This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; M[subscript age] = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social-emotional skills across kindergarten (2017-2018) and first grade (2018-2019).…

We extended research on social skills training to determine if the activities first-grade students were engaged in while Tootling would influence their performance of two recently trained social skills: complimenting and encouraging peers. After receiving social skills training, students engaged in two experimental small-group activities, a…

This paper reports the results of a randomized controlled trial evaluating "We Have Skills," a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817…

This document describes plans for the analysis of the Mother and Infant Home Visiting Program Evaluation (MIHOPE) follow-up data collected when participating children were in kindergarten or first grade. The overarching goal of MIHOPE is to provide information about whether families and children benefit from Maternal, Infant, and Early Childhood…

Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs' developmental assets assessed at pre-k entry (i.e. English…

While social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students' performance of two recently trained social skills…

This study aims to identify early childhood sociability trajectories and examine their longitudinal associations with behavior problems. Using a population-based data set presented by the Panel Study on Korean Children, sociability trajectories from age 2 to age 4 were identified by latent class growth analysis. Associations between sociability…

We investigated whether preschoolers' social-emotional competencies predict their peer relationships and academic achievements during grade one. Measures of cool and hot executive functions, theory of mind, social-problem-solving, and peer acceptance were administered to a sample of 48 preschoolers (M = 77.91 months). Academic achievement and peer…

Purpose: The purpose of this study is to investigate the effects of instructional methods based on Constructivist theory and cooperative learning on first-grade students' mathematical learning achievement and social awareness. Method: A natural sample of 30 children aged 6-7 years old was cluster-randomized into an experimental group. Mathematical…

A social skills training has previously resulted in positive improvements in social skills among children and adolescents with autism spectrum disorder (ASD). This pilot study developed a play-based social skills training protocol for first-grade elementary children with ASD in Taiwan and determined its efficacy. Using a single-group…

The student-teacher relationship plays an important role in the development of academic and social skills in early elementary (Torres, Domitrovich, & Bierman, 2015; Vitaro, Boivin, Brendgen, Girard, & Dionne, 2012; etc.). Although the importance of the student-teacher relationship is well-established, the importance for special education…

The study presents the basic features of the Philosophy for Children (P4C) pedagogical approach and asks about the experiences of Czech primary school teachers in using it. The empirical investigation of qualitative design is based on interviews (n = 4) and their analysis using the Interpretative Phenomenological Analysis (IPA) method. The results…

A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at…

Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a…

Social skills are dynamic developmental constructs typically measured using assessments developed via cross-sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System--Rating…