Children’s Evaluation and Categorization of Transgender Children

Despite extant evidence of negative peer treatment of transgender adolescents and adults, little is known about how young children perceive transgender peers, particularly those who have socially transitioned or are living in line with their gender rather than sex at birth. Whereas children have been shown to be averse to gender nonconformity in peers, because many transgender children appear and behave in ways consistent with their expressed gender (but not their sex at birth), it is unclear how children evaluate these identities. In 2 studies, we investigated 5- to 10-year-old children’s (N_total = 113) preferences for transgender versus gender-“typical” peers who either shared their gender identity or did not. We also examined whether children categorized transgender peers by their sex or expressed gender, as it might inform their evaluations. Children preferred cisgender peers over transgender peers; however, they also liked peers of their own gender rather than the other gender (e.g., female participants preferred girls over boys), demonstrating that the oft-documented own-gender bias plays an important role even when children are reasoning about transgender peers. Children did not reliably categorize transgender peers by sex or gender; yet those who categorized transgender peers by their sex showed greater dislike of transgender peers. The current studies are the first to investigate cisgender children’s attitudes toward transgender children and suggest that perceptions of gender categorization and conformity play a role in children’s evaluations of transgender peers.     

Children’s models of division

Young children find it much easier to solve concrete partitive division problems when the objects to be shared are grouped by the divisor rather than by the quotient, but the reverse is true in quotitive division problems [J. Exp. Child Psychol. 81 (2002a) 1; Dev. Sci. 5 (2002b) 452]. In previous research, the objects to be shared were grouped and the perceptual display was slightly different in the Grouping-by-Divisor and Grouping-by-Quotient conditions and this may have contributed to the difference between the conditions. In the study reported here, partitive and quotitive division problems were presented to 5–8-year-olds. The objects to be shared were presented in a grid and the “groups” were created by verbal instruction; the perceptual arrangement was identical in both conditions. The Grouping-by-Divisor condition remained significantly easier than the Grouping-by-Quotient condition in the partitive problems but the reverse was true in the quotitive problems. This shows that the perceptual arrangement of objects cannot fully explain the difference in difficulty between the Grouping-by-Divisor and Grouping-by-Quotient conditions and also provides support for the notion that young children rely on models that are based on restricted concrete representations when solving division problems. The results are discussed in terms of theories about the development of executive function, children’s attentional focus and the development of an integrated understanding of division.     

A Reappraisal of Children’s ‘Potential’

What does it mean for a child to fulfil his or her potential? This article explores the contexts and implications of the much-used concept of potential in educational discourses. We claim that many of the popular, political and educational uses of the term in relation to childhood have a problematic blind spot: interpersonality, and the necessary coexistence for the concept to be receivable of all children’s ‘potentials’. Rather than advocating abandoning the term—a futile gesture given its emotive force—we argue that the concept of children’s potential must be profoundly rethought to be workable as a philosophical notion in education. In an era marked by the unspoken assumption that ‘unlimited potential’ is always a good thing, we argue that it might be necessary to think about the limitations of the notion of individual potential; namely, the moment when it comes into contact with other people’s projects. We propose a conceptualisation of potential as the negotiated, situated, ever-changing creation of a group of individuals, in a process marked by conflict, and which remains essentially difficult.     

Children’s and Adolescents’ Conceptions of Happiness

Previous research on children’s and adolescents’ happiness has mainly focused on the different variables that may contribute to it. However, very few studies have investigated the beliefs that children and adolescents hold about happiness. It is important to study developmental and gender differences in the conceptions of happiness as beliefs affect people’s emotions and behaviors, and they may help explain how children and adolescents strive for their own (and potentially others’) happiness. To that aim, we conducted two different studies. In Study 1a 20 people (lay judges) completed two categorization tasks to obtain categorization systems that may include all the relevant content categories identified in previous literature with adults, adolescents and children. In Study 1b, we asked 162 children and adolescents to define—in their own words—what happiness meant for them. Their responses were coded according to two different systems derived from previous finding with adults and children and to an alternative coding system derived from the qualitative analyses of children’s and adolescents’ responses. Overall, results showed that hedonic conceptualization of happiness were mainly present in late childhood; whereas eudaimonic conceptualizations were mainly present in adolescence. No significant gender differences were found.     

Caregiver Socialization of Reappraisal and Children’s Cognitive Flexibility Jointly Predict Latinx Children’s Anxiety

Journal of Child and Family Studies - Anxiety disorders are among the most common forms of psychopathology in childhood and represent a particularly concerning issue for Latinx children. Research...     

Modality and Children’s Scope Understanding

This study intends to shed light on the inconclusive argument pertaining to children’s acquisition of logical form (LF) operation. Specifically, we examined children’s interpretations of sentences with the ambiguous modal verb yinggai ‘should,’ like ‘Xiaohua yinggai shangchuang shuijiao le’, whose meanings depend on the landing sites of yinggai at LF (root interpretation: Xiaohua is obligated to go to bed now. epistemic interpretation: It is the case that Xiaohua has gone to bed.). The results of truth value judgment task from 15 children (range: 4;8–6;2, mean: 5;4) and 37 adults indicate that both groups tend to interpret the ambiguous yinggai as epistemic readings and that children’s interpretation is adult-like. Thus, this study supports (Syrett and Lidz’s in Lang Acquis 16:67–81, 2009) view that 5-year-olds have adult-like LF development and their difficulties in interpreting covert movements may be reduced to extra-grammatical factors.     

