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Группа авторов. The Wiley-Blackwell Handbook of Childhood Social Development
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
The Wiley‐Blackwell Handbook of Childhood Social Development
About the Editors
List of Contributors
Introduction
PART I Historical Overview
CHAPTER ONE Conceptual and Empirical Precursors of Contemporary Social Development Research
Foundations of the Modern Era
Dominant Research Aims and Foci
Aim 1: Elucidate childrearing and socialization processes and their contributions to child and adolescent development
The family context
The peer context
Childcare and schooling contexts
Media
Aim 2: Delineate the biological foundations, mechanisms, and processes that launch, regulate, and shape the course of social development
Genetics
Neurological and brain development
Temperament
Aim 3: Explicate the nature and development of children’s internal social‐cognitive, psychological, and emotional processes
Self‐understanding
Social‐cognition
Moral development
Emotional development
Aim 4: Identify the forms of socialization and the bio/psycho/social developments in children that predict adverse outcomes
Disruptions, deviations, and dysfunctions in the family system
Impoverished rearing conditions
Problems in the peer system
Risky child characteristics
Childhood depression
Major Transformations in Social Development Research
Transformations in theories and models of development
The emergence of pressing sociocultural issues and public health crises
Childcare
Bullying and peer victimization
Ethnic and political violence
Advances in research methodology and analytic strategies
Samples and sampling
Research methods, designs, and analyses
Summary and Additional Considerations
References
PART II Disciplinary Perspectives
CHAPTER TWO Behavioral Genetics
The Role of Genetic Factors in Social Development
Twin studies
Adoption studies
The Role of Environments Factors in Social Development
The Role of Gene–environment Interplay in Social Development
Gene–environment correlation
Gene‐environment interaction
Possible Implications of Behavioral Genetic Research
References
CHAPTER THREE The Brain and Social Development in Childhood
Brain Development by the Numbers
The Developing Brain and Neuroimaging
Social Brain Networks Determined from Lesion Analysis Studies
Quantitative Neuroimaging, Network Neuroscience, and Social Brain Development
Identifying Social Brain Networks and their Role in Social Functioning
Adverse Effects, Injury, and Development of the Social Brain
Conclusions
References
CHAPTER FOUR Evolutionary Perspectives on Social Development
Darwin’s Disciples–G. Stanley Hall, John Bowlby, and Mary Ainsworth. G. Stanley Hall–getting Darwin wrong
John Bowlby–the importance of the EEA
Mary Ainsworth–strange situations
Building on Bowlby–The Development of Evolutionary Psychology
Jay Belsky–Integrating Life History Theory into Developmental Psychology
Del Giudice and “Switch Point” Transitions in Development
Do Parents Matter? Judith Rich Harris and the Nurture Assumption
The Development of Social Cognition: Michael Tomasello and the Importance of Social Cognition
Where Are We Now? David Geary and David Bjorklund Formulating Evolutionary Developmental Psychology in the 21st Century
Present Concerns and Future Developments: Cultural Editing
References
CHAPTER FIVE Historical Developmental Psychology: Changing Conceptions of Child Development
Enlightenment
Rousseau’s Émile
The Émile and Community Schooling
Progress in Enlightenment and Romanticism
Child Development in Enlightenment and Romanticism
Infantilization according to Ariès
The Disappearance of Childhood
New Possibilities?
Acknowledgement
References
CHAPTER SIX A Sociological Perspective on Social Development
Child Socialization through Social Change
The Politicization of Parenting and Child Socialization
Intensive Parenting and the Making of the “Responsible” Parent
School and Parent Partnerships: Vehicles for Socialization?
