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Journal articles on the topic 'Children's development'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Burton, Diana, Dennis Bancroft, and Ronnie Carr. "Influencing Children's Development." British Journal of Educational Studies 44, no. 4 (December 1996): 441. http://dx.doi.org/10.2307/3121915.

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2

Kovalska, Lesia, and Lyubov Chorna. "CHILDREN’S TOURISM DEVELOPMENT IN IVANO-FRANKIVSK REGION." GEOGRAPHY AND TOURISM, no. 55 (2020): 28–36. http://dx.doi.org/10.17721/2308-135x.2020.55.28-36.

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Aim: The aim of this article is to analyze the present state of children’s tourism development in Ivano-Frankivsk region, including its infrastructure, price policy, products and services diversity, recreation and health facilities’ geography. Methodology. This scientific research has been conducted on the basis of comparative analysis of modern Internet resources and bibliographic sources on children's tourism. Statistical method in terms of 2 and 5 annual data as well as information of recent publications on children’s tourism in Ukraine and Ivano-Frankivsk region has been used to determine the quantitative indicators and dynamics of healed and rested children. Methods of analysis and comparison have been used to determine and compare children’s tourism product price policy. Results. It has been found out that the major part of tourism products are produced by Ivano-Frankivsk Regional State Center for Tourism and Local History of Student Youth (RSCTLHSY). All the activities that have been carried out by RSCTLHSY since the beginning 2019 are systemized and presented to prove the above mentioned. It has been also established that subjects of tourist activity play a great role in the organization of children’s recreation and rest. The dynamics of the number of children under the age of 17 who were provided with services of tourist activity subjects including the number of inbound (foreign), outbound, domestic tourists-children is presented. In addition the number of beds in health facilities and dynamics of children served in them have been analyzed. Indicators of the number of recreation facilities and the number of children who stayed there are presented. The geography of inbound and outbound children-tourists has been established. The role of the tourist and art complex "St. Nicholas’ Estate" in the development of children's tourism is noted, its infrastructure has been analyzed. Attention is also paid to the Ivano-Frankivsk Regional Council, which approved the regional target social program for children's health and recreation for 2016-2020, according to which there was a significant increase in children-tourists number. A comparison of the pricing policy of health and recreation facilities for children-tourists on a national scale is presented. Scientific novelty. The current trend of expansion of the range of children's tourist products commercial offers in comparison with the state ones has been analyzed. The role of Ukraine’s objects of nature reserve fund, in particular, national nature parks, tourist-artistic, rehabilitation and eco-centers in the development of children’s tourism has been determined. Practical importance. The results of the study can be used in planning the development of children's tourism in Ivano-Frankivsk region and Ukraine, in particular in the regional and national strategy on children's tourism development.
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3

Kmak, Malgorzata. "DEVELOPMENT OF CHILDREN'S RIGHTS IN POLAND – SELECTED ASPECTS." MEST Journal 9, no. 1 (January 15, 2021): 46–53. http://dx.doi.org/10.12709/mest.09.09.01.06.

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Children’s rights are human rights, they result from the personal dignity and uniqueness of the child as a person. They apply to every child, they cannot be stripped away or renounced. It also means that if a child has a right, the state must ensure that it can be exercised. Further, if the child has a certain right, it means that there must also be procedures to enforce it. The beginning of the international movement for the protection of children's rights dates back to 1874, when the first organization for the protection of children's rights, the New York Society for the Prevention of Cruelty to Children, was founded in The United States. In Europe, at a similar time, since 1880, international societies of criminologists, youth court judges, care for abandoned and homeless children were being established to work on relaxing the criminal law for minors or establishing educational and care facilities for children. It was in the 19th century when the rights of the child were discussed in Poland for the first time. Moral, religious, or customary norms regulated children’s place in the community. However, the development of these rights was a long process that had started in Poland much earlier. The article aims to present selected historical situations affecting the development process and the current state of children's rights in Poland.
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4

Moore, Peter. "Methylmercury slows children's development." Lancet 350, no. 9089 (November 1997): 1453. http://dx.doi.org/10.1016/s0140-6736(05)64221-3.

