Parent-teacher relationships are known to promote positive outcomes for young children in early childhood education; however, parents and teachers face barriers to forming quality relationships. To better understand how to support parents and teachers in forming quality relationships, the present systematic review sought to identify existing…

We extended research on social skills training to determine if the activities first-grade students were engaged in while Tootling would influence their performance of two recently trained social skills: complimenting and encouraging peers. After receiving social skills training, students engaged in two experimental small-group activities, a…

Structured motor play is crucial to the motor and social development of children with disabilities. However, many teachers report that including children with disabilities in motor play is challenging, especially during virtual learning. The purpose of this interview study was to explore 26 preschool teachers' perspectives on engaging children…

This study's purpose was to elucidate the experiences of educators raising and responding to child-related concerns within Early Childhood Education and Care settings. Parent satisfaction with interactions, educators' ratings of how well interactions went, and educator confidence related to raising or responding to concerns, were examined.…

The purpose of this qualitative descriptive study was to explore how parents and teachers described their perceptions of parent engagement strategies (Epstein's six types of involvement) in pre-kindergarten classrooms to support the social-emotional competence (SEC) of pre-kindergarten students. Fifteen participants located in a Southeastern U.S.…

Valid information on early social-emotional competence is essential to diagnose, treat, and prevent behavioral problems in children and adolescents. Particularly in young children, social-emotional competence is frequently measured using parent and teacher ratings that frequently exhibit low agreement. Therefore, the present study on n = 532…

Background: Educational and healthcare systems operate in silos. Few studies explore educators' perspectives of collaboration with pediatricians or cross-system solutions for school-identified concerns. We sought to investigate educators' viewpoints of collaboration with pediatricians. Methods: We conducted semistructured, qualitative interviews…

This study aims to explore the effect of music education on the acquisition of social values by preschool children. In this study, a quasi-experimental pattern model with the pretest-posttest control group is employed. The Preschool Social Values Scale is used for collecting the data. The participants of this study are 26 preschool children (the…

The COVID-19 pandemic, which continues to be effective today, disrupted our daily lives in many areas and caused some changes. Along with the pandemic process, social life, daily activities and working life, as well as education and training life, were also affected and many countries have switched from face to face education to distance…

This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional…

The risk for many young children from minority backgrounds of being excluded from a quality education might be reduced through the creation of a positive classroom climate. A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early…

Twenty-four early childhood educators in an urban city in the United States completed a social-emotional learning course as part of an intervention to explore how teachers learn to value and practice positive guidance principles. Affection between 124 teacher-child dyads was tracked weekly to measure change in teacher-child relationships.…

This study examined whether mother-teacher, father-teacher, teacher-parent, and teacher-child relationships were linked to the socioemotional functioning of children (N = 42) aged 18-40 months. Results indicated that when mothers perceived their child's teacher more positively, fathers perceived the teacher more positively. In turn, teachers also…

Educators have debated whether computers and various other forms of technology, specifically, digital technology, should be used in preschool classrooms. While much research exists surrounding technology use and academic support, there is little empirical research surrounding how technology use by preschool children impacts their social and…

Social-behavioral functioning during early childhood is associated with children's academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent--teacher and student--teacher relationships predicted children's social skills and problem behaviors across the preschool to Grade 1…