Public Space, Play, and Child Socialization
Inequality, Social Class, and Child Socialization
Inequality and Child Well‐being
Final Thoughts
References
CHAPTER SEVEN Anthropological Perspectives on Social Development
Anthropology, Child Development, and Cross‐Cultural Studies of Childrearing
The New Social Studies of Childhood and “Child‐Centered” Anthropology
Anthropology and Social Development in the 21st Century – Tentative Steps Towards Dialogue
Conclusion
References
PART III Ecological Contexts
CHAPTER EIGHT Ecological Perspectives and Social Development
Introduction to Ecological Perspectives
The work of Gibson
Bronfenbrenner’s ecological system
Elder’s life‐course theory
Core features of ecological perspectives
How Ecological Perspectives can be used to Understand Social Development
Parenting and attachment
Bullying
Implications for Research and Intervention
Conclusion
References
CHAPTER NINE The Physical Environment and Social Development
Aspects of the Physical Environment
Noise
Moderators of noise
Crowding
Moderators of crowding
Chaos and Instability
Family instability
Residential instability
Family structure changes
Moderators of chaos and instability
Other types of instability
Limitations and Future Directions
References
CHAPTER TEN Conflict, War, and Famine in Childhood: Risks and Resilience for Social Development
Interplay among War, Environmental Crisis, and Famine
The burden of political violence and famine on child health and nutrition
Conflict’s Impact on Child Health
The burden of famine and malnutrition on children
Impacts of Exposure to War, Armed Conflict, and Famine on Social Development
Cumulative Risk and Adversity
Resilience in the Context of Humanitarian Disasters
Strategies for Promoting Optimal Health and Social Development
Prioritize protecting children
Invest in high‐quality trauma‐informed care
Restore social systems during and after crisis
Culturally‐sensitive approaches to care
Child‐friendly spaces
Families
Conclusion
References
CHAPTER ELEVEN Impact of the Climate Crisis on Children’s Social Development
The Threat Posed by the Climate Crisis to This Generation of Children
Impacts of Climate‐Related Disasters on Children’s Social Development
Children’s Reactions to Knowledge of Climate Change
Building Children’s Capacity to Respond to the Climate Crisis
Building children’s understandings of climate change
Promoting children’s love of nature
Supportive communication about climate change
Building self‐efficacy, collective efficacy, and agency
Activism
Preparing Children for the Changes Ahead
Conclusions and Future Directions
References
CHAPTER TWELVE Covid‐19 and Children’s Social Development: Insights from the Life‐Course Perspective
Life‐Course Theory as a Lens for Understanding Social Development during the Covid‐19 Pandemic
Covid‐19 and the Significance of Social and Economic Stratification
Covid‐19 and Developmental Trajectories and Turning Points
Covid‐19 and Linked Lives
Families, Covid‐19, and children’s social development
Educational settings, Covid‐19, and children’s social development
Peer networks, Covid‐19, and children’s social development
Conclusions
Acknowledgment
References
PART IV Culture and Immigration
CHAPTER THIRTEEN Culture and Children’s Social Development
Theoretical Issues and Perspectives. Culture: Conceptual issues
Ecological and sociocultural theories
The contextual‐developmental perspective on culture and socioemotional development
Early Socioemotional Characteristics in Cultural Contexts
Reactivity to challenging situations
Self‐control and regulation
Biological processes and early socioemotional characteristics
Parental attitudes and early socioemotional characteristics
Children’s Social Behaviors across Cultures
Prosocial behavior
Aggressive behavior
Social withdrawal
Shyness
Unsociability
Culture and Peer Relationships
Future Directions
References
CHAPTER FOURTEEN The Social Development of Immigrant Children: A Focus on Asian and Latinx Children in the United States
Who are Asian and Latinx Immigrants?
The Asian and Latinx Traditional Cultural Niches. Asian cultural values
Latinx cultural values
Challenges to Asian and Latinx Immigrant Families and Children. Asian immigrant families and children
Latinx immigrant families and children
Social Development of Asian and Latinx Immigrant Children. Asian immigrant children
Latinx immigrant children
Asian and Latinx Children’s Social Development During the COVID‐19 Pandemic
Conclusions and Future Directions
References
CHAPTER FIFTEEN Acculturation and Children’s Social Development in Europe: Recent Theoretical Perspectives and Empirical Findings
Developmental Theories of Acculturation
Comparisons between Native and Immigrant Children in Europe. Psychosocial outcomes
Educational outcomes
Acculturation Strategies and Development. Acculturation Preferences
Acculturation preferences and psychosocial outcomes
Acculturation preferences and educational outcomes
Acculturation preferences and intergroup outcomes
Future Directions and Conclusions. The importance of contextual factors
Acculturation in the family
Religious socialization
Conclusions
References
PART V Child Characteristics
CHAPTER SIXTEEN Temperament and Social Development in Childhood
What is Temperament?
