Research Findings: Children's readiness to handle the expectations of elementary school depends heavily on their self-regulation skills. Self-regulation includes both cognitive and behavioral elements; however, past studies have typically looked at cognitive and behavioral self-regulation in isolation or as a composite score rather than examining…

Research Findings: The purpose of this study was to examine teachers' beliefs about and responses to children's withdrawn behaviors (reticence and solitary-passive behavior) and aggressive behaviors (relational and physical aggression) on the playground across grades (preschool through 2nd grade) and by gender. Participants included 171 female…

Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study…

Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for…

Research Findings: This study examined the effects of educators' participation in an in-service training program on the aggressive and prosocial behaviors of preschool-age children. Seventeen early childhood educators were randomly assigned to experimental and control groups. A total of 68 preschool children, 4 from each educator's classroom, also…

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language…

Examined longitudinal associations between the rough-and-tumble play of popular and rejected children and measures of their social affiliation and social cognition. Results suggest that rough-and-tumble play for popular, but not rejected, children predicts aspects of social affiliation and social cognitive status. (Author/GLR)