The answer to last week’s question: At what age can most infants sit unsupported? 

Is 6 months old! 

This week’s trivia question is: 

At what age do infants typically say their first word? 

1. 4-6 months  
2. 6-8 months 
3. 10-18 months
4. 18-24 months 

This article explains how too much screen time can affect a child’s development, especially in areas like learning, language, and social-emotional growth. Sudheer Kumar Muppala et al. point out that screens aren’t automatically harmful—some educational apps and videos can help with early learning—but problems appear when children spend long periods on screens without adult guidance. The research shows that heavy screen use, especially when kids switch rapidly between apps or devices, can make it harder for them to focus, remember information, and perform well in school later on.

The article also talks about language development. Young children learn to talk by interacting with adults, mostly by listening, copying sounds, and having back-and-forth conversations. When screen time takes the place of those real-life interactions, language skills may develop more slowly. It’s not just the amount of screen time that matters, but the quality of it. Watching with a parent, talking about what’s on the screen, or using truly educational content can make screen time less harmful and sometimes even helpful.

Additionally, the article describes how excessive screen use can affect social and emotional growth. Kids who spend a lot of time on screens, especially when screens are in their bedrooms or used right before bed, are more likely to have sleep problems, emotional issues like anxiety or lower empathy, behavior challenges, or higher risk for obesity. Screens can’t replace the social learning kids get from playing with peers, reading facial expressions, or talking with caregivers. Because of this, the authors suggest simple strategies like setting clear limits on screen time, removing screens from bedrooms, choosing high-quality content, and modeling healthy screen habits as adults.

Overall, the message is that screens are part of modern life, but they should be used thoughtfully. With reasonable limits, caregiver involvement, and plenty of real-world play and conversation, children can enjoy technology without it getting in the way of their healthy development.

If you want to read more, click here!

Erin Mulroy

UConn KIDS Research Assistant

 

 

In this talk, Dr. Michalska explores how children who struggle with aggressive behaviors, often diagnosed with what psychologists call Conduct Disorder, differ in the way their brains process empathy and emotional pain in others. She explains how children who repeatedly break rules, hurt others, or show little remorse can have variations in brain regions tied to feeling other people’s pain and understanding social cues. By using neuroimaging research, she shows that these kids often have dampened responses in areas like the insula (which helps us feel what others are feeling) when they witness someone else being harmed. Because of this diminished “emotional mirror,” it becomes harder for them to connect their behavior to how others feel, which in turn can make harmful behavior more likely. Understanding this brain-based perspective doesn’t excuse the behavior, but it helps explain why it happens and opens the door to more empathetic, targeted interventions that help children build stronger emotional-social skills, rather than simply punishing them.

To watch this Ted Talk, click here!

Erin Mulroy 

UConn KIDS Research Assistant 

The article from the University of Chicago Press focuses on how the everyday interactions between parents and children shape a child’s overall development. It explains that a child’s growth depends not only on what they learn in school, but also on the warmth, attention, and support they receive from their parents. When a parent comforts their child, praises their effort, or simply spends time talking and playing with them, it helps the child develop a positive sense of self. The child begins to see themselves as capable and valued, which builds what psychologists call “noncognitive skills”—things like confidence, motivation, self-control, and perseverance. These skills are just as important as traditional academic abilities because they influence how children approach challenges and how well they learn later in life.

The article also discusses how differences in these early interactions can explain why some children seem to thrive more than others. For example, families with more resources or time may be able to provide more supportive environments, while others may struggle due to stress or limited access to help. This means that inequalities in child outcomes may begin long before school starts. The author suggests that helping parents—through parenting support, education, or early-childhood programs—could make a big difference in narrowing these developmental gaps. Overall, the article emphasizes that a child’s early relationships are not just about love or bonding; they are the foundation for learning, behavior, and lifelong success.

To read more about this, click here!

Erin Mulroy

UConn KIDS Research Assistant

Welcome back to Trivia Tuesday!

The answer to last week’s Trivia Tuesday is… 6 months! Solids are typically introduced gradually, starting with pureed foods! As babies progress developmentally, they can try a wider variety of foods!

This week’s question is: At what age can most infants sit unsupported?

A. 4 months
B. 6 months
C. 8 months
D. 12 months

 

Tune in next week to find out the answer to this week’s question!

There are no two children that are alike and from the moment they’re born, children show unique ways of reacting to the world. Some are more easygoing, and others are more intense or cautious. These early differences are what psychologists call temperamentand understanding it can make a world of difference in raising children. 

