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Direct linkLekhal, Ratib – Early Child Development and Care, 2020
This study adds to the current literature by examining how different developmental areas (language problems or externalizing and internalizing behaviour problems) affect the possibility of a child receiving extra support early in life. The data were drawn from an online survey of 2779 children in Norway conducted in 2015 and included information…
Descriptors: Foreign Countries, Child Care Centers, Child Language, Social Development
Ferrier, David E.; Karalus, Samantha P.; Denham, Susanne A.; Bassett, Hideko H. – Early Child Development and Care, 2018
Between three and five years of age, both emotional competence (EC) and cognitive self-regulation (CSR) have been documented as undergoing remarkable growth and as being strong predictors of concurrent and future positive outcomes. EC encompasses three interrelated and progressively developing skills: emotion knowledge, emotion regulation, and…
Descriptors: Self Control, Child Development, Correlation, Path Analysis
Cummings, Katrina P. – Early Child Development and Care, 2017
Positive behaviour intervention and support (PBIS) models are evolving as an effective means to promote social and emotional competence among young children and address challenging behaviours. This study was designed to gain insights into parental involvement in programme-wide implementation of the "Pyramid" model. Interviews were…
Descriptors: Behavior Modification, Positive Behavior Supports, Parent Participation, Interviews
Schmitt, Sara A.; Flay, Brian R.; Lewis, Kendra – Early Child Development and Care, 2014
There is a definite need for effective intervention programmes that address the social-emotional, character and healthy development of preschool children. Strong social-emotional skills are necessary for successful transitions to formal schooling and for healthy developmental trajectories. The "Positive Action" ("PA") programme…
Descriptors: Preschool Children, Child Development, Youth Programs, Program Evaluation
