Grounded in the Self-System Model of Motivational Development (SSMMD), this study used data on 1,010 children from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD) to investigate the links of key interpersonal elements in school setting during middle childhood (i.e., relationship quality…

The article presents the theoretical and empirical results of the research of the processes of occurrence and overcoming of the child's anxiety during interaction with others at the beginning of school. Emphasis is also placed on scientific data on the types of interaction at the beginning of children's education at school. The influence of…

Families and other caregivers play a major role in children's learning and success in school. Psychologists have learned a great deal about how families can help their children learn and thrive in the classroom. Through conversations with caregivers and extensive research, psychologists have developed ideas about how children learn, what helps…

Research Findings: Some rural preschools in southwestern China provide boarding services to children aged 3 to 6 years. It is critical to understand these young boarders' learning experiences and their associations with children's developmental outcomes. This study aimed to (1) describe children's daily learning experiences regarding the…

Almost five million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. This article discusses the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for…

This article considers children's agency within the framework of children's rights education. It starts by considering the ways in which agency is conceptualised within the UN Convention on the Rights of the Child (CRC) and the implications for education. The main part of the article offers 10 propositions that offer teachers a variety of tools…

The purpose of this study is to understand how and in what capacity elementary students construct positive math identities in order to inform math curriculum and math pedagogy to help students form positive math identities in the classroom environment. Specifically, this study focused on a set of elementary math students and teachers at a suburban…

Narrative Story-Stem Tasks (NSST) assess young children's perceptions of close relationship qualities via the spontaneous narratives they create in response to story beginnings using doll-like figures. Most NSST research to date has focused on family relationships. This study extends this research to children's perceptions of relationships with…

This paper explores one child's use of their schema to construct their knowledge and understanding within the early years curriculum for Wales -- the Foundation Phase (FP). It considers how a knowledge of schemas can facilitate practitioners in supporting children along their learning continuum and inform classroom pedagogy. This paper explores…

Research Findings: Conversing abstract concepts boost children's language learning. Despite the numerous studies on the linguistic environment of early childhood education settings (ECE), most of this work disregards contextual factors that may influence abstract conversations and omits characteristics of children's verbal participation in these…

Although children's use of speech registers such as Baby Talk is well documented, little is known about their understanding of Foreigner Talk, a register addressed to non-native speakers. In Study 1, 4- to 8-year-old children and adults (N = 125) heard 4 registers (Foreigner Talk, Baby Talk, Peer Talk, and Teacher Talk) and predicted who would…

Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes)…

This article synthesizes knowledge on the role of relationships and key macro- and micro-contexts -- poverty, racism, families, communities, schools, and peers - in supporting and/or undermining the healthy development of children and youth, using a relational developmental systems framework. Relationships with parents, siblings, peers,…

Museum visits can offer rich learning environments for preschool children. In potentiating learning environments, power is shared between adults and children as children and teachers co-construct understanding. Such learning environments also maximise opportunities for dialogue between adults, children and their peers. Drawing on the findings from…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…