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5

Rotenberg, Ken J., Kathy Mars, and Nicki Crick. "Development of Children's Sadness." Psychology and Human Development: an international journal 2, no. 1 (March 1, 1988): 13–26. http://dx.doi.org/10.2224/sbp.6390.

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We asked 96 children from first, third, fifth, and seventh grades to describe situations in which they were sad, and posed questions to assess the related causes, intensity, motives, and consequences. Results showed that sadness was caused by harm in the majority of incidents. There was a shift with age in the nature of the harmful causes of sadness, toward a greater frequency of harm to others as opposed to harm to self, as well as a greater frequency of psychological versus physical harm. Harm to pets, isolation, and prevention of goal achievement by another were causes of sadness and the latter decreased with age. Kindergarten children reported a lower intensity of sadness than did older children. As age increased, so did children's identification of motives for sadness. The most and least frequent of consequences of children's sadness were passive nonexpression and verbal expression of feelings, respectively. Finally, there was a decrease with age in children's redirective behavior (quick shifts towards happy activities) as a consequence of sadness.
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6

Barnes, Melanie K. "Rethinking Children's Cognitive Development." Contemporary Psychology: A Journal of Reviews 37, no. 2 (February 1992): 161. http://dx.doi.org/10.1037/031911.

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7

Thorpe, Karen. "Twin children's language development." Early Human Development 82, no. 6 (June 2006): 387–95. http://dx.doi.org/10.1016/j.earlhumdev.2006.03.012.

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8

Nigora Adizova Bakhtiyorovna and Nodira Adizova Bakhtiyorovna. "Anvar obidjon is a children’s poet." Middle European Scientific Bulletin 2, no. 1 (January 15, 2021): 13–19. http://dx.doi.org/10.47494/mesb.2021.2.156.

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This article focuses on A. Obidjon, who played a special role in the development of children's poetry and prose. At the same time, the artist, who thinks about the development of Uzbek children's drama, has created a dramatic epic, a play. Anvar Obidjan is an artist who has enriched not only children's prose and poetry, but also dramaturgy, as a children’s poet, known as a prose writer, he won the admiration of his fans with his dramatic works
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9

SATO, Tomomi. "Development of children's persuasive ability:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2EV119. http://dx.doi.org/10.4992/pacjpa.74.0_2ev119.

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10

Ramos, Maurem, and Lilian M. Stein. "Development of children's eating behavior." Jornal de Pediatria 76, no. 8 (November 15, 2000): 229–37. http://dx.doi.org/10.2223/jped.160.

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11

Stainthorp, Rhona, V. Lee, and P. Das Gupta. "Children's Cognitive and Language Development." British Journal of Educational Studies 44, no. 3 (September 1996): 349. http://dx.doi.org/10.2307/3122472.

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12

Erricker, Clive, Danny Sullivan, Cathie Ota, Jane Erricker, and John Logan. "THE DEVELOPMENT OF CHILDREN'S WORLDVIEWS." Journal of Beliefs & Values 15, no. 2 (November 1994): 3–6. http://dx.doi.org/10.1080/1361767940150201.

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13

Morrison, Johnetta Wade, and Tashel Bordere. "Supporting Biracial Children's Identity Development." Childhood Education 77, no. 3 (March 2001): 134–38. http://dx.doi.org/10.1080/00094056.2001.10522147.

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14

JACOBS, SUZANNE E. "The Development of Children's Writing." Written Communication 2, no. 4 (October 1985): 414–33. http://dx.doi.org/10.1177/0741088385002004005.

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15

Green, Laura, Deborah McCutchen, Catherine Schwiebert, Tom Quinlan, Amy Eva-Wood, and J. Juelis. "Morphological Development in Children's Writing." Journal of Educational Psychology 95, no. 4 (2003): 752–61. http://dx.doi.org/10.1037/0022-0663.95.4.752.

