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Defending the Early Years, 2020
In this report, Defending the Early Years (DEY) offers offers some thoughts and suggestions for supporting young children through COVID-19. Topics discussed include: (1) falling behind; (2) communicating with grandparents, family, and friends; (3) routines; (4) play; (5) time to teach skills; (6) screen time; (7) talking with children; and (8)…
Descriptors: COVID-19, Pandemics, Young Children, Coping
Lam, Lawrence T.; Wong, Emmy M. Y. – Early Child Development and Care, 2018
This cross-sectional observational study aims to examine the current status and familial factors associated with social competence and emotional well-being among young children in an urban city in the East Asia region. Early childhood teachers assessed the social competence and the emotional state of preschool children with the Social Competence…
Descriptors: Foreign Countries, Interpersonal Competence, Well Being, Emotional Development
Gunnar, Megan R.; Kryzer, Erin; Van Ryzin, Mark J.; Phillips, Deborah A. – Developmental Psychology, 2011
Children of ages 3 to 4.5 years (N = 107; 45 boys, 62 girls) were studied twice, 6 months apart, to examine whether the cortisol rise in child care at Time 1 (T1) was associated with (a) changes in anxious, vigilant behavior from T1 to Time 2 (T2) and (b) higher internalizing symptoms at T2. Controlling for measures of home environment and child…
Descriptors: Inhibition, Family Environment, Child Care, Preschool Children
Farver, Jo Ann M.; Xu, Yiyuan; Eppe, Stefanie; Lonigan, Christopher J. – Early Childhood Research Quarterly, 2006
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39-49 months (M=45.00; S.D.=5.40) completed questionnaires about their family demography, their home…
Descriptors: Family Environment, Preschool Children, Hispanic Americans, School Readiness