Child-rearing
Child-rearing - Related Videos
15:42
Toddler and Preschool Child Exam
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2023
Source: Heather Collette and Jaideep Talwalkar; Yale School of Medicine The key to a successful exam of a toddler or preschool-age child is building rapport and trust between them and the provider. Toddlers, in particular, may be wary of strangers and unwilling to cooperate with the physical exam, which is expected age-appropriate behavior. In order to provide good care and create a comfortable patient experience, clinicians need to tailor their interaction to the child's developmental stage.
15:18
Making MR Imaging Child's Play - Pediatric Neuroimaging Protocol, Guidelines and Procedure
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Cited by 139 •
2009
Despite an increase in the use of structural and functional magnetic resonance imaging (fMRI) in humans, the study of young pediatric populations remains a challenge. We present a hands-on, step-by-step video protocol including guidelines for clinicians and researchers intending to perform (f)MRI in young children.
13:03
Protocol for Mosquito Rearing (A. gambiae)
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Cited by 65 •
2007
This video illustrates the general techniques used to rear Anopheles gambiae in the laboratory. The methods for caring for laboratory mosquitoes are demonstrated through all stages of the organism's life cycle from larvae to pupae to blood-feeding adults.
07:56
Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
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Cited by 7 •
2019
This paper introduces a method for assessing the coherence of parents' short narratives regarding their child and their relationship using the five-minute speech sample procedure.
09:34
Rearing the Fruit Fly Drosophila melanogaster Under Axenic and Gnotobiotic Conditions
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Cited by 128 •
2016
A method for rearing Drosophila melanogaster under axenic and gnotobiotic conditions is presented. Fly embryos are dechorionated in sodium hypochlorite, transferred aseptically to sterile diet, and reared in closed containers. Inoculating diet and embryos with bacteria leads to gnotobiotic associations, and bacterial presence is confirmed by plating whole-body Drosophila homogenates.
FAQs
Responsive interactions connect caregiving behavior with children’s developing abilities. When caregivers respond to children, communicate with them, model behavior, and provide guidance, these experiences can shape emotional, cognitive, social, and behavioral development. Psychology examines these patterns to understand differences in self-regulation, learning, well-being, and social competence across children and family contexts.
Boundaries and reinforcement give children guidance about behavior and expectations. Within child-rearing, these processes work alongside communication and caregiver responsiveness to support behavioral development and self-regulation. Researchers study how such practices relate to children’s adjustment rather than treating discipline as an isolated influence, because caregiving relationships and the broader family environment also affect developmental outcomes.
Parenting styles and attachment provide psychological frameworks for examining recurring patterns in caregiver-child relationships. They help researchers connect qualities of caregiving and emotional relationships with outcomes such as well-being, social competence, and self-regulation. These frameworks do not imply that one factor alone determines development; children’s temperament and surrounding family or community conditions also contribute.
A child’s temperament can influence how caregiver guidance, communication, and boundaries are experienced within child-rearing. At the same time, caregiver responses and the broader environment can shape the developing relationship and behavior. Psychology therefore considers development as a product of interacting child, caregiver, family, and community influences rather than a one-directional effect from adults to children.
Research commonly examines parenting styles, attachment, discipline, family contexts, responsive interactions, modeling, communication, boundaries, and reinforcement. These areas are considered in relation to emotional, cognitive, social, and behavioral development. Developmental assessment can then use this knowledge to interpret differences in self-regulation, learning, well-being, and social competence within particular family and environmental contexts.
Findings can inform parent education and family interventions by focusing attention on responsive interactions, communication, modeling, guidance, boundaries, and reinforcement. The goal is to support healthy development while recognizing children’s temperament and family circumstances. This knowledge also helps connect developmental assessment with practical efforts to promote well-being, learning, self-regulation, and social competence.
Caregiving practices and family relationships occur within broader cultural and community settings, so psychological findings should not be separated from that context. Research and policy use child-rearing knowledge to support healthy development across diverse communities. Considering context helps parent education, family interventions, and developmental assessment remain relevant to different families rather than assuming identical conditions or practices.