Research Findings: The amount of time and type of program that children experience in early childhood settings may be associated with children's kindergarten-entry skills, or kindergarten readiness. Taking a person-centered perspective, in the present study, we examined the extent to which reliable and unique profiles of early childhood…

Research Findings: Children who speak English are slower to learn the counting sequence between 11 and 20 compared to children who speak Asian languages. In the present research, we examined whether providing children with spatially relevant information during counting would facilitate their acquisition of the counting sequence. Three-year-olds…

Research Findings: Two longitudinal studies are reported examining the effects of full-time day care in Mapuche and non-Mapuche families in Chile. First, the Magellan-Leiden Childcare Study (MLCS) used a sample of 95 mothers with children younger than 1 year old (n = 36 in day care). Second, we partially cross-validated our results in a large and…

Research Findings: This study examined the impact of MyTeachingPartner-Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded…

Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these…

Research Findings: Federal, state, and local agencies legislate and support inclusive settings for the education of young children with disabilities. Recommended practices outline critical elements for meeting the educational and developmental needs of children with and without disabilities in inclusive settings, and minimal and essential quality…

Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers…