Many parents are amazed by how early babies seem to understand the world around them. Research over the years has suggested that even very young infants can tell the difference between “good” and “bad” behavior. For example, in classic baby psychology experiments, infants often prefer a character that helps another over one that hinders. This has led some scientists to believe that babies might be born with a basic moral sense. But a newer study offers a different, simpler explanation. 

Instead of babies making moral judgments, the researchers suggest that infants may just be responding to basic positive and negative experiences they see on screen. The researchers wondered: are babies really judging helpfulness, or are they just reacting to what looks and feels good or bad? To test this, they redesigned the experiments.  

They found that babies are incredibly smart, but their preferences may come from simple cause-and-effect learning rather than built-in moral reasoning. Instead of thinking, “That character was nice,” they may be thinking, “That scene made me feel good.” This doesn’t mean babies won’t grow into moral thinkers. It just shows that what looks like morality in the first year of life might actually be the early building blocks of learning how the world works. Simple experiences like comfort, joy, surprise, and discomfort may be the foundation that later supports real moral understanding. Babies may not be born with a moral compass, but they are constantly learning from what feels good and what doesn’t, and that’s where their future sense of right and wrong begins. 

If you want to read more, click here! 

Angelina Stofka 

UConn KIDS, Research Assistant 

This week’s Friday Feature highlights HELLO Lab and the launch of their new YouTube channel, HELLO Lab Presents. The channel debuts a series of engaging, research-informed videos about early language development and child learning.

HELLO Lab Presents aims to provide evidence-based “edutainment;” accessible, clear explanations about child development topics. Viewers can watch short, informative episodes that break down common questions about early learning, such as when babies typically say their first words, how social interaction shapes language skills, and why playful communication is so important in infancy and toddlerhood. The channel also addresses frequent misconceptions, highlighting what the research actually says in a friendly, easy-to-understand format.

This launch represents a broader effort to promote science communication and make developmental research more widely available to families and caregivers who can benefit from it most. Several videos are already live, including topics related to “baby talk,” early speech sounds, and the foundations of communication. Additional content will be soon to come, offering a growing library of reliable, evidence-based resources.

Stay tuned for HELLO Lab’s upcoming video release on December 10, “Is Learning Multiple Languages Confusing My Kid?”, where they’ll continue sharing accessible, research-informed insights into early language and child development.

If you want to learn more subscribe here!

Thanks HELLO Labs for being our Friday Feature this week. Stay tuned for more upcoming features!

 

In her talk, Lenore Skenazy argues that many parents today, caught up in a culture of fear and hyper-protection,  inadvertently deprive children of the very experiences they need to grow into confident, resilient adults.

Skenazy points out that decades of media-driven fear have convinced many caregivers that kids are constantly in danger, so much so that everyday childhood tasks like walking to school, playing outside with friends, or solving small problems on their own have become almost taboo. She warns that this over-protection can erode a child’s sense of autonomy, fuel anxiety, and stifle the natural confidence that comes from doing things independently.

Instead, Skenazy calls for a return to “real childhood”–a version in which children are trusted with age-appropriate responsibility, allowed unsupervised play, and encouraged to take small risks under safe conditions. She argues that by gradually giving children freedom and opportunities to make mistakes (and learn from them), parents and communities can help kids build true self-reliance, resilience, and emotional strength. 

Importantly, this isn’t about reckless parenting or neglect. Skenazy emphasizes “safe, sane” freedom, suggesting practical, incremental steps families and neighborhoods can take to renormalize independence, unsupervised play, and trust in young people. Ultimately, her message is a reminder: when children are given space to explore, fail, try again, and succeed (on their own terms), they become more confident, capable, and ready for life.

To watch this Ted Talk, click here!

Erin Mulroy 

UConn KIDS Research Assistant 

Anxiety disorders are among the most common mental health challenges experienced by children and adolescents. While occasional worry is a normal part of development, some young people experience anxiety that becomes persistent and disruptive, affecting their academic performance, social relationships, and overall quality of life. Creswell et al. shows that anxiety in youth arises from a combination of factors, including a child’s temperament, family history, parenting patterns, and stressful or challenging life experiences.

Because symptoms often overlap with other conditions, accurate assessment requires gathering information from both children and caregivers using structured interviews and validated questionnaires. The article emphasizes that Cognitive Behavioral Therapy (CBT) is the most effective and well-supported treatment for pediatric anxiety, helping many children learn to manage fears, challenge unhelpful thoughts, and gradually face situations that cause distress. However, despite the availability of effective interventions, many children do not receive the support they need due to barriers such as limited access to trained providers, long waitlists, or the misconception that anxiety is simply a phase.

Creswell et al. stresses the importance of expanding access to evidence-based treatments and continuing research to better tailor approaches to different developmental stages. Moreover, the review underscores a crucial message: anxiety in young people is real, common, and highly treatable, and early intervention can significantly improve long-term outcomes.

If you want to watch more, click here!

Erin Mulroy

UConn KIDS Research Assistant

Researcher John Iversen explains how music can play a powerful role in shaping a child’s developing brain. He shares his work studying children involved in school music programs and shows that music does much more than help kids perform songs. When children learn rhythm, practice an instrument, or participate in ensemble activities, their brains become more organized in ways that support attention, learning, and self-control.

Iversen describes how the brain responds to musical training by strengthening important pathways related to listening, processing sound, and focusing. These are the same skills children use for reading, language, and success in the classroom. He also highlights that even small amounts of consistent musical experience can make a positive difference. The changes are not simply about talent—they are about how the brain grows when it is challenged and engaged.

Overall, the talk encourages parents, teachers, and communities to view music as an essential part of child development rather than an optional extra. Music helps build core abilities that support learning in many areas of life. Iversen’s message is simple: when we give children access to music, we are helping their brains grow in healthy, meaningful ways.

If you want to watch more, click here!

Erin Mulroy

UConn KIDS Research Assistant

Toddlers have a different way of regulating emotions than adults do because they are still learning about their feelings and how to cope with them. A recent study contains helpful insight into how young children begin to manage those intense feelings and how their strategies shift as they grow. 

Researchers followed a group of toddlers at 24 months and again at 30 months, observing how they reacted during two challenging situations: one designed to spark fear and another meant to create frustration and anger. What the researchers found is that toddlers don’t regulate all emotions the same way. In fact, they use very different tools depending on whether they’re scared or upset. 

When toddlers felt afraid, they relied mainly on themselves. They pulled away from the scary object, avoided it, or used small soothing behaviors to calm down. Fear naturally pushes children to protect themselves, so these self-driven responses make sense. Toddlers seemed to understand, even at such a young age, that fear is about staying safe. 

When they measured anger in toddlers, it looked very different. When something blocked their goal, like a toy being taken away, toddlers turned toward their caregivers. They sought attention, tried to get help, or looked to their parent for comfort or support. Anger’s purpose is to overcome obstacles, and young children often realize that turning to a trusted adult is the quickest route to getting things back on track. 

From this study, they found that emotional development in toddlerhood isn’t a simple march from “immature” to “mature” behaviors. Instead, toddlers are learning which strategies work best in different situations. The ability to choose the right response for the moment is a key sign of healthy emotional growth. 

Each moment of fear or frustration gives toddlers a chance to test out new ways of coping, whether that means calming themselves or seeking your help. And as they grow, they become increasingly skilled at picking the strategy that helps them feel balanced again. Understanding this can make it a little easier to support your toddler through those ups and downs.  

If you want to read more, click here! 

Angelina Stofka 

UConn KIDS, Research Assistant 

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