Family Income Affects Children’s Altruistic Behavior in the Dictator Game

This study aimed to examine how family income and social distance influence young rural Chinese children’s altruistic behavior in the dictator game (DG). A total of 469 four-year-old children from eight rural areas in China, including many children left behind by parents who had migrated to urban areas for work, played the DG. Stickers comprised the resource, while recipients in the game were assumed to be either their friends or strangers, with the social distance (i.e., strangers compared to friends) as a between-subjects variable. Children donated significantly more stickers to their friends than to strangers. Moreover, children from lower income families donated more stickers than children from higher income families. However, no gender and parental migrant status differences in children’s prosocial behaviors were evident in this sample. Findings of this study suggest that children’s altruistic behaviours to peers are influenced by family characteristics since preschool age. The probable influence of local socialization practices on development and the possible adaptive significance were discussed.     

The Presence of a Therapy Dog Results in Improved Object Recognition Performance in Preschool Children

ABSTRACT

The purpose of this study was to determine whether the presence of a dog would have an impact on object recognition memory performance of preschool children. This work represents an extension of previous research which found that preschoolers require fewer instructional prompts to complete this type of memory task when in the presence of a dog. If children require fewer instructional prompts it is possible that they are better able to focus on the task itself and as a result, improved memory performance is likely. Because the earlier experiment utilized a very simple version of the task that was readily completed by the preschool children, the overall performance data were at ceiling. The current study, involving 20 preschool children, included a manipulation of task difficulty through varying the number of distracters (one versus four) present at test. Increasing the number of distractors in a simple recognition task is known to make that task more challenging, and thus performance was expected to be slower and less accurate in the four distracter conditions relative to the one-distracter conditions. The collaborators in the study were either a therapy dog or a human. A two-way repeated measures design was used such that each child served as his/her own control and was tested in each of four separate conditions: dog present (one and four distracters) and human present (one and four distracters). The results showed that the preschool children performed the object recognition task faster and more accurately in the presence of the therapy dog relative to a human and also in the one-distracter versus four-distracter condition. The authors conclude that these effects result from increased focus and/or motivation resulting from the presence of the dog.     

The mediating role of classroom quality on peer effects and language gain in pre-kindergarten ECSE classrooms

The current study was designed to determine whether classroom quality (i.e., the quality of teacher–child interactions) served as a mediator of peer effects with respect to preschool children’s gain in language skills over an academic year. Participants were 670 preschool-age children (64.6% boys; M?=?4 years, 4 months, SD?=?7 months) enrolled in 83 inclusive early childhood special education (ECSE) classrooms in multiple school districts in a single Midwestern state. Measures included an index of classroom quality, average level of classmates’ language skills, and fall and spring language assessments for each child. Results showed that both classroom quality and peer effects contributed to children’s language gain over an academic year, showing that both instructional quality and peers are influential to language development. Results did not support a mediating role for classroom quality: that is, classroom quality did not mediate the effects of peers on children’s language gain.     

Child development; problems of discipline,authority and rebellion

It is only through the love and approval of the significant adults in a child's life that he is able to give up his primitive behavior for that which meets the demands of social living. Conflict over authority is only one of many conflicts. There are conflicts which arise inherently in a child's development. The task of the parents in the education of the child in our society is to enable the child to tolerate a certain amount of frustration and also a necessary degree of control of impulses so that he can live in a group and in conformity with the required standards. Increased rebelliousness and defiance are normally characteristic of certain periods of development in healthy children. These are when concerted discipline begins, and in early adolescence. But other events also may reactivate or stimulate attitudes of defiance and rebellion. Even in his rebellion, a child needs and expects his parents to stand for order, as well as for love. He expects that the parent will save him from the consequences of his own destructive impulses, which he as yet may not have the strength to withstand.Deep-seated or submerged factors in the parents may play a significant role in the discipline to which they subject their children. True permissiveness means allowing a child to develop according to his own rate of speed and his own potentialities as a unique individual. It includes refusing the child any type of behavior that will bring danger to him or to others.A parent who uses harsh and rigid forms of discipline may force a child into submission, rather than acceptance and understanding. This produces only surface conformity which hides insecurity and violent underlying destructiveness.     

