Consistent evidence points to the importance of the early childhood home environment for children's concurrent and subsequent development. Yet little is known about the long-term association between parental warmth in early childhood and children's social-emotional well-being in late childhood for children with and without disabilities. To explore…

We examined the pathway from grandparental childcare support at age 3 to child social and emotional outcomes at age 7 through maternal mental health and mother-child relationship at age 3 in a sample of n = 1495 biological mothers and their children from the UK's Millennium Cohort Study. Structural equation modelling showed that time spent in the…

Background: Children with developmental language disorder (DLD) are at higher risk of poorer mental health compared with children without DLD. There are, however, considerable individual differences that need to be interpreted, including the identification of protective factors. Aims: Pathways from the early language and communication environment…

Intrusive parenting has been traditionally considered a negative parenting style and includes actions that are overly directive and controlling of children's behavior. However, current research aims to contextualize this parenting behavior. This study examined the relation between intrusive parenting and early childhood behavior problems or…

The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort…

Shyness, which is characterized by social withdrawal behaviours and approaching-withdrawal conflicted social motivations, is suggested to influence children's social-emotional development. This study examined the association between shyness and social-emotional development among Chinese children aged 3 to 12. A systematic search of both Chinese…

Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF…

This study examined the contribution of cochlear implants (CIs) to the social-emotional functioning of children who are deaf or hard of hearing (dhh). Sixty-three parents of children who are dhh participated in the study. Thirty children were CI users and 32 used hearing aids (HAs). They completed the Strengths and Difficulties Questionnaire and a…

The aim of this study was to determine the relationship between four to five year old children's social competence levels and their ability to communicate with their mothers. Social competence has an important role in developing positive relationships in children's lives. One of the most important factors in the development of social competence in…

Early language skills and prosocial behavior contribute to positive outcomes across the lifespan. Screening has improved the identification and early intervention (EI) for children with hearing loss, autism spectrum disorders, and genetically based disabilities. However, many children with significant functional impairments in language and…

Research has shown that students who are healthier and have access to opportunities for physical activity may achieve improved academic achievement. However, challenges with classroom and behavior management can be disruptive to learning opportunities in physical education classes. A combination of a comprehensive school physical activity program…

In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children's externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children's differences in emotional temperament. We used structural…

This study examined the longitudinal contribution of four different childcare arrangements attended during the preschool years to social behaviors and academic achievement up to age 15 years. Children participating in a Canadian longitudinal survey with available information on childcare attendance between ages 3 and 5 years (N = 6,852) were…

In this study was aimed to determine the preschool teachers' perception and intervention strategies of physical, relational aggressive behavior and investigate the whether preschool students' this aggressive behavior differ based on preschool teachers' intervention strategies. Sample group consisted of 42 pre-school teachers and 755 preschool…

The manner in which mothers engage in emotional discussion, or reminisce, with their young children about past emotional experiences poses important ramifications for child socioemotional and cognitive development. Maltreating mothers may have difficulty engaging in emotionally supportive reminiscing. The current study examined the role of…