For socioeconomically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student--teacher relationships and classroom emotional support as two features of the…

The aim of this study was to examine co-variation in the development of self-regulatory skills evident in pre-kindergarten and evaluate the implications of that variation for school adjustment in kindergarten and first grade. Measures of self-regulatory skill development included: direct assessments of EF (executive function) (e.g., Peg Tapping,…

This qualitative study explored the reasons why suburban district leaders opted for full-day or half-day kindergarten programming in a sample of four local suburban districts operating such programs in Southeastern, Pennsylvania. The primary data source was interviews with key district leaders including school board members, superintendents,…

Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related…