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16

Sylva, Kathy. "School Influences on Children's Development." Journal of Child Psychology and Psychiatry 35, no. 1 (January 1994): 135–70. http://dx.doi.org/10.1111/j.1469-7610.1994.tb01135.x.

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17

Ramsey, Patricia G. "Children's Development and Societal Divisions." NHSA Dialog 11, no. 4 (November 18, 2008): 215–24. http://dx.doi.org/10.1080/15240750802432599.

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18

He, Jing, Jiannong Shi, and Bin Luo. "Parenting and Children's Cognitive Development." Gifted Education International 22, no. 1 (September 2006): 86–100. http://dx.doi.org/10.1177/026142940602200112.

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19

Richards, Christine. "In tune with children's development." Early Years Educator 2, no. 6 (October 2000): 40–42. http://dx.doi.org/10.12968/eyed.2000.2.6.15419.

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20

Minami, Masahiko. "Japanese preschool children's narrative development." First Language 16, no. 48 (October 1996): 339–63. http://dx.doi.org/10.1177/014272379601604805.

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21

Stainthorp, Rhona. "Book Review: Children's literacy development." Journal of Research in Reading 28, no. 2 (May 2005): 202–4. http://dx.doi.org/10.1111/j.1467-9817.2005.00263.x.

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22

MALBRÁN, SILVIA. "Phases in Children's Rhythmic Development." Annals of the New York Academy of Sciences 930, no. 1 (June 2001): 401–4. http://dx.doi.org/10.1111/j.1749-6632.2001.tb05752.x.

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23

Schneider, Wolfgang, and Peter A. Ornstein. "The Development of Children's Memory." Child Development Perspectives 9, no. 3 (July 7, 2015): 190–95. http://dx.doi.org/10.1111/cdep.12129.

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24

Keller, Heidi. "Children's Socioemotional Development Across Cultures." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 27–46. http://dx.doi.org/10.1146/annurev-devpsych-033020-031552.

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The development of socioemotional competencies is central for children's development in general. Infants are equipped with basic predispositions to acquire environmental information. However, contexts and cultures differ with respect to their emphasis on particular developmental domains. Two developmental pathways for which research evidence is available have been characterized: the Western middle-class perspective and the perspective of rural traditionally living farming families. Infants have different social experiences with respect to their caregivers, their behaviors, and their social regulation. The developmental focus of Western middle-class children is on individualistic agency, which implies that socioemotional development is subordinated to self-development. The developmental focus of the rural traditionally living farmer child is on social connectedness and social responsibility. Self-development is part of the development of communal agency. This review discusses the ethical implications of regarding the Western middle-class pathway as universal and normative and emphasizes the need to consider different pathways as normative.
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25

Giveans, David L. "Short videos on children's development." Day Care & Early Education 17, no. 1 (September 1989): 42–43. http://dx.doi.org/10.1007/bf01619656.

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26

Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens." Constitutionale 2, no. 1 (April 23, 2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.

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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.
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Oktariana, Riza, Anita Yus, and Sanusi Hasibuan. "Bakiak and Interpersonal Intelligence on Physical Motor of Children in Khairani Kindergarten of Aceh Besar." Britain International of Humanities and Social Sciences (BIoHS) Journal 1, no. 2 (October 10, 2019): 205–12. http://dx.doi.org/10.33258/biohs.v1i2.53.