Children’s strategies in complex arithmetic

Strategies used to solve two-digit addition problems (e.g., 27 + 48, Experiment 1) and two-digit subtraction problems (e.g., 73 – 59, Experiment 2) were investigated in adults and in children from Grades 3, 5, and 7. Participants were tested in choice and no-choice conditions. Results showed that (a) participants used the full decomposition strategy more often than the partial decomposition strategy to solve addition problems but used both strategies equally often to solve subtraction problems; (b) strategy use and execution were influenced by participants’ age, problem features, relative strategy performance, and whether the problems were displayed horizontally or vertically; and (c) age-related changes in complex arithmetic concern relative strategy use and execution as well as the relative influences of problem characteristics, strategy characteristics, and problem presentation on strategy choices and strategy performance. Implications of these findings for understanding age-related changes in strategic aspects of complex arithmetic performance are discussed.     

Parents’ Beliefs about Children’s Emotions and Parents’ Emotion-Related Conversations with Their Children

The goals of the current study were to describe parents’ emotion socialization patterns and to assess relations between parents’ emotion-related beliefs and socialization behaviors during conversations with their children. Participants were 125 parents and their 9- and 10-year-old children from three ethnic groups in the southeastern United States. Parents reported beliefs about children’s emotions. Parents and children were videotaped playing a board game to evoke emotion-related conversations, which were then coded for parents’ labeling, teaching, and encouragement of emotion. Parents used less labeling and teaching for positive than negative emotions, and greater encouragement for positive than negative emotions. Parents with stronger beliefs about the value of positive emotions engaged in less labeling of positive emotions, less teaching of all emotions, and less encouragement of negative emotions. Parents with stronger beliefs about the value of negative emotions engaged in more encouragement of negative emotions. Parents with stronger beliefs that all emotions are dangerous engaged in less labeling of negative emotions. The results of this study have potential clinical implications in helping clients to understand the foundational structures of their behaviors and how both beliefs and behaviors are distinct, yet interrelated constructs.     

Children’s Maternal Support-Seeking: Relations to Maternal Emotion Socialization Responses and Children’s Emotion Management

The present study examined children’s support-seeking of mothers (SSM) as a moderator of the association between maternal emotion socialization responses and children’s emotion management. Participants included 119 mother–child dyads (63 boys, M age = 9.61 years, 73.1 % Caucasian). Maternal emotion socialization was assessed via observed mother–child interactions and child report. Analyses indicated several main effects such that child-reported maternal reward responses were associated with stronger child emotion management, whereas perceived maternal punishment and neglect were associated with poorer child emotion management. Regarding the significant interactions, observed maternal general unsupportive socialization responses were negatively associated with emotion management. Additionally, for children low in SSM, child-reported maternal overriding of children’s emotions was positively associated with better emotion management. Support-seeking of mothers may mitigate the risk of some unsupportive maternal socialization responses and may be an adaptive strategy in middle childhood in particular contexts.     

Children’s sensitivity to pictorial depth information

Children, ranging in age from 3 years, 4 months to 5 years, 4 months, were tested for sensitivity to interposition, height in field, linear perspective, and retinal size under either restricted (monocular, head motionless) or unrestricted (binocular, head free) picture surface viewing conditions. All of the subjects’ relative depth responses (near vs. far) to two toy houses were remarkably accurate with interposition and or height in field pictorial depth information. Retinal size had relatively little control over their responses, and the addition of linear perspective resulted in no significant improvement. Performance was nearly equivalent under the two viewing conditions, indicating young children’s ability to take a “pictorial attitude.”     

Parental Emotional Response to Children’s Traumas

To better understand how parents react to their child’s trauma exposure and evaluate whether different reactions are related to different types of traumas, 120 parents (79.2% mothers, 18.3% fathers, 2.5% other caregivers) were asked about their emotional reactions related to their child’s self-reported worst trauma. Emotional reactions were assessed with the Parental Emotional Reactions Questionnaire (PERQ). Parents reported high levels of distress and guilt. Furthermore, there was a significant relationship between type of trauma and parents’ overall emotional reactions. Parental distress was equally endorsed among the different trauma groups. Parents of children who experienced intrafamilial violence and extrafamilial sexual abuse reported the highest levels of guilt, and child exposure to intrafamilial violence was associated with higher levels of parental shame.     

