Research Findings: We examined low-income children's temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and self-regulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44…

Research Findings: Using two groups of dual language learners (DLLs), the current study examined links between two developmental constructs closely linked to school readiness: the home language environment (HLE) and executive function (EF). In a sample of 90 children (age range = 38-70 months, 59% girls) from either Mexican American (MA, N = 46)…

Research Findings: The increase in young Latino Dual Language Learners (DLLs) attending early care and education (ECE) programs has led to a focus on assessing classroom quality for DLLs, to evaluate the quality and impact of their early educational experiences. Experts have advocated for the use of multiple classroom observation tools (i.e.,…

Research Findings: The teacher-child relationships that develop in infant/toddler child care provide a critical caregiving context for young children's socioemotional development. However, gaps remain in researchers' understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based…

This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38-70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from…

Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers' well-being, including stress, relates to child EF--a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and…

Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with…

Research Findings: The current study examined achievement motivation orientation in preschool-age children from low- and middle-income families. Participants were 126 children who were attending an urban Head Start site or a private preschool. Children's motivation orientation was assessed as being performance oriented or mastery oriented using a…