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Peer reviewed
Direct linkSlot, Pauline Louise; Mulder, Hanna; Verhagen, Josje; Leseman, Paul P. M. – Infant and Child Development, 2017
The preschool period is marked by rapid growth of children's self-regulation and related executive functions. Self-regulation is considered an important aspect of school readiness and is related to academic and social--emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support…
Descriptors: Preschool Children, Self Control, Cognitive Development, Executive Function
Howard-Jones, Paul – UNESCO International Bureau of Education, 2017
The human brain is plastic -- which means the brain changes its connectivity and even its structure in response to learning. This brief report highlights the following points: (1) A human's first learning experiences are foundational for later education, and experiences in the early years of life can greatly impact on later achievement; (2) Waves…
Descriptors: Brain, Child Development, Early Experience, Adolescent Development
Chua, Yu Wei; Lu, Szu-Ching; Anzulewicz, Anna; Sobota, Krzystof; Tachtatzis, Christos; Andonovic, Ivan; Rowe, Philip; Delafield-Butt, Jonathan – Developmental Science, 2022
Movement is prospective. It structures self-generated engagement with objects and social partners and is fundamental to children's learning and development. In autistic children, previous reports of differences in movement kinematics compared to neurotypical peers suggest that its prospective organisation might be disrupted. Here, we employed a…
Descriptors: Autism, Pervasive Developmental Disorders, Motion, Handheld Devices
Edwards, Susan; McLean, Karen; Bartlett, Jacinta; Nolan, Andrea; Evangelou, Maria; Henderson, Michael; Skouteris, Helen; Tarasuik, Joanne – British Educational Research Journal, 2022
This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and…
Descriptors: Play, Group Activities, Social Capital, Attachment Behavior
Shafer, Ashley E.; Wanless, Shannon B.; Briggs, Jennifer O. – Infant and Child Development, 2022
Toddler tantrums are a typical part of child development but can cause stress to the teacher--child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler-classrooms, examining teachers' responses to 46 tantrums, and…
Descriptors: Toddlers, Child Development, Stress Variables, Teacher Student Relationship
Kangas, Jonna; Harju-Luukkainen, Heidi; Brotherus, Annu; Gearon, Liam Francis; Kuusisto, Arniika – Contemporary Issues in Early Childhood, 2022
Early childhood education and care is a current interest in many countries. Many international studies have highlighted the importance of high-quality early education environments where learning and play are integrated. Studies show that these types of learning environments have a positive impact on children's future prospects and overall…
Descriptors: Foreign Countries, Early Childhood Education, Educational Policy, Cultural Differences
Yan, Tingrui; Hou, Yujia; Deng, Meng – Journal of Autism and Developmental Disorders, 2022
Parental involvement plays a pivotal role in promoting developmental and educational outcomes for children with autism spectrum disorder (ASD). This study aimed to examine the relationships between social support, parenting stress, and parental involvement by investigating a sample of 245 Chinese parents of children with ASD. Mediation analyses…
Descriptors: Parent Participation, Child Development, Autism, Pervasive Developmental Disorders
Wang, Hua-Chen; Nation, Kate; Gaskell, M. Gareth; Robidoux, Serje; Weighall, Anna; Castles, Anne – Child Development, 2022
This study explored whether a daytime nap aids children's acquisition of letter-sound knowledge, which is a fundamental component for learning to read. Thirty-two preschool children in Sydney, Australia (M[subscript age] = 4 years;3 months) were taught letter-sound mappings in two sessions: one followed by a nap and the other by a wakeful period.…
Descriptors: Preschool Children, Phoneme Grapheme Correspondence, Teaching Methods, Foreign Countries
Woodfield, Lorayne; Tatton, Allison; Myers, Tony; Powell, Emma – Journal of Early Childhood Research, 2022
The physical activity (PA) of young children is critical to their future activity, health and development, however, little is known about how the organisation of early years foundation stage (EYFS) settings impacts upon children's PA. This study aimed to measure the PA of children in Nursery and Reception classes and to explore their PA according…
Descriptors: Physical Activities, Child Development, Foreign Countries, Preschool Children
Kay, Louise – Journal of Early Childhood Research, 2022
School readiness is a dominant discourse in current policy agendas in UK and international contexts, fulfilling a range of goals such as providing children with the 'best start in life' by breaking the cycle of poverty, and preparing children for formal learning in compulsory education. Focussing on the school readiness agenda in England, this…
Descriptors: School Readiness, Foreign Countries, Mathematics Instruction, Reading Instruction
Campbell, Tammy – British Educational Research Journal, 2022
The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September-born children are nearly 6 and summer-born children are turning 5. This research uses quantitative…
Descriptors: Foreign Countries, Age Differences, Peer Groups, Child Development
Land, Nicole – Contemporary Issues in Early Childhood, 2022
This article responds to Euro-western conceptions of childhood obesity that understand fat within developmental narratives, as biochemically consequential and as a marker of individualized responsibility. Drawing in multiple fat(s) generated in a pedagogical inquiry with early childhood educators and children, the author articulates…
Descriptors: Child Health, Obesity, Body Composition, Child Development
Georgiades, Stelios; Tait, Peter A.; McNicholas, Paul D.; Duku, Eric; Zwaigenbaum, Lonnie; Smith, Isabel M.; Bennett, Teresa; Elsabbagh, Mayada; Kerns, Connor M.; Mirenda, Pat; Ungar, Wendy J.; Vaillancourt, Tracy; Volden, Joanne; Waddell, Charlotte; Zaidman-Zait, Anat; Gentles, Stephen; Szatmari, Peter – Journal of Autism and Developmental Disorders, 2022
This study examined the trajectories of autistic symptom severity in an inception cohort of 187 children with ASD assessed across four time points from diagnosis to age 10. Trajectory groups were derived using multivariate cluster analysis. A two trajectory/cluster solution was selected. Change in trajectory slopes revealed a "turning…
Descriptors: Symptoms (Individual Disorders), Severity (of Disability), Children, Autism
Waters, Theodore E. A.; Yang, Rui; Finet, Chloë; Verhees, Martine W. F. T.; Bosmans, Guy – Child Development, 2022
We examined the prototype v. revisionist models of attachment stability with a five-wave, 6-year, longitudinal study of attachment security from middle childhood to adolescence in a White Western European sample (N = 157; Wave 1 M[subscript age] = 10.91, SD = 0.87; 52% female). Attachment was assessed using both questionnaire (Experiences in Close…
Descriptors: Models, Attachment Behavior, Children, Adolescents
Lin, Fang Yu – ProQuest LLC, 2022
In Taiwan, the high prevalence of emotional and behavioral problems in children has increased public awareness of young children's social-emotional development in recent years. Early identification of social-emotional delays for all young children, and subsequent early intervention (EI) with ongoing monitoring for children with special needs are…
Descriptors: Foreign Countries, Emotional Problems, Behavior Problems, Social Emotional Learning