Mechanisms Mediating Children’s Perceived Maternal Nonsupportive Reactions to Sadness and Children’s Social and Emotional Functioning

This study examined whether children’s perceptions of maternal nonsupportive reactions to sadness (active discouragement and non-response) influenced children’s loneliness and classroom popularity indirectly through their effects on children’s sadness inhibition and self-perception of social competence. Participants were children in grades 3–6 from a university affiliated public elementary school (N = 175; 53 % females; 37 % racial/ethnic minority). Children reported on the frequency of their mother’s active discouragement and non-response of their sadness, as well their own sadness inhibition, self-perceived social competence, and loneliness. Classroom peers reported on children’s popularity. Results indicated that perceived maternal non-response to sadness was indirectly related to classroom popularity and loneliness through the effect on children’s self-perception of social competence. In contrast, perceived maternal active discouragement of sadness was indirectly related to children’s classroom popularity through the effect on children’s sadness inhibition. These results support the consideration of active discouragement and non-response as distinct constructs and indicate the likelihood of different pathways of influence in predicting emotional and social outcomes such as loneliness and classroom popularity.     

Children’s rights and the non-identity problem

Abstract

Can appealing to children’s rights help to solve the non-identity problem in cases of procreation? A number of philosophers have answered affirmatively, arguing that even if children cannot be harmed by being born into disadvantaged conditions, they may nevertheless be wronged if those conditions fail to meet a minimal standard of decency to which all children are putatively entitled. This paper defends the tenability of this view by outlining and responding to five prominent objections that have been raised against it in the contemporary literature: (1) the identifiability objection; (2) the non-existence objection; (3) the waiving of rights objection, (4) the lack of legitimate complaint objection; and (5) the unfairness objection.     

Children’s prayers from a Hospital Chapel

Children’s prayers, from prayer books left in the Chapel of a Children’s Hospital between 1998 and 2002, were studied for what the children’s God-talk would reveal about their perceptions of God. Of the 3893 prayers written during this period, 346 were confidently identified as being authored by children. The sample of 346 prayers, which gave rise to 558 expressions of prayer, was explored through a content analysis, used quantitatively to summarise and describe the data, and a thematic analysis, informed by methods from Grounded Theory. The psychological and spiritual significance of the prayers is drawn out, demonstrating the richness and relationality of children’s spirituality. The predominance of prayers written by female writers, suggests that the extent to which relationality is present is related to gender. Questions concerning possible gender-related differences in girls’ and boys’ spirituality are raised and implications for practice are considered.     

Intrusive Psychological Control and Children’s Behaviors in Chinese Multigenerational Families: Role of Children’s Temperamental Reactivity

Journal of Child and Family Studies - The coparenting between grandparents and parents is increasingly prevalent in Chinese society. Based on the family system theory and the differential...     

Parents’ and Children’s ADHD in a Family System

ADHD symptoms “run in families”. However, relatively little is known about the ways in which parents’ symptoms might additively and interactively work with the parenting environment, to influence (and be influenced by) the developmental trajectory of symptoms in children and adolescents. In this commentary on the special section addressing this gap in knowledge, emphasis is placed on the importance of replicating and extending family-wide studies of ADHD symptoms and etiology. The current papers exemplify the leading-edge of such efforts, demonstrating the feasibility and rigor with which studies are being conducted, utilizing longitudinal and experimental designs. Families and parenting environments operate as a system in which individuals influence each other’s symptoms and functioning. In so doing, parents produce tremendous variability within (as well as between) each family in individuals’ ADHD symptoms from childhood through adulthood, via gene-environment transactions that may even begin during prenatal development.     

Longitudinal Relations Between Parent–Child Conflict and Children’s Adjustment: The Role of Children’s Sleep

Sleep was examined as a process variable in relations between verbal and physical parent–child conflict and change in children’s internalizing and externalizing symptoms over time. Participants were 282 children at T1 (M age?=?9.44 years; 48 % girls), 280 children at T2 (M age?=?10.41 years), and 275 children at T3 (M age?=?11.35 years). Children reported on parent–child conflict, sleep was assessed with actigraphy, and parents reported on children’s internalizing and externalizing symptoms. Autoregressive effects for sleep and internalizing and externalizing symptoms were controlled to examine change over time. Supportive of intervening processes, physical parent–child conflict at T1 and increased change in internalizing and externalizing symptoms at T3 were indirectly related through their shared association with reduced sleep continuity (efficiency, long wake episodes) at T2. Findings build on a small but growing literature and highlight the importance of considering the role of sleep in relations between family conflict and child development.     

Multiracial Children’s and Adults’ Categorizations of Multiracial Individuals

Research has explored how multiracial individuals are categorized by monoracial individuals, but it has not yet explored how they are categorized by multiracial individuals themselves. We examined how multiracial children (aged 4–9 years old) and adults categorized multiracial targets (presented with and without parentage information). When parentage information was provided, multiracial targets were more likely to be categorized as neither wholly Black nor wholly White. However, both multiracial adults and children more often categorized multiracial targets as Black than as White regardless of the absence or presence of parentage information. For multiracial children, increased contact with White people predicted the tendency to categorize multiracial targets as Black. These data suggest that multiracial children’s categorizations are more flexible than those of monoracial children in previous research and that the tendency to categorize multiracial targets as Black emerges early in development within multiracial samples and is especially likely in predominantly White contexts.