Children and their pet dogs : How they communicate

The research of ethologists has provided a better understanding of the mechanisms, role and development of communication behaviour between young children and their peers. However, little is known about the communication systems between children and their pets. A study of these relational systems would be needed to understand how the child interacts with his whole environment.The present study is based on the analysis of video tapes filmed during spontaneous interactions between children from 2 to 5 years of age with their pet dog (N = 45) in their home environment. Inventories were made of the child and dog behaviours during these interactions. The results have shown the different dog behaviours induced by the child and the different child behaviours induced by the dog. The links between these behaviours and the variables which characterize both partners (age, sex, etc.) were treated by factor analysis of correspondences. These data are discussed in relation to the behavioural inventories of children and dogs with their peers and conspecifics.     

Psychological Features of the Narrative-Based Play of Preschoolers Today

In new guiding documents on preschool education in the Russian Federation, children's play is named as leading activity before school, which can create the zone of proximal development. This served as a stimulus to ask what is the present level of children's play? The level was evaluated on the basis of structural components of play in child groups by observing play activity in day care institutions. Five structural components were observed: play plot, methods of constructing role, play materials, use of space, and interaction with peers. General level of play was moderate and advanced forms hardly existed. Seventy-two percent of play was categorized having a story line or plot and 20% were adventure plays (mainly boys).     

CHILD DEVELOPMENT—Problems of Discipline,Authority and Rebellion

It is only through the love and approval of the significant adults in a child''s life that he is able to give up his primitive behavior for that which meets the demands of social living. Conflict over authority is only one of many conflicts. There are conflicts which arise inherently in a child''s development. The task of the parents in the education of the child in our society is to enable the child to tolerate a certain amount of frustration and also a necessary degree of control of impulses so that he can live in a group and in conformity with the required standards.Increased rebelliousness and defiance are normally characteristic of certain periods of development in healthy children. These are when concerted discipline begins, and in early adolescence. But other events also may reactivate or stimulate attitudes of defiance and rebellion. Even in his rebellion, a child needs and expects his parents to stand for order, as well as for love. He expects that the parent will save him from the consequences of his own destructive impulses, which he as yet may not have the strength to withstand.Deep-seated or submerged factors in the parents may play a significant role in the discipline to which they subject their children. True permissiveness means allowing a child to develop according to his own rate of speed and his own potentialities as a unique individual. It includes refusing the child any type of behavior that will bring danger to him or to others.A parent who uses harsh and rigid forms of discipline may force a child into submission, rather than acceptance and understanding. This produces only surface conformity which hides insecurity and violent underlying destructiveness.     

Predictors of accurate maternal perception of their preschool child's weight status among Hispanic WIC participants

Childhood obesity is a growing problem in the United States. Parental perception of their children's weight status is a key factor that needs to be considered when developing prevention programs for preschool children. Using a randomly selected sample of participants of Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in Los Angeles County, we assessed accuracy of maternal perceptions of their children's weight status by comparing children's weight classification to the mothers' response to the question “Do you consider your child to be overweight, underweight or about right weight for (his) (her) height?” Additionally, we identified possible predictors of accurate maternal perception of their children's weight status by conducting a logistic regression model with child's gender, child's birth weight, maternal age, maternal BMI, maternal education, maternal acculturation level, and maternal language preference as potential predictors. Almost all mothers in the study classified their overweight or obese child as being about the right weight (93.6% and 77.5% of mothers, respectively). Maternal BMI and child's birth weight were the only predictors of maternal perception of their child's weight. Both were negatively associated with accuracy, with higher maternal BMI and higher infant birthweight associated with less accurate maternal perception of child weight. Parents need to be educated on the importance of childhood obesity and how to identify if their children are overweight or obese. If parents fail to recognize that their overweight child is overweight, then it is unlikely that they will recognize that interventions targeting obesity are relevant to their families.     

