This study focused on associations between children's socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children's social withdrawal (as a temperamental characteristic) in these associations.…

The present research investigated the importance of learning-related and interpersonal aspects of social competence as well as parent education in the first grade for school adjustment indicators These included self-reported involvement in bullying, teacher-reported student-teacher relationships, and academic achievement -- a year later. Social…

Studies examining the well-being of British children find that about 5-10% are at risk of developing problems. This study aimed to examine the emotional and behavioural development of six to eight year olds in an area of socio-economic deprivation in Glasgow (Scotland) and compare this with UK norms. Furthermore, it aimed to look at overlap…

Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5-6 years) to third grade (typical age of 8-9 years), and focus on…

Background: Language minority students, who are mostly immigrant students tend to perform at lower levels in school and to be at risk of school failure when they are limited in English proficiency (LEP). Objective: Based on the previous studies that addressed the importance of students' social skills for school success, I examined the social…

The aim of this study was to investigate the extent to which parents of elementary students (1st to 5th) participate in their children's education with regard to some variables. The study was designed based on descriptive survey model and comparative and correlational associative models. The sample of the research comprised 1252 parents whose…

This paper presents initial results from a pilot evaluation of the pre-K component of a new school-based intervention strategy (Social, Emotional, and Cognitive Understanding and Regulation in education, SECURe) for pre-kindergarten through 3rd grade that is designed to build skills in social-emotional learning (focusing on executive function and…

In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children…

The transition into kindergarten is important because it sets the foundation for future academic achievement. Identifying a child's readiness at school entry and intervening appropriately facilitates positive academic outcomes. The Kindergarten Student Entrance Profile (KSEP) is a school district developed universal screening measure used to…

The authors describe a five-day, literature-based thematic unit for second-graders on positive character traits, such as friendship, respect, perseverance, honesty, and cooperation, and how four books by Janell Cannon are integral to children's learning. (The authors offer suggestions throughout for adapting the unit for younger children.) They…

The current study examines the social and behavioral development of school-age children with different histories of overweight onset. Eight thousand children from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) participated. Three groups of children were identified for analysis: (1) those who were persistently overweight from…

New Jersey After 3 (NJ After 3) is a private, nonprofit organization whose mission is to expand and improve afterschool opportunities for New Jersey's youth. Using both public and private resources, it supports a network of youth-service providers that deliver afterschool services based on NJ After 3's program model. Under an agreement with NJ…

This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how children's skills and knowledge at kindergarten entry predict their achievement in later grades. It extends previous research by examining longer-term achievement outcomes, namely test scores at the end of fifth grade, and…