A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social–Emotional Competence – Early Childhood Education Journal

ABSTRACT Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence … [Read More] A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social–Emotional Competence – Early Childhood Education Journal

Children Understand Far More about Other Minds than Long Believed- The Conversation

Extract from an article by Henrike Moll, Assistant Professor in Developmental Psychology, University of Southern California. Until a few decades ago, scholars believed that young children know very little, if anything, about what others are thinking. Swiss psychologist Jean Piaget, who is credited with founding the scientific study of children’s thinking, was convinced that preschool children … [Read More] Children Understand Far More about Other Minds than Long Believed- The Conversation

Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology

ABSTRACT Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest … [Read More] Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology

Promoting Risk-taking and Physically Challenging Play in Australian Early Childhood Settings in a Changing Regulatory Environment – Journal of Early Childhood Research

ABSTRACT This article presents data from a survey of Early Childhood Education and Care services in Australia. The study investigated outdoor play provision in terms of space, resources and planning for risk-taking in play. Overall, the results indicate that the participating centres are well-resourced to promote physical play, but vary in terms of opportunities for … [Read More] Promoting Risk-taking and Physically Challenging Play in Australian Early Childhood Settings in a Changing Regulatory Environment – Journal of Early Childhood Research

Promoting Risk-taking and Physically Challenging Play in Australian Early Childhood Settings in a Changing Regulatory Environment – Journal of Early Childhood Research

ABSTRACT This article presents data from a survey of Early Childhood Education and Care services in Australia. The study investigated outdoor play provision in terms of space, resources and planning for risk-taking in play. Overall, the results indicate that the participating centres are well-resourced to promote physical play, but vary in terms of opportunities for … [Read More] Promoting Risk-taking and Physically Challenging Play in Australian Early Childhood Settings in a Changing Regulatory Environment – Journal of Early Childhood Research

How does ‘Community’ Facilitate Early Childhood Service use in a Multicultural Australian Suburb?” Journal of Early Childhood Research

ABSTRACT Participation in early childhood development and education services is an important contributor to how well children develop throughout their early years and their success later in life. This article reports on research which examined how multicultural groups identify and use their community connections to share information and inform decision-making about and access to early … [Read More] How does ‘Community’ Facilitate Early Childhood Service use in a Multicultural Australian Suburb?” Journal of Early Childhood Research

Associations of Early Developmental Milestones with Adult Intelligence – Child Development

ABSTRACT The study investigated whether age at attainment of 20 developmental milestones within the areas of language, walking, eating, dressing, social interaction, and toilet training was associated with adult intelligence. Mothers of 821 children of the Copenhagen Perinatal Cohort recorded 20 developmental milestones at a 3-year examination, and all children were administered the Wechsler Adult … [Read More] Associations of Early Developmental Milestones with Adult Intelligence – Child Development

‘Seen but Not Heard’: Practitioners work with poverty and the organising out of disadvantaged children’s voices and participation in the early years – European Early Childhood Education Research Journal

ABSTRACT Living in poverty disadvantages young children reducing school readiness. ‘Pedagogy of listening’ can potentially support resilience remediating against poverty’s negative effects. Little, though, is known about how early childhood education and care (ECEC) practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and … [Read More] ‘Seen but Not Heard’: Practitioners work with poverty and the organising out of disadvantaged children’s voices and participation in the early years – European Early Childhood Education Research Journal

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-regulation: Relations with social and emotional skills during play – Early Education and Development

ABSTRACT Research Findings: Drawing from a Dutch sample of 113 Dutch children ([mean] age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in … [Read More] Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-regulation: Relations with social and emotional skills during play – Early Education and Development

Preschool Education Australia, 2016 – Australian Bureau of Statistics

Extract KEY FINDINGS This publication presents statistics on children enrolled in and attending a preschool program across Australia in 2016. The results are compiled from data collected through the National Early Childhood Education and Care Collection. Children enrolled in and attending preschool programs are disaggregated by various classifications including state/territory, indigenous status, Remoteness Areas and … [Read More] Preschool Education Australia, 2016 – Australian Bureau of Statistics

Targeting Parenting in Early Childhood: A public health approach to improve outcomes for children living in poverty – Child Development

ABSTRACT In this article, the authors posit that programs promoting nurturing parent–child relationships influence outcomes of parents and young children living in poverty through two primary mechanisms: (a) strengthening parents’ social support; and (b) increasing positive parent–child interactions. The authors discuss evidence for these mechanisms as catalysts for change and provide examples from selected parenting … [Read More] Targeting Parenting in Early Childhood: A public health approach to improve outcomes for children living in poverty – Child Development

Early Childhood Education – A selection of articles

A selection of articles form a variety of sources: Caregivers and service providers’ perspectives on a Western Australian aboriginal community’s 0–3 years, early learning programme  / Hayley C. Smith et al. — Early Child Development and Care — A broad range of initiatives including early intervention programmes have been implemented in Australia to assist disadvantaged and at-risk Indigenous parents … [Read More] Early Childhood Education – A selection of articles

Childhood Poverty is Associated with Altered Hippocampal Function and Visuospatial Memory in Adulthood – Developmental Cognitive Neuroscience

ABSTRACT Childhood poverty is a risk factor for poorer cognitive performance during childhood and adulthood. While evidence linking childhood poverty and memory deficits in adulthood has been accumulating, underlying neural mechanisms are unknown. To investigate neurobiological links between childhood poverty and adult memory performance, we used functional magnetic resonance imaging (fMRI) during a visuospatial memory … [Read More] Childhood Poverty is Associated with Altered Hippocampal Function and Visuospatial Memory in Adulthood – Developmental Cognitive Neuroscience

Attachment and Temperament in the Early Life Course: A Meta-Analytic Review – Child Development

ABSTRACT This meta-analytic review examines the association between early attachment (assessed at 1–5 years) and child temperament (assessed at birth–12 years), and compares the strength of this association with recently documented meta-analytic associations between early attachment and social competence, externalizing behavior, and internalizing symptoms. Based on 109 independent samples (N = 11,440) of diverse socioeconomic and ethnic backgrounds, temperament … [Read More] Attachment and Temperament in the Early Life Course: A Meta-Analytic Review – Child Development

Developmental Differences in Infants’ Fairness Expectations From 6 to 15 Months of Age – Child Development

ABSTRACT The present research investigated the developmental trajectory of infants’ fairness expectations from 6 to 15 months of age (N = 150). Findings revealed a developmental transition in infants’ fairness expectations between 6 and 12 months, as indicated by enhanced visual attention to unfair outcomes of resource distribution events (a 3:1 distribution) relative to fair outcomes (a 2:2 distribution). … [Read More] Developmental Differences in Infants’ Fairness Expectations From 6 to 15 Months of Age – Child Development

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