Conversational turns are an important predictor of cognitive and language development, but little is known about their relationship with socioemotional development. In a previous study using LENA technology, Gómez and Strasser (2021) found that conversational turns assessed with 43 infants at 18 months predicted socioemotional competencies at 30…

Objectives: Two studies were conducted to better understand how children with intellectual disabilities (ID) empathize with the feelings of others during social interactions. The first study tested hypotheses of developmental delay or difference regarding empathy in 79 children with ID by comparing them with typically developing (TD) children,…

This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and…

This article presents three cases of school districts/consortia in a southeastern state, where standardized measures focused on teacher/child interactions rather than student outcomes were implemented to guide decision-making. These three districts/consortia were funded annually for three years to implement innovative professional development…

This study seeks to understand how children express themselves socially and emotionally in play negotiations in early childhood education and care (ECEC) settings. It addresses the following research questions: What strategies do children employ in play negotiations? How do these strategies manifest themselves socially and emotionally? The study…

The importance of play in early childhood has gained global momentum over the last two decades. The early childhood phase, typically from birth to eight years old, is a unique and critical stage in the human life cycle. During these early years, play is crucial for young children's learning and development. The vision for this study is to ensure…

The response to the COVID-19 pandemic impacted educational systems throughout the world. School closures, virtual schooling, and strict safety protocols for in-person learning changed instructional approaches to teaching. These changes were particularly disruptive in early childhood education which relies on play-based learning to support…

This paper measures parents' beliefs about school and peer quality, how information about each affects school choices, and how social interactions mediate these effects. Parents underestimate school quality and overestimate peer quality. Cross-randomized school and peer quality information combined with a spillover design shows that when parents…

Due to the impact of the COVID-19 pandemic many restrictions were placed on primary schools. The aim of the current study was to explore the impact of the restrictions on young children's play, an important pedagogical strategy for supporting young children's socio-emotional development and learning. Teachers of young children aged approximately…

Preliminary findings from a follow-up study of 33 children, assessed for their socioemotional development from 18 months of age, are presented. At 77 months, they were evaluated again in a laboratory context, recording on video a situation of discussion of a conflict with the caregiver and then coding these videos using the CIB instrument.…

How does teacher-child interaction quality in early child care and education settings influence the development of social-emotional skills in children at around two to three years of age? We measured the quality of interactions on the side of the child care teachers (N = 9, CLASS Toddler) and assessed self-regulatory skills through an individual…

In this study we investigated how early childhood teachers' emotion socialization behaviors contribute to children's social-emotional competence (SEC), as well as whether these contributions differ by culture. Participants included 117 teachers and 381 preschoolers in US or Italian classrooms. Teachers' and children's emotions and reactions to…

High-quality early childhood education and care (ECEC) is related to childrens' socioemotional and cognitive development, and the most important aspect regarding quality in ECEC is staff's interpersonal or interactive skills. Despite this, research on staff's interactive skills is currently sparse in Norway. This study uses the Caregiver…

The purpose of this exploratory study was to examine factors that may influence diverse class climates and teacher-student relationships (TSRs) with two hundred and five (N=205) elementary school teachers. Participants were asked to respond to surveys regarding their beliefs and perceptions of their emotional and cultural capacities in working…

Foreign language learning is highly interactive and requires opportunities for academic speaking. The focus of this paper is how foreign language undergraduate students experienced this process in an online learning context. Through semi-structured interviews with seven undergraduate French, German and Spanish students, participants highlighted…