There is a research base for practices associated with Positive Classroom Behavior Supports (PCBS). An ongoing concern in the field is how to support educators in selecting and implementing with fidelity, the evidence-based practices matched to student needs. The classroom strand at the recent 2022 Center on Positive Behavioral Interventions and…

Current research around the middle grades has brought a heightened attention by teachers, policymakers, and researchers recognizing that this stage is a time when a students' health and social and emotional well-being directly impacts their academic progress. To date, school leaders and teachers have not been well served by explicit resources for…

We examined the pathway from grandparental childcare support at age 3 to child social and emotional outcomes at age 7 through maternal mental health and mother-child relationship at age 3 in a sample of n = 1495 biological mothers and their children from the UK's Millennium Cohort Study. Structural equation modelling showed that time spent in the…

Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the…

The transition to early childhood education is important for all stakeholders. This study aimed to examine the expectations of teachers and parents whose children were starting school for the first time regarding themselves and each other during the preparation for and transition to school. Sixteen parents and eight teachers participated in the…

The inconsistent implementation of the Whole School, Whole Community, Whole Child framework within one school district has been a problem. The purpose of this study was to explore the perceptions and experiences of 17 participants (nine teachers, three school counselors, two librarians, two administrators, and one instructional coach) in a school…

Purpose: The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions. Design/methodology/approach: The empirical data were obtained through interviews among ten interracial teachers. The analysis was…

In Maryland, one way children's well-being is measured is by looking at the data from the Kindergarten Readiness Assessment (KRA). While the data can illustrate how children perform on various indicators across language and literacy, mathematics, social foundations, and physical well-being and motor development, it is really a reflection of the…

Self-regulation in early childhood, including the ability to regulate one's own thoughts, behaviors, and emotions, are associated with a range of outcomes including academic performance, and social development. Research has extensively examined the effects of mother's parental involvement and parenting experiences, such as parenting stress and…

In line with best practices for high-quality out-of-school time (OST) programming and youth development, Boys & Girls Clubs of America (BGCA) programming focuses on the program environment, the establishment of positive relationships, opportunities for youth development, and opportunities for families to engage. Research has consistently shown…

The aim of this study was to examine practices of teachers to support the social relations of children with their families, peers, teachers and institution personnel in the preschool period. This research was conducted with a phenomenological design, one of the qualitative research methods. The participants of the study were 24 pre-school teachers…

The aim of the present study was to provide a comprehensive model for assessing family context and to explore the reliability and factor structure of the Haezi Etxadi-Family Assessment Scale (HE-FAS 4), an exhaustive measure covering variables related to family context influencing child development, described over the past two decades. A sample of…

Using data from a Midwest project, this study examines malleable factors associated with the reduction of language, achievement, and social-emotional development gaps among Black, Latine, and White children at the end of kindergarten. Gaps at the end of kindergarten between Latine and White children in expressive language, and between Black and…

Mealtimes have rarely been considered outside a healthy eating agenda yet may be important social contexts for children's social, emotional and moral development. Little research has examined the social value of time spent in the school lunch room. This study examined the nature of children's interactions, activities and experiences of mealtimes…

Aistear: The Early Childhood Curriculum Framework, was launched in Ireland in 2009. The framework is applicable in all settings where children in the 0-6-year range are present; this includes all early years settings and the first two years of primary schools, referred to as "infant classes" in the Irish context. This article shares the…