This study utilized a longitudinal design to examine the relationships between the specific components of executive function (EF) and the internalizing and externalizing behavior across different genders and contexts in Chinese cultural background. Inhibition, cognitive flexibility, and working memory of EF based on 101 preschool children’s (48 boys and 53 girls) (MT1 = 4.25, SD = 0.76) performances were measured when completing tasks in NIH Toolbox. Twelve months later, boys’ and girls’ internalizing and externalizing behavior in home- and school-settings was assessed through mother’s feedback on the Strengths and Difficulties Questionnaire and teachers’ reports of the Child Behavior Rating Scale. The results show that boys’ inhibition, cognitive flexibility, and working memory negatively predict their externalizing behavior in the home context, while their cognitive flexibility negatively predicts externalizing behavior in the school context. Additionally, boys’ inhibition positively predicts their internalizing behavior only in the school context. For girls, their cognitive flexibility positively predicts externalizing behavior only in the school context. No significant relationship is found among the girls between EF and problem behavior in the home context. These findings suggest that gender differences and a shift in contexts could alternate the relationship between EF and children’s problem behavior. This study sheds light on targeted preventions and interventions based on contexts and gender.

Based on the survey data of 4,739 infants and young children (IYC) under 3 years old, the study uses the propensity score matching (PSM) method to examine the role of family migration in infant and young child development (IYCD). The study finds that the development of migrant IYC is significantly behind that of non-migrant IYC in the real world situation. After controlling for confounders at the individual and family levels, there is no significant statistical difference in early development between migrant IYC and non-migrant IYC. Moreover, family migration does not play a significant role in IYCD in different subgroups after PSM. To protect the rights of migrant families and IYC in accessing public services, the Chinese government should build a social security policy system for migrant families and ensure starting point fairness for migrant IYC.

been an essential development task for preschool children. This study analyzes preschool children’s discourse in the project-based learning (PBL) process and presents the following findings. Firstly, in the collaborative dimension, the frequency of children’s discourse on establishing and maintaining shared understanding (U) and taking appropriate action to solve the problem (A) is relatively high, while that on establishing and maintaining team organization (O) is relatively low. Secondly, in the problem solving dimension, the frequency of children’s discourse on planning and executing (P&E) is the highest, while that on monitoring and reflecting (M&R) is the lowest. Thirdly, in terms of turn taking patterns, self-selection accounts for a significantly higher proportion than allocation and continuation. Overall, preschool children’s CPS is characterized by loose collaboration and multilinear problem solving. They are usually keener to strive for opportunities to express their views but lack attention to others’ speeches. At the same time, they can constantly come up with new problem solving plans and actions but rarely reflect on their feasibility and actual effects. In addition to children’s collaborative role, teachers’ intervention can also impact the CPS processes. Therefore, teachers are recommended to provide children with opportunities for CPS and strengthen monitoring, guidance, and support in children’s CPS processes to facilitate better child engagement in CPS.

As a major branch of children’s studies and a clear manifestation of adherence to a child-oriented position, research on children’s peer cultures is of significant value for understanding the true world of children. Following an ethnographic approach, this study conducts in-depth field observations in three kindergartens to explore how preschool children create their peer cultures. The results indicate that the children in three kindergartens created a series of meaningful symbols within their respective kindergarten settings during peer interaction and formed their peer cultures. The study finds that: Firstly, children’s peer cultures encompass five core themes, namely, self-presentation, friendly interaction, conflict and segregation, collective play routines, and secondary adjustments to classroom rules. Secondly, the development of children’s selves, shared play among children, interpretive reconstruction of adult cultures, and inclusiveness of school cultures are inherent sources of strength, core driving force, mechanisms for the path, and external environmental factors of the formation of children’s peer cultures. Thirdly, children gain membership in the cultures to which they belong through collective participation in social life. Fourthly, children produce peer cultures and contribute to the renewal of adult cultures by creatively appropriating information and knowledge from the adult world. In this connection, it is essential for kindergartens to support the development of children’s peer cultures.

In this study, 990 preschool children of 3- to 6-year-old were selected as participants to explore the influence of shyness and unsociability on peer play behavior in preschool children, focusing on the mediating and moderating roles of playfulness. The study employed the Child Social Preference Scale, Children’s Playfulness Scale, and Penn Interactive Peer Play Scale to assess the variables. The findings indicate that preschool children’s shyness and unsociability negatively predict their play interaction and positively predict their play disruption and play disconnection. Playfulness partially mediates and moderates the relationships between shyness and unsociability with peer play behavior. To promote the social development of shy and unsociable preschool children, it is imperative for teachers and parents to respect and accept the characteristics of children, guide them in adopting positive problem-solving strategies, and improve their playfulness.

Since the birth of civilization, play has been an important part of human life, especially during childhood. Both traditional play and today’s electronic games are valuable for child development in multiple aspects. It is a classic research topic in child development to analyze the significance of different types of play for children and create activities and spaces that embody the spirit of play. Moreover, it is important to recognize that play encompasses various activities and extends into cultural phenomena. More insight can be gained into children’s culture in a specific historical period and the cultural development of the entire society by observing how they play.