Research in developed countries has found that paternal involvement has positive and significant effects on early childhood development (ECD). Less is known, however, about the state of paternal involvement and its influence on ECD in rural China. Using data collected in Southern China that included 1,460 children aged 6-42 months and their…

Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as…

The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the…

We tested a culturally integrative model examining the associations among economic hardship during infancy and Latino children's later sociobehavioral problems and academic skills prior to kindergarten entry, whether mothers' mental health problems and positive parenting behaviors mediated those associations, and whether they varied by mothers'…

Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and…

We describe a straightforward, yet novel, approach to examine time-dependent association between variables. The approach relies on a measurement-lag research design in conjunction with statistical interaction models. We base arguments in favor of this approach on the potential for better understanding the associations between variables by…

Research Findings: National policy today is on the brink of defining preschool experiences as essential for children's academic success. Indeed, many children's classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful…

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between…

We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays…

The study examined how preschool intervention programmes set up by three Scottish local authorities changed parents' cognitions. Quantitative parent outcomes were measured using Parenting Daily Hassles Scales (N = 88). A matched comparison group of parents (N = 55) recruited from the same areas of disadvantage but whose children did not attend the…

This study was a follow-up of a group of 29 children diagnosed with autism spectrum disorders at age 2 who attended an inclusive toddler program until age 3. Children ranged in age from 4 to 12 years at the time of the parent survey and follow-up testing. The majority of children were placed in a special education (noninclusive) preschool class,…

This correlational study was part of an experimental project study on abused and non-abused children between the ages of two months and six years. Thirty-one children were administered the Bayley Scales of Infant Development (BSID) and the McCarthy Scales of Children's Abilities (MSCA). To determine the extent of MSCA and BSID relationship,…

Tested the effectiveness of the Stanford Binet Intelligence Test and the Bayley Scales of Infant Development in assessing the development of 30 preschool children. Demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either test is a relatively frequent occurrence. (JAC)

Twenty-four children (ages 27-58 months) with autism were tested on the Bayley, Merrill-Palmer, and Vineland scales. While scores on the different tests were highly correlated, actual test scores varied considerably, with the Bayley tending to produce the lowest IQ scores and the Merrill-Palmer the highest. Implications for selecting pre- and…

This study investigates the nature and the factor structure of infant intelligence. The Bayley Mental Scale items were administered. According to the analysis, intelligence at any age is a set of separate mental abilities at each age, and there are a variety of paths through which mental development occurs. (JAZ)