Temperament refers to the natural tendencies in how a child feels and behaves, which are displayed during infancy. Some children are naturally adventurous and outgoing, while others prefer routine and take longer to warm up. Research shows that temperament is influenced by both genes and their environment. While certain traits may run in families, the way parents respond and support their child can greatly shape how these traits develop over time. 

Temperament plays a key role in how children handle emotions, form friendships, and even face challenges in school. Studies have found that children who easily experience frustration or fear (high negative emotionality) may be more prone to anxiety or depression later in life. Those with low impulse control or difficulty focusing may be more likely to show signs of ADHD or other behavioral issues. Children who are naturally shy or inhibited can thrive when parents help them build confidence in social settings. Temperament can create certain risk factors or strengths depending on how it interacts with life experiences. 

An important idea from this research is the concept of goodness of fit. This means that a child’s well-being often depends on how well their temperament matches their environment and their parents’ style. By understanding a child’s natural style, their home environment can be adjusted to better suit their growth into resilient adults. When parents meet children where they are, rather than where parents wish they were, both the children and parents will thrive. 

If you want to read more, click here! 

Angelina Stofka 

UConn KIDS, Research Assistant 

Maria Riegger discusses how parents and caregivers can help teenagers build healthy boundaries. Rather than focusing only on rules and restrictions, the idea is to guide teens in practising self-control, understanding their limits, and respectfully interacting with others. It emphasizes that when teens are taught boundaries in a safe environment where they can try things out, make mistakes, and learn; they often respond with less resistance and feel more empowered.

The talk also highlights the shift from “adult does everything for the teen” to “adult supports the teen in doing things for themselves.” This means parents gradually step back and let the teenager take more responsibility for choosing how to act, while still offering support and guidance. When teens feel they are part of the process, rather than simply being told what to do, they are more likely to engage and follow through.

The overall message is helping teens form strong boundaries is not about controlling them, but about giving them tools to understand themselves, make wise choices, and feel secure in their growing independence.

 

To watch this Ted Talk, click here!

Erin Mulroy

UConn KIDS Research Assistant

Parents are often encouraged to read to their children, but the conversation is usually centered around toddlers and preschool-aged children. However, research suggests that reading aloud to infants in the first year of life has a measurable and meaningful benefit long before language is outwardly visible. 

Infants starting at 2 weeks old in this study were provided books and followed throughout their first year. Families who read at least seven books per week demonstrated significantly higher expressive and receptive language scores by 9 months of age, with even greater difference by 12 months. 

Research from this study has shown that language development begins far earlier than expressive speech. Infants are actively building the neurological foundations for vocabulary, comprehension, and communication from birth. Reading aloud provides rich language exposure, prosody, rhythm, repetition, and shared joint attention which contribute to early neural wiring for future literacy and academic success. 

Importantly, the study also showed that simply giving parents clear directions to read daily increased the number of books they read early in infancy. Establishing reading expectations and routine matters. Early reading does not require long sessions or perfect attention. Infants benefit from short, frequent, positive experiences with books, even if they are moving, feeding, or only tolerating a few pages at a time. Repetition is beneficial along with familiarity, presence, and interaction. One short book per day is a realistic and powerful target. 

If you want to read more, click here! 

Angelina Stofka 

UConn KIDS, Research Assistant 

 

The answer to last week’s question: At what age do autobiographical memories become reliably accurate?  

Is 4 years old! 

Today’s trivia question is:  

When can babies begin eating solid foods? 

     A. 3 months

     B. 6 months  

     C. 10 months  

     D. One year old  

Tune in next week to find out the answer to this week’s question! 

 

Learning to read and write in two languages can actually increase the development of phonological and phonemic awareness and metacognitive abilities in children. This systematic review explores how bilingualism affects the literacy development in children. Researchers analyzed 50 studies on bilingual children’s reading and writing development and found that biliteracy enhances cognitive flexibility, metalinguistic awareness, and phonological skills. In other words, bilingual kids become better at noticing how language works and being able to handle multiple mental tasks. It was also found that children who learn to read and write first in their home language tend to perform better when learning these skills in their second language. Bilingual education programs, especially dual-language models, help children strengthen both languages at once.  Parents and communities also play a big factor in the literacy of children, as supportive home environments, access to books in both languages, and positive attitudes toward bilingualism all contribute to literacy success. On the other hand, low socioeconomic status or limited school support can make biliteracy development more challenging. Being bilingual doesn’t just build linguistic skill, it also shapes identity and confidence. Children who see their languages as assets feel more empowered in school and later on in life.

To read more, click here!

Alexandra Lagaros

UConn KIDS Research Assistant