This paper presents perspectives from early childhood practitioners of pre-school children's (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with…

This study examines the impact of the 2 × 10 relationship-building strategy (consisting of a two-minute conversation with a child once a day for 10 days). Participants were four preschool teachers and eight preschool children from a university-based lab school. Teachers completed pre- and post-intervention scales (Strengths and Difficulties…

This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were…

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the…