Issue Information

Longitudinal predictions of visual attention span at school entry for Chinese character reading fluency and reading comprehension via developmentally specific mediation of language‐related cognitive skills
von: Jemilyn Kaw, et al.
Veröffentlicht: (2026)

Gender stereotypes in preschool: An examination of age and gender differences
von: Johanna Landvogt, et al.
Veröffentlicht: (2026)

Materialism as a catalyst, not a compensation: A cross‐lagged panel network analysis of psychological insecurity in migrant and non‐migrant children
von: Canjia Peng, et al.
Veröffentlicht: (2026)

24‐h movement behaviours and inhibitory control in Chinese preschoolers: A compositional data analysis approach
von: Zhaohong Zhu, et al.
Veröffentlicht: (2026)

Profiles of sibling relationships among Chinese adolescents: The contribution of parental differential treatment of siblings
von: Fanlong Wang, et al.
Veröffentlicht: (2026)

Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children
von: Su Morris, et al.
Veröffentlicht: (2026)

School achievement in the Brazilian rural Amazon: An analysis of the interaction among motor, cognitive and environmental factors
von: Douglas Vieira, et al.
Veröffentlicht: (2026)

A systematic review of school‐based interventions to promote digital resilience in children
von: Georgina C. Halliwell, et al.
Veröffentlicht: (2026)

Some culture is hiding in plain sight in research on child development
von: Roman Stengelin
Veröffentlicht: (2026)

Developmental changes in the efficiency of attentional networks in very preterm children during the transition from preschool to school
von: Tamara Walczak‐Kozłowska, et al.
Veröffentlicht: (2026)

Individual differences in empathy‐related responses in early childhood: A person‐centred approach
von: Johannes Bullinger, et al.
Veröffentlicht: (2026)

Children in Multicultural Malaysia Prefer Their Ingroup Over an Outgroup but Imitate Indiscriminately
von: Rachel Y. Chin, et al.
Veröffentlicht: (2026)

Turkish preschoolers show an advantage in their understanding of their own representational change over others' false belief
von: Mesut Saçkes, et al.
Veröffentlicht: (2026)

Satisfying personal preference or being considerate? The protagonist's preference matters in children's evaluation of social mindfulness
von: Dandan Li, et al.
Veröffentlicht: (2026)

Engagement, preference and identity: Proposing a developmental engagement framework
von: Mihyun Son, et al.
Veröffentlicht: (2026)

Mandarin translation and validation of the Theory of Mind Inventory‐2 and the Theory of Mind Task Battery for autistic children in Mainland China
von: Mi Tian, et al.
Veröffentlicht: (2026)

Why do children and adults believe others apologize?
von: Ju‐eun Oh, et al.
Veröffentlicht: (2025)

Older adults' name–face association learning is facilitated for names with high‐frequency first syllables
von: Bianca A. Headen, et al.
Veröffentlicht: (2024)

Effects of prematurity and socio‐economic status on early life language exposure: A video coding study
von: Sinéad O'Carroll, et al.
Veröffentlicht: (2025)

The interaction of negative parenting and DRD2 gene rs1799732 polymorphism on self‐control in children and adolescents: Development stage differences
von: Jian Mao, et al.
Veröffentlicht: (2025)

How children understand aha‐experiences in problem solving
von: Josefine Haugen, et al.
Veröffentlicht: (2025)

Zoti's Social Toolkit: Developing and piloting novel animated tasks to assess emotional understanding and conflict resolution skills in childhood
von: Vanessa Lloyd‐Esenkaya, et al.
Veröffentlicht: (2024)

Unlocking narratives: Longitudinal associations between theory of mind and reading comprehension
von: Christopher Osterhaus, et al.
Veröffentlicht: (2024)

Children's attitudes about transgender identity disclosure and concealment
von: Daniel J. Alonso, et al.
Veröffentlicht: (2024)

The profiles of parent–child attachment network and its influence on longitudinal adolescent problematic mobile phone use: Based on random intercept latent transition analysis
von: Zhaoyang Xie, et al.
Veröffentlicht: (2025)

Ageist attitudes are already evident in pre‐ and early‐school children: A multi‐method examination
von: Jenny Jaquet, et al.
Veröffentlicht: (2025)

Intergenerational transition of successful ageing through familism across three nested generations
von: Saba Sajjad, et al.
Veröffentlicht: (2025)

Social–emotional competencies and psychological well‐being across secondary school transition
von: Christopher Shum, et al.
Veröffentlicht: (2025)

Editorial acknowledgement
Veröffentlicht: (2024)

Transformative tales: The role of story videos on children's reasoning about transgender identities
von: Rachel D. Fine, et al.
Veröffentlicht: (2024)

Domain‐general scientific reasoning abilities in kindergarten independently predict the mathematics ability of elementary school children
von: Christopher Osterhaus, et al.
Veröffentlicht: (2025)

The development of ambivalent sexism: Proposals for an expanded model
von: Campbell Leaper
Veröffentlicht: (2024)

Episodic future thinking and delay of gratification in children: Is imagining reward pay‐off helpful?
von: Ciarán Canning, et al.
Veröffentlicht: (2024)

Cumulative stressor exposure and cognitive functioning in late childhood: The role of inflammation
von: Izabella Polgar‐Wiseman, et al.
Veröffentlicht: (2025)

The influence of valence and relationship on children's verification of gossip
von: Zhehua Wan, et al.
Veröffentlicht: (2024)

The impact of short‐form video overuse on prosocial and aggressive behaviours in children aged 3–6: The parallel mediating roles of empathy and emotion regulation
von: Xu Wang, et al.
Veröffentlicht: (2025)