A child's ability to develop relationships and connections with others, a sense of who he or she is in the world, and an ability to control impulses and emotions are at the core of social-emotional development. In early childhood, parent reports are one of the most common methods for assessing this type of development. However, parents from…

Background: Research has shown that participating in activities outside of school hours is associated with lower dropout rates, enhanced school performance, improved social skills, and reduced problem behaviors. However, most prior studies have been limited to small populations of older children (greater than 12 years). This analysis focuses on…

This study examines protective factors for young adult alcohol use disorders, depression, and comorbid alcohol use disorders and depression. Participants were recruited from all fifth-grade students attending 18 Seattle elementary schools. Of the 1,053 students eligible, 808 (77%) agreed to participate. Youths were surveyed when they were 10 years…

Using data from the first 2 phases of the NICHD Study of Early Child Care, the authors examine the links between maternal employment in the first 12 months of life and cognitive, social, and emotional outcomes for children at age 3, at age 4.5, and in first grade. Drawing on theory and prior research from developmental psychology as well as…

Joe L. Frost is Parker Centennial Professor Emeritus at the University of Texas, Austin, and one of America's leading experts on play and playgrounds. In addition to having taught child development and early childhood education at Texas and several other universities, he has written or edited fifteen university-level textbooks and more than one…

Social skills training programs are frequently used with students who are at risk for or who have emotional and behavioral disorders. These students often experience social skills deficiencies, antisocial behavior, and negative peer relationships. Because the media is an important factor in the socialization and interaction of students, there…

The first five years of a child's life are a time of physical, emotional, and cognitive growth. The amount of support children receive during these early years can be strongly connected to the level of success they achieve later in life. Children whose families involve them in activities that allow them to wonder and experiment often take pleasure…

The 2004 Council on Rehabilitation Education (CORE) standards were revised to include Human Growth and Development (HGD) as a knowledge domain. The HGD domain introduces a significant amount of new content to the curriculum, including several topics that have not traditionally appeared in the rehabilitation counselor educational curriculum. Thus,…

The development of language and literacy is the foundation for all other learning. This statement is the guiding philosophy at the Iowa School for the Deaf (ISD). Teachers at ISD believe that intensive, highly structured early intervention and education work best to support cognitive and communication development in their students. However, little…

We combined eye-tracking technology with a test of facial affect recognition and a measure of self-reported social anxiety in order to explore the aetiology of social-perceptual deficits in Asperger's syndrome (AS). Compared to controls matched for age, IQ and visual-perceptual ability, we found a group of AS adults was impaired in their…

The Broader, Bolder Approach to Education Task Force is made up of 62 national policy experts, with diverse political affiliations, who come from fields that include education, social welfare, health, housing, and civil rights. This article presents a shortened version of the Task Force's recently released statement on the Broader, Bolder Approach…

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination…

It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them. Educators are very serious about education in CES schools. However, in their earnest attempts to engage students in meaningful and thought-provoking work or dialogue, is it possible…

This study examines the effects of kindergarten retention on children's social-emotional development in the early, middle, and late elementary years. Previous studies have generated mixed results partly due to some major methodological challenges, including selection bias, measurement error, and divergent perceptions of multiple respondents in…

This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe…