Pre-kindergarten (Pre-K) improves the school readiness of all children, but less is known about whether associations between enrollment in Pre-K and different indicators of social-emotional and executive functioning (EF) skills are sustained as children move into and across elementary school. The current study examines associations between…

Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood education. The current study examined a kindergarten readiness summer program (Bridge to Kindergarten; B2K) that…

Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness-based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the…

This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language…

Background: Among children diagnosed with developmental delays, difficulties in self-regulation are prominent and have been linked to school readiness problems. Objective: The current study sought to examine the impact of the Kids In Transition to School (KITS) school readiness intervention program on self-regulation, with a specific focus on…