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Physical motor development is one of the five aspects of early childhood development, to achieve the motoric development, especially rough motoric is done through games. Play activities can stimulate a children’s physical motor development , and become one of the other important factors in improving a children’s psychic interpersonal intelligence. Based on this background, the researchers chose the title “Bakiak and Interpersonal Intelligence on Physical Motor of Children in Khairani Kindergarten of Aceh Besar”. Problems formulation in this study are: Is there any effect of bakiak game on children’s physical motor development , is there any effect of interpersonal intelligence on a children's physical motor development, and is there any interaction of bakiak game and interpersonal intelligence on a children’s physical motor development. The research objectives are: To determine the effect of bakiak game on children's physical motor, to determine the effect of interpersonal intelligence on children's physical motor development and to determine the interaction of bakiak game and interpersonal intelligence on children’s physical motor development . The location of the study was conducted at Khairani Kindergarten in Aceh Besar located in Lubok Batee village, Ingin Jaya Subdistricr, Aceh Besar District. This study was conducted on 15 October to 15 December 2018. The research subject of children's group B which amounted to 30 people, consisting of B1 (15 people) and B2 (15 people). This study was conducted by using experimental methods and research design with treatment by level 2 x 2. The research instrument used were bakiak game, interpersonal intelligence observation sheets and motor physical development tests. Research procedures are pretest, treatment, posttest, data processing, data analysis and conclusion. Meet the instrument validity and reliability standards. Data analysis techniques use descriptive data released by Mean, Median, Mode, frequency distribution table and histogram. Testing the analysis prerequisites that is normality and homogeneity data. From the results of data analysis obtained by this study shows the effect of bakiak game and interpersonal intelligence on physical motor of children in Khairani Kindergarten of Aceh Besar
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28

Gerde, Hope K., Lori E. Skibbe, Ryan P. Bowles, and Tiffany L. Martoccio. "Child and Home Predictors of Children's Name Writing." Child Development Research 2012 (December 11, 2012): 1–12. http://dx.doi.org/10.1155/2012/748532.

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The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months) name writing skill when they enter preschool. Children () were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children’s knowledge of capital letters (11.8%) and their motor development (11.8%) were the most important for children’s name writing whereas the home learning environment (2.3%) and reported problem behaviors (1.5%) were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children’s name writing skills.
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Umar, Umar, Hendra Hendra, and Mohd Hilmy Baihaqy Yussof. "Building Children's Character: Ethnographic Study of Maja Labo Dahu Culture at Bima Community." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 2 (December 24, 2019): 182–201. http://dx.doi.org/10.25217/ji.v4i2.582.

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The development of the impact globalization was the emergence of manners in shifting children's characters. Therefore the aesthetic principle of Maja Labo Dahu was needed to become an instrument of development moral to build children's character. This study aimed to describe the concept of building children's character through Maja Labo Dahu, inhibiting factors, and reactualizing children’s character through Maja Labo Dahu at Bima community. This study used qualitative research with phenomenological and sociological approaches. The results showed that the exemplary aspect of parents, teachers and elite figures as the key for building children’s character. Needing implementation moral behavior through integration teaching religious and culture. The obstacle was lack of understanding of a child's culture values Maja Labo Dahu, lack of the characteristics of figures in the environment, and the absence of synergy by parents and school in establishing a children's understanding of Maja Labo Dahu. Reactualizing student’s characters involve: doing workshop and seminar to encourage strengthening of cultural character of Maja Labo Dahu and publishing Book of Muatan Lokal as literation materials in education unit level. Keywords: Maja Labo Dahu, Building Children’s Character, Strengthening of Cultural Values
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30

Xue, Lei, Zhi Zhang, Xiaoyang Zhang, and Yiwen Zhang. "Research and Implementation of Children’s Speech Signal Processing System." Open Biomedical Engineering Journal 9, no. 1 (August 31, 2015): 188–93. http://dx.doi.org/10.2174/1874120701509010188.

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As people's living standard and the degree of mass culture have been constantly improved, many families are caring more about the healthy growth of early childhood. In this paper, based on the research of domestic and foreign experts and scholars: the guardians (such as parents) take appropriate intervention on children at the early stage can effectively promote children's language and cognitive ability development, and the intervention has obvious effect on the autistic spectrum disorders of children. This paper presents a system for analyzing children's speech signal, calculating the guardian’s language words, the number of children‘s verbal words and the number of guardian and children's dialogue rotation times by voice signal processing and pattern recognition technology. And related personnels use these indicators to analysis the development of children's language and cognitive ability, then adopting appropriate measures for children and providing the basis for decision-making criteria, so as to promote the development of children's language and cognitive status.
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31

OHNISHI, Koji. "Children's Geography." Japanese Journal of Human Geography 52, no. 2 (2000): 149–72. http://dx.doi.org/10.4200/jjhg1948.52.149.

