A unified theory of development: a dialectic integration of nature and nurture.

By A. Sameroff. Child Development, 2010

1,255 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2740823d14b268a964169c6444e322895b153a54

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In Clinical Psychology

In Developmental and Educational Psychology

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Citations in the corpus

Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment (2015, background): “Indeed, personal motivation (interest, valuing) and aspirations for education and learning and academic self-concept (competence belief, or expectations of success) also represent key determinants of educational attainment and career success (Dietrich, Parker, & Salmela-Aro, 2012; Eccles, 2009; Haus”
Measuring early childhood development at a global scale: Evidence from the Caregiver-Reported Early Development Instruments (2018, background): “At the same time, a large body of literature has emphasized the importance of children’s environment for shaping their development (Bronfenbrenner & Morris, 2006; Sameroff, 2010), highlighting the need for additional research across diverse populations.”
The Contribution of Early Communication Quality to Low-Income Children’s Language Success (2015, background): “Viewed within a transactional framework (Sameroff, 2010), the construction of the communication foundation for language acquisition is both dyadic and developmentally dynamic as an active child and a responsive parent influence each other.”
More than just test scores (2012, background): “Moreover, many of the assumptions in this work seem to correspond with Sameroff’s (2010) attempt to create a”
Child and Family Resilience: A Call for Integrated Science, Practice, and Professional Training (2015, background): “S095457941100040X Sameroff, A. J. (2010). A unified theory of develop-”
Parenting Influences on Executive Function in Early Childhood: A Review (2014, background): “, 2012) and children are particularly dependent on caregivers for stimulation, nurturance, and regulation (Sameroff, 2010).”
Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours (2017, background): “…this study examined child outcomes in preschool classrooms, it stands to reason that the relationships among aspects of teacher professional well-being and classroom emotionality exist within toddler classrooms, especially due to toddlers’ reliance on adults for emotion regulation (Sameroff, 2010).”