A Peek Into the Future of Child Development

1990 ◽  
Vol 35 (5) ◽  
pp. 456-457
Author(s):  
Andrew F. Newcomb
Keyword(s):  
Child Development ◽  
The Future

Prenatal Stress and Child Development: The Future That Lies Ahead

2021 ◽  
pp. 623-631
Author(s):  
Ashley Wazana ◽  
Eszter Székely ◽  
Tim F. Oberlander
Keyword(s):  
Child Development ◽  
Prenatal Stress ◽  
The Future

scholarly journals Changes in Knowledge Across Time

2021 ◽  
Author(s):  
Kenda Parsons ◽  
Vivian Rigg ◽  
Della Boudreau ◽  
Ellen Doucet ◽  
Lily Toutounji ◽  
...  
Keyword(s):  
Child Development ◽  
Theory Of Mind ◽  
Cognitive Skills ◽  
Developmental Psychology ◽  
Current Knowledge ◽  
Metacognitive Skills ◽  
Study Materials ◽  
The Future ◽  
Online Format ◽  
Changes Over Time

Our study focuses on children’s understanding of their own knowledge and how it changes over time. Preschool-aged children perform above chance when asked about current knowledge, but only children older than 5 years of age performed above chance for past, future, or intraindividual knowledge (Atance & Caza, 2018; Caza et al., 2016). However, we do not currently know whether awareness of past and future knowledge is related. While this type of awareness seems conceptually related to metacognition (the awareness of one’s own ignorance or knowledge; Rohwer et al., 2012), the relation to this skill is unknown. Thus, the goal of the current study is to investigate how children’s awareness of their own epistemic knowledge is related to their metacognitive abilities. This study will explore children between the ages of 3.5- through 5-years-old, who will be assessed on their understanding of their current, past, and future knowledge, as well as other tasks assessing metacognitive skills. Further, we will explore the role of theory of mind and inhibitory control. We predict that children who do well on the epistemic knowledge task for the past will display better performance on the task asking about the future, and that both will be related to the other cognitive skills measured. Due to the current global situation, we converted our study materials to an online format. Our poster will highlight this process and discuss ways to approach challenges in online developmental testing. Though data collection is ongoing, we present initial insight into the process, drawbacks, and benefits of online testing. Keywords: Epistemic Knowledge, Metacognition, Theory of Mind, Child Development     References Atance, C. M., & Caza, J. S. (2018). “Will I know more in the future than I know now?” Preschoolers’ judgments about changes in general knowledge. Developmental Psychology, 54(5), 857–865. http://dx.doi.org.proxy.library.carleton.ca/10.1037/dev0000480 Caza, J. S., Atance, C. M., & Bernstein, D. M. (2016). Older (but not younger) preschoolers understand that knowledge differs between people and across time. British Journal of Developmental Psychology, 34(3), 313–324. https://doi.org/10.1111/bjdp.12130 Rohwer, M., Kloo, D., & Perner, J. (2012). Escape from metaignorance: How children develop an understanding of their own lack of knowledge. Child Development, 83(6), 1869–1883. https://doi.org/10.1111/j.1467-8624.2012.01830.x

Revised standards of proficiencies for midwives: an opportunity to influence childhood health?

2020 ◽  
Vol 28 (3) ◽  
pp. 150-154
Author(s):  
Samantha Meegan
Keyword(s):  
Public Health ◽  
Child Development ◽  
Evidence Base ◽  
Early Child Development ◽  
Childhood Health ◽  
Early Child ◽  
The Public ◽  
The Future ◽  
The Uk ◽  
The Impact

The first 1 000 days of life are critical during early child development, yet the significance of this time and the impact on childhood health have only recently been recognised within the UK. In early 2020, the Nursing and Midwifery Council (NMC) released revised standards of proficiency for midwives. These draw on the evidence-base generated by recent research developments within public health, providing the first update of midwifery standards for a decade. This article critically explores the main aspects within the NMC's future midwife proficiencies that relate to the public health component of the midwifery role, and will examine how these factors can equip midwives of the future to support women, their babies and families within the fundamental early days of life.

The Future of Applied Child Development Research and Public Policy

2000 ◽  
Vol 71 (1) ◽  
pp. 197-204 ◽  
Author(s):  
Robert B. McCall ◽  
Chrstina J. Groark
Keyword(s):  
Public Policy ◽  
Child Development ◽  
Development Research ◽  
The Future

An overview of hoarding difficulties in children and adolescents

2020 ◽  
Vol 45 (3) ◽  
pp. 182-185
Author(s):  
Stuart R. C. Whomsley
Keyword(s):  
Child Development ◽  
Children And Adolescents ◽  
Research Agenda ◽  
Future Directions ◽  
Attachment Relationships ◽  
The Future

Abstract This paper considers how what has been learned about hoarding difficulties in adults can be applied to working with children and adolescents and how our knowledge of child development can improve how we help the younger person with this problem. In particular, attachment relationships to objects and organisational difficulties will be focused upon. The importance of earlier interventions, earlier in life, to prevent problems in the future is stressed. Future directions including a research agenda are put forward.

scholarly journals Pembinaan Anak yang Berkonflik dengan Hukum Dari Perspektif Restorative Justice (Studi Perbandingan Antara Indonesia dengan Malaysia)

2020 ◽  
Vol 12 (2) ◽  
pp. 237
Author(s):  
Fatriansyah Fatriansyah
Keyword(s):  
Child Development ◽  
Restorative Justice ◽  
Point Of View ◽  
Correctional Institutions ◽  
Criminal Offender ◽  
The Future ◽  
Development Institutions ◽  
Child Friendly ◽  
The Law ◽  
The Aesthetic

The purposes of this study are 1) To find and analyze institutions authorized to deal with children in conflict with law in Indonesia and Malaysia, and 2) To find and analyze the process of fostering children in conflict with law in Indonesia and Malaysia. The main problems discussed in this study are 1) Guidance institutions that deal with children in conflict with the law in the future must consider respect for the dignity of children in the form of structural and infrastructure perspectives in coaching institutions in other words a child-friendly coaching institution. Furthermore, to provide protection and the needs of the rights of parents of child development institutions in conflict with the law, it is necessary to prepare the rights for parents or guardians of children who will meet and visit. In addition, from the aesthetic and architectural point of view of building institutions for children in conflict with the law must be child-friendly, so as not to be stigmatized such as prisons or correctional institutions generally for adults. 2) Guidance for children in conflict with the law at this time is only a duty and responsibility of the supervisor in the institution, criminal offender and the community alone, so that restorative justice is not achieved. In the future, the development of children in conflict with law in Indonesia needs to use a restorative justice approach. In each stage of its development, guidance for children in conflict with the law is not only oriented to rehabilitation and resocialization of perpetrators but also recovery of victims and people's lives.

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