This article examined home learning environments in a sample of 1,852 low-income families and their children at ages 1, 2, 3, and 5 years. The study found enriched learning experiences as early as 15 months are important to children's vocabulary growth and provide a foundation for children's later school success.

Trajectories of the Home Learning Environment Across the First 5 Years Associations with Childrens Vocabulary and Literacy Skills at Prekindergarten

In the present meta-analysis all available evidence regarding the efficacy of different behavioral interventions for children's executive function skills were synthesized. After a systematic search we included experimental studies aiming to enhance children's (up to 12 years of age) executive functioning with neurodevelopmental tests as outcome measures. The results of 100 independent effect sizes in 90 studies including data of 8,925 children confirmed that it is possible to foster these skills in childhood (Diamond & Lee, 2011). We did not find convincing evidence, however, for the benefits to remain on follow-up assessment. Different approaches were effective for typically and nontypically developing samples. For nontypically developing children (including children with neurodevelopmental disorders or behavior problems) acquiring new strategies of self-regulation including biofeedback-enhanced relaxation and strategy teaching programs were the most effective. For typically developing children we found evidence for the moderate beneficial effects of mindfulness practices. Although small to moderate effects of explicit training with tasks loading on executive function skills in the form of computerized and noncomputer training were found, these effects were consistently weaker for nontypically developing children who might actually be more in need of such training. Thus, atypically developing children seem to profit more from acquiring new strategies of self-regulation as compared with practice with executive function tasks. We propose that explicit training does not seem to be meaningful as the approaches that implicitly foster executive functions are similarly or more effective, and these activities are more enjoyable and can be more easily embedded in children's everyday activities. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Takacs & Kassai (2019). The Efficacy of Different Interventions to Foster Children’s Executive Function Skills: A Series of Meta-Analyses

Arguably the greatest single work in the history of psychology. James's analyses of habit, the nature of emotion, the phenomenology of attention, the stream of thought, the perception of space, and the multiplicity of the consciousness of self are still widely cited and incorporated into contemporary theoretical accounts of these phenomena.

The Principles of Psychology

This study aimed to examine developmental relations of screen time, negative affect and effortful control in children aged 12–36 months. Parents of 462 children up to 3 years of age at the start of the study (M = 1.28 years, SD = 0.61; 50% female) participated in four assessments within 10 months. Parents reported their children's screen time, negative affect, and effortful control at each assessment in a diary study. Results of multivariate Bayesian multilevel growth modeling revealed correlations between growth parameters of (1) children's screen time and their negative affect and (2) children's negative affect and their effortful control but not between growth parameters of (3) children's screen time and their effortful control. Overall, these results indicate that children's screen time may be associated with their negative affect independently of their effortful control. Hence, we found no evidence of displacement in the development of self-regulatory strategies in children of parents with higher levels of education. Future research on this topic should focus on children's excessive screen media use, considering contextual and content-related screen media factors and other factors in the child's immediate and broader environment. 

Screen time vs. scream time: Developmental interrelations between young children's screen time, negative affect, and effortful control

The relation between language and theory of mind (ToM) has been debated for more than two decades. In a similar vein, ToM has been examined in children with specific language impairment (SLI), albeit with inconsistent results. This meta-analysis of 17 studies with 745 children between the ages of 4 and 12 found that children with SLI had substantially lower ToM performance compared to age-matched typically developing children (d = .98). This effect size was not moderated by age and gender. By revealing that children with SLI have ToM impairments, this finding emphasizes the need for further investigation into the developmental interface between language and ToM as well as the extended consequences of atypical language development.

Theory of mind in children with Specific Language Impairment

Bereiche der Entwicklung – die Facetten des Kindes

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Bereiche der Entwicklung – die Facetten des Kindes