parenting Model: Finding Common Ground
by John Philip Louis
Children 2022, 9(2), 159; https://doi.org/10.3390/children9020159 - 26 Jan 2022
Cited by 2 | Viewed by 6073
Abstract
The parenting typology of Baumrind, Maccoby and Martin is based on variations in warmth and control and consists of three negative parenting styles labelled authoritarian, neglectful, and permissive. This parenting typology is based on normal variations of parenting but did not include dimensions [...] Read more.
The parenting typology of Baumrind, Maccoby and Martin is based on variations in warmth and control and consists of three negative parenting styles labelled authoritarian, neglectful, and permissive. This parenting typology is based on normal variations of parenting but did not include dimensions arising from deviant parenting (e.g., abuse and neglect). A parenting typology has emerged based on the schema therapy model through the development of the Young Parent Inventory (YPI-R3), which represents a fuller range of maladaptive parenting spanning the deviant to normal range of the parenting continuum. Using six international, community, nonclinical samples with separate ratings for mothers and fathers from the USA, n = 259, 281; South Africa, n = 318, 372; Nigeria, n = 328, 344; India, n = 277, 289; Singapore, n = 592, 628; and Malaysia, n = 222, 229, results showed that the best second order higher factor solution of the ten YPI-R3 subscales was a three factor solution that runs parallel to, and resembles, the three negative parenting styles of Baumrind, Macobby and Martin. This factor structure was also shown to be a consistent and cross-culturally acceptable model among the countries from which the samples were drawn. The resemblance and implications of both parenting models were discussed. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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10 pages, 414 KiB  
Article
The Evolution of Finger Counting between Kindergarten and Grade 2
by Céline Poletti, Marie Krenger, Justine Dupont-Boime and Catherine Thevenot
Children 2022, 9(2), 132; https://doi.org/10.3390/children9020132 - 20 Jan 2022
Cited by 9 | Viewed by 2374
Abstract
In this longitudinal study, we aimed at determining whether children who efficiently use finger counting are more likely to develop internalized arithmetic strategies than children who are less efficient. More precisely, we analyzed the behavior of 24 kindergarteners aged between 5 and 6 [...] Read more.
In this longitudinal study, we aimed at determining whether children who efficiently use finger counting are more likely to develop internalized arithmetic strategies than children who are less efficient. More precisely, we analyzed the behavior of 24 kindergarteners aged between 5 and 6 years who used their fingers to solve addition problems, and we were interested in determining the evolution of their finger counting strategies towards mental strategies after 2 years (Grade 2). Our results show that kindergarteners who were the most proficient in calculating on fingers were the more likely to have abandoned this strategy in Grade 2. This shows that the use of efficient finger counting strategies early during development optimizes the shift to mental strategies later on during school years. Moreover, children who still use their fingers to solve additions in Grade 2 present lower working memory capacities than children who had already abandoned this strategy. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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9 pages, 268 KiB  
Article
Experiences and Attitudes on Early Identification Practices of Autism: A Preliminary Survey of Pediatric Professionals in Ecuador
by Paulina Buffle, Alfredo Naranjo, Edouard Gentaz and Giacomo Vivanti
Children 2022, 9(2), 123; https://doi.org/10.3390/children9020123 - 18 Jan 2022
Cited by 4 | Viewed by 1919
Abstract
Early identification of children with autism is necessary to support their social and communicative skills and cognitive, verbal, and adaptive development. Researchers have identified several barriers to early diagnosis. Data collected in low- and middle-income contexts—where the vast majority of children in the [...] Read more.
Early identification of children with autism is necessary to support their social and communicative skills and cognitive, verbal, and adaptive development. Researchers have identified several barriers to early diagnosis. Data collected in low- and middle-income contexts—where the vast majority of children in the world live—is scarce. In Ecuador, as in many other countries, estimates are lower compared to the global prevalence. Health authorities estimate a prevalence of 0.28% (0.18%–0.41%) in children aged five years old or less. Based on the hypothesis that, as in many parts of the world, children in Ecuador are not routinely screened and that this situation may result from poor recognition of this condition, our objective was to identify potential obstacles to case identification in pediatric settings. Several barriers, consistent with those identified in other countries, were reported by 153 participants on a survey, including lack of time, lack of resources to refer, fear of unnecessarily alarming families, and lack of information to guide families with concerns. The vast majority of participants are aware of the need for a screening tool for autism detection but report a lack of knowledge of its formal application. Most of the barriers reported in this study could be overcome by educational programs tailored to professional needs in order to support the well-being of children with autism and their families. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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12 pages, 1469 KiB  
Article
Improving Body Representation and Motor Skills with a Preschool Education Program: A Preliminary Study
by Ambre Patriau, Juliette Cojan, Thomas Gauduel, Jessica Lopez-Vilain, Gaelle Pavon and Alice Gomez
Children 2022, 9(1), 117; https://doi.org/10.3390/children9010117 - 17 Jan 2022
Cited by 2 | Viewed by 3579
Abstract
Background: Body representation is described as a fundamental ability to build efficient motor skills. However, no structured and evidence-based program on body representation currently exists. This study assesses the effectiveness of a school-based body representation program (ENCOR: EN for ‘Enfant’ and COR for [...] Read more.