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32

Atamanchuk, Nina, Svetlana Yalanska, and Oksana Tur. "PRESCHOOL CHILDREN’S CREATIVE DEVELOPMENT OF PRACTICAL ART METHODS." Psychological journal 6, no. 10 (October 30, 2020): 17–28. http://dx.doi.org/10.31108/1.2020.6.10.2.

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The article presents the theoretical analysis and empirical research on preschool children’s creative development by means of art. We are convinced that art practices as an innovative technology should be used in order to develop children's abilities and creativity, the creativity of adults working with children. After all, the basis of art practices is art as an activity that reveals the reality in specific sensory images. We have determined that the productive activities that are most interesting for preschool children are drawing and fairy-tale situations. The empirical study used drawing and fairy-tale techniques. We selected and described the art practices to be used in work with preschool children with the aim to develop such qualities as observation, attention, memory, imagination, fantasy. These qualities contribute to the development of preschool children’s independent creative activities, which form all the best human qualities and reveal their, often hidden, talents, skills and abilities. The children from the experimental group showed more creative elements and did it clearly during tasks solving compared to the control group. They offered more original options in addition to the standard vision of objects and phenomena. Modern preschool children are characterized by decreased activity, poorer imagination. Preschoolers’ creative development lags far behind their peers from the previous century. In addition, modern children have either high or low creative development (only few children showed medium development). Children’s awareness of modern electronic devices makes them dependent on gadgets, computers and television. At the same time, the number of gifted children has increased dramatically, as well as indigo children, who are characterized by super-abilities and changes in their psyche. All these facts point to problems and contradictions existing at modern older preschoolers. Participating in art practices, preschool children can reveal their potential for the development of their creativity. Children learn to solve various creative tasks, express themselves artistically and develop hidden talents. Art promotes children's abilities, motives, knowledge and skills, so that they create something new, original, unique. The proposed art practices opens the space for educators, psychologists at children's educational institutions to develop children’s creativity, because humanity has not yet invented a better creative tools than fairy tales, drawing, games, stories. From the first years of life, children have a natural need to show their own uniqueness, individuality, to reveal their talents and creative abilities. In kindergarten, children love to draw, sing, dance, having great fun. There is no doubt that art is the language of children’s souls. It is an efficient tool for the development of preschooler’s abilities, skills and creativity. Art practice for preschool children is an interesting and bright game.
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33

Auliya, Alfiana Falan Syarri, and Pujiyanti Fauziah. "Advices for Involving Parents in Children’s Learning Activities from School to Home." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (October 3, 2020): 1073–82. http://dx.doi.org/10.31004/obsesi.v5i2.621.

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Parental involvement in children’s learning activities is important for the optimal of their growth and development. The aims of writing this article is to provide advices that can be applied in early childhood education institutions in terms of involving parents in children's learning activities at home. This article used the literature review method by reviewing recent literature such as books and research journals that provide an explanation of the topic of parental involvement in children's learning. In this research, several topics related to parental involvement are explained, including factors that influence and the type of parental involvement, forms of parental involvement in children's learning and advices for involving parents in children's learning activities. In short, this article is expected to help educators find strategies for involving parents to continue children's learning activities from school to home. Then, it is recommended for educators to use the results of this study, which is advices for involving parent in children's learning activities. Every parent must accompany the child's learning activities so that learning activities run effectively and can optimize the child's growth and development.
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Ersan, Ceyhun. "Early Language Development and Child Aggression." World Journal of Education 10, no. 1 (February 3, 2020): 1. http://dx.doi.org/10.5430/wje.v10n1p1.

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Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.
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35

Omiya, Akiko, and Nobuko Uchida. "The development of children's thinking strategies." Japanese journal of psychology 73, no. 1 (2002): 10–17. http://dx.doi.org/10.4992/jjpsy.73.10.

