Socio-emotional development is increasingly recognised as playing a central role in children's academic achievement. However, little is known about the socio-emotional development of language-minority children on entry to school and how these children fare in comparison to their language-majority peers. To address this gap, longitudinal data on…

This research brief explores how emotions and relationships drive learning and are a fundamental part of how our brains develop. The authors explain how emotionally safe and cognitively stimulating environments contribute to brain development; how brain development that supports learning depends on social experiences; and how sensitive periods in…

Data are presented from two studies that investigated short- and long-term outcomes of early identification and intervention for young children from birth to age 3. Results from the studies support the immediate and longer-term benefits of early entry into intervention for language, academic, and social-emotional development. (Contains extensive…

This study explored effects of early out-of-home care on college students' social and emotional development, academic achievement, and choice of profession. The sample included 736 white and 163 black college undergraduates in Missouri who were asked whether they had received part- or full-time care from a baby-sitter, teacher, or family day care…

This article provides a literature review on the consequences of adolescent childbearing on postnatal infant development. (DB)

Reviews and integrates research on the short-term and long-term impact of different forms of child maltreatment. Notes that scant studies concerning physical and motor development suggest psychobiological consequences of abuse; studies on social and emotional development indicate significant impact of abuse; and studies of cognitive/academic…

In a follow-up study of the effects of early day care on children's cognitive and socioemotional competence, children who entered day care before the age of 1 year were found to have a better academic performance at ages 8 and 13 and to receive more positive teacher ratings than other children on several socioemotional variables. (Author/GLR)

The Lexington Development Scale was designed to be used by the teacher as an instrument for assessing developmentally handicapped children, as an aid in helping parents to better understand their child, as a basis for curriculum planning for the total class and especially for the individual child, as a means for evaluating the progress of the…