Research Findings: Self-regulation is an important determinant of children's developmental outcomes, but little research has explored its different facets simultaneously. This study aims to explore a sample of Chinese children's behavioral, cognitive and emotional self-regulation characteristics by examining their gender and age differences,…

Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children's emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start…

Limited literature assessed the relation between family engagement in education and young children's socioemotional and behavioral functioning. This study investigated these associations longitudinally among urban and low-income, predominantly Latinx preschoolers (n = 69) and their mothers. Initial home-school conferencing predicted lower levels…

Background: We investigated attachment behaviours of children with Down syndrome (DS) toward their preschool teacher and examined whether children's emotional expressivity predicted the incidence of attachment behaviours. We hypothesised that children with DS will show a low level of secure attachment to their teacher and that emotional competence…

Using a nationally representative dataset of young children in the United States (the Early Childhood Longitudinal Study--Birth Cohort), the purpose of this study was to test the associations between teachers' perceptions of preschoolers' (N = 3350) school readiness and actual academic readiness levels, as measured by math and reading assessments.…

This study examines whether the physical location of Pre-K programs--whether in elementary school buildings or stand-alone centers--leads to differences in student outcomes in elementary school. Over the past several decades, public investment in Pre-K programming has burgeoned. According to the National Institute for Early Education Research, 32…

This study used the Family and Child Experiences Survey, 2009 cohort, to explore the levels of depression among a nationally representative sample of Head Start teachers at the beginning and end of the preschool year. Results showed that one in three Head Start teachers reported some depression either in fall or spring, and that change in…

Background: Young children's social and emotional competence is a key predictor of their current and future academic and social success. Although preschool teachers are critical socializing agent of children's social and emotional development, we know little about factors associated with preschool teachers' social and emotional responsiveness.…

Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children's observed social integration and positive mood in a play…

Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and…

Evidence suggests preschool age students with disabilities (SWD) benefit from inclusive settings. Inclusive education has positive impacts on students' social-emotional, language, and cognitive skills. Yet, preschool age SWD continue to have limited access to inclusive education, and research suggests numerous reasons, including teacher practice.…

As a result of public discussions regarding Germany's standing on international rankings of student achievement, increased attention was focused on enhancing cognitive stimulation in preschools. There are some concerns that preschool curricula that focus more on cognitive stimulation rather than on socio-emotional skills might neglect the…

According to the United States Department of Education, approximately 4,172,347 four-year-olds are eligible to attend publicly funded preschool programs. Of this number, only 1,709,607 of those eligible are enrolled in a publicly funded preschool program (U.S. Department of Education, 2014). Because of a lack of quantitative and qualitative data…

Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how…

This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending…