We aimed to understand the relation between child maltreatment and special education (SPED) service evaluation referrals in U.S. childcare settings. Extant data (N = 1,354) from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN) was used to address the study aims. Results indicated that the odds of teacher-initiated service evaluation…

Many children with developmental delays need early intervention services but do not receive them. Developmental screening provides the impetus for identification of delays and service referrals but is not used consistently across all early childhood education settings. We used an implementation science framework to examine attitudes and engagement…

The transition from early childhood education to primary education is, in many countries, the beginning of compulsory education. This has meant that much of the research on this transition has focused on academic aspects such as literacy or logical-mathematical competence. The lines of research have changed, and in recent years, very diverse…

There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…

Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in…

This study examined the links between Israeli teachers' perceptions of children with developmental delay (DD) in special education kindergartens and changes in children's development. Participants were 47 teachers and children diagnosed with DD. At Time 1, teachers' perceptions were assessed via the valence of their narrative about the child and…

The purpose of this secondary analysis of state-collected data was to investigate developmental outcomes of preschool special education (PSE) services in a statewide cohort of participating children (n = 17,828). In line with federal performance indicators for Individuals with Disabilities Education Act early childhood programs, the outcome of…

The paper investigates practitioners' perspectives on the Early Years Pupil Premium (EYPP) and its use for looked after children (LAC) in England. The paper considers what practitioners in one Local Authority (LA) think now that the funding has passed its infancy. Specifically, does EYPP funding help 'close the gap' for LAC? Q-methodology was used…

In a world where children are likely to experience early-life trauma, relationships matter, and trust is a key in forming healthy working relationships. Intentionally teaching adults and teachers how to evoke calmness in ourselves and breathe to handle negative situations, trusted educators can then teach children to do the same. It is important…

Foetus developmental vulnerability in pre-school children of traumatized antenatal mothers in Cheptais and Mount Elgon Sub-Counties, Bungoma County, Kenya is a study meant to establish the effects of trauma of the mother on the unborn child who was born and now is in pre-school level of education. Through observation by the mother through neonate,…

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced…

In 2014-2015, children with delays or disabilities who received services under the Individuals with Disabilities Act (IDEA) showed greater than expected developmental progress. Many children exited the program functioning within age expectations, and most made progress. States' Part C and Part B Preschool programs report data annually on three…

The assessment of young children in early childhood special education is a central area of educational practice. The results of child assessments often have significant implications for young children, their families, and the programs that serve them, including eligibility for special education services, instructional planning, and documentation…

The current status and future directions of early childhood inclusion in the United States are discussed from the perspective of 4 key goals: access, accommodations and feasibility, developmental progress, and social integration. Recommendations are put forward to promote inclusion goals emphasizing administrative structures, personnel…

As part of Minnesota's Pre-K Planning Grant, the purpose of this study is to learn about the experiences of parents of young children in order to shape/tailor effective ways to communicate with them about child development and early education opportunities. The goals of the study are to make sure all types of parents with young children in…