Wiley: Infant and Child Development: Table of Contents

Do Emotions Speak a Universal Language? English‐Speaking Preschoolers' and Adults' Detection of Emotional Prosody in an Unfamiliar Language

Tyler Birse, Yomna Waly, Craig G. Chambers, Susan A. Graham — Wed, 08 Apr 2026 04:56:08 -0700

ABSTRACT

We examined English-speaking preschoolers' and adults' attention to emotional prosody in an unfamiliar language when asked to: (a) match emotional prosody with emotional faces; and (b) use emotional prosody to identify a speaker's intended referent. In Experiment 1, 4-year-olds (N = 36, M = 4.16 years; 18 females) and adults (N = 38, M = 21.18 years; 26 females) matched happy and sad Polish utterances to a corresponding emotional face, as evidenced through pointing decisions. In Experiment 2, adults (N = 36, M = 20.17 years; 31 females), but not 4-year-olds (N = 36, M = 4.11 years; 18 females), matched the same emotional utterances to objects whose properties signalled an association with happiness or sadness (e.g., intact vs. broken toy). These findings demonstrate that 4-year-olds and adults can recognise emotional prosody in an unfamiliar language, however, only adults are successful at extending this information to other kinds of emotion-relevant decisions.

Longitudinal Study of Narrative Development in Deaf and Hearing Children: Contributions of Executive Functions and Vocabulary

Mario Figueroa, Ros Herman, Gary Morgan — Tue, 07 Apr 2026 05:31:14 -0700

ABSTRACT

Narratives are part of children's everyday language interactions and an important precursor to broader competences such as literacy. This longitudinal study explores the development of spoken narrative skills in a large group of typically hearing and deaf and hard of hearing (DHH) children. Narrative skills, executive functions and vocabulary were assessed at two time points and relations between these factors analysed. Data were collected from 30 DHH children and 42 hearing age-matched controls. Children were 6–11 years old at the first assessment point and retested two years later. Both groups improved their narrative scores over time. Despite a delay at T1, the DHH group narrowed the gap with their hearing peers two years later. EF predicted hearing but not DHH children's narrative development. In contrast, vocabulary predicted narrative for both groups. This study demonstrates that DHH children improve their narrative skills over time. There is a different association between EF and narrative in DHH children, which may be related to their wider spoken language development delays. This possibility is discussed along with clinical implications for future language interventions with DHH children.

From a Traditional Family to a Queer Step‐Family: Challenges and Resources of Family Transition Among Gay and Lesbian Parents and Their Children in Belgium. A Systemic Approach

Charlène Guilbaud, Alessio Gubello, Salvatore D'Amore — Thu, 02 Apr 2026 00:14:19 -0700

ABSTRACT

The present study aimed to explore the transition to the stepfamily system, focusing on challenges and resources faced by Belgian same-gender stepfamilies in which one partner had at least one child from a previous heterosexual relationship. The study included interviews with 23 adults (12 lesbian women and 11 gay men, all cisgender and White/European) who were either a biological parent (n = 12, M age = 40) or stepparent (n = 11, M age = 33) of 14 children (M age = 13) in a same-gender parent family composition. Three core themes were identified from parents' narratives: negotiating the visibility of a new stepfamily configuration between coming-out and concealment; social circle's reactions to family visibility, open discrimination and legal obstacles: stressors and challenges in transitioning to a same-gender stepfamily configuration; support and recognition: ‘adjusted’ relationships in same-gender stepfamilies. The process of transitioning to a lesbian/gay identity following a heterosexual relationship involving children poses unique challenges, as the reactions of others may play a critical role in shaping the family dynamics of same-gender stepfamilies. Scholars and professionals should account for these factors when working with same-gender stepfamilies, addressing the different strategies used by each family member and integrating the various definitions of family provided by parents, stepparents and children.

