Children of Deaf adults exhibit resilience despite being an underserved population. Positive parenting traits and a well-functioning community help these children gain empathy, responsibility, and maturity, as they act as linguistic and cultural intermediaries for their parents (Preston, 1994; Masten & Barnes, 2018). To study resilience in younger children of Deaf adults, seven families (six hearing families with hearing children and one Deaf family with a hearing child) were evaluated. Children between five-to-seven years were assessed for positive self-evaluation, hopefulness, motivation, and behaviors such as positive affect across five trials of online, unmoderated “Seek and Find” games. Parents completed the Multidimensional Assessment of Parenting Scale (MAPS) (Parent & Forehand, 2017) to assess dyadic interactions with their children before assisting them in the Seek and Find task. Results showed that children of Deaf adults remained high and steady in self-evaluation, motivation, and hopefulness throughout every puzzle trial compared to hearing children. These findings have implications for how children of Deaf adults cope when facing adversity. This “laid-back” nature can reduce anxiety, which is crucial for responding to stressful situations (Carroll, 2013). Further recruitment and investigation are needed to draw more conclusions about such markers of resilience. Carroll, L. (2013). Active Coping. In Gellman, M.D., Turner, J.R. (Ed.), Encyclopedia of Behavioral Medicine. https://doi.org/10.1007/978-1-4419-1005-9_1085 Masten, A.S., & Barnes, A.J. (2018). Resilience in Children: Developmental Perspectives. Children, 5(7), 98. https://doi.org/10.3390/children5070098 Parent, J., & Forehand, R. (2017). The Multidimensional Assessment of Parenting Scale (MAPS): Development and Psychometric Properties. Journal of Child Family Studies, 26, 2136-2151. https://doi.org/10.1007/s10826-017-0741-5 Preston, P. (1994). Mother father deaf: Living Between Sound and Silence [Doctoral dissertation, University of California-Berkeley]. https://escholarship.org/uc/item/58t007f5

Environmental factors, including parents, play an important role in promoting children’s curiosity. Though curiosity is rooted in infancy, little is known about how parent-child interactions affect infants’ curiosity. The current study investigated the different ways parents promote curiosity through their infants’ exploration of a novel toy. We observed parent–child interactions between 39 parent-infant dyads in a semi-structured naturalistic 10-minute free play session. During the last 5 minutes of the session, parents were tasked with introducing a novel toy (i.e. a knotted foam curler) to the session, with no further instructions. Parent exploration-promoting and infant-exploratory behaviors during those 5 minutes were coded using a newly developed coding scheme, “Parental roles in Infant Curiosity through Exploration” (PICE). Findings revealed that when infants explored the novel toy, parents were more likely to observe rather than promote the exploration. However, when parents did promote the novel toy, infants were more likely to explore it if parents used explicit verbal cues. The study's focus on exploration-promoting verbal and nonverbal behaviors enables researchers to identify specific parenting behaviors that may have a significant impact on infant development and in turn, help develop interventions to support parents in fostering their children's curiosity and promoting early learning.

The purpose of this paper is to examine cross-cultural differences between the United States and Turkey by coding multiple dimensions, such as parental intrusiveness, child persistence, and various others. The main research questions of this paper were as follows: (1) How does parental intrusiveness vary by country? (2) How does child persistence vary by country? and (3) Are parental intrusiveness and child persistence correlated, and if so, what is the direction of the correlation? The hypotheses were that (1) Turkish parents would score higher on parental intrusiveness, (2) American children would show higher levels of persistence, and (3) Parental intrusiveness and child persistence are correlated, with higher levels of parental intrusiveness resulting in lower levels of child persistence. While all of the hypotheses were supported with statistically significant results, it was found that in the U.S., higher parental intrusiveness does result in lower levels of child persistence, but in Turkey, parental intrusiveness was not a predictor of child persistence. The findings are therefore able to support cross-cultural differences in the correlation between parental intrusiveness and child persistence.

This novel study on children investigates separate constructs of child development: adjunctive behavior, curiosity, and creativity. The hypotheses were that there would be 1) a positive correlation between overall levels of adjunctive behavior and curiosity; (2) a positive correlation between appropriate adjunctive behavior, creativity, and curiosity; and (3) a negative correlation between inappropriate adjunctive behavior, creativity, and curiosity. The study took place over two visits via Zoom, split into two testing sessions. Eighteen children, ages 3.5-6.5, with ranging demographics (race, bilingualism, and exposure to another language) participated in the study. The children played an online aquarium game in the first session (50-85 minutes). They explored five different fish tanks to search for sea creatures. In the second visit (65-100 minutes), children completed thinking and drawing tasks, the Peabody Picture Vocabulary Test, and the Lifespan Self-Esteem Scale. Caregivers received a $10 online gift card for their child’s participation. The data showed no significant correlations but trends between adjunctive behavior, curiosity, and creativity. The study lacked a greater sample size, which may have caused lower correlations. For future studies, adjunctive behavior could be studied within the school setting and focus on how children can use their adjunctive behavior to maintain their creativity and curiosity.