The developmental niche: A theoretical framework for analyzing the household production of health
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Preschool screen media exposure, executive functions and symptoms of inattention/hyperactivity
2021, Journal of Applied Developmental PsychologyCitation Excerpt :Past research has shown that parental characteristics, including maternal education (Denham et al., 2015), parenting style (Linebarger et al., 2014; Radesky et al., 2015b), and the quality of parent-child interactions (Hughes and Ensor, 2009; Schore, 1996) can influence the development of preschool children’s EFs (Bernier et al., 2010). Likewise, the socio-contextual factors of socioeconomic status (SES; Schmiedeler et al., 2014) and culture (Harkness and Super, 1994), and family factors including parental employment (Belsky, 1984) and family stress (Greenhill et al., 2008), have been shown to influence developmental outcomes in children. Child factors have also been associated with EFs and attention, including age and gender (hot EFs positively associated with being female) (Denham et al., 2015), parity (having siblings positively associated with EFs) (McAlister & Peterson, 2013), amount of sleep (Nathanson and Fries, 2014), motor skills (Houwen et al., 2019), and temperament (effortful control positively associated and negative affect negatively associated with cool EFs, i.e. conflict resolution) (Rothbart et al., 2007).
Cross-cultural, developmental psychology: integrating approaches and key insights
2020, Evolution and Human BehaviorCitation Excerpt :Indeed, there exist a plethora of models in both psychology and anthropology to this end. These include, but are not limited to, Bronfenbrenner's ecological systems model (Bronfenbrenner, 1994), the Whiting model of psychocultural research (J. Whiting, 1977), Vygotsky's sociocultural-historical theory (Vygotsky, 1980), Harkness & Super's developmental niche model (Harkness & Super, 1994), Weisner's ecocultural model (Weisner, 2002), Rogoff's transformation of participation approach (Rogoff, 2003), Keller's ecocultural model of child development (Keller, 2007), and later, Worthman's bio-ecocultural model of child development (Worthman, 2010). A general feature of these models is that they all seek in some way to contextualize child development as a dialogue between the individual and the various social, ecological, and cultural inputs they experience.
Food portion at ages 8–11 and obesogeny: The amount of food given to children varies with the mother's education and the child's appetite arousal
2019, Social Science and MedicineCitation Excerpt :Their results suggested that the proportion of mothers who took health into account increased significantly with education, whereas it decreased with regard to the pleasure motive. These findings are in line with some ecological models that emphasize the role of the social environment, and more specifically the family, in the development of the child (Bronfenbrenner, 1979; Harkness and Super, 1994). However, more recently, in connection with the issue of overweight, the Parenting X Temperament model has shown its effectiveness, indicating that children's temperamental features such as inhibitory control (Rollin et al., 2014), easiness (Wu et al., 2011; Zeller et al., 2008) and appetite reactivity (Godefroy et al., 2018) must also be considered.
The cultural context of infant development: Variability, specificity, and universality
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2018, Development and PsychopathologyHow NICU design and infant and family-centered developmental care act synergistically to support babies and families
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