Commentary: Charting Future Directions for Research on Asian American Child Development

2016 ◽  
Vol 87 (4) ◽  
pp. 1055-1060 ◽  
Author(s):  
Charissa S. L. Cheah
2016 ◽  
Vol 87 (4) ◽  
pp. 1066-1068
Author(s):  
Vivian Tseng ◽  
Lisa Kiang ◽  
Jayanthi Mistry ◽  
Rashmita S. Mistry ◽  
Yijie Wang ◽  
...  

2016 ◽  
Vol 87 (4) ◽  
pp. 995-1013 ◽  
Author(s):  
Lisa Kiang ◽  
Vivian Tseng ◽  
Tiffany Yip

2016 ◽  
Vol 87 (4) ◽  
pp. 989-994 ◽  
Author(s):  
Vivian Tseng ◽  
Lisa Kiang ◽  
Jayanthi Mistry ◽  
Rashmita S. Mistry ◽  
Yijie Wang ◽  
...  

2003 ◽  
Vol 15 (4) ◽  
pp. 853-884 ◽  
Author(s):  
KIM MACLEAN

During the past 10 years researchers studying children adopted from Romanian orphanages have had the opportunity to revisit developmental questions regarding the impact of early deprivation on child development. In the present paper the effects of deprivation are examined by reviewing both the early and more recent literature on studies of children who spent the first few years of life in institutions. Special attention is given to the Canadian study of Romanian adoptees in which the author has been involved. Findings across time and studies are consistent in showing the negative impact of institutionalization on all aspects of children's development (intellectual, physical, behavioral, and social–emotional). Results of studies show, however, that institutionalization, although a risk factor for less optimal development, does not doom a child to psychopathology. However, the impact of institutionalization is greater when coupled with risk factors in the postinstitutional environment. Methodological and conceptual difficulties in research with institutionalized samples of children are discussed and future directions for research are considered.


2019 ◽  
Vol 21 (3) ◽  
pp. 242-252
Author(s):  
Jessica Prioletta

Child development ideologies have long informed early childhood education, shaping teachers’ perceptions of children and their classroom practices through teacher education programs and education policies. Following the rise of post-developmental perspectives in the early childhood literature, the author uses a critical feminist lens to examine the gendered implications child development ideologies have had on teachers’ perspectives and practices in a Canadian metropolis. Drawing on data collected in four preschool classrooms, the author argues that the preschool teachers’ reliance on child developmental logics inadvertently perpetuated a patriarchal culture in their classrooms, as gendered power dynamics went unnoticed and unaddressed in children’s play. The author concludes by exploring the possibilities that MacNaughton’s concept of the feminist pedagogic gaze may afford early learning practices and future directions for research.


Author(s):  
Janet Charoensook ◽  
Julia L. Hoang ◽  
Richard J. Lee ◽  
Andrew Elliott ◽  
Matthew Chang

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