Although it is well established that reading with young children supports early language and literacy development, few studies have focused on the importance of parental beliefs about reading with infants. The current study, which sheds light on parental beliefs had three main aims. The first was to examine practices of shared reading in infancy…

A recent study suggests that parent report on the Social Symptom and Prosocial scales of the Childhood Joint Attention Rating Scale provides useful information about differences in the social development of school-aged autistic children. The current study provides additional psychometric data on the Childhood Joint Attention Rating Scale regarding…

It is well established that parent-child dyadic synchrony (e.g., mutual emotions, behaviors) can support development across cognitive and socioemotional domains. The advent of simultaneous two-brain "hyperscanning" (i.e., measuring the brain activity of two individuals at the same time) allows further insight into dyadic "neural…

"Research Findings": Empathy is a relevant component of social interactions that can be observed from early childhood. Validated tests for young children are still scarce. This study has two goals: (1) to validate the modified two-factor version of the Interpersonal Reactivity Index (IRI) in Spanish children between the ages of 3 and 8;…

Infancy, a formative period for development, has been identified as an advantageous time to provide family-centered support for children with delays. Families should be included as stakeholders during development of such interventions to ensure social value. We describe a preliminary randomized controlled trial evaluating Infant Achievements (IA),…

"Research Findings:" Despite the prevalence of integrating early childhood education (ECE) into formal schooling, there is limited evidence on how school-based ECE affects children compared to other types of ECE, particularly in Low and Middle-Income Countries (LMICs). Therefore, this study examined school-based ECE programs compared…

Research directed at institutions focusing on diverse aspects of childrens social and cognitive development outside school is a growing field. This article discusses Swedish school-age educare centres for children between 6-12 years of age before and after school. These centres are regarded as important for young children's learning and care,…

Caregivers play an important role in the development of talent in high-potential children, however, limited research exists on their observations and perceptions of their child's development. The purpose of this exploratory study was to examine caregivers' perceptions of the social and emotional characteristics of gifted children in grades K-3.…

A growing literature provides evidence of long-term effects of childhood sexual trauma (CST), however the intergenerational consequences of CST are not well understood. In the current study we examine the adjustment of children whose mothers reported a history of CST compared to children whose mothers did not report childhood trauma across…

This study examined whether grandparental support is a protective factor for children's socio-emotional development in the context of adversity. Using longitudinal data from the Millennium Cohort Study, we investigated the effects of grandparental support across development in children with and without adverse childhood experiences (ACEs).…

Anglophone societies in which the sovereign individual is primary vis and vis social relations, and policy focuses on economic competition and consumption in education, find it hard to grasp non-pecuniary outcomes in higher education. These include the self-formation of students as persons and collective goods like knowledge, technological…

This study examined the developmental profiles of children's social reasoning about individual agentive and deontic concerns. Tongan children (N = 140, 47.9% male), aged 4-8 years, were given a set of mentalistic (standard theory-of-mind) and deontic reasoning tasks. On average, children found diverse desires, knowledge access, hidden emotion, and…

Mother-child emotion-related conversations, as a practice of parental socialization of emotion, can help children with autism spectrum disorder (ASD) develop socio-emotional skills. This study intends to explore relationships between mother-child conversations about emotions and socio-emotional skills of children with ASD by accounting for the…

Systematic coaching can help early intervention (EI) practitioners gain the skills needed to support children's regulation leading to gains in social engagement and decreases in challenging behavior for children with autism spectrum disorder (ASD). Responsive social interactions are important for children's cognitive, communicative, and…

This study investigated the knowledge, skills, and perceptions of school psychologists regarding prenatal opioid exposure in school-aged children. The study also aimed to explore school psychologists' awareness of the effects of prenatal opioid exposure on children's academic, social, and emotional development. Utilizing a quantitative approach,…