Measurement of Temperament
Temperament and Social Development: Theoretical Perspectives
Temperamental Influences on Social Competence
Negative emotionality and social competence
Behavioral inhibition/shyness and social competence
Temperamental regulation and social competence
Positive emotionality and social competence
Summary
Temperamental Influences on Emotional and Behavioral Problems
Temperament and internalizing problems
Temperament and externalizing problems
Summary
Temperament‐Based Interventions
Concluding Comments and Future Directions
References
CHAPTER SEVENTEEN Gender Differences in Children’s Play
Gender Differences in Play: Emergence, Magnitude, and Trajectory
Gender Differences in Play: Long‐Term Implications
Early Hormonal Influences on Gender‐Related Play
Parental Influences on Gender‐Related Play
Sociocognitive Influences on Gender‐Related Play
Integrating Different Perspectives: Joint Influences on Development
Conclusions
References
CHAPTER EIGHTEEN Race and Ethnicity in the Context of Children’s Social Development
Social Cognitive Developmental Theories about Race. Social reasoning developmental (SRD) model
Conceptual development
Social Group Concepts and Racial Preferences
The Role of Social Status on Racial Attitudes
Reasoning about Racial and Socioeconomic Disparities
The Role of Group Norms on Racial Attitudes
Mitigating Prejudice in Childhood
Future Directions and Conclusions
References
PART VI Contextual Factors
CHAPTER NINETEEN Children’s Social Development within the Context of Early Childhood Education and Care Experiences
Defining ECEC Quality
Associations between ECEC Quality and Child Outcomes
Policy Features that May Explain the Lack of Association between ECEC Programs and Positive Child Outcomes
Organizing Principles to Support High‐quality ECEC for Disadvantaged Children and Parents
Inclusive ECEC Programming
Operational Issues in the Delivery of ECEC Services that May Reduce the Likelihood of Realization of Potential Positive Effects of ECEC
Conclusions
References
CHAPTER TWENTY Children’s Interpersonal Skills and School‐Based Relationships: Links to School Adjustment in Early and Middle Childhood
Child‐Level Factors
Prosocial (vs. aggressive) behavior
Sociability (vs. withdrawn) behavior
Self‐regulation (vs. dysregulation)
Environment‐Level Factors
Classroom peer relations
Classroom friendships
Classroom peer acceptance and rejection
Classroom peer victimization
Classroom teacher–child relations
Differential Contributions of Classroom Relationships to Children’s School Adjustment
Child and Environment Models
Additive models
Moderator models
Mediator models
Cascade models
Primary Contributions and Implications
Implications for Prevention and Intervention Research
Limitations of single‐factor interventions
Dual‐factor interventions: Altering child characteristics and relational environments
Peer‐mediated learning practices
Socioemotional learning programs
Bully–victim intervention and prevention programs
Future Directions
Acknowledgments
References
CHAPTER TWENTY‐ONE The Personal and Social Development of Children in Sport
Positive and (Potentially) Negative Sides of Youth Sport
Pathways of Sport Involvement During Childhood
The Outcomes of Youth Sport
Immediate experiences and interest
Seasonal changes and personal assets
Long‐term outcomes and the 3 Ps
The Personal Assets Framework
Gears of the Personal Assets Framework
Emphasizing Development in a Sport‐Performance Culture
Socioeconomic barriers to youth sport participation
Racial barriers to youth sport participation
Gendered barriers to youth sport participation
Disability barriers to youth sport participation
Sport Programs that Foster Positive Development in Children
Personal engagement in activities
Quality social dynamics
Appropriate settings and competitive structure
Conclusion
References
CHAPTER TWENTY‐TWO Religion and Social Development in Childhood
What do Children Think about God and Gods?
Children’s Social Development and Religion in the Family
Childhood Religion and Developmental Outcomes
Religious Identity, Prejudice, and Diversity
Conclusion
References
PART VII The Family and the Peer Group
CHAPTER TWENTY‐THREE Parent–Child Attachment in Early and Middle Childhood
Key Issues. Definition and patterns of attachment
Normative changes in attachment in early and middle childhood
Measuring attachment in early and middle childhood
Stability/instability of attachment
What Factors Promote Individual Differences in Attachment?