The Longitudinal Impact of Early Relational Contact in the NICU and the Post‐Discharge Childcare Quality on Preterm Infants' Behavioural Development up to 18–24 Months of Corrected Age

Thu, 19 Mar 2026 03:38:45 -0700

ABSTRACT

To evaluate the associations between parental/family early relational contact in the neonatal intensive care unit (NICU) and the post-discharge childcare quality and behavioural development up to 18–24 months of corrected age (CA). In a longitudinal cohort study (2017–2022), 215 preterm infants were followed. Early relational NICU contact (minutes/day) was measured daily using a 12-item observational checklist. Post-discharge childcare quality was assessed at 18–24 months with the Index of Child Care Environment (ICCE). Behavioural development was assessed using the Bayley Scales of Infant Development III and the Brief Infant-Toddler Social and Emotional Assessment. Multiple regression models examined the associations between these key variables, adjusting for clinical and demographic confounders. The cohort was predominantly male (57.67%), non-Hispanic (74.88%) and White (67.44%), with an average gestational age of 28.3 weeks. At 18–24-month CA, greater early skin-to-skin/soothing contact was linked to better language development (β = 0.33, p = 0.032), and integrated nurturing contact (characterised by holding combined with verbal interaction) was associated with better language and motor development in female infants (p's < 0.05); strong social support for caregivers was associated with infants' improved cognitive (β = 0.364, p = 0.018), language (β = 0.383, p = 0.008) and motor (β = 0.382, p = 0.015) outcomes. Infants with typical social–emotional competence received higher levels of human stimulation from their caregivers compared with those showing possible competence issues (OR = 1.439, p = 0.020). Greater early NICU contact and higher post-discharge childcare quality are associated with improved developmental outcomes in preterm infants at 18–24 months CA, showing the growing importance of environmental factors in infants' development. Future studies should explore targeted interventions that enhance early bonding and empower parents to support sustained developmental progress.

Perinatal Risk Factors Associated With Infant Socioemotional Development

Wed, 18 Mar 2026 02:56:39 -0700

ABSTRACT

The purpose of this study was to examine longitudinal associations between a robust array of prenatal risk factors and infant socioemotional development. This prospective cohort study recruited pregnant adult U.S. women during the COVID-19 pandemic (N = 1585). The majority were non-Hispanic White, partnered and college-educated. Online surveys assessed prenatal and postpartum risk, indicated by maternal anxiety, maternal depression, financial hardship, insufficient partner support, pregnancy- and postpartum-specific stress and pandemic-related stress. Infant socioemotional development was assessed at M = 11.0 months with the Baby Pediatric Symptom Checklist. In linear regression models controlling for postpartum risk and additional covariates, prenatal risk was uniquely associated with greater infant inflexibility and difficulty with routines, but not with irritability. These associations were moderated by postpartum risk. Cumulative prenatal risk is associated with some dimensions of infant socioemotional functioning above and beyond postpartum risk; postpartum factors may heighten associations between prenatal risk factors and specific aspects of infant socioemotional functioning.

Bibliometric Examination of Artificial Intelligence Studies on Infants

Deniz Yigit — Fri, 13 Mar 2026 06:06:16 -0700

ABSTRACT

The infancy period is a critical stage in which neurobiological, motor, cognitive and socio-emotional development progresses most rapidly and sensitively. Therefore, artificial intelligence applications make an important contribution to the more sensitive monitoring of early developmental indicators related to infants. The aim of this study was to conduct a bibliometric analysis of studies on artificial intelligence on infants. The study is a descriptive study using bibliometric analysis. In the study, 1380 publications obtained from the Web of Science Core Collection database using the keywords ‘infant and artificial intelligence’ were analysed. R programme and Biblimotrix–Biblioshiny programme were used for data analysis. After the analysis, the findings are presented under four headings: main information, word cloud, trending topics and thematic map. Publications on the subject cover the period between 1983 and 2025, with an average publication age of 5.19 years. The annual growth rate of these publications is 9.18%. Published by a very large number of different authors (10,554), each of these works received an average of 12 citations. The most active country was found to be the USA, and the journal with the highest number of publications was ‘Artificial Intelligence in Medicıne’. ‘Machine learning’ was found to be the most frequently used and leading theme of the field. It was determined that the themes that shape the field the most are ‘pregnancy, preterm birth, covid-19’. It was determined that the specific themes specific to the field are ‘fuzzy logic, ECG’. It was determined that ‘segmentation, MRI, ensemble learning’ are among the emerging or disappearing themes of the field. The increase in publications between 1983 and 2025 is important in terms of showing the increasing interest in the subject. While machine learning constitutes the main themes of the field, concepts such as ‘pregnancy, preterm birth, covid-19’ have emerged as critical foci that increase the social and clinical impact of the field. While original themes such as ‘fuzzy logic’ and ‘ECG’ encourage specialisation in the field, new and changing topics such as ‘segmentation, MRI, ensemble learning’ provide insight into the directions of future research. All of these trends enable the more sensitive and holistic assessment of motor, cognitive and physiological developmental indicators specific to infancy through artificial intelligence methods.

