This study aims to identify early childhood sociability trajectories and examine their longitudinal associations with behavior problems. Using a population-based data set presented by the Panel Study on Korean Children, sociability trajectories from age 2 to age 4 were identified by latent class growth analysis. Associations between sociability…

Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more…

Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes)…

Social-behavioral functioning during early childhood is associated with children's academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent--teacher and student--teacher relationships predicted children's social skills and problem behaviors across the preschool to Grade 1…

Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students' social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the…

Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The…

Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these…