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Peer reviewed
Direct linkAlbon, Deborah – Ethnography and Education, 2021
Scent matters in the lives of humans (and other living creatures). However, thus far, it is largely unexplored in ethnographic work in education. Drawing on and adding to the literature on 'smellscapes' as a way of conceptualising space, this paper adds new insights into early childhood education and care (ECEC) by reporting on the differentials…
Descriptors: Olfactory Perception, Racial Differences, Ethnography, Early Childhood Education
Bornstein, Marc H.; Henry, Lauren M.; Manian, Nanmathi – Developmental Psychology, 2021
We compared language comprehension and production across the second year of life in children of clinically depressed mothers who later remitted with children of nondepressed mothers. Altogether, 157 mother-child dyads participated: 46 with mothers diagnosed at infant age 5 months as having major, minor, or other depressive disorders who fully…
Descriptors: Language Acquisition, Child Language, Infants, Depression (Psychology)
Rems-Smario, Julie – ProQuest LLC, 2021
Implemented in 1998, the original intention of the California Newborn Hearing Screening Program (NHSP) was to provide Deaf babies early language opportunities so they can be successful academically. However, 20 years after the inception of the NHSP, Deaf children continue to be the lowest-performing group of students in public schools. One reason…
Descriptors: Deafness, Hearing Impairments, Attitudes toward Disabilities, Low Achievement
Lavelli, Manuela; Carra, Cecilia; Rossi, Germano; Keller, Heidi – Developmental Psychology, 2019
Studies conducted in Western countries document the special role of mother--infant face-to-face exchanges for early emotional development including social smiling. A few cross-cultural studies have shown that the Western pattern of face-to-face communication is absent in traditional rural cultures, without identifying other processes that promote…
Descriptors: Parent Child Relationship, Infants, Mothers, Longitudinal Studies
Lana Shklyar Nenide; Kate Sweeney; Gerard Costa; Neal M. Horen; Robert M. Corso; Jordana Ash, Contributor; Lynette Aytch, Contributor; Julie Betchkal, Contributor; Jean Budd, Contributor; Margo Candelaria, Contributor; Corinne G. Catalano, Contributor; Kimberly P. Diamond-Berry, Contributor; Faith Eidson, Contributor; Brandy Fox, Contributor; Keri Giordano, Contributor; Amy Hunter, Contributor; Harleen Hutchinson, Contributor; Nucha Isarowong, Contributor; Ashley McCormick, Contributor; Kelli McDermott, Contributor; Kaitlin Mulcahy, Contributor; Carmen Rosa Noroña, Contributor; Nichole Paradis, Contributor; Rebecca Parlakian, Contributor; Lindsay J. Pearson, Contributor; Thomas Rendon, Contributor; Julia Sayles, Contributor; Jayne Singer, Contributor; Staci Sontoski, Contributor; Kristin Tenney-Blackwell, Contributor; Mary Louise Hemmeter, Contributor – Brookes Publishing Company, 2025
Infant Mental Health (IMH) and the Pyramid Model (PM) are two frameworks with an important common goal: supporting the mental health and social-emotional well-being of infants, young children and their families. For the first time ever, one book integrates these two frameworks to create a more effective, knowledgeable, and responsive early…
Descriptors: Infants, Models, Mental Health, Diversity Equity and Inclusion
Marie L. Masterson – Teachers College Press, 2025
Culturally responsive teaching strengthens infants' and toddlers' sense of identity and belonging while building trust that enhances their relationship with caregivers. In this comprehensive book, child behavior expert and award-winning author Marie Masterson discusses early learning in the context of children's families, cultures, and lives,…
Descriptors: Culturally Relevant Education, Infants, Toddlers, Capital (Sociology)
Brydges, Ryan; Fiume, Andrea; Grierson, Lawrence – Advances in Health Sciences Education, 2022
Background: Invention and mastery learning approaches differ in their foundational educational paradigms, proposed mechanisms of learning, and potential impacts on learning outcomes. They also differ in their resource requirements. We explored the relative effects of 'invent and problem-solve, followed by instruction' (PS-I) learning compared to…
Descriptors: Simulation, Futures (of Society), Outcomes of Education, Mastery Learning
Early Speech Sound Production and Its Trajectories in Very Preterm Children from 2 to 4 Years of Age
van Noort-van der Spek, Inge L.; Dudink, Jeroen; Reiss, Irwin K.; Franken, Marie-Christine J. P. – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Very preterm (VPT) children are at risk for speech and language problems throughout school age. However, little is known about early speech sound production in these children. This study aims to present a detailed description of early speech sound production and its trajectories in VPT children from 2 to 4 years of age. In addition, this…
Descriptors: Premature Infants, At Risk Persons, Preschool Children, Speech Communication
Hong, Xiumin; Liu, Qianqian; Zhang, Mingzhu; Li, Hui – Early Education and Development, 2022
Research Findings: Driven by the universal two-child policy, the childcare services in China have stepped into a new era after 3-decade of neglect. This national study investigated the accessibility, quality, and administration of childcare services for children under age 3, by establishing a triangulation of survey, interview, and classroom…
Descriptors: Foreign Countries, Public Policy, Child Care, Preschool Children
Borovsky, Arielle – Developmental Psychology, 2022
Toddlerhood is marked by advances in several lexico-semantic skills, including improvements in the size and structure of the lexicon and increased efficiency in lexical processing. This project seeks to delineate how early changes in vocabulary size and vocabulary structure support lexical processing (Experiment 1), and how these three skills…
Descriptors: Toddlers, Semantics, Vocabulary Development, Language Processing
Blanck, Evelyn J.; Foley, Gilbert M.; Costa, Gerard – ZERO TO THREE, 2022
In this article, the authors describe a 3-year initiative in New York state, led by the New York Center for Child Development (NYCCD), through which more than 2,500 mental health clinicians were trained in the DC:0-5. Funding was provided through the creative use of the Preschool Development, Birth to Five federally funded Block Grant, and…
Descriptors: Early Intervention, Program Effectiveness, Allied Health Personnel, Professional Development
A Mediation Analysis to Disentangle Relations between Maternal Education and Early Child Development
Telias, Amanda; Narea, Marigen; Abufhele, Alejandra – International Journal of Behavioral Development, 2022
Maternal education is associated with early child outcomes. However, the several mechanisms that may explain this relationship remain underexplored. Using data from 1,097 children aged 12-15 months in Chile, we estimate the maternal education gap across child cognitive and language outcomes. Following a bioecological perspective, we explore…
Descriptors: Foreign Countries, Young Children, Mothers, Parent Education
Davis, Belinda; Dunn, Rosemary – Cogent Education, 2022
There is strong evidence that access to high quality early childhood education and care (ECEC) has a range of benefits for children's long-term development and learning outcomes. Furthermore, ECEC has the most benefits for children who experience vulnerability, marginalisation and disadvantage (Heckman, 2008; OECD Starting Strong, 2017; National…
Descriptors: Early Childhood Teachers, Infants, Toddlers, Low Income Students
McMullen, Mary Benson – Teachers College Press, 2022
With its real-life stories and invitations for reflection and conversation, this book is an ideal professional development resource for pre- and in-service birth-age 3 professionals. The author shares lived experiences of being in four distinctly different baby rooms as a researcher over extended periods of time. She frames each story around…
Descriptors: Professional Development, Infants, Toddlers, Child Caregivers
Bergelson, Elika; Swingley, Daniel – Child Development, 2018
To understand spoken words, listeners must appropriately interpret co-occurring talker characteristics and speech sound content. This ability was tested in 6- to 14-months-olds by measuring their looking to named food and body part images. In the "new talker" condition (n = 90), pictures were named by an unfamiliar voice; in the…
Descriptors: Infants, Language Processing, Infant Behavior, Food