Do Two Minds Work Better Than One? The Use of Cognitive Offloading to an External Agent in Working Memory Across Development

Chen Cheng — Sun, 08 Mar 2026 22:30:36 -0700

ABSTRACT

Children are often faced with overloaded information. Recognising when to seek external help is essential, especially in the era of advancing AI technology. The study examined the use of cognitive offloading to a virtual agent in 4-, 6-year-old Chinese children and adults. In three experiments (N = 108, 51 girls), participants remembered locations of coloured circles with and without the presence of a virtual robot that can provide partial information in a working memory task. Results showed that starting from age six, children's memory performance improved with the presence of the virtual agent and showed effective use of cognitive offloading through division of labour during encoding. For younger children under the age of 6, the introduction of a virtual agent does not enhance children's memory performance; rather, it results in lower performance. Together the findings highlight the developing characteristics of cognitive offloading to a virtual agent in working memory.

Longitudinal Dynamics of Child Shyness, Maternal Maladaptive Parenting Practices and Anxious Behaviour in Early Childhood: A Cross‐Lagged Analysis

Bowen Xiao, Youli Wang, Pin Xu, Yan Li — Wed, 04 Mar 2026 22:54:52 -0800

ABSTRACT

Childhood shyness, a temperamental trait characterised by social wariness, has been linked to increased anxiety risk, particularly when influenced by maladaptive parenting practices, yet its bidirectional and longitudinal effects remain understudied in Chinese preschoolers. This study examined the longitudinal relationships among child shyness, maternal maladaptive parenting practices and anxious behaviour among Chinese preschoolers. Participants are 408 children's (Mage = 4.1 years, SD = 0.80; 52.1% boys) mothers, and teachers from public kindergartens in Shanghai, China, assessed across three waves (T1–T3; October 2020, June 2021, June 2022). At each wave, mothers reported child shyness and maternal maladaptive parenting, and teachers rated child anxious behaviour. The results indicated T1 shyness predicted higher T2 maladaptive parenting and greater T2 anxiety. Critically, the indirect effect from T1 shyness to T3 anxiety via T2 maladaptive parenting was significant, indicating that early shyness contributed to later anxiety through increases in maladaptive parenting. Bidirectionality also emerged: T2 anxiety predicted higher T3 shyness. These findings highlight the complex interplay of individual and environmental factors in the development of anxious behaviour and underscore the importance of addressing both child temperament and parenting practices in early interventions.

Examining the Longitudinal Associations Between Paternal and Maternal Involvement and Social Competence Among Chinese Young Children via an Extended Cross‐Lagged Panel Model

Huifang Ren, Bi Ying Hu, Lixin Ren, Yu‐Ju Chou, Chien‐Ju Chang — Fri, 27 Feb 2026 22:50:56 -0800

ABSTRACT

This longitudinal study followed 1880 Chinese young children (M _age = 2.99 years at T1, M _age = 4.01 at T2, M _age = 5.01 at T3; 927 girls and 953 boys). An extended cross-lagged panel model (CLPM) was applied to examine reciprocal associations amongst paternal involvement, maternal involvement, and children's social competence, with social competence modelled as a latent variable at each wave. Results showed that paternal involvement, maternal involvement, and social competence remained stable over time. Earlier paternal and maternal involvement was not significantly related to later social competence. In contrast, children's social competence was positively associated with subsequent paternal and maternal involvement. Moreover, paternal and maternal involvement were negatively correlated with each other over time. These findings indicate child-driven associations between social competence and parental involvement, implying that parents should recognise this link and adjust their participation to support children's social development.