Background: Body representation is described as a fundamental ability to build efficient motor skills. However, no structured and evidence-based program on body representation currently exists. This study assesses the effectiveness of a school-based body representation program (ENCOR: EN for ‘Enfant’ and COR for ‘Corps’ in French) on body representation abilities and motor skills in preschool children. ENCOR focus on body representation abilities as a foundational ability for motor skills. It was designed with teachers and occupational therapists to be autonomously achieved by teachers. Methods: Twenty-three children aged 5–6 years were included and provided with education interventions (control versus ENCOR). Results: Body representation accuracy and precision in localization increased by about 20% and 37%, respectively, in the intervention program compared to the control intervention. In the body part naming task, participants performed fewer of the most frequent errors (i.e., from 198 to 116 left-right discrimination errors). As expected, performance in the body representation tasks and the motor skills tasks were correlated at baseline. We show that motor skills improved after the ENCOR training. Conclusions: Given the need for evidence-based programs in schools, this program could efficiently help implementing body representation education on a large scale. Future studies should evaluate the effectiveness of the program on other cognitive abilities and academic outcomes. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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16 pages, 664 KiB  
Article
Sensitivity to Emotion Intensity and Recognition of Emotion Expression in Neurotypical Children
by Koviljka Barisnikov, Marine Thomasson, Jennyfer Stutzmann and Fleur Lejeune
Children 2021, 8(12), 1108; https://doi.org/10.3390/children8121108 - 01 Dec 2021
Cited by 4 | Viewed by 1752
Abstract
This study assessed two components of face emotion processing: emotion recognition and sensitivity to intensity of emotion expressions and their relation in children age 4 to 12 (N = 216). Results indicated a slower development in the accurate decoding of low intensity expressions [...] Read more.
This study assessed two components of face emotion processing: emotion recognition and sensitivity to intensity of emotion expressions and their relation in children age 4 to 12 (N = 216). Results indicated a slower development in the accurate decoding of low intensity expressions compared to high intensity. Between age 4 and 12, children discriminated high intensity expressions better than low ones. The intensity of expression had a stronger impact on overall face expression recognition. High intensity happiness was better recognized than low intensity up to age 11, while children 4 to 12 had difficulties discriminating between high and low intensity sadness. Our results suggest that sensitivity to low intensity expressions acts as a complementary mediator between age and emotion expression recognition, while this was not the case for the recognition of high intensity expressions. These results could help in the development of specific interventions for populations presenting socio-cognitive and emotion difficulties. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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9 pages, 1366 KiB  
Article
Long-Term Outcomes after Neonatal Hypoxic-Ischemic Encephalopathy in the Era of Therapeutic Hypothermia: A Longitudinal, Prospective, Multicenter Case-Control Study in Children without Overt Brain Damage
by Elisa Cainelli, Luca Vedovelli, Emmanuele Mastretta, Dario Gregori, Agnese Suppiej and Patrizia Silvia Bisiacchi
Children 2021, 8(11), 1076; https://doi.org/10.3390/children8111076 - 22 Nov 2021
Cited by 10 | Viewed by 2565
Abstract
Background. Data on long-term outcomes in the era before therapeutic hypothermia (TH) showed a higher incidence of cognitive problems. Since the introduction of TH, data on its results are limited. Methods. Our sample population consisted of 40 children with a history of hypoxic-ischemic [...] Read more.
