Parents have the option of enrolling their children in the first stage of early childhood education (from 0 to 3 years of age). However, not all parents decide to do so, waiting until the second stage of early childhood education to enrol them in the education system (from 3 to 5 years of age), or even until compulsory education when their…

This is the second in a series of briefs published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) on how social and emotional learning (SEL) is integral to the teaching and learning of literacy practices. In this brief, the authors discuss how to support the development of elementary-aged children's ability to read…

Logical reasoning is very important in the child's development, increasing their performance in learning as a whole, improving their concentration and decision-making when solving problems. The introduction of this tool and stimulus from the first years of education is necessary for children to grow up with a broad and more critical view, being…

Much recent research has shown that children from age 4 onwards reveal a robust preference for reliable over unreliable informants when choosing whom to trust and learn from. Findings concerning selective model choice in children younger than 4 years have mostly been mixed. The present study developed a new touchscreen-based paradigm with reduced…

This study examined how teachers support kindergarten children's social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semi-structured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children's…

Toddlers' peer conflicts offer meaningful opportunities for toddlers to learn social-emotional skills, including learning to understand another's perspective and learning how to regulate emotions. This study explored 31 teachers' self-reports of their roles, teaching practices and the conditions that influenced their pedagogical responses to…

There is a growing demand for equal support of social-emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their…

In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient. School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence…

Bringing effective practices to scale across large systems requires attending to how information and belief systems come together in decisions to adopt, implement, and sustain those practices. Statewide scaling of the Pyramid Model, a framework for positive behavior intervention and support, across different types of early childhood programs…

This paper describes a nature-based social-emotional approach to supporting young children's holistic development that can be applied in a range of early childhood settings from forest kindergartens and nature-based preschools to more traditional center-based early childhood programs. "The Social-Emotional and Environmental Education…

According to the United States Department of Education, approximately 4,172,347 four-year-olds are eligible to attend publicly funded preschool programs. Of this number, only 1,709,607 of those eligible are enrolled in a publicly funded preschool program (U.S. Department of Education, 2014). Because of a lack of quantitative and qualitative data…

The Maryland-Minnesota Child Care Research Partnership brought together two states committed to examining critical issues in early care and education and using research findings to inform policy with an interdisciplinary team of researchers experienced in conducting studies on (1) subsidy policy; (2) quality improvement strategies; and (3)…

Early childhood is an important time for the development of resilience. A recently completed study has followed three cohorts of resilient children and young people living in disadvantaged areas in Victoria, Australia, through different transitions in their educational careers. This paper focuses on the early childhood cohort, where we have…

We developed a gift-giving task requiring children to identify their mother's desire, when her desire differed from theirs. We found a developmental change: 3- and 4-year-olds performed more poorly than 5-year-olds (Experiment 1). A modified version of this task (Experiment 2) revealed that 3-, 4-, and 5-year-olds whose desires had been fulfilled…

Response to Intervention (RtI) is a systematic decision-making process that has gained widespread popularity as a problem-solving framework for organizing hierarchies of evidence-based interventions in the context of ongoing progress monitoring. Initially applied to literacy instruction, RtI is being incorporated into an expanding breadth of…