Children’s exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development

Evidence that the learning gains of preschool fade as children transition into elementary school has led to increased efforts to sustain preschool advantages during this key transitional period. This study explores whether the observed benefits of sustainability practices for a range of child outcomes are explained and/or moderated by family and school mechanisms selecting children into experiencing these practices. Analyses of the Early Childhood Longitudinal Study-Birth Cohort revealed that both family and school factors predicted children’s exposure to several PK-3 sustainability practices. PK-3 sustainability practices were associated with reading (but not math) gains and better interpersonal skills (but not fewer externalizing behaviors) following the transition into kindergarten. These links were not conditioned by the selection mechanisms. The findings highlight who is more likely to seek out (at the family level) or offer (at the school level) sustainability practices and how relevant they are to fighting preschool fadeout.     

Parentalité et Individualité

The concept of parenthood needs to be redefined in relation to the new uses of sexuality and reproduction. Exclusively from the view of point of personal freedom, a “parent” is any person who has chosen to define himself/herself in this way with reference to the existence of another individual, whoipso facto benefits from this same freedom, limiting his/her own freedom. This redefinition is derived from an unlimited right to parenthood for any individual who chooses parenthood, an unlimited right to abortion for any unwanted pregnancy, and absolute prohibition of abortion for congenital malformations.     

W.H.R. Rivers Graduate Prize Essay (1996). "Imperfect angels" : narrative "emplotment" in the medical management of children with craniofacial anomalies

This article uses the paradigm of "therapeutic emplotment" to investigate the medical management of children with facial disfigurements at a craniofacial anomalies center in Northern California. Data are observations of, and semistructured interviews with, plastic surgeons, nurses, geneticists, orthodontists, and other medical professionals who composed the craniofacial anomalies team. Team members perceived that children feel socially stigmatized by their disfigurements. These medical professionals adjusted their own behavior according to these perceptions. They "emplotted" their actions, using the theme that disfigured children are attractive and worthy of attention and affection. Medical professionals attempted to depersonalize and neutralize the symbolically loaded disfigurements through the use of clinical language in an attempt to "separate" the child from his or her facial anomaly. The range of styles and approaches to interaction was diverse and varied in effectiveness, suggesting that some medical professionals were more skilled at emplotment than others.     

What worries parents when their preschool children are acutely ill,and why: a qualitative study.

OBJECTIVE: To identify and explore parents'' concerns when young children become acutely ill. DESIGN: Qualitative study making use of semi-structured one to one and group interviews with parents of preschool children. SETTING: Disadvantaged inner city community. SUBJECTS: 95 parents of preschool children. RESULTS: Fever, cough, and the possibility of meningitis were parents'' primary concerns when their children became acutely ill. Parents'' concerns reflected lay beliefs, their interpretation of medical knowledge, and their fears that their child might die or be permanently harmed. Parents worried about failing to recognise a serious problem. Concerns were expressed within the context of keenly felt pressure, emphasising parents'' responsibility to protect their child from harm. They were grounded in two linked factors: parents'' sense of personal control when faced with illness in their child and the perceived threat posed by an illness. CONCLUSIONS: Better understanding of parents'' concerns may promote effective communication between health professionals and parents. Modification of parents'' personal control and perceived threat using appropriate information and education that acknowledge and address their concerns may be a means of empowering parents.     

Shigeru Nakano – An Uncommon Japanese Fish Ecologist

On 27 March 2000 Shigeru Nakano was lost in the Sea of Cortez off Bahia de Los Angeles in Baja California, when the research vessel that he and eight others were using to return from nearby islands capsized in an unexpected storm. Shigeru Nakano, Takuya Abe, and Masahiko Higashi, all faculty of the Center for Ecological Research (CER) at Kyoto University in Japan were visiting island research sites where Gary Polis of the University of California-Davis was studying food webs, and were accompanied by five other researchers and students. Nakano and his two Japanese colleagues, Polis, and Michael Rose, a postgraduate researcher, drowned. Survivors reported that Shigeru Nakano repeatedly pulled others back to the capsized boat when they were washed away by the raging sea, and strapped his own life jacket onto one of his colleagues who could not swim, literally giving his own life to save the lives of others. Nakano was a superb diver and field biologist, the best I have ever known, but I know from personal experiences during grueling field work in the mountains of Japan and Montana that he would never have left his friends to swim to the nearest island more than a kilometer away and save himself. Nakano's body was not recovered despite an extensive search effort. He was 37 years old and is survived by his wife and three children, and his parents and brother.     

