Examines the association between quality of mother-child interaction assessed at kindergarten entry and children's social and academic outcomes in middle school. Results indicate that positive quality of mother-child interaction accounted for unique variance in social and academic success in early adolescence over and above the contribution of…

The article proposes more consideration of preventive services as a viable alternative to current service delivery models for special education services. Primary, secondary, and tertiary prevention services are described. Reasons for more preventive service delivery systems are identified and the research on risk and child development is reviewed.…

This book presents the Contextual Systems Model (CSM), a theoretical framework for the study and education of young children at risk for failing at formal schooling. Chapter 1, "Contemporary Children and Risk," provides a demographic snapshot of the realities of children's lives and introduces formal concepts regarding risk and risk…

Explains the volume's goal of providing a framework for inquiry into the role of relationships between children and nonparental adults in children's development. Reviews the volume's seven articles, each of which addresses an important developmental question and has implications for policy and practice in child care and school settings. (BC)

Discusses general conclusions for which evidence is provided by the research presented in this issue. Conclusions relate to (1) child-teacher relationships and attachments; (2) concordances between children's relationships with their teachers and parents; (3) children's internal representations of their relationships; (4) factors underlying…