Children’s sense of numbers before formal education is thought to rely on an approximate number system based on logarithmically compressed analog magnitudes that increases in resolution throughout childhood. School age children performing a numerical estimation task have been shown to increasingly rely on a formally appropriate, linear representation and decrease their use of an intuitive, loga...

We examined the long-term direct and indirect links between coparenting (conflict, communication, and shared decision-making) and preschoolers' school readiness (math, literacy, and social skills). The study sample consisted of 5,650 children and their biological mothers and fathers who participated in the Early Childhood Longitudinal Study-Birth Cohort. Using structural equation modeling and c...

Purpose. This study determined 2010 rates of overweight/obesity in a representative sample of low-income preschoolers in Mississippi, USA and compared rates between 2005 (N = 1250) and 2010 (N = 1765). Significance. Obesity is a significant global health issue because of its well-established negative health consequences. Child obesity is a concern due to risk of early-onset obesity-related illn...

This study describes nonstandard syntactic and morphological forms used by 45 poor, urban, 4- to 5.5-year-old African American boys and girls. Distributional analyses revealed three subgroups distinguished by the percentage frequencies of occurrence of utterances containing specific forms, and by the predominant types used by each group. Implications for characterizing the linguistic production...

Children vary greatly in the number of words they know when they enter school, a major factor influencing subsequent school and workplace success. This variability is partially explained by the differential quantity of parental speech to preschoolers. However, the contexts in which young learners hear new words are also likely to vary in referential transparency; that is, in how clearly word me...

Understanding that only living things must act to gain self-beneficial goals is important for developing a theory-like understanding of the living world. This research studied the models that preschoolers, fifth graders, and adults use to guide their predictions of self-beneficial, goal-directed (i.e., teleological) action. Four possible models have been suggested: finalist, complexity based, b...

The present study tested how preschoolers weigh two important cues to a person's credibility, namely prior accuracy and confidence, when deciding what to learn and believe. Four- and 5-year-olds (N=96) preferred to believe information provided by a confident rather than hesitant individual; however, when confidence conflicted with accuracy, preschoolers increasingly favored information from the...

Pretend play is a quintessential activity of early childhood, and adults supply children with many toys to encourage it. Do young children actually prefer to pretend, or do they do it because they are unable to engage in some activities for real? Here we examined, for nine different activities, American middle-class preschoolers' preferences for pretend and real activities. The 100 children we ...