History of Ichnology: The Reverend William Buckland (1784–1856) and the Fugitive Poets

William Buckland not only was an eccentric scientist liked by virtually all his peers, but in the early 1800s he was also one of the foremost authorities on geology. Buckland's vivid sense of humor and the fact that he enjoyed working on rather strange subjects, such as coprolites, rain drop impressions, cave paleontology, and fossil footsteps, provoked a great deal of light-hearted jesting from both his friends and his students. A collection of humorous poems and caricatures were produced to pay homage to the “Geologic Wizard.” Among these fugitive poets and artists were Buckland's good friends Phillip Duncan, Philip Shuttleworth, Henry De la Beche, Richard Whately, William Conybeare, and Thomas Sopwith. Buckland was still the subject of humorous verse well into the 1950s by the contemporary South African poet William Plomer.     

Rare Detection of Occult Hepatitis B Virus Infection in Children of Mothers with Positive Hepatitis B Surface Antigen

The prevalence of occult Hepatitis B virus (HBV) infection in children was considerably varied from 0.1–64% in different reports. In this study we aimed to investigate the prevalence of occult HBV infection among the children born to mothers with positive hepatitis B surface antigen (HBsAg) in Jiangsu, China. Serum samples were collected from 210 children of 207 mothers with positive HBsAg. HBV serological markers were detected by ELISA and HBV DNA was detected by nested PCR. Homology comparison of HBV sequences recovered from the child and mother was used to define the infection. Three children (1.43%) were positive for HBsAg, in whom the HBV pre S and S gene sequence in each child was identical to that in her mother. Of the 207 HBsAg-negative children, nine displayed HBV DNA positive by two nested PCR assays using primers derived from S and C genes. However, the sequence alignment showed that the sequences in each child were considerably different from those in his/her mother. Therefore, the sequences amplified from the children were very likely resultant from the cross-contaminations. Furthermore, the nine children with ‘positive HBV DNA’ were all negative for anti-HBc, and one had anti-HBs 3.42 mIU/ml and eight others had anti-HBs from 72 to >1000 mIU/ml, indicating that the nine children were less likely infected with HBV. Therefore, none of the 207 HBsAg-negative children of HBV-infected mothers was found to have occult HBV infection. We conclude that the prevalence of occult HBV infection in vaccinated children born to HBsAg positive mothers should be extremely low. We recommend that homology comparison of sequences recovered from the child and mother be used to define the occult HBV infection in children born to HBV infected mothers.     

History of ichnology

William Buckland not only was an eccentric scientist either liked or disliked by his peers but, in the early 1800s, was also the foremost authority on coprolites. The latter were a source of considerable amusement to some of his friends.     

The Development of Motor Acts with Objects in the Preschool Child

Through the influence of his educative environment, the preschool child gradually learns to subjugate his actions to voluntary control. When the child has developed so far that he is able (at least partially) consciously to subordinate his actions to a specific goal, we can say that he has made an important step toward consciously assimilating the knowledge and complex skills he learns in school.     

When the transmission of culture is child's play

Background

Humans frequently engage in arbitrary, conventional behavior whose primary purpose is to identify with cultural in-groups. The propensity for doing so is established early in human ontogeny as children become progressively enmeshed in their own cultural milieu. This is exemplified by their habitual replication of causally redundant actions shown to them by adults. Yet children seemingly ignore such actions shown to them by peers. How then does culture get transmitted intra-generationally? Here we suggest the answer might be ‘in play’.

Principal Findings

Using a diffusion chain design preschoolers first watched an adult retrieve a toy from a novel apparatus using a series of actions, some of which were obviously redundant. These children could then show another child how to open the apparatus, who in turn could show a third child. When the adult modeled the actions in a playful manner they were retained down to the third child at higher rates than when the adult seeded them in a functionally oriented way.

Conclusions

Our results draw attention to the possibility that play might serve a critical function in the transmission of human culture by providing a mechanism for arbitrary ideas to spread between children.     

