Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children's emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start…

Research Findings: This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific…

Research Findings: This study focused on kindergartens serving low SES families and examined the associations between teachers' perceptions of their teaching experiences in their classroom and observed global classroom quality. Forty teachers and their classrooms participated. Teachers' perceptions of their teaching experiences in the classroom…

This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Infant-Toddler Teacher Training program. The program is unique in three ways: 1) use of an online platform with courses that explain social-emotional, language, and literacy development in young children…

Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved…

Research Findings: This study builds on prior work related to the assessment of young dual language learners (DLLs). The purposes of the study were to (a) determine whether latent subgroups of preschool DLLs would replicate those found previously and (b) examine the validity of GOLD® by Teaching Strategies with empirically derived subgroups.…

Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children's emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on…

Research Findings: This study investigated how mean classroom-level shyness scores moderated the impacts of "INSIGHTS" into "Children's Temperament" on instructional support and students' math and reading skills in kindergarten and 1st-grade classrooms. "INSIGHTS" is a temperament-based social-emotional learning…

Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it…

Research Findings: Utilizing a 3-part model of emotion socialization that included modeling, contingent responding, and teaching, this study examined the associations between 44 teachers' self-reported and observed emotion socialization practices and 326 preschoolers' emotion knowledge and observed emotional behavior. Multilevel analyses…

If we want the best academic outcomes, the most efficient and cost-effective route to achieve that is, counterintuitively, "not" to narrowly focus on academics, but to also address children's social, emotional, and physical development. Similarly, the best and most efficient route to physical health is through also addressing emotional, social,…

Research Findings: This study, undertaken in Nicosia, Cyprus, sought to evaluate some of the hypothesized developmental benefits of developmentally appropriate practices (DAP) by investigating how the pedagogical attitudes and practices of Greek/Cypriot parents (n = 142) and teachers (n = 16) relate to 4- to 7-year-olds' (n = 142) social-emotional…