The Legacy of Early Experiences in Development: Formalizing Alternative Models of How Early Experiences Are Carried Forward over Time

Autor/inn/en	Fraley, R. Chris; Roisman, Glenn I.; Haltigan, John D.
Titel	The Legacy of Early Experiences in Development: Formalizing Alternative Models of How Early Experiences Are Carried Forward over Time
Quelle	In: Developmental Psychology, 49 (2013) 1, S.109-126 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0027852
Schlagwörter	Young Children; Early Experience; Role; Cognitive Development; Social Development; Research Methodology; Models; Differences; Opinions; Longitudinal Studies; Developmentally Appropriate Practices; Mothers; Parent Child Relationship; Interpersonal Competence; Attachment Behavior; Aggression; Personal Autonomy; Context Effect; Reliability; Adolescents; Social Skills Rating System + Suchen Sie Ihr Suchwort? Frühe Kindheit; Frühbeginn; Rollen; Kognitive Entwicklung; Soziale Entwicklung; Research method; Forschungsmethode; Analogiemodell; Unterscheiden; Lehrmeinung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungsbezogene Bildung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kompetenz; Attachment; Bindungsverhalten; Individuelle Autonomie; Reliabilität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and later outcomes should approach different asymptotic values across time, given alternative assumptions about the developmental significance of early experience. To test the predictions of alternative developmental models, the authors examine data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) on maternal sensitivity in the first 3 years of life and its association with social competence and academic skills through age 15. Across multimethod, multi-informant outcome data, results suggest that there may be enduring effects of early caregiving experiences in both of these domains. (Contains 8 tables, 5 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10