The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills--both academic and executive functioning (EF)--than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in…

The study examines students' skills at kindergarten entry and gains in skills across the kindergarten through first-grade period (pre-COVID-19) for predicting literacy, language, math, inhibitory control, and social-adjustment outcomes in the spring of fourth grade, after schools reopened. In a large US school district, longitudinal data were…

This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and…

Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants…

Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention--"Programa Compasso" (PC)--among 3,018 sociodemographically diverse, Portuguese-speaking…

The authors investigated the roles of reading fluency in mediating and moderating the relation between executive functions and reading comprehension. Linguistically diverse students (n = 106) were assessed on multiple measures of reading fluency at the passage and word levels, reading comprehension, and executive functions in grade 7 and again in…

Nowadays, classrooms include children coming from a wide range of cultures and speaking different languages. Teachers are therefore challenged to create appropriate learning opportunities for very diverse children. The current study examined the unique contribution of general classroom interaction, individual teacher-child interactions and…

Find the answers to all your autism-related questions in "The General Education Teacher's Guide to Autism: Essential Answers to Key Questions." From this informative, dynamic resource, you will collect practical strategies to address the common challenges facing these neurodiverse students in an inclusive environment, while also learning…

Despite research demonstrating the importance of mathematics achievement to children's educational success and trajectories, many children enter kindergarten without the foundational mathematics skills needed to succeed (Garcia & Weiss, 2015). Children's executive function (EF) skills and their learning-related behaviors (Anthony & Ogg,…

Research Findings: A substantial body of research has demonstrated social and academic benefits of sociodramatic play (SDP) for young children. However, substantially less research has explored the factors related to increased amounts of SDP occurring during free play, an activity time that comprises the greatest portion of the daily schedule in…

This edited book uses the concept of diversity in child foreign language education as a major organizing principle. Since a foreign language, most typically English, is taught globally to an increasing number of children, the variability in the process and varied learning outcomes are inescapable phenomena. This book has been constructed on the…

Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes.…

Childhood socioeconomic status (SES) is associated with persistent academic achievement gaps, which necessitates evidence-based, scalable interventions to improve children's outcomes. The present study reports results from a replication and extension of a family-based training program previously found to improve cognitive development in lower-SES…

Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e students has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about…

Children are intrigued by moving objects, even more so when they can engineer the movement. This volume in the STEM for Our Youngest Learners Series uses Ramps and Pathways as a context to provide children ages 3-8 with opportunities to engage in STEM every day. Ramps and Pathways is a meaningful and fun way for children to develop engineering…