Does sibling family structure matter in the emotion understanding development in preschoolers?

The objective of the study was to investigate the impact of sibling family structure -including the number of children, age gaps, presence of a twin, sibling position, and gender composition - on emotion understanding and its development in children aged 5-6 years. A total of 409 preschoolers participated. Emotion understanding was assessed using The Test of Emotion Comprehension at the baseline and then again at a 1-year follow-up.

Exploring the use of the perceived stress scale for children as an instrument for measuring stress among children and adolescents: a scoping review.

This review examines the application and findings related to the Perceived Stress Scale for Children (PSS-C) since its development by B. White in 2014. The PSS-C is designed to assess children's perceived stress, focusing on their subjective experience rather than objective stressors.

Not EF skills but play with real toys prevents screen time tantrums in children.

Limiting children's screen time has become a new parenting challenge. Due to the high attractiveness of media and digital devices, many children experience painful transitions in screen time to other activities. Screen time tantrums is a new concept that describes children's negative affect screen time limits.

Russian version of BRIEF2 Teacher Forms: validation study in typically developing children aged 5 to 7 years old.

This study aimed to examine the psychometric properties of the Russian version of the Behavioral Rating Inventory of Executive Function, Second Edition (BRIEF2) Teacher Forms and investigate its dimensional structure. The sample consisted of 178 typically developing children aged 5 to 7 years. Internal reliability analysis indicated high reliability (from 0.

Toy Preferences among 3-to-4-Year-Old Children: The Impact of Socio-Demographic Factors and Developmental Characteristics.

Background: Today's common typologies and categories of children's toys are mainly decided by the manufacturers and retailers of children's products. Such categorizations are not based on a theoretical understanding of child development and therefore cannot provide information about the opportunities that toys provide for the young.

Objective: This study proposed three criteria for categorizing toys based on the cultural-historical approach: their degree of realism; their degree of anthropomorphism; and their degree of detail.

Do executive function and family factors predict children's preference for trendy over classic toys? An experimental investigation.

In the last decade, global trends and social media have covered almost the entire world, including children population. The toy industry is filled with new items whose popularity has been triggered by viral publications on social networks or by popular animated films. The present experimental study is the first to (i) describe the characteristics of toy choice in the context of the spread of global trends, and (ii) examine the influence of family and individual child characteristics on the dependence on trends in toy choice.

Voluntariness and type of digital device usage: A study in terms of Vygotsky's cultural-historical perspective.

Introduction: In recent years, exposure to digital devices during the development stages of a child has been steadily increasing. Exploring the relationship between children's digital device exposure and their voluntariness still shows quite contradictory results. Screen time is the most studied factor on this issue.

Growth of Executive Functions in Preschool-Age Children During the COVID-19 Lockdown: Empirical Evidence.

Background: During the lockdown for COVID-19, children were limited in a number of activities which are essential for the development of executive functions (play, social interaction, and organized sport). Earlier studies found an increase in executive function issues in children during the pandemic, based on caregivers' reports.

Objective: The present study was a pioneer in exploring the dynamics of children's executive function development during the lockdown.

Learning motivation tendencies among preschoolers: Impact of executive functions and gender differences.

The current study aimed to validate the Russian version of the Child Behaviour Motivation Scale (CBeMO), examine gender differences in motivational tendencies, and explore the impact of executive functions on learning motivation tendencies among children. The sample consisted of 434 typically developing 5-6 years old children. The confirmatory factor analysis showed that according to the evaluation criteria, the model is poorly fitted to the data.

Emotion Understanding in Bilingual Preschoolers.

The effects of bilingualism on child development have been extensively examined in last decades. Research reveals that simultaneous use of two or more languages affects child's language development, cognitive and social skills. The current study focuses on the so-far understudied theory of emotion understanding in bilingual children.

Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence.

The cultural-historical approach provides the deep theoretical grounds for the analysis of children's play. Vygotsky suggested three critical features of play: switching to an imaginary situation, taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary situation, defining play roles, and planning the plot are complex tasks for children.

Executive Functions' Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children.

Background: The phenomenon of multilingualism and its impact on child development are in the spotlight of latter-day psychology, and of utmost importance both for theory and practice. Language development is a strong predictor of psychological readiness for school and further academic success. At the same time, children's mastery of written and oral speech in school education in a multilingual environment has several distinctive features.

Associations Between Executive Functions and Physical Fitness in Preschool Children.

Considering the current agreement on the significance of executive functions, there is growing interest in determining factors that contribute to the development of these skills, especially during the preschool period. Although multiple studies have been focusing on links between physical activity, physical fitness and executive functions, this topic was more investigated in schoolchildren and adults than in preschoolers. The aim of the current study was to identify different levels of physical fitness among pre-schoolers, followed by an analysis of differences in their executive functions.