Parenting
Intergenerational transmission of attachment
Family context and attachment
Child temperament and attachment
Summary
Attachment in Early and Middle Childhood: Associations with Children’s Social Development
Self‐esteem
Emotion competence
Peer relationships
Personality development
Summary
New Directions or Unanswered Questions
References
CHAPTER TWENTY‐FOUR Sibling Relations in Early and Middle Childhood
Sibling Relationships as a Context for Development
Sibling Teaching/Learning Interactions
Sibling Prosocial Behavior and Play
Sibling Conflict and Aggression
Siblings and Friends
Conclusion
References
CHAPTER TWENTY‐FIVE The Interplay of Parent and Peer Influences on Children’s Social Development
Parents’ Roles in the Socialization of Children
Parents’ Formative Influence on Children’s Social Development: Historical Theoretical and Empirical Trends. Parents as potters, children as clay? Older notions of parental influence
Dimensional and typological parenting constructs
Specific parenting practices
Parental guidance of developmental trajectories
Parents’ characteristics, cognitions, and other family roles
Parent interventions
A relational perspective: Attachment security and child social development
Trends in Theory and Research: Parents and Children Co‐constructing Social‐Developmental Outcomes
Parent and child predictors: Additive models
Co‐construction models: Mediators and moderators
Co‐construction models: Bidirectionality and reciprocity
Conclusion
Peer Influences on Children’s Social Development
Peers’ Role in Social Development: Theoretical Trends. Grand theories
Hartup’s conceptual framework
Mid‐range models
Peers’ Role in Social Development: Research Trends
Play, friendship, and social development
Peer status
Bullying, victimization, and ostracism
Neurological/neuroendocrine studies
Peer interventions
Third Variable and Bidirectional Effects
Mediation and moderation by child factors
Mediation and moderation by peer factors
Bidirectional peer‐child effects
Conclusion
The Interplay of Parent and Peer Influences in Children’s Social Development
Parental Co‐management of Children’s Social Landscape. Parental control of access to peers
Parental response to child’s peer experiences
Complex Models of Parent–Peer Interplay
Equifinality in parent–peer interplay models
Additive/cumulative effects of parents and peers
Moderation models: Stress‐buffering or stress‐exacerbating functions of parents and peers
Simple mediation models using parent, child, and peer variables
Child‐mediated cross‐setting spillover effects and bidirectionality
Moderated‐mediation models
Conclusion
References
PART VIII Social Competence and Forms of Peer Interaction
CHAPTER TWENTY‐SIX Children’s Friendships
Introduction
Research Methods Used to Study Children’s Friendships
Developmental Changes in Children’s Friendships
Family Relationships as Predictors of Positive Friendship Adjustment in Childhood
Social Cognitive/Emotional Processes and Behavior as Predictors of Positive Friendship Adjustment in Childhood
The Role of Gender in Children’s Friendships. Gender differences in friendships
Gender typicality and children’s friendships
Other‐gender friendships
The Role of Race and Ethnicity. Racial and ethnic differences in friendships
Cross‐ethnic friendships
Implications of Children’s Friendship Experiences for Emotional Well‐Being and Behavioral Adjustment
Future Directions
References
CHAPTER TWENTY‐SEVEN Social Withdrawal and Shyness
Defining Social Withdrawal and Shyness
Developmental Origins of Social Withdrawal and Shyness. Biological foundations
Summary
Parenting
Attachment relationships
Parenting beliefs and behaviors
Summary
Correlates and Outcomes of Social Withdrawal and Shyness
Peer interactions
Peer relationships
Group relations
Internalizing difficulties and the significance of peers
Summary
New Directions in the Study of Social Withdrawal and Shyness. Interventions for shyness
New media and shyness
Conclusions
References
CHAPTER TWENTY‐EIGHT Social Competence in Interactions with Peers
The Nature of Social Competence among Peers in Childhood
Theoretical Views
The Measurement of Peer Acceptance and Popularity
The Behavioral and Social‐Cognitive Characteristics of Peer Acceptance in Childhood
Behavioral Skills
Social Cognitive Skills
The Behavioral and Social‐Cognitive Characteristics of Popularity in Childhood
