Executive function skills constitute an important basis for learning and adaptation in early childhood. The executive function skills can easily improve in children who uses good practices in preschool. These skills are especially important because they help children overcome all complex tasks required to manage themselves. The aim of the present…

This study examined the relationship between young children's cognitive development and fathers' engagement in early childhood. The study examined fathers' home engagement patterns based on literacy, play, and caregiving activities when their children were 9-month-old and these patterns of engagement in 9-month-old were related to children's…

There is clear evidence that the COVID-19 pandemic had significant negative effects on the learning and development of school-age children in the United States, with disproportionate impacts on children from racially, ethnically, and socioeconomically marginalized groups. There is less consistent evidence on the extent to which the pandemic…

Background/rationale: There is clear evidence that the COVID-19 pandemic had significant negative effects on the learning and development of school-age children in the United States, with disproportionate impacts on children from racially, ethnically, and socioeconomically marginalized groups (Irwin et al., 2022). There is less consistent evidence…

Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of…

This study aimed to determine the primary school students' readiness for school and analyze it according to some socio-demographic characteristics. Readiness can be defined as having the necessary precondition behaviors and reaching the desired maturity level for the child to be able to learn and develop. The level of readiness of the child is…

The general gender discourse has currently revealed gender gaps as early as at preschool age. To analyze developmental differences between boys and girls in Mecklenburg-Western Pomerania, n = 4,251 preschoolers aged 48-83 months were examined by means of the 'Dortmund Developmental Screening for Preschools 3-6' (DESK 3-6). Using the…

Research Findings: Growing international evidence points to high-quality teacher-child interactions in early learning environments as key contributors to children's learning and development. Little is known, however, about the longitudinal effects of these experiences, particularly in the Chinese context. In this study, we addressed the question…

Early fine motor ability is significantly associated with later achievement, even after controlling for typical child-level predictors of school outcomes. Previous longitudinal studies have confirmed this but typically have not included low-income, at-risk populations. Research has distinguished two different aspects of fine motor skills: those…

Executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher-student interactions and EFs. The search resulted in 28 studies, from which 23 studies provided…

Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose…

Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while…

The authors use the ECLS-B, a nationally-representative study of children born in 2001 to report the child care arrangements and quality characteristics for 2-year olds in the United States and to estimate the effects of differing levels of child care quality on two-year old children's cognitive development. Their goal is to test whether high…

Introduction: Relation between constructing complex mental structures and language skills cause delays in development of executive functions of deaf children. When the importance of language skills in development of executive functions and frequency of aggressive behaviours of deaf children are considered, investigation of executive functions of…

Previously we found in preschool that child-directed pretend play in small playing groups importantly improves cognitive competence in mixed-age environment and that the effect is based on close coupling between affective and cognitive domain. To foster affective and cognitive intertwining, it is reasonable to select the most favored pretend plays…