At the babbling stage, the syllable does not have the temporal characteristics of adult syllables because of the infant's limited oro-motor skills. This research aims to further our knowledge of syllable duration and temporal variability and their evolution with age as an indicator of the development of articulatory skills. The possible impact of…

There is general agreement that young children are capable of accessing mathematical ideas and should be given the opportunity to do so in their early childhood educational settings. However, existing research has established a range of challenges for early childhood mathematics education; in particular, related to educators' confidence and…

The current study investigated infants' spontaneous object interactions during naturalistic observation in a daycare centre in Japan. The researcher visited the class for 49 days, once a week, for one year (in the morning for about 1.5 h). Infants' and caregivers' interactions during free play time were videotaped. Of particular interest in this…

Standards and competencies are critical structural supports for any professional workforce, including early childhood professionals. Workforce capacity building, career progression, and career longevity can be supported by the foundation of consistent competency expectations. Defining and embedding consistent, evidence-based competencies is a…

The current study examined how mothers' production of four types of internal state words at multiple ages across the second year in a free play context was related to their infants' acquisition of those words. Twenty-nine mother-infant dyads were videotaped for 18 minutes during free play when infants were 13 and 17 months old. Mothers' total and…

Minor neurological dysfunction (MND) has been associated with learning, cognitive, and motor problems in preterm children. This study aims to study the prevalence of MND in preterm children without cerebral palsy in the preschool period and to investigate its association with school readiness. Forty-four children born at less than 37 weeks of…

The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of pointing at around 11 months of age, considering it "the" gesture that allows triadic interactions. However, recent studies have argued for the importance of earlier ostensive gestures…

Family, friend, and neighbor (FFN) care is child care provided by family members, friends, neighbors, or babysitters, and it is often defined by what it's not. It's not licensed child care, which is provided by teachers and child care workers in child care centers or family child care homes that follow regulations set by the state regarding…

The Program for Infants and Toddlers with Disabilities, Part C of the Individuals with Disabilities Education Act (IDEA), is a federal grant program that assists states in operating a comprehensive statewide program of early intervention services for infants and toddlers with disabilities, ages birth through age 2 years, and their families. This…

Caregiver-implemented intervention, commonly facilitated via coaching, is an increasingly common approach to early intervention for infants and toddlers with or at risk for autism spectrum disorder (ASD). The present systematic review examines four coaching components across the literature on caregiver-implemented intervention models for children…

Effective collaboration among team members is a fundamental responsibility for all Early Intervention (EI) professionals. EI can be described as a particular type of service and support for infants and toddlers with delays/disabilities under three and their families provided through Part C of the Individuals with Disabilities Education Act.…

This is the first large-scale study of resources as a form of "language management" -- that is, a way of influencing children's language practices. We introduce the distinction between child-directed resources (i.e. those providing parents with opportunities to engage with their children in the languages they are transmitting) and…

The transition to school is a sensitive developmental period for young children. Although children born very/extremely preterm have increased risk of health and developmental concerns, predictors of their school readiness and adjustment remain largely unexamined. Parents of very/extremely preterm-born children (aged 3-7 years; pre-transition n =…

There are many roles that women play in their lives. The most important of these roles is being a mother. The mother has to deal with other roles and responsibilities in her life. She wants to be successful in her working life, have healthy communication with her baby, and fulfill her responsibilities for the needs of her home. It causes some…

Parental engagement in stimulating activities and support in both formal and informal learning environments are important for early childhood development. However, little is known about how parental mental health and beliefs about early childhood development shape such investments. We draw on a sample of young children and their primary caregiver…