The National Institute for Early Education Research (NIEER) conducted a landscape evaluation of early childhood programs in Indiana (IN) between the spring of 2021 and the summer of 2022. The evaluation included assessments of infant, toddler, and preschooler children's developmental status in multiple domains at two time points to measure growth.…

The number of U.S. children living in households with extended families has greatly increased in the last 4 decades. This demographic shift calls for a reevaluation of the impact of household size on children's development. Household density (HHD), measured as the ratio of people to bedrooms in a home, has been shown to negatively relate to…

Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more…

Background: The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks. Aims:…

Back-and-forth conversations with adults are critical for developing children's language, and, therefore, an important part of the early childhood classroom learning environment; however, the specific nature of teacher feedback, one component of teacher-child conversations, on child language has not been widely studied. This article examined…

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.…

Purpose: This study explores the characteristics and development of unmarked and marked focus comprehension in school-age Mandarin-speaking children with cochlear implants (CIs). Method: The subjects included 17 children with CIs aged 6-8 years and 34 aged 9-12 years, age- and gender-matched children with typical development (TD), and 30 hearing…

The research literature well establishes that adverse conditions, such as poverty, can affect children's cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at…

Rejection by peers has devastating effects on children's social-cognitive development. As language difficulties have been found to be one of the underlying causes of peer rejection, the present study focused on the relation between these two variables. Specifically, this study was the first to test a hypothesized model connecting children's level…

The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort…

Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating U.S. Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics,…

The perspective of emergent literacy was applied to investigate the name-writing skills of 4-year-old, low-income Mandarin Chinese-speaking children in Taiwan. One hundred and eleven children in Taiwan were recruited from 12 public preschools. Children were individually assessed with a name-writing task, the Peabody Picture Vocabulary…

Dietary intake can affect the physical, cognitive, and socioemotional development of young children. Few studies have explored the relationships between dietary intake and the cognitive and socioemotional dimensions of school readiness. This study aimed to investigate the longitudinal associations between children's dietary intake in early…

Introduction: The current study examined the extent to which static and dynamic measures of vocabulary and word learning predicted response and identified poor responders to a vocabulary intervention. Methods: Participants were 46 preschool children in classrooms randomly assigned to complete the Story Friends intervention in two…

Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention…