It is well documented that young children need social Interaction, self-determination, and play to learn. But in the time of the COVID-19 pandemic, how does that translate to online learning? Psychologist and professor Wendy Ostroff suggests strategies and tips for engaging our youngest learners remotely.

The authors conduct a broad, cross-cultural review of the literature in fields such as psychology, education, speech-language pathology, early intervention, and library science concerned with board games and learning in young children. They include experimenter-developed and commercial board games and children's learning in mathematics, science,…

This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such…

Research Findings: This study focused on kindergartens serving low SES families and examined the associations between teachers' perceptions of their teaching experiences in their classroom and observed global classroom quality. Forty teachers and their classrooms participated. Teachers' perceptions of their teaching experiences in the classroom…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

This practical resource explains brain development from prenatal to age 8 with suggestions for activities educators and caregivers can use to foster children's cognitive growth. The authors begin with the basics of brain development, and the issues that affect it, and then provide information specific to infant, toddler, preschool, and…

Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved…

Social competency is a set of skills that provide children with the tools and abilities to successfully navigate the world around them. "Developing Social Competency in Young Children" looks at each of the seven Cs of social competence--communication, community building, coping, confidence, conflict resolution, control, and curiosity.…

The "Developmental Screening Guidebook" is designed as a reference guide on how to best support healthy growth and development of children throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities…

This research utilised a "stimulated recall" methodology [Calderhead, J. 1981. "Stimulated Recall: A Method for Research on Teaching." "British Journal of Educational Psychology" 51: 211-217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children's reflective…

This article reports findings from an evaluation study of a 10-week interactive drama residency in a large Head Start preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young…

During early childhood, practitioners and family members are often tasked with determining optimal approaches to support social skill development in young children with developmental disabilities in inclusive and self-contained settings. Eight different evidence based approaches are highlighted (social narratives, scripting, pivotal response…

Research has shown that early identification and intervention is crucial and can in fact minimise, and may even prevent, the challenges of dyslexia from becoming too detrimental at later stages of education. This book offers both research insights and practical guidance for teachers working in Early Years settings on how to create resource…

The aim of this study was to evaluate the effectiveness of using a social story intervention to improve social interaction skills in three students with autism aged between 7-8 years. A multiple-baseline-across participants design was used. To achieve the purpose of the study, the social stories were implemented. The intervention included reading…