In preschool settings, ample evidence has long existed that some administrators and educators rely heavily on exclusionary practices to address unwanted behaviors despite evidence they are ineffective. There is a need for evidence-based interventions that provide teachers with skills to foster positive student--teacher relationships, teach…

Tutoring ranks among the most versatile and potentially transformative educational tools available. Dozens of randomized experiments have evaluated preK-12 tutoring programs, varying widely in approaches, contexts, and costs. This article presents results from a systematic review and meta-analysis of tutoring field experiments. We develop a…

The present study aimed to examine the effect of a dialogic book reading program on preschool children's perspective taking skills. In line with this aim, a dialogic book reading program was designed, and its effects were tested in a quasi-experimental study involving both pre/post and follow-up tests. The study group consisted of 42 five-year old…

Conflicts are inevitable in interpersonal relationships. In fact, they are usual in early childhood education centers and, thus, many educators consider them readily available educational tools, particularly valuable for children's social development if they are constructively managed. In this research, we investigate the educational management of…

Addressing racial bias in early childhood is crucial for fostering inclusivity and reducing social inequalities. This study examined the effectiveness of individuation training in reducing racial bias among Canadian preschool-aged children and explored how interracial contact might influence changes in children's implicit anti-Black bias. A total…

This case study aims to report on the psychological assessment and intervention for a 4-year-old preschooler with selective mutism. A comprehensive assessment that involves parents and teacher interview, classroom observation, Seguin Form Board Test (SFBT), Vineland Adaptive Behaviour Scales Third Edition (Vineland-3), Behaviour Assessment System…

This study aimed to explore the effect of a mindfulness-based curriculum designed especially for preschoolers on facets of executive functions. Fifty-one preschoolers were randomly assigned to either a mindfulness and kindness curriculum (MC) or an active control dialogic reading program (DR). A battery of behavioral and neurophysiological tests…

The aim of the present study was to investigate the effects of block play on the creativity of children. The present study adopted a quasi-experimental research design, with pre- and post-test control groups. The study group consisted of a total of 52 children, enrolled at preschool education institutions in Ankara province in Turkey. The children…

The current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises…

Background: Systematic reviews and meta-analyses of interventions can provide critical evidence for educators and policymakers by providing insights into the effectiveness of related interventions. The quality of included studies builds the foundation for a high-quality review, while bias in the included studies increases the risks of unreliable…

It is widely assumed that (1) children with challenging behavior may lack the social-emotional skills to be successful in classroom settings and (2) instruction in social-emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social-emotional skills…

Preschool children considered at risk for future reading difficulties experience unique and complex combinations of risk factors. In this exploratory study, we used latent profile analysis (LPA) to investigate the underlying classifications of children identified as at-risk for reading difficulties (N = 281) along selected cognitive,…

A critical gap exists between research-driven early reading disability (RD) prevention efforts and practice. To help bridge this gap, we describe the development of a technology-based tool to help preschool teachers implement responsive "assessment-guided" practices (screening, intentional teaching, and reflective monitoring, evaluation,…

This study investigated the feasibility of a vocabulary-based teacher intervention to increase preschool teachers' production of complement clauses (e.g. "I wonder if we can put the monkey in the tree") in teacher-children play interactions. Using a multiple baseline across participants design we measured the impact of an intervention…

The purpose of this study was to investigate how caring student-teacher relationships facilitate positive student behavior. Additionally, it examined the effect of student behavior when building positive student-teacher relationships. Previous research by the authors determined that when teachers build relationships with children it is one of the…