This study used secondary data from the My Teaching Partner-Math/Science 2013-2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms;…

There is evidence of a relation between the approximate number system (ANS) and later mathematics achievement. Researchers have proposed various mediators of this relation, including executive functioning (EF), numeral knowledge, and mathematical language. The goal of the present study was to determine which factors mediate the relation between…

Research Findings: Greater self-regulation has been identified as a protective factor for low-income children's academic achievement. However, we know less about the long-term protective nature of specific aspects of self-regulation. Data were drawn from predominantly African American and Latino children in low-income communities in Boston,…

The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start…

Self-regulation and social cognition flourish as children begin school and engage with a new social environment. At the same time, this novel setting provides more complex social situations that children must navigate, including understanding when others may be lying to them. Social cognition and self regulatory abilities, such as Theory of Mind…

Executive functioning (EF) is key to students' school and lifelong success and reflects both genetic predisposition and sensitivity to negative and positive experiences. Yet there is less available literature investigating the relationship between typical experiences within school environments and student EF development. This is unfortunate, as…

Research Findings: The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children…

The idea that language skills support school readiness, predicting later self-regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or "social communication skills," may also be critical. This paper examined…

The purpose of this study was to examine associations between attendance in Georgia's Pre-K Program and children's academic and social outcomes through third grade. This report includes a sub-study that incorporates a comparison group of children who did not attend any pre-k program. This report focuses on third grade outcomes, but it also…

This report summarizes results from the Georgia's Pre-K Longitudinal Study Third-Grade Report. The study followed a representative sample of children (n=1,169) from their pre-k experience (2013-2014) through the third grade (2017-2018). Study components include: (1) Standardized child assessments that measure skills across learning domains. By…

Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological…

Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological…

Latino children are the fastest growing minority group in the United States and in order to best serve this population we need research to inform educators on specific cultural strengths that can be fostered and developed. Despite the known academic achievement gap between Latino children and their non-Latino peers, ecocultural strength based…

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the…

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…