By troubling notions of time-as-progress and human exceptionality, this paper considers what shifts in conceptualisations of children's literacies and futures might be possible in the context of faltering of capitalist logics of progress. The paper draws on a 3 year ethnographic study with families and young children in northern England, which…

Mainstream images of "toddler" tend to serve a humorous purpose in mass media, most often presenting children of this age (18 months-3 years) as out-of-control. This assumed "barbaric" toddler promotes early childhood as a time for intervention, expecting adults to be the shapers of behavior and knowledge within discourses of…

We examined the evolution of social pretend play in toddlers and tested whether children's age, gender, and language abilities were associated with changes in social pretend play over time. We employed a unique observational data set that followed 28 children (M[subscript age] = 27 months old; 57% boys) with each of two unfamiliar peers over 18…

The frequency and length of games, conflicts, and contingency sequences that took place between toddlers as they got to know one another were studied using archival data. The sample consisted of 28 unfamiliar 20- and 30-month-old toddlers (predominantly White, 16 males) who met separately with each of two other toddlers for 18 play dates. The…

This multi-method study examined mothers' and fathers' cognitive stimulation during parent--child interactions and toddlers' moral regulation (assessed via parent reports) as predictors of their executive functioning skills approximately 2½ years later. Forty children (23 girls and 17 boys) and their parents participated in both timepoints.…

A growing body of literature has established longitudinal associations between key social cognitive capacities emerging in infancy and children's subsequent theory of mind. However, existing work is limited by modest sample sizes, narrow infant measures, and theory of mind assessments with restricted variability and generalizability. The current…

This study explored child behaviours that enable mothers to perceive their child's minds. We administered the Mind Perception Questionnaire to 216 women with children aged between 0 and 24 months and 221 working women without children. Participants responded with mind perceptions for various entities, including for their children (a 0--2-year-old…

Children learn math concepts long before they enter school. Across all cultures, children are exposed to number and spatial language to varying degrees during everyday home routines. Yet most studies of math talk occur in the lab and target non-Hispanic, English-speaking families. We expanded inquiry to the spontaneous math language (i.e., number…

Purpose: The current investigation evaluated the extent to which early noun, verb, and adjective lexicon sizes predicted later grammatical outcomes in Mandarin-speaking children with and without late language emergence (LLE) using a parent report. Method: In Study 1, the parents of 24 Mandarin-speaking children with typical language filled out the…

This paper examines compassionate pedagogies in relation to an emotionally intense experience in a long day-care centre. Video observations were made of international preservice teachers undertaking an infant-toddler professional experience in Australia. The study is informed by Vygotsky's cultural-historical concept of emotional experience…

Early care and education (ECE) settings are influential in shaping children's early experiences. Informed by the Job Demands-Resources model, this study had two aims. First, we examined how ECE teachers' physical (i.e. muscular skeletal strain and infectious disease experience) and psychological (i.e. depression and job dissatisfaction) job strain…

The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that…

The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that…

Four experiments examined Canadian 2- to 3-year-old children's (N = 224; 104 girls, 120 boys) thoughts about shared preferences. Children saw sets of items, and identified theirs and another person's preferences. Children expected that food preferences would be more likely to be shared than color preferences, regardless of whether the items were…

Young children with developmental disabilities (DD) exhibit a range of strengths and weaknesses in cognitive, language, and adaptive skills. Identifying individual patterns of abilities across these domains is important for informing interventions. This study examines how 129 toddlers with significant developmental delays and less than 10 spoken…