Establishing a student-centered classroom environment where learning puts students' interests first is essential for middle school students to learn and thrive. Student success does not simply rely on instruction; it relies on external factors such as school and classroom climate, positive relationships with their teachers and other adults, and a…

The pandemic affected the lives and social-emotional experiences of every student to some extent. Along with the unprecedented closures of schools across the country in March 2020, virtually all social activities ceased. Students were cut off from their teachers, with uneven access to live instruction and hands-on, collaborative learning. There…

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally…

Twelve children with autism, 12 with Down's syndrome, and 12 typically developing children, matched on gender and verbal mental age, were given a series of forced choices to examine characteristics of autism concerning preferences for relatedness, animate or inanimate objects, and interpersonal relationships. Performances of the groups differed on…

This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple, interacting factors that lead to socioemotional competence in this pivotal period,…

Discusses whether the cognitive development of developmentally delayed autistic children is the same as that of younger, normal children or whether it differs in significant ways that have implications for clinical assessment and treatment. (PCB)

General and specific issues of the risk and resilience framework in the social development of children with learning disabilities include: (1) integrating current research with prior related studies; (2) measurement problems; (3) more differentiation regarding gender and severity of learning disabilities; (4) potential risk and protective factors;…

Assesses second-, fourth-, and eighth-grade children's perception of the social support provided by friends. (HOD)

Discusses observations of sets of infant twins, aged 6 to 24 months, as they interacted with one another and with an unfamiliar peer. Assesses quality of infant-mother attachment. Finds twins are more likely to react with one another than with a peer. Results are discussed in relation to early peer relationships and attachment. (Author/RWB)

Examines the extent to which the changes in friendship during a school year influence children's impressions of their friendships and their preference for sharing over competition with friends. Also studied the differences between friendships in middle childhood and early adolescence, using multiple methods and measures. (HOD)

Considers the period of adolescence and describes how cognitive-developmental concerns might apply to the understanding of adolescent problems in interpersonal and affective adaptation. Also investigates ways in which intervention practices with adolescents might be placed within a cognitive-developmental context. (PCB)

Explores the underlying knowledge that children have about the relationship between the structure of requests and the relative status of speakers and listeners. Shows that the three age groups (preschoolers, 5-year-olds, and 10-year-olds) could systematically differentiate the requests by means of syntactic directness or semantics. (HOD)

This review examines research done on affection behaviors of children with visual and hearing impairments. A social interaction perspective is utilized, and areas for further empirical investigation are identified. (DB)

Investigates the influence of infant-mother attachment patterns on the development of peer interaction between the toddler and preschool periods. Notes that, in an initial encounter with an unfamiliar peer, attachment patterns appear to be related more to the child's attractiveness as an interactive partner than to the child's own active interest…

Reports on a study of the effects on adjustment of three dimensions of support among 92 Chinese college students in Japan. Finds that the relationship between needed support and adjustment was strongly negative. Also finds that all support gaps were negatively related to adjustment. (CFR)