Relations Between the Development of False Belief and Scientific Reasoning in Turkish Preschoolers

Thu, 26 Feb 2026 00:00:00 -0800

ABSTRACT

Previous studies have shown relations between the emergence of theory of mind capacities and children's scientific reasoning in Western samples. Previous studies have also shown that Turkish preschoolers have a different trajectory for theory of mind development than their Western counterparts. This study extends these previous findings to examine relations between the emergence of false belief understanding and different facets of scientific reasoning in Turkish preschoolers (aged 3 to 5), particularly focused on the difference between understanding others' false belief and one's own representational change. Study 1 revealed a positive relation between preschoolers' capacity to infer another's false belief and their experimentation skills when unconfounded interventions were presented to them. This finding did not extend to children's ability to report their own representational change. Study 2, however, showed that this relation with false belief did not extend to a case in which children had to design their own interventions to implement the control of variables strategy. The results suggest links between children's understanding of false belief and their nascent scientific reasoning among Turkish preschoolers.

Greenspace and Adolescent Internalising and Externalising Problems: Limited Associations in the ABCD Cohort

Carly E. Gray, Pooja S. Tandon, Katherine T. Foster, Lucía Magis‐Weinberg — Thu, 26 Feb 2026 00:00:00 -0800

ABSTRACT

The availability of neighbourhood greenspace has been associated with many positive health outcomes across the lifespan. However, evidence has been mixed during adolescence. This study examined associations between greenspace and internalising and externalising problems amongst adolescents ages 9–14 in the Adolescent Brain Cognitive Development (ABCD) cohort. We tested whether associations were present or stronger at certain ages, for certain genders, or for certain indices of greenspace using a split-half approach. Analyses in the exploratory sample (N = 2932) indicated few associations between greenspace and adolescent mental health. Preregistered analyses in the confirmatory sample (N = 3264) replicated these largely null results. However, the proportion of park land in 13-year-old girls' census tracts was associated with lower internalising problems in both samples. Our findings point to the need to more precisely consider access to and interaction with greenspace, as well as other neighbourhood factors affecting youth mental health.

Issue Information

Wed, 25 Feb 2026 00:00:00 -0800

Infant and Child Development, Volume 35, Issue 2, March/April 2026.

Communication With Friends and Non‐Friend Peers: An Examination of Dyadic Connectedness Across Two Play Contexts

Emily J. Goodacre, Elian Fink, Paul Ramchandani, Jenny L. Gibson — Wed, 25 Feb 2026 00:00:00 -0800

ABSTRACT

Children's peer interactions provide an important setting for their developing communication skills. The current study analyses connectedness—the topical coherence of children's conversational turns—to explore how children coordinate their interactions across two play contexts. We coded the observed connected talk of 82 same-gender dyads (N = 152 children, 41.4% girls, 58.6% boys, M _age = 6.79 years, SD = 0.38) during both freeplay and goal-directed contexts through repeated measures. We then modelled the rates of connected talk in relation to dyad gender (girl, boy) and friendship status (friends, non-friend peers) with a between-subjects multi-level analysis. There was a significantly higher rate of connectedness in the goal-directed context than in freeplay (β = −0.04), which was qualified by a friendship status by context interaction (β = 0.10). Subsequent simple effects analysis showed that only non-friend dyads engaged in significantly more connected talk during the goal-directed context than in freeplay (β = −0.11), with equivalent connectedness across context for friend dyads (β = −0.02). These findings highlight the role of dyadic characteristics and contextual features for children's play and communication.