Child Development

Published on behalf of the Society for Research in Child Development

Edited by:
Jeffrey J. Lockman 

ISI Journal Citation Reports® Ranking: 2007: 1/38 Psychology, Educational, 5/62 Psychology, Developmental
Impact Factor: 3.382

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As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Monographs of the Society for Research in Child Development.

TopNews and Announcements

Child Development ranked #1 in Educational Psychology!
We are proud to announce that according to 2007 ISI rankings, Child Development is the most cited journal with the highest impact factor (3.382) in the Educational Psychology category. It also ranks 5 out of 52 in Developmental Psychology.

Free Access in the Developing World
Free online access to this journal is available within institutions in the developing world through the HINARI initiative with the World Health Organization (WHO).

Online production tracking now available through Author Services!
Visit the Author Services website for a wealth of information for all authors plus online production tracking for your article.  Authors of articles in Child Development can register to:

• track the production status of their article online
• choose to receive e-mail alerts on article status
• get free access to their article when it is published online

In addition, all authors visiting the site can access information and tips on:

• Article preparation
• Article submission
• Electronic artwork details
• And more features added over time!

 

NIH Public Access Mandate
For those interested in the Wiley-Blackwell policy on the NIH Public Access Mandate,  please visit our policy statement. 

 

TopHighlights

• Children's Developing Knowledge of the Relationship Between Mental Awareness and Pretense
  David M. Sobel
• Development of Subordinate-Level Categorization in 3- to 7-Month-Old Infants
  Paul C. Quinn
• Should You Ask a Fisherman or a Biologist? Developmental Shifts in Ways of Clustering Knowledge
  Judith H. Danovitch & Frank C. Keil
• Studying the Effects of Early Child Care Experiences on the Development of Children of Color in the United States: Toward a More Inclusive Research Agenda
  Deborah J. Johnson, Elizabeth Jaeger, Suzanne M. Randolph, Ana Mari Cauce, Janie Ward and National Institute of Child Health and Human Development Early Child Care Research Network
• Does Amount of Time Spent in Child Care Predict Socioemotional Adjustment During the Transition to Kindergarten?
  National Institute of Child Health and Human Development, Early Child Care Research Network
• Conceptions of Moral, Social-Conventional, and Personal Events Among Chinese Preschoolers in Hong Kong
  Jenny Yau and Judith G. Smetana
• What Ensues From Emotional Distress? Implications for Competence Estimation
  Eva M. Pomerantz and Karen D. Rudolph
• School-Based Early Intervention and Later Child Maltreatment in the Chicago Longitudinal Study
  Arthur J. Reynolds and Dylan L. Robertson