There is considerable controversy over the factors that shape infants' developing knowledge of grammar. Work with artificial languages suggests that infants' ability to track statistical regularities within the speech they hear could, in principle, support grammatical development. However, little work has tested whether infants' performance on…

Just as schools receive charters to run independently of districts, this brief proposes that teachers could receive charters to run classrooms independently of schools. In addition to providing teachers with more autonomy, charter teachers would give families the opportunity to select not the school their child attends but the individual who…

Evidence is clear that beginning in utero, children are constantly learning. Research shows enrollment in early childhood education programs before kindergarten increases school readiness and ensures children are on track with their peers. Quality early childhood education sets young children up for successful entry into school and careers.…

This qualitative study explored the experiences of Korean American (KA) immigrant parents of children with development disabilities (DDs) for their children with DDs living in the southeastern U.S. Using the Contextual Model of Family Stress as an organizing theoretical framework, we examined differences based on cultural characteristics, parents'…

Adverse childhood experiences (ACEs) can have a detrimental effect on child development and children exposed to these events early in life are at risk for maladjustment as they enter and progress through school. This study examined the developmental pathways through which ACEs influence student-teacher relationships in kindergarten, internalizing…

The present study investigated the relationship between adverse childhood experiences and reading comprehension as well as the relationship between current trauma symptoms and reading comprehension. Each of these relationships were investigated as being mediated by academic metacognition (i.e., knowledge and regulation of cognition while…

The majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1)…

Research that focused on Theory of Mind (ToM) development in blind children showed that they were delayed, but not permanently deficient, in various types of false belief tasks. More recent studies reported first evidence of typical ToM development in blind children and suggested that more comprehensive tools to evaluate ToM had to be used. The…

Spatial memory, the aspect of memory involving encoding and retrieval of information regarding one's environment and spatial orientation, is a complex biological function incorporating multiple neuronal networks. Hippocampus-dependent spatial memory is not innate and emerges during development in both humans and rodents. In children,…

The current study investigated the development of children's performance on tasks that have been suggested to underlie early mathematics skills, including measures of cardinality, ordinality, and intelligence. Eighty-seven children were tested in their first (T1) and second (T2) school year (at ages 5 and 6). Children's performance on all tasks…

This study examined the associations among maternal depression, mothers' emotional and material investment in their child, and children's cognitive functioning. Middle-class Chilean mothers and children (N = 875; 52% males) were studied when children were 1, 5, 10, and 16 years (1991--2007). Results indicated that highly depressed mothers provided…

In this article, Therese Lindgren and Magdalena Sjöstrand Öhrfelt compare two discourses that have been influential in the field of early education: the social-economic and the posthumanist. Studying how the young educable child is articulated in these seemingly contradictory discourses, Lindgren and Sjöstrand Öhrfelt have found that the…

Relevant studies have shown that if aggressive behavior is not stopped in early childhood and persists during elementary school, the risk of continued physical violence and other non-violent forms of delinquency increases during adolescence. Evidence also shows the effectiveness of an intervention that targets aggressive behavior when implemented…

This study investigated middle school students' beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes (n = 36) and one gifted class (n…

We investigated the association between individual differences in metaphor understanding and Theory of Mind (ToM) in typically developing children. We distinguished between two types of metaphors and created a Physical and Mental Metaphors task, echoing a similar distinction for ToM. Nine-year-olds scored lower than older age-groups in ToM as well…