The rapid growth of digital devices in recent years has caused significant effects on children's screen time. Advancements in technology usage have a particularly strong impact on children in an era dominated by digital advancements, influencing their education, entertainment, communication, and socialisation, raising concerns about the…

Social and emotional learning (SEL) is inherently relational, shaped by the interactions children have within their homes, schools, and communities. Grounded in ecological systems theory, this chapter explores how family-school-community partnerships can serve as a powerful mechanism for promoting SEL and fostering positive developmental outcomes.…

This field note presents findings from an assessment conducted on the Little Ripples program, which was piloted with Burundian refugee children ages three to five in Tanzania. The aim of the assessment was to understand the general progress of the program, attitudes and perceptions about the use of mindfulness in the classroom, and the perceived…

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What policies, procedures, and practices coupled with professional development can prepare…

Current literature and research demonstrates that learning multiple languages allows for young learners to develop higher levels of executive functioning skills. Research also suggests that Dual Language Learners (DLLs) can surpass monolinguals in these executive functioning skills. Yet, there is a dearth of literature that explicitly discusses…

"Psychoeducational Assessment of Preschool Children," Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive,…

Parents strongly influence their children's development, and prekindergarten and early elementary programs--especially those serving children at risk for low achievement because of their family backgrounds--often feature programming to support parents' role in their children's learning. Despite the prevalence of such programs, however, we have…

Successful transition practices are essential in moving students forward into new facets of learning and life. Noteworthy is the transition into kindergarten, as students experience a new environment, with new academic, social, and behavioral expectations. Research has reviewed teacher and student perceptions on this topic, but has traditionally…

Child care workers often seek advice from experts and are frequently themselves viewed as experts as they help parents and others. This article discusses some of the significant issues facing those who provide guidance and those who receive it. (Author)

Research has shown that living away from one's biological father is associated with a greater risk of adverse child and adolescent outcomes; yet, the role of the father-child relationship in understanding this association has not been directly investigated. This study uses data on biological fathers' relationships with their children from the 1979…

CHILDREN FROM LOW SOCIOECONOMIC GROUPS ARE HANDICAPPED BY THE LACK OF MANY EXPERIENCES FOUND TO BE CONDUCIVE TO SUCCESS IN DEVELOPING SCHOOL SKILLS. THE PRIMARY OBJECTIVE OF THIS EXPERIMENTAL PROGRAM IS THE DEVELOPMENT OF THE COGNITIVE SKILLS AND SCHOOL BEHAVIOR PATTERNS DEEMED TO BE NORMAL FOR CHILDREN OF THEIR AGE. THE FOLLOWING SKILLS ARE TO BE…

This study examined the relationship between adolescents' academic and non-academic self-regulation (SR), authoritative parenting (as demonstrated by high levels of Involvement, Strictness, and Autonomy Granting), and parent self-efficacy in four areas. Participants were 214 Australian high school students and their parents. There was a moderate…

A case study of a 3-year-old autistic child and her family is presented, following the child through a 3-year intensive intervention program with a multidisciplinary team in a day treatment program. The day treatment program plan included academic goals, language goals, parental goals, and home training goals. A major component of the program was…

Reviews the development of bibliotherapy as a diagnostic and therapeutic tool and discusses specific techniques for the selection of appropriate reading materials for both children and their parents. (16 references) (CLB)