Behavioral Skills
Social‐Cognitive Skills
Social Competence in Developmental Perspective
Outcomes of Peer Acceptance
Predictors of Peer Acceptance
Outcomes of Popularity
Predictors of Popularity
Conclusion
References
CHAPTER TWENTY‐NINE Social Play and Social Development
Rough‐and‐Tumble Play
Parent–child R&T
Peer–peer R&T
Perceptions of teachers about R&T
Social Pretend Play
Useful directions in conceptualizing social pretend play
Cognitive pretend play models
Language‐based social interactional model
Useful directions in current research
The role of language in social pretend play
The role of social factors in pretend play
Communication, social cognition, and cooperation
Concluding Remarks and Future Directions
References
CHAPTER THIRTY Cooperation and Competition
The Origins of Competitive and Cooperative Behavior
Development of Competitive and Cooperative Behavior
Social Comparison and Competition
Competition and Peer Relationships
The Psychology of Winning and Losing in Childhood
Gender Differences
Gender Role Expectations
The Role of Preferred Modes of Social Relationships
Cultural Differences
Conclusion
Acknowledgements
References
CHAPTER THIRTY‐ONE Aggression in Early and Middle Childhood
Definitions of Aggression
Developmental Trends in Aggression
Sex Differences in Aggression
Biological Influences on Childhood Aggression
Parenting Influences on Childhood Aggression
Influences on Childhood Aggression: Social Cognition
Developmental and Conceptual Perspectives on Peer Victimization
Conclusion
References
CHAPTER THIRTY‐TWO Bullying
A Digital Appearance: Cyberbullying
Prevalence
Assessing Bullying: Different Perspectives and Solutions
Risk and Protective Factors for Bullying Involvement
Individual factors
Context variables
Minorities in the Spotlight: Victims of Stigma
Present and Future Consequences
Internalizing and externalizing symptoms
Involvement in other experiences of violence
Facing Bullying: Interventions from Different Perspectives
In search of effectiveness: Psychoeducational interventions
Clinical and other therapies
Conclusion
References
PART IX Cognitive, Emotional, Prosocial and Moral Competencies
CHAPTER THIRTY‐THREE Social Cognition and its Main Correlates in Childhood
Development and Theories of ToM. From early social cognition to the development of ToM
Theoretical accounts of children’s development of ToM
Assessment of Social Cognition
Correlates of Social Cognition: Language
Two interdependent competences
The role of lexicon
The role of syntax and complementation
The role of conversation
Correlates of Social Cognition: Executive Functions
ToM and executive functions in the preschool period
Explaining the link between ToM and EFs
ToM and EFs in middle and late childhood
Correlates of Social Cognition: Social Context
The role of parents
Child–parent attachment
Parental talk about mental states
Parental sensitivity to children’s mental states
The role of siblings
The role of peers
Social understanding and peer relations
Mediating factors between social cognition and peer relations
Conclusions
References
CHAPTER THIRTY‐FOUR Emotions and Social Development in Childhood
Elements of Emotional Competence. Defining emotional competence
Emotional expressiveness
Expressiveness in early childhood
Expressiveness in middle childhood
Cultural considerations
Emotion regulation
Regulating emotions in early childhood
Regulating emotions in middle childhood
Cultural considerations
Emotion knowledge
Understanding emotions in early childhood
Understanding emotions in middle childhood
Cultural considerations
Relationship – Specific Interconnectedness of Emotional and Social Competence. Emotional development in parent–child relationships
Modeling emotions
Teaching about emotions
Cultural considerations
Reactions to children’s emotions
Emotional competence in teacher–child relationships
Teachers’ modeling
Teacher’s teaching
Teacher’s reactions
Emotional competence within peer relationships
Expressiveness and peer relationships
Emotion regulation and peer relationships
Emotion understanding and peer relationships
Emotional competence within friendships
Expressiveness within friendship
Emotion regulation within friendship
Understanding emotions and friendship
Assessment of Emotional Competence
Assessment of emotion knowledge
Assessment of emotion regulation
Where Do We Go from Here?