Subsistence ecology and play among the okavango delta peoples of botswana

Children’s play is widely believed by educators and social scientists to have a training function that contributes to psychosocial development as well as the acquisition of skills related to adult competency in task performance. In this paper we examine these assumptions from the perspective of life-history theory using behavioral observation and household economic data collected among children in a community in the Okavango Delta of Botswana where people engage in mixed subsistence regimes of dry farming, foraging, and herding. We hypothesize that if play contributes to adult competency then time allocation to play will decrease as children approach adult levels of competence. This hypothesis generates the following predictions: (1) time allocated to play activities that develop specific productive skills should decline in relation to the proportion of adult competency achieved; (2) children will spend more time in forms of play that are related to skill development in tasks specific to the subsistence ecology in which that child participates or expects to participate; and (3) children will spend more time in forms of play that are related to skill development in tasks clearly related to the gender-specific productive role in the subsistence ecology in which that child participates or expects to participate. We contrast these expectations with the alternative hypothesis that if play is not preparatory for adult competence then time allocated to each play activity should diminish at the same rate. This latter hypothesis generates the following two predictions: (1) time allocation to play should be unaffected by subsistence regime and (2) patterns of time allocation to play should track patterns of growth and energy balance. Results from multiple regression analysis support earlier research in this community showing that trade-offs between immediate productivity and future returns were a primary determinant of children’s activity patterns. Children whose labor was in greater demand spent significantly less time playing. In addition, controlling for age and gender, children spent significantly more time in play activities related to tasks specific to their household subsistence economy. These results are consistent with the assertion that play is an important factor in the development of adult competency and highlight the important contributions of an evolutionary ecological perspective in understanding children’s developmental trajectories. John Bock is an associate professor of anthropology at Cal State Fullerton and Associate Editor of Human Nature. He received a Ph.D. in Anthropology (Human Evolutionary Ecology) from the University of New Mexico in 1995, and from 1995 to 1998 was an Andrew W. Mellon Foundation postdoctoral fellow in demography and epidemiology at the National Centre for Epidemiology and Population Health at Australian National University. His recent research has focused on the application of life-history theory to understanding the evolution of the primate and human juvenile period. Bock has been conducting research among the Okavango Delta peoples of Botswana since 1992, and his current research there is an examination of child development and family demography in relation to socioecology and the HIV/AIDS epidemic. Other research is focused on health disparities among minorities and indigenous peoples in Botswana and the United States related to differential access to health care. Sara E. Johnson is an assistant professor of anthropology at California State University, Fullerton. She received her Ph.D. in Anthropology (Human Evolutionary Ecology) from the University of New Mexico in 2001. She uses behavioral ecology and life-history theory to address her research interests in the evolution of primate and human growth; ecological variation and phenotypic plasticity in growth and development; ecological variation in life course trajectories, including fertility, health, morbidity, and mortality differentials; food acquisition and production related to nutrition; societal transformation and roles of the elderly among indigenous peoples; and women’s reproductive and productive roles in both traditional and nontraditional societies. Over the past 10 years she has conducted research on these issues in several different populations, including chacma baboons in the Okavango Delta of Botswana, two multiethnic communities of forager/agropastoralists in the Okavango Delta of Botswana, and among New Mexican men.     

Clausal order and the acquisition of Dutch deverbal compounds

The purpose of this study was to explore how Dutch-speaking children acquire deverbal compounds, particularly in ordering verbs and nouns. English-speaking children form compounds like bottle breaker around 5–6 years of age and make noun-verb reversal errors at younger ages. These errors have been attributed to clausal ordering. Dutch allows more variations in clausal ordering, so Dutch-speaking children might acquire deverbal compounds differently from English-speaking children. In Study 1, we examined the input to a Dutch-speaking child between 4;8 and 5;2 and her compound acquisition. She heard a variety of clausal orderings, mostly with verbs before objects, and her deverbal compounds were already well acquired. In Study 2, we tested 24 Dutch-speaking preschool children’s production and comprehension of novel compounds. They produced many of the same forms as have been reported for English-speaking children, making reversal errors at around the same age. In Study 3, we compared a subset of the Dutch-speaking children with age-matched English monolingual children. We found a slight advantage for the Dutch-speaking children on production but no difference on comprehension. We argue that children’s ordering errors with OV-er compounds are not due to clausal word order but to ordering of other complex word forms.