Listening to Life’s Lessons: Using music Lyrics and Poetry to Face Issues of Aging in the Classroom

The use of poetry and music in college courses on aging is discussed. The format can help instructors reach their students in new ways. Poetry and music can be used to engage students in material that may be emotionally charged. In addition, poetry and music can be used to help students confront stereotypes about the elderly

Early Competitive Game Playing in Same- and Mixed-Gender Peer Groups

Sixty-four kindergarten children participated in a bead-collecting game. Their competitive, noncompetitive, and other moves were measured. Gender and gender composition of the group affected competition in the context of playing this game with known peers. The boys were more competitive than the girls. Girls in the same-gender groups, but not mixed-gender groups, had low levels of competitive moves overall. Similar rates of strategic moves and game understanding suggest that the noted gender differences were not due to lack of game skill. However, the experience of playing the game can differ for boys and girls, and this difference may be emphasized when girls are playing exclusively with other girls

Infant Object Mastery in the Home: A Robust Phenomenon

In this study, it was hypothesized that experimentally introduced noise would disrupt infant object mastery performance in the home environment. Twenty-four 12-month-old infants performed under control and experimental test conditions on alternating home visits. A tape-recording of talk radio conversations was introduced during the experimental test visit. Each videotaped visit included a test session with 6 short object mastery trials. The hypothesis was not supported. The implications of the findings are addressed

Children’s Use of Retreats in Family Child Care Homes

The use of retreat spaces by 65 children in 9 family child care homes was assessed in this study. Family child care providers used daily diaries to collect information about children’s retreat frequency and associated behavior. The findings revealed that nearly half of the children used informal, readily available retreats during the research period. Playing with toys was the most frequent and stable retreat activity across age groups. Yet the number of passive and engaged behaviors varied based on child characteristics such as age, gender, and child’s mood for the day. Retreat use can be viewed as a potentially adaptive environmental strategy that children apply as their needs change in a given day and from one developmental period to the next. Thus, it is recommended that child care professionals provide access to retreats and support children’s varied use of retreat space

Young Children’s Access and Use of Computers in Family Child Care and Child Care Centers

Forty eight family child care providers and 37 center-based providers completed surveys about the availability and use of computers for children in their care. In addition, the providers were asked about their attitudes towards technology and their own computer skills. The impact of setting type on computer placement and rules about their use did not differ very much by setting type. Several factors were associated with the amount of time children were reported to use the computers. Overall, it appears that child care providers had developmentally sensitive guidelines for fostering computer use in both child care settings

Welcome back! Helping young children return to your program after hospitalization

Every week I’m lucky enough to spend a couple of hours reading to hospitalized children. Sometimes I also get to be with other formerly hospitalized children as a camp volunteer. In spite of their incredibly varied experiences, one thing stands out: kids will be kids! This can mean many things, but to me as a volunteer—who just happens to be a developmental psychologist—it means that young children want to feel safe, want to explore their world, and want to have fun

Making more room for physical activity in home-based child care

Imagine a public fountain that spans a large plaza. If young children were there, would they splish-splash in the giant puddle of water? Imagine an open field with large stones cropping up from the grass. Would young children try any way they could to climb on the stones? Imagine a home where couch pillows lie around on the floor. Would young children jump on the pillows

Anything He Can Do, She Can Do Better: Children’s Attitudes About Gender and Occupations

Children’s career aspirations are affected by cultural stereotypes about gender. We investigated rudimentary implicit associations and explicit gender attitudes about occupations with a diverse sample of fifty-eight (29 girls, 29 boys) 10-year-old children. We tested implicit gender associations using an adapted auditory Stroop task and tested explicit gender attitudes using the Gender-Stereotyped Attitude Scale for Children (GASC). We also modified a version of the GASC to assess children’s attitudes about a female and a male firefighter-paramedic seen in a brief video. Children also judged the firefighter-paramedics’ job skills. Children did not display implicit associations between occupations and one’s gender based on differences in the response times between the congruent and incongruent test trials that paired male and female voices with occupations, t(1762) = 0.65, p = .52, d = 0.03. Auditory voice stimuli might have confounded the tested associations between gender and occupations. The GASC findings highlighted gender stereotype flexibility about men and women. Girls were more flexible than boys on the job component of the GASC, t(56) = −2.12, p = .039, d = 0.55. The level of children’s gender stereotype flexibility varied by occupation. Children exhibited the most flexibility for who should be a doctor and the least flexibility for who should be a ballet dancer/teacher. Lastly, we assessed attitudes toward the specific woman featured in the video; children overwhelmingly saw her as a potentially good fire chief (vs. the man featured in the video; 91% selected Kate or both for who would be a better fire chief)

Inch by inch: Making our Gardens Grow

Why bring gardens to early education programs? School garden success has a long history, but this success has been found primarily in elementary schools (Blair 2009). Yet child care centers are typically open year-round and therefore are better prepared to enjoy the full bounty that gardens may provide. Gardening with young children isn’t new (McFarland 2005), but a small national “farm to child care movement” that supports garden programs is growing (Berkenkamp and Mader 2012). Unfortunately, many teachers are not familiar with gardening and plant science (Blair 2009). The novelty of gardening may be one of the obstacles in bringing gardens to the child care environment. Other obstacles can include concerns about working with children in messy outdoor settings and engaging in strenuous labor. So why do it? What are the benefits for young children

Child Life Specialists’ Evaluation of Hospital Playroom Design: A Mixed Method Inquiry

This study uses the expertise of child life specialists to identify which elements support child life goals for hospitalized children. This study can be used to inform those interested in the optimal design of hospital playrooms. Ninety child life specialists were surveyed using a photograph methodology showing five actual child life playrooms from different hospitals. The participants were asked the following: rate each playroom on 14 dimensions; describe what was liked best about each playroom; and finally, rank order the playrooms based on their ability to support child life goals. Findings show that child life specialists were able to detect fine distinctions among hospital playrooms; thus, highlighting the important role that child life specialists can play in the design or modification of these spaces. Notably, using both Likert ratings and open-response questions, the value of biophilia in child life play spaces, specifically windows, light, and nature themes were revealed. In addition to biophilic attributes, the playrooms rated most favorably were those that contain pleasing color and décor and plenty of open space. Playrooms that promote sensory-motor and pretend play were also preferred