References
CHAPTER THIRTY‐FIVE Prosocial Behavior
Prosocial and Moral Comparisons
Socialization of prosocial and moral behavior
Prosocial and moral reasoning
Forms of prosocial behavior
Overview
Evolutionary Aspects of Prosocial Behavior
Socialization in the Family. Socialization by parents
Protection
Reciprocity
Guided learning
Group participation
Control
Material reward in the control domain
Aspects of praise
Socialization by siblings
Socialization Beyond the Family. Peers
Teachers
Mindfulness‐based curricula and interventions
Socialization by media
Cultural Contexts and the Socialization of Prosocial Behavior
Genetic Underpinnings of Prosocial Behavior. Genetic heritability
Genetic and hormonal processes
Neurophysiological Underpinnings of Prosocial Behavior
Conclusion
References
CHAPTER THIRTY‐SIX Children’s Lies: Intersecting Cognitive Development, Theory of Mind, and Socialization
Types of Lies and Social Influences
Self‐interest high, other‐interest low
Self‐interest high, other‐interest high
Self‐interest low, other‐interest high
Self‐interest low (long‐term maladaptive), other‐interest low
Theoretical Underpinnings
Developmental Sociocognitive Correlates
The primary lies stage (2–3 y)
The secondary lies stage (4–6 y)
The tertiary lies stage (>6 y)
Social Agents
Implications and Future Directions
Acknowledgments
References
PART X Children and the Media
CHAPTER THIRTY‐SEVEN Media and Children’s Social Development
Media as a Socializing Agent
Prosocial media content
Antisocial media content
Outcomes of children’s media use on social development
Prosocial behavior, altruism, and helping behavior
Empathy
Emotional competence
Violent and aggressive behavior
Content features that make a difference
Interactive learning approaches
Fantasy/make‐believe
Repetition
Music/songs
Socially meaningful characters
Platform features that make a difference: TV vs. mobile media (apps)
Social Context of Media Use
Media parenting
Active mediation
Coviewing
Restrictive mediation
Modeling
Peers
Directions and Challenges for Future Research
References
CHAPTER THIRTY‐EIGHT Social Networking Sites and Children’s Social Development
Social Media Platforms and Technological Affordances
Social Media Platforms and Safety: Risks, Harms and Concerns – What is at Stake?
The Policy of Age‐Gating Social Media Access: Privacy and Safety
Theoretical Framework for Understanding the Role of Social Media in Children’s Social Development
Examining Evidence Behind SNS Use in Children and Negative Outcomes
Parental Mediation of Children’s Social Media Use
Children under the Age of Nine and Digital Media Use
Surveillance Capitalism, Algorithmic Curation, Filter Bubbles, and Sharenting
Benefits of Social Media Use for Children and Adolescents
Concluding Remarks
References
PART XI Intervention and Social Development
CHAPTER THIRTY‐NINE Helping Autistic Children
Social Communication Skills
Intervention delivery
Developmental interventions
Applied Behavior Analysis
Naturalistic developmental and behavioral interventions
Joint Attention, Social Play, Engagement, and Regulation (JASPER)
The Early Start Denver Model (ESDM)
Pivotal Response Treatment (PRT)
TEACCH
Considerations for intervention and practice
Risks of Intervention. Autistic community concerns
Compliance
Normalization
Broader concerns
Evidence of risks from interventions
Alternative Areas of Focus
Technologies
Developing friendships
Educational inclusion and social identity
The Social Model of Disability and Intersectionality
LGBTQIA+ Autistic People
Black and First Nations Autistic People and Autistic People of Color
Conclusions
References
CHAPTER FORTY Intervening in Childhood Social Development
What is Social‐Emotional Development?
Why is Social‐Emotional Development Important?
Are Interventions that Teach Social‐Emotional Skills Effective?
Preschool interventions
Elementary school interventions
Access to SEL programs
What are the Characteristics of Effective Intervention Programs?
Curriculum length and duration
Curriculum materials
Curriculum delivery
Curriculum content
Why and How Do We Train Teachers to Facilitate Children’s Social and Emotional Development?
What Topics are Commonly Included in Teacher Training?
How Do Social and Emotional Interventions Involve Parents or Caregivers?
What Factors Contribute to Successful Outcomes in Implementation of SEL Programs?
School and environmental factors
Teacher factors
Child factors
Summary and Future Directions
References
CHAPTER FORTY‐ONE The Development of Social Competence in Children with Disabilities
Theoretical Frameworks
Personal Characteristics Associated with Social Competence of Children with Disabilities
Children with physical disabilities
Children with visual impairment
Children with Down syndrome
Children with mild intellectual and developmental disabilities or learning disabilities
Children with severe intellectual and developmental disabilities
Contextual Factors Associated with Social Competence of Children with Disabilities
Classroom‐based intervention programs
Family–school partnerships
Technology as a mechanism for support
Cultural Understanding of Disabilities and Inclusion
Implications and Conclusion
References
CHAPTER FORTY‐TWO Interventions to Enhance Psychosocial Competence among Children in Low‐ and Middle‐Income Countries
Definition and Scope
Conceptual Framework and Approaches
Interventions for Psychosocial Competence among Children in LMICs
Early childhood development (ECD) interventions
Some exemplars of early childhood interventions for development of psychosocial skills
Interventions for children with developmental disabilities
Interventions for mental health
Some exemplars of mental health interventions
Life‐skills programs
Conclusions
Impact of Covid‐19 on the Psychosocial Development of Children
Implications for Future Research
References
Index
Index
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