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,…

With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person-centred approach and conducted the latent profile analysis, identifying different profiles of…

Introduction: Children's social and emotional wellbeing is associated with subsequent academic achievement and behavioural outcomes, as well as functioning in later life. Nurturing approaches are one way of developing such wellbeing. Whole-school approaches to nurturing have been discussed in the literature, but no studies of any quality have…

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…

Behavior problems among third- and fourth-grade students have become an issue of concern among stakeholders in the education sector. The purpose of this qualitative exploratory case study was to explore teachers' perceptions of Second Step, a socioemotional curriculum with practices used to address behaviors with third and fourth graders. The…

Research Findings: Universal screening practices that utilize reliable and valid screening measures are vital for identifying social-emotional and behavioral (SEB) concerns for students at-risk for future behavioral and academic difficulties. Screening procedures implemented at the start of kindergarten can result in early identification and…

Children's relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher--child relationships can be either beneficial or detrimental to students' academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to…

Teacher-child interactions provide an important context for children's development and learning. The study explored how teacher- and classroom-level factors were associated with quality of teacher-child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher-child interactions and child outcomes.…

Research has shown that racial/ethnic diversity in elementary schools and classrooms benefits children's academic achievement and feelings of safety and belonging. The current study aimed to expand on existing research by examining associations between classroom racial/ethnic composition and upper elementary children's social-emotional development…

The article presents a new adaptation programme entitled 'With a smile to school' for pupils of the first year at primary schools. The adaptation programme comprises several methods and measures which are focused on the regulation of pupils' adaptation process. The efficiency and effectiveness of the adaptation programme were verified through an…

Research Findings: Exuberant temperament, characterized by high approach and positive affect, is linked to socioemotional outcomes including risk of externalizing symptoms across development. Externalizing problems interfere with children's school readiness and lead to disruptive behavior in the classroom. While some moderating factors help…

This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…

The purpose of this article is to describe a school-based, integrated arts programme designed to facilitate social and emotional learning (SEL) in young children with social cognitive challenges, and to report on student outcomes. Students received weekly arts instruction over the course of one academic semester as part of their social studies…

A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend…

Research Findings: Exuberant temperament, characterized by high approach and positive affect, is linked to socioemotional outcomes including risk for externalizing symptoms across development. Externalizing problems interfere with children's school readiness and lead to disruptive behavior in the classroom. While some moderating factors help…