Advances in child development and behavior (ADV CHILD DEV BEHAV)

Publisher: Elsevier

Journal description

Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints.

Current impact factor: 0.95

Impact Factor Rankings

2016 Impact Factor Available summer 2017
2009 Impact Factor 1.526

Additional details

5-year impact 1.73
Cited half-life 9.10
Immediacy index 0.52
Eigenfactor 0.00
Article influence 0.86
Website Advances in Child Development and Behavior website
Other titles Advances in child development and behavior
ISSN 0065-2407
OCLC 1461167
Document type Journal / Magazine / Newspaper

Publisher details

Elsevier

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors pre-print on any website, including arXiv and RePEC
    • Author's post-print on author's personal website immediately
    • Author's post-print on open access repository after an embargo period of between 12 months and 48 months
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months
    • Author's post-print may be used to update arXiv and RepEC
    • Publisher's version/PDF cannot be used
    • Must link to publisher version with DOI
    • Author's post-print must be released with a Creative Commons Attribution Non-Commercial No Derivatives License
    • Publisher last reviewed on 03/06/2015
  • Classification
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This chapter explores how children and adults have been responding when they watch first graders in the United States using their agency in classrooms that value and permit children to Learn by Observing and Pitching In (LOPI). First, I explore how video-cued ethnography helped to capture on film practices in classrooms that support LOPI through the Agency and Young Children Project. Then, I detail what happened when I showed these films to first-grade (age 6-8) children of Latina/o immigrants, elementary school administrators, teachers, and parents as a means to elicit ideas, perspectives, and concerns about the early education of young Latina/o children of immigrants. Findings from the initial analysis indicate that deficit views of immigrant families in the United States may prevent teachers and administrators from supporting LOPI.
    No preview · Article · Dec 2015 · Advances in child development and behavior
  • [Show abstract] [Hide abstract]
    ABSTRACT: This chapter examines children' attention to surrounding events in which they are not directly involved, a way of learning that fits with the cultural approach of Learning by Observing and Pitching In. Research in instructional settings has found that attention to surrounding events is more common among Indigenous Guatemalan Mayan and some US Mexican-heritage children than among middle-class children from several ethnic backgrounds. We examine this phenomenon in a quasi-naturalistic setting to see if the cultural variation in young children's attention to surrounding events in which they were not directly involved extends beyond instructional settings. During a home visit focused on their younger sibling, 19 Guatemalan Mayan and 18 middle-class European American 3- to 5-year olds were nearby but not addressed, as their mother helped their toddler sibling operate novel objects. The Guatemalan Mayan children more frequently attended to this nearby interaction and other third-party activities, whereas the middle-class European American children more often attended to their own activities in which they were directly involved or they fussed or showed off. The results support the idea that in some Indigenous communities of the Americas where young children are included in a broad range of family and community endeavors, children may be especially inclined to attend to ongoing events, even if they are not directly involved or addressed, compared to European American children whose families have extensive experience in Western school ways.
    No preview · Chapter · Dec 2015

  • No preview · Chapter · Dec 2015
  • [Show abstract] [Hide abstract]
    ABSTRACT: We discuss Learning by Observing and Pitching In (LOPI) as a cultural paradigm that provides an interesting alternative to Assembly-Line Instruction for supporting children's learning. Although LOPI may occur in all communities, it appears to be especially prevalent in many Indigenous and Indigenous-heritage communities of the Americas. We explain key features of this paradigm, previewing the chapters of this volume, which examine LOPI as it occurs in the lives of families and communities. In this introductory chapter, we focus especially on one feature of the paradigm that plays an important role in its uptake and maintenance in families, institutions, and communities-the nature of assessment. We consider the power of the dominant paradigm and the challenges in making paradigm shifts.
    No preview · Article · Dec 2015 · Advances in child development and behavior
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    ABSTRACT: Historical documents and recent fieldwork indicate that, since the sixteenth century, there is robust continuity in central beliefs about learning among Nahuatl families. Nahuatl documents from nearly five centuries ago and current Nahuatl adults consider guidance and teaching to be accompaniment of the learner, more than direct action, because nobody can enter the minds and personalities of others. Learning by observing and pitching in is valued: The adults can organize good conditions of apprenticeship, they can indicate the good direction and the goal, serve as examples, and protect the learner. Across centuries, Nahuatl educational practices consist of facilitating observation by copresence, early training for attentive engagement, hiding nothing, and not preventing children from trying, as well as persuading children to be responsible, to work, and to adopt a calm attitude for paying close attention.
    No preview · Chapter · Dec 2015
  • Article: Preface.

    No preview · Article · Jan 2015 · Advances in child development and behavior
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    ABSTRACT: Amendments passed as part of the No Child Left Behind Act in 2006 made some forms of single-sex (SS) public education legal in the United States. Proponents offer a host of arguments in favor of such schooling. This chapter identifies and evaluates five broad rationales for SS schooling. We conclude that empirical evidence fails to support proponents' claims but nonetheless suggests ways in which to improve coeducation. Specifically, we (a) show that the purported benefits of SS schooling arise from factors confounded with, but not causally linked to, single-sex composition; (b) challenge claims that biological sex is an effective marker of differences relevant to instruction; (c) argue that sexism on the part of teachers and peers persists in SS contexts; and (d) critique the notion that gender per se "disappears" in SS contexts. We also address societal implications of the use of sex-segregated education and conclude that factors found to be beneficial for students should be implemented within coeducational schools.
    No preview · Article · Oct 2014 · Advances in child development and behavior
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    ABSTRACT: Women and girls in the United States continue to be underrepresented in STEM, particularly in engineering and technology fields. This gap has been attracting recent attention from those motivated to ensure that girls and women have access to a full range of personally satisfying careers as well as from those concerned with developing a rich talent pool to meet national workforce needs. This chapter is focused on interventions that have been designed to address this STEM gender gap. We begin by documenting the STEM gender gap and then review change mechanisms emerging from theories of gender development that may be harnessed in intervention efforts. In addition, we pro vide a taxonomy of intervention goals which we then use to organize an illustrative review of sample interventions. After commenting on some of the findings and limitations of past work, we offer suggestions for enhancing the systematic evaluation of intervention programs that include careful selection of comparison groups, a broad array of STEM outcome measures, assessment of potentially unintended consequences, and meta-analyses.
    No preview · Article · Oct 2014 · Advances in child development and behavior
  • [Show abstract] [Hide abstract]
    ABSTRACT: The benefits associated with engaging in regular physical activity are well documented, but a large segment of the population is not sufficiently active. School physical educa tion and sport programs are identified as important components in efforts to promote physical activity. Girls are less active than boys, and there is evidence that physical education programs are not effectively meeting their needs. The focus of this chapter is to examine gender as a construct in the domains of physical education and sport, clarifying the reasons girls tend to be less active and less involved in physical education. Following an historical overview, curricular issues and motivational aspects are considered. Implications are focused on ways that educators can provide positive experiences for all students in physical education and sport that will encourage them to adopt and maintain healthy active lifestyles and enhance their quality of life across the life span.
    No preview · Article · Oct 2014 · Advances in child development and behavior