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36

McKenry, Patrick C., Adele Eskeles Gottfried, and Allen W. Gottfried. "Redefining Families: Implications for Children's Development." Journal of Marriage and the Family 57, no. 2 (May 1995): 531. http://dx.doi.org/10.2307/353708.

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37

Treharne, Dilys A. "Parental recall of children's early development." International Journal of Language & Communication Disorders 27, no. 3 (January 1992): 221–30. http://dx.doi.org/10.3109/13682829209029422.

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38

Bahr, Kathleen S., Adele Eskeles Gottfried, and Allen W. Gottfried. "Redefining Families: Implications for Children's Development." Family Relations 44, no. 3 (July 1995): 325. http://dx.doi.org/10.2307/585536.

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39

Walker-Dalhouse, Doris, and Victoria J. Risko. "Homelessness, Poverty, and Children's Literacy Development." Reading Teacher 62, no. 1 (September 2008): 84–86. http://dx.doi.org/10.1598/rt.62.1.11.

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40

TOM, PAGE, and THORSTEINSSON GISLI. "DESIGNING TOYS TO SUPPORT CHILDREN'S DEVELOPMENT." i-manager’s Journal on Educational Psychology 11, no. 2 (2017): 1. http://dx.doi.org/10.26634/jpsy.11.2.13776.

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41

Phinney, Jean S., and Mary Jane Rotheram. "Children's Ethnic Socialization: Pluralism and Development." Family Relations 37, no. 1 (January 1988): 120. http://dx.doi.org/10.2307/584449.

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42

Krampen, Martin. "Grapheme Development in Handicapped Children's Drawings." Perceptual and Motor Skills 60, no. 1 (February 1985): 231–38. http://dx.doi.org/10.2466/pms.1985.60.1.231.

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According to F. Olivier children's drawings are composed of basic shapes called graphemes. Three sets of these graphemes develop between the ages of 3 and 5 yr. A cross-cultural study had shown no difference in grapheme development between Turkish and German children. When the drawings of physically handicapped children were compared with those of normally developing children, a significant difference was found in the third step of grapheme development, the production of symmetrical graphemes. Physically handicapped children are retarded by comparison with normally developing ones in rendering graphemes symmetrical. The reason for this might by asymmetry in their body schema.
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43

Cameron, Catherine Ann, and Kang Lee. "The development of children's telephone communication." Journal of Applied Developmental Psychology 18, no. 1 (January 1997): 55–70. http://dx.doi.org/10.1016/s0193-3973(97)90014-9.

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Koh, Kanghyock. "Maternal breastfeeding and children's cognitive development." Social Science & Medicine 187 (August 2017): 101–8. http://dx.doi.org/10.1016/j.socscimed.2017.06.012.

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Mahaffey, Kathryn R., and Rita Schoeny. "Maternal seafood consumption and children's development." Lancet 370, no. 9583 (July 2007): 216–17. http://dx.doi.org/10.1016/s0140-6736(07)61116-7.

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Stern, Alan H., and Deborah C. Rice. "Maternal seafood consumption and children's development." Lancet 370, no. 9583 (July 2007): 217–18. http://dx.doi.org/10.1016/s0140-6736(07)61117-9.

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Benelli, Cecelia, and Cecelia Benelli. "Supporting Young Children's Motor Skill Development." Childhood Education 71, no. 4 (June 1995): 217–20. http://dx.doi.org/10.1080/00094056.1995.10522601.

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Finistrella, V., G. Morino, G. Curcio, and M. Manco. "Children's taste perception and cognitive development." International Journal of Obesity 36, no. 1 (August 23, 2011): 84. http://dx.doi.org/10.1038/ijo.2011.166.

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Schug, Mark C., and C. Jean Birkey. "The Development of Children's Economic Reasoning." Theory & Research in Social Education 13, no. 1 (March 1985): 31–42. http://dx.doi.org/10.1080/00933104.1985.10505494.

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Myers, Gary J., and Philip W. Davidson. "Maternal fish consumption benefits children's development." Lancet 369, no. 9561 (February 2007): 537–38. http://dx.doi.org/10.1016/s0140-6736(07)60248-7.

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