Background. Data on long-term outcomes in the era before therapeutic hypothermia (TH) showed a higher incidence of cognitive problems. Since the introduction of TH, data on its results are limited. Methods. Our sample population consisted of 40 children with a history of hypoxic-ischemic encephalopathy (HIE) treated with TH, with an average age of 6.25 years (range 5.5, 7.33), 24 (60%) males; and 33 peers with an average age of 8.8 years (6.08, 9.41), 17 (51%) males. Long-term follow-up data belong to two centers in Padova and Torino. We measured general intelligence (WPPSI-III or WISC-IV) and neuropsychological functioning (language, attention, memory, executive functions, social skills, visual motor abilities). We also administered questionnaires to their parents on the children’s psychopathological profiles and parental stress. Results. We found differences between groups in several cognitive and neuropsychological domains: intelligence, visuomotor skills, executive functions, and attention. Interestingly, IQ test results effectively differentiated between the groups (HIE vs. controls). Furthermore, the incidence of psychopathology appears to be significantly higher in children with HIE (35%) than in control peers (12%). Conclusions. Our study supports previous findings on a higher incidence of neuropsychological, cognitive, and psychopathological sequelae after HIE treated with TH. As hypothesized, TH does not appear to ameliorate the outcome after neonatal HIE in those children who survive without major sequelae. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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Review

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21 pages, 5492 KiB  
Review
Child Distress Expression and Regulation Behaviors: A Systematic Review and Meta-Analysis
by Hannah G. Gennis, Oana Bucsea, Shaylea D. Badovinac, Stefano Costa, C. Meghan McMurtry, David B. Flora and Rebecca Pillai Riddell
Children 2022, 9(2), 174; https://doi.org/10.3390/children9020174 - 01 Feb 2022
Cited by 5 | Viewed by 2806
Abstract
The goal of the current study was to review and meta-analyze the literature on relationships between child distress expression behaviors (e.g., cry) and three clusters of child distress regulation behaviors (disengagement of attention, parent-focused behaviors, and self-soothing) in the first three years of [...] Read more.
The goal of the current study was to review and meta-analyze the literature on relationships between child distress expression behaviors (e.g., cry) and three clusters of child distress regulation behaviors (disengagement of attention, parent-focused behaviors, and self-soothing) in the first three years of life. This review was registered with PROSPERO (CRD42020157505). Unique abstracts were identified through Medline, Embase, and PsycINFO (n = 13,239), and 295 studies were selected for full-text review. Studies were included if they provided data from infants or toddlers in a distress task, had distinct behavioral measures of distress expression and one of the three distress regulation clusters, and assessed the concurrent association between them. Thirty-one studies were included in the meta-analysis and rated on quality. Nine separate meta-analyses were conducted, stratified by child age (first, second, and third year) and regulation behavior clusters (disengagement of attention, parent-focused, and self-soothing). The weighted mean correlations for disengagement of attention behaviors were −0.28 (year 1), −0.44 (year 2), and −0.30 (year 3). For parent-focused behaviors, the weighted mean effects were 0.00 (year 1), 0.20 (year 2), and 0.11 (year 3). Finally, the weighted mean effects for self-soothing behaviors were −0.23 (year 1), 0.25 (year 2), and −0.10 (year 3). The second year of life showed the strongest relationships, although heterogeneity of effects was substantial across the analyses. Limitations include only analyzing concurrent relationships and lack of naturalistic distress paradigms in the literature. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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11 pages, 270 KiB  
Review
The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
by Edouard Gentaz and Sylvie Richard
Children 2022, 9(2), 133; https://doi.org/10.3390/children9020133 - 20 Jan 2022
Cited by 5 | Viewed by 9631
Abstract
This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effects. Firstly, these findings are [...] Read more.
This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effects. Firstly, these findings are discussed in the light of several methodological limitations: the absence of active control groups, small sample sizes, diversity of measures, or lack of control over the implementation fidelity of both Montessori and conventional pedagogy. Secondly, these findings are discussed in the light of what Montessori pedagogy does not emphasise in its conception of development and the role of the teacher, namely the place given to language and pretend play. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
15 pages, 277 KiB  
Review
Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know?
by Dimitrios Papadopoulos
Children 2021, 8(11), 953; https://doi.org/10.3390/children8110953 - 22 Oct 2021
Cited by 12 | Viewed by 7159
Abstract
Parenting gifted and talented (G/T) children is a journey with unique experiences that can differ from the lived experiences of parents raising non-gifted and talented children. These unique experiences typically raise concerns, influence decisions, and exacerbate stress and anxiety regarding the children’s future [...] Read more.
Parenting gifted and talented (G/T) children is a journey with unique experiences that can differ from the lived experiences of parents raising non-gifted and talented children. These unique experiences typically raise concerns, influence decisions, and exacerbate stress and anxiety regarding the children’s future development and education. The purpose of this paper is to provide an overview of the current literature in order to highlight the topic of parenting G/T children with a focus on their exceptional social-emotional needs. Studies support the conclusion that significant determinants of G/T children’s personal growth are authoritative parenting, which provides autonomy and self-motivation, and parents’ behaviors and attitudes toward the exceptional needs of G/T children. Conversely, authoritarian parenting negatively impacts children’s well-being and mental health, impeding the positive development of the child’s potential. Enhancing the caregiving capacity of family members—by reducing the stress associated with their parenting and caregiving roles—can have a powerful impact on the developmental trajectory of gifted children. Full article
(This article belongs to the Special Issue Child Psychology: Typical and Atypical Development)
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