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Giftedness often is defined in a transactional way: individuals give something in return for getting something from authorities who label them as gifted; the labeling authority then expects those individuals identified as 'gifted' to act in ways that justify the label. The authors place emphasis on transformational giftedness-giftedness that serves to make the world a better place. This Element stresses the importance of intelligence, not of the kind of narrow intelligence measured by IQ tests and their proxies, but rather the kind of broad intelligence used to adapt to a variety of real-world environments. The authors further discuss the nature of dual exceptionality, whereby individuals may be identified as having a disability yet at the same time act in gifted ways and thereby harbor the potential to contribute to the world in some distinguished fashion.

This Element delineates how the narrative expression of autobiographical memory develops through everyday interactions that frame the forms and functions of autobiographical remembering. Narratives are both outward and inward facing, providing the interface between how we perceive the world and how we perceive ourselves. Thus narratives are the pivot point where self and culture meet. To make this argument, the author brings together literature from multiple perspectives, including cognitive, personality, evolutionary, cultural, and developmental psychology. To fully understand autobiographical memory, it must be understood how it functions in the context of lives lived in complex sociocultural contexts.

Children's imagination was traditionally seen as a wayward, desire-driven faculty that is eventually constrained by rationality. A more recent, Romantic view claims that young children's fertile imagination is increasingly dulled by schooling. Contrary to both perspectives, this Element argues that, paradoxically, children's imagination draws much inspiration from reality. Hence, when they engage in pretend play, envision the future, or conjure up counterfactual possibilities, children rarely generate fantastical possibilities. Their reality-guided imagination enables children to plan ahead and to engage in informative thought experiments. Nevertheless, when adults present children with less reality-based possibilities - via biblical narratives or the endorsement of special beings - children are receptive. Indeed, such imaginary possibilities can infuse their otherwise commonsensical appraisal of reality. Finally, like adults, young children enjoy being absorbed into a make-believe, fictional world but faced with real-world problems calling for creativity, they often need guidance, given their limited knowledge of prior solutions.

"The existential threat posed by climate change presents a challenge to all those concerned about the next generation. This Element reviews and discusses its implications for the development of children (ages zero to twelve) today and in the future, and for the parents, teachers, researchers, and professionals who have responsibility for children. This Element adopts a bioecological model to examine both the direct impacts on children's physical and psychological well-being and indirect impacts through all the systems external to the child, emphasising the greater vulnerability of children in the Global South. Given the evidence of well-founded climate anxiety, this Element examines children's coping strategies and discusses the key roles of caregivers and schools in protecting and preparing children to face current and future challenges - with knowledge, hope, and agency as central themes. This Element highlights many under-researched areas and calls for action by all those caring for and about children's future"--

This Element first reviews the limitations of the concepts of problems in childhood. It proposes a universal, comprehensive, and longitudinal conceptual framework of problems in childhood, their differential context, and their cyclical effects. Based on the linkages identified in the children's problems, they are divided into three levels, primary, secondary, and tertiary. The Element then reviews the concepts and the limitations of the prevalent service delivery approaches of child welfare, protection, and justice, because of which these services have not helped to break the cycle of problems in childhood. The Element identifies the rights-based comprehensive, preventive, and systemic approach for child welfare, at primary, secondary and tertiary prevention levels, in order to break this cycle of problems. Finally, the Element goes into details of the tertiary prevention level integrated service delivery for children facing socio-legal problems.

We discuss whole-child development, learning, and thriving through a dynamic systems theory lens that focuses on the United States and includes an analysis of historical challenges in the American public education system, including inequitable resources, opportunities, and outcomes. To transform US education systems, developmental and learning scientists, educators, policymakers, parents, and communities must apply the knowledge they have today to 1. challenge the assumptions and goals that drove the design of the current US education system, 2. articulate a revised, comprehensive definition of whole-child development, learning, and thriving that accepts rather than simplifies how human beings develop, 3. create a profound paradigm shift in how the purpose of education is described in the context of social, cultural, and political forces, including the impacts of race, privilege, and bias and 4. describe a new dynamic 'language' for measurement of both the academic competencies and the full set of 21st century skills.

Complaints are often made that recommendations about how to rear children are contradictory and, therefore, not helpful. In this Element we survey the history of theory and research relevant to childrearing in an attempt to show how apparent differences can be resolved. We suggest that socialization occurs in different domains, with each domain fostering socialization in a different way. Thus there is no all-purpose principle or mechanism of socialization but, rather, different forms of relationship between child and agent that serve a different function, involve different rules for effecting behavior change, and facilitate different outcomes. Using this framework, we survey research relevant to different domains, including the roles played by parents, siblings, and peers in the socialization process. We follow this with a discussion of how culture and biology make their contribution to an understanding of domains of socialization.

Although childhood depressive disorders are relatively rare, the experience of depression in children's lives is not. Developmental contextual perspectives denote the importance of considering both depressive disorder and the experience of subclinical depressive symptoms in the child and the family to fully understand the implications of depressive experience for children's developmental well-being. This Element draws on basic emotion development and developmental psychopathology perspectives to address the nature of depressive experience in childhood, both symptoms and disorder, focusing on seminal and recent research that details critical issues regarding its phenomenology, epidemiology, continuity, etiology, consequences, and interventions to ameliorate the developmental challenges inherent in the experience. These issues are addressed within the context of the child's own experience and from the perspective of parent depression as a critical context that influences children's developmental well-being. Conclusions include suggestions for new directions in research on children's lives that focus on more systemic processes.

In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual children's language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Children's and families' harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play a pivotal role in supporting harmonious bilingual development.

This Element focuses on the development of drawing (and painting) in childhood by examining children's representational drawing, discusses the aesthetic property of expression, and examines the function of drawing for children's emotional development.

This Element provides a comprehensive yet concise account of scientific research on children's religious and spiritual (RS) development. It examines the key themes and challenges that researchers face to advance the science of children's RS development.

In this Element, I first introduce intelligence in terms of historical definitions. I then review the major approaches to understanding intelligence and its development. These approaches, taken together, present a much more complex portrait of intelligence and its development than would be ascertained just from scores on intelligence tests.

Natural selection has operated as strongly on the early stages of the lifespan as adulthood. One evolved feature of human childhood is high levels of behavioral, cognitive, and neural plasticity. Taking an evolutionary perspective provides better understanding of children and how changes in the development of our ancestors produced modern humans.

This Element focuses on the environment and how it is implicated in children's development. A broad array of social and physical features connected to children's home life and the neighborhoods where children live, including multiple aspects of parenting, housing characteristics and the increased prevalence of media in daily life are addressed.

Gender is a highly salient and important social group that shapes how children interact with others and how they are treated by others. In this Element, we offer an overview and review of the research on gender development in childhood from a developmental science perspective.