Conflicts are inevitable in interpersonal relationships. In fact, they are usual in early childhood education centers and, thus, many educators consider them readily available educational tools, particularly valuable for children's social development if they are constructively managed. In this research, we investigate the educational management of…

Background: Externalizing problem behaviors, such as childhood aggression, have a significant impact on adolescent delinquency and even adult delinquency and violence. Mother's attitudes and behaviors can impact the self-control and regulation of preschoolers, which in turn reflect in preschoolers' externalizing problems. Objective: This…

The present study investigated whether distinct developmental patterns of externalizing behaviors (EBs: hyperactivity-impulsivity, noncompliance, physical aggression) based on parent reports were repeatedly and differentially associated with separate dimensions of internalizing problems such as general anxiety, separation anxiety, and depressive…

This study aimed to examine the influence of parent-grandparent co-parenting on children's problem behaviors and its potential mechanisms. Participants were 412 children aged 3 to 6 years from four kindergartens in Shanghai, China. Their mothers were asked to complete a series of questionnaires including the parent-grandparent co-parenting scale,…

This study investigated the prevalence, and the developmental, behavior and emotional outcomes of 675 preschoolers with ASD with or without a history of regression, who participated in the Study to Explore Early Development (SEED). The SEED project is a cross-sectional case-control study that collected data between 2007 and 2011. Children's…

Background: Children with developmental language disorder (DLD) have problems acquiring language, affecting their communicative participation, social--emotional functioning (SEF) and quality of life (QoL). Aims: To investigate whether communicative participation mediates the relation between language and SEF and QoL. Methods & Procedures: In a…

This article discusses findings from the first 10 years of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) Study, which includes more than 450 deaf and hard of hearing Australian children whose hearing losses were identified variously through newborn hearing screening or later paths to confirmation and intervention.

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…

The purpose of the study is to reveal the reasons for young children to like and dislike playing with their friends. There were two groups in the study. The first group included 147 preschool children who were in the age group of 5-6 years and were living in Turkey. The second group included 60 preschool children who were in the age group of 5-6…

Intellectual impairments in preschoolers have been widely studied. A regularity that emerges is that children's intellectual impairments have an important impact on later adjustments in life. However, few studies have looked at the intellectual profiles of young psychiatric outpatients. This study aimed to describe the intelligence profile of…

The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study…

Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic children, ages 4 to 7. By parent report, 16%--one out of six autistic children--had been expelled from a preschool or child-care setting prior to…

Background: Parenting strategies such as communicating clear expectations, providing calm directions, and teaching specific skills can strengthen young children's social-emotional development. Parenting programs for children with disruptive behavior often emphasize gaining compliance via effective directives, and less on how to facilitate child…

Background/Context: Childhood trauma can increase preschooler's risk for behavioral problems, poor student-teacher relationships, and expulsion (Loomis, 2020; Zeng et al., 2019). Efforts have been undertaken to address the gaps in knowledge and confidence of ECE teachers by integrating trauma-informed approaches into ECE settings, who by virtue of…

This study evaluated the effectiveness of Incredible Years® (IY) programs for Attention-Deficit/Hyperactivity Disorder (ADHD) in children aged 3 to 8 years based on a systematic literature review. Effects of IY programs for children with or at risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as…