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Eunice Tan; Kaveri G. – Journal of Early Childhood Research, 2024
Prosocial behaviours such as sharing are essential for young children's collaborative learning experiences and social development. When learnt during the early years, these behaviours enable positive peer interactions and relationship building in social settings, laying the foundation for young children's social and emotional competencies with…
Descriptors: Prosocial Behavior, Story Telling, Early Childhood Education, Intervention
Brittany A. Pereira; Narmene Hamsho; Annisha Susilo; Gianna M. Famolare; Jan Blacher; Abbey Eisenhower – School Psychology, 2024
Autistic students experience greater social difficulties and heightened internalizing behaviors (e.g., anxiety, depression, withdrawal) relative to their nonautistic peers, yet little is known about how these domains influence one another over time. This 1.5-year longitudinal study analyzed the associations between teacher-reported social skills…
Descriptors: Young Children, Autism Spectrum Disorders, Interpersonal Competence, Adjustment (to Environment)
Brittany A. Pereira; Narmene Hamsho; Annisha Susilo; Gianna M. Famolare; Jan Blacher; Abbey Eisenhower – Grantee Submission, 2023
Autistic students experience greater social difficulties and heightened internalizing behaviors (e.g., anxiety, depression, withdrawal) relative to their nonautistic peers, yet little is known about how these domains influence one another over time. This 1.5-year longitudinal study analyzed the associations between teacher-reported social skills…
Descriptors: Young Children, Autism Spectrum Disorders, Interpersonal Competence, Adjustment (to Environment)
Keith Smolkowski; Hill Walker; Brion Marquez; Derek Kosty; Claudia Vincent; Carey Black; Gulcan Cil; Lisa A. Strycker – Grantee Submission, 2022
This paper reports the results of a randomized controlled trial evaluating "We Have Skills," a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817…
Descriptors: Elementary School Students, Interpersonal Competence, Skill Development, Social Development
Farrell, Carmen Brown; Gilpin, Ansley Tullos; Nancarrow, Alexandra F.; Brown, Melissa M. – International Journal of Developmental Science, 2019
Self-regulation and social cognition flourish as children begin school and engage with a new social environment. At the same time, this novel setting provides more complex social situations that children must navigate, including understanding when others may be lying to them. Social cognition and self regulatory abilities, such as Theory of Mind…
Descriptors: Self Control, Student Behavior, Social Cognition, Executive Function
Müller, Eve; Naples, Lauren Hunter; Cannon, Lynn; Haffner, Brenna; Mullins, Andrea – Early Child Development and Care, 2019
The purpose of this article is to describe a school-based, integrated arts programme designed to facilitate social and emotional learning (SEL) in young children with social cognitive challenges, and to report on student outcomes. Students received weekly arts instruction over the course of one academic semester as part of their social studies…
Descriptors: Young Children, Integrated Activities, Art Activities, Social Development
Green, Katherine B.; Robbins, Sandra H.; Bucholz, Jessica L. – Young Exceptional Children, 2019
The purpose of this article is to provide an overview, core strategies, and real-life examples of the universal tier of an early childhood multitiered system of positive behavior support: "The Pyramid Model." This article includes information from a variety of resources and classroom experiences to assist practitioners in the…
Descriptors: Positive Behavior Supports, Intervention, Young Children, Disabilities
Kohl, Katharina; Bihler, Lilly-Marlen; Willard, Jessica A.; Agache, Alexandru; Leyendecker, Birgit – Early Education and Development, 2020
This study examined how quantity and quality of early childhood education and care (ECEC) are related to the socio-emotional adjustment of children born in Germany (30-48 months old, N = 395). Previous research focused on a small set of ECEC features, used broad measures, and yielded inconclusive results. We assessed ECEC quantity (age at entry,…
Descriptors: Foreign Countries, Educational Quality, Early Childhood Education, Social Development
Jones, Allison; Cossentino, Jacqueline – NAMTA Journal, 2017
Allison Jones and Jacqueline Cossentino have taken the term child study to describe the work they do with children experiencing challenges. Their approach to child study attempts to change the typical question of "What is wrong with this child?" to "What is going on with this child?" They have created a system by which they try…
Descriptors: Montessori Method, Child Development, Student Needs, Young Children
Creating Positive Learning Environments in Early Childhood Using Teacher-Generated Prosocial Lessons
Johnston, Callum B.; Herzog, Teresa K.; Hill-Chapman, Crystal R.; Siney, Caitlin; Fergusson, Ashley – Journal of Educational Research and Practice, 2019
A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend…
Descriptors: Social Development, Emotional Development, Prosocial Behavior, Student Behavior
Ljusberg, Anna-Lena – International Journal for Research on Extended Education, 2018
This article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy's way from positioning himself as a "boy who does not fight" to a "boy who fights". In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different…
Descriptors: Foreign Countries, Males, Social Development, Social Influences
Le, Vi-Nhuan; Schaack, Diana; Neishi, Kristen; Hernandez, Marc W.; Blank, Rolf – American Educational Research Journal, 2019
Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children's social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced…
Descriptors: Kindergarten, Academic Achievement, Early Childhood Teachers, Achievement Gains
Kanine, Rebecca M.; Jackson, Yo; Huffhines, Lindsay; Barnett, Alexandra; Stone, Katie J. – Topics in Early Childhood Special Education, 2018
Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose…
Descriptors: Young Children, Child Abuse, Parent Child Relationship, Teacher Role
Goble, Priscilla; Pianta, Robert C.; Sabol, Terri J. – Applied Developmental Science, 2019
A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at…
Descriptors: School Readiness, Young Children, Predictor Variables, Academic Achievement
Manship, Karen; Quick, Heather; Holod, Aleksandra; Mills, Nicholas; Ogut, Burhan; Chernoff, Jodi Jacobson; Blum, Jarah; Hauser, Alison; Anthony, Jennifer; González, Raquel – American Institutes for Research, 2015
Transitional kindergarten--the first year of a two-year kindergarten program for California children born between September 2 and December 2--is intended to better prepare young five-year-olds for kindergarten and ensure a strong start to their educational career. The goal of this study was to measure the success of the program by determining the…
Descriptors: Kindergarten, Young Children, School Readiness, Transitional Programs