"Research Findings": Empathy is a relevant component of social interactions that can be observed from early childhood. Validated tests for young children are still scarce. This study has two goals: (1) to validate the modified two-factor version of the Interpersonal Reactivity Index (IRI) in Spanish children between the ages of 3 and 8;…

Research Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through…

Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study…

Research Findings: Across 63 Hong Kong families, both Filipina domestic helpers and mothers separately rated their own caregiving style (warmth and control) and kindergarten children's social competence. Results indicated that Filipina helpers rated themselves as higher in warmth than mothers did. In addition, self-rated warmth of both caregivers,…

Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate…

The position advocated within this article is that the construct of "school readiness" has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from…

Examined the nature of conflicts among young preschoolers. Observed 184 three-year-olds in a dyadic play situation. Found that children's conflicts arose in the context of ongoing play and were brief. Concluded that by age 36 months, most children have acquired the skills to play positively with a peer. (JS)

Definitions of school readiness tend to focus on social and academic competencies that children are presumed to need to start school ready to learn. However, a child-focused definition of school readiness is limited because it neither identifies processes that lead children to acquire these competencies, nor does it recognize children's dependence…

This literature review examines the ways in which children's personal premise systems concerning the nature of relationships develop through the process of attachment to the caregiver. The manner in which the premise system becomes a generalized model of self and others is considered. (Author/GLR)

Tested a proposed developmental pathway for toddlers' mastery of skills in generating non-ritualized forms of cooperative coordinated action with peers. Studied nonverbal imitative acts among U.S. toddlers and toddlers of the Seltaman people of Papua New Guinea. Found that ready imitation of one another emerged during the same developmental period…

Introduces this special journal issue by outlining previous research on early peer relationships. Explains that the articles in this issue provide a backdrop for identifying the early precursors of individual patterns of success versus failure with peers. (JS)