Background: Beginning with a proposition that physical education (PE) and early childhood education (ECE) build affinities through shared developmental interests, this article works the gaps made possible when PE meets with ECE in unfamiliar ways. Through a shared investment in the normalizing and minoritizing functions of child development, how…

In "Learning Without Lessons," David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for…

This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium…

Early childbearing is associated with high maternal stress and family violence. However, the long-term effects of rapid repeat pregnancy (RRP) in young motherhood on child outcomes remain largely unknown. This study examined the pathways between maternal RRP at young ages and child psychosocial problems and emergency room visits in later years. A…

In this article, we examined young Finnish children's social relationships, characteristics of their parents' social networks and the role of parental networks in children's peer relationships. We drew on the data collected from a Finnish longitudinal study known as Steps to the Healthy Development and Well-Being of Children. The data from two…

This study examined the effectiveness of the "Thrive by Three" intervention for 1- to 3-year-old's language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than…

The main purpose of this pilot study was to explore the rate and extent to which school psychologists are considering different developmental, linguistic, and environmental factors of English Learners. The sample of this study included coding bilingual psychoeducational evaluations (N=120) for such factors using the D-STPGE scale as a guide to…

Families and other caregivers play a major role in children's learning and success in school. Psychologists have learned a great deal about how families can help their children learn and thrive in the classroom. Through conversations with caregivers and extensive research, psychologists have developed ideas about how children learn, what helps…

The need for valid and reliable ways to assess developmental outcomes of preschool children becomes continually more acute as public investments in preschool education grow, with corresponding pressure for programs to demonstrate their ability to influence child outcomes. The authors conducted studies of one assessment widely used in Head Start…

Background: Early childhood education and care (ECEC) centres have historically been overlooked and undervalued globally. However, recent economic investments and numerous changes have significantly impacted the role of ECEC centre leaders and their requirements. Moreover, recent research on educational leadership highlights its importance for…

The study sought to understand the general trajectory of children's executive function, as well as whether there was heterogeneity among monolingual English-speaking and dual language learning children in their growth of executive function. In addition, the study examined whether monolingual English-speaking and dual language learning children…

Sustainable Development Goal 4 (SDG 4) aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to "ensure that all girls and boys have access to quality early childhood development, care and pre-primary…

This study has two objectives: (1) to report the results of a large-scale, longitudinal evaluation of the WITS Programs that included a large sample of elementary school children (n = 1967) from 27 rural schools (including 16 program schools) and (2) to examine and discuss the effects of average developmental trajectories and of heterogeneity in…

Accurate data on the extent to which residential homes for children in Ghana are in compliance with national standards for quality of care and case management are lacking. To begin to address this gap, a census of residential homes and an enumeration of the child population were undertaken in 2019, followed by a survey on a representative sample…

Background: Behavioral health interventions that support low-income children and their families in under-resourced communities have a positive impact on child development; however, few interventions exist that highlight approaches providers use to contribute to this positive development. Objective: To identify key strategies used by pediatric…