Low-income children often enter kindergarten behind higher-income peers in math; gaps also exist in social-emotional aspects of school readiness, fueling interest in cross-domain relations and whether -- and which -- social skills matter for promoting early math skills. With a sample (N = 76) of mostly low-income, minority preschool children, we…

In 2020, the Governor of Washington issued a directive to the Washington State Department of Children, Youth, and Families (DCYF) and a letter to Office of Superintendent of Public Instruction (OSPI) for the agencies to identify near-term administrative efficiencies and longer-term strategies to improve the alignment and integration of…

The Waterford Institute recognizes that nearly half of the country's 4-years-olds face socioeconomic barriers that keep them from early education. Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) is a home-based computer preschool program developed and provided by Waterford to prepare young children for school entry and future…

Background: Children with developmental language disorder (DLD) are less prepared for school than typically developing children and are therefore at risk for academic, social, and behavioral difficulties when they enter school. To support these children, early family-centered intervention is recommended. However, access to effective care remains…

In the Republic of Ireland there has been substantial investment in Early Years provision. The number of different types of settings for pre-school children and the associated research has grown significantly. This paper contributes to existing knowledge by reporting the findings of a qualitative participatory study carried out in the Republic of…

During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…

Historically Danish preschool has emphasised play and downplayed curricular planning. Over the last 20 years, there has been heightened emphasis on learning and goal orientation. This article explores the consequential framing of play as result of that shift. This is done first by discussing the changes in policy and discourse in Denmark in…

Minor neurological dysfunction (MND) has been associated with learning, cognitive, and motor problems in preterm children. This study aims to study the prevalence of MND in preterm children without cerebral palsy in the preschool period and to investigate its association with school readiness. Forty-four children born at less than 37 weeks of…

Background: Over the past few decades early self-regulation has been identified as foundational to positive learning and wellbeing trajectories. As a consequence, a wide range of approaches have been developed to capture children's developmental progress in self-regulation. Little is known, however, about whether and which of these are reliable…

Social-emotional skills are essential for preschool children's mental health and later school success. Considering the variety of school-based interventions aiming to target SEL development, it remains unclear what programs can be considered evidence-based, and what features characterize well-established programs. Hence, the current systematic…

Early learning interventions are widely implemented in developing countries yet instruments to reliably measure the effects of such programs on children's development and learning in specific contexts are needed. This study examines the measurement properties of a globally-informed instrument adapted to measure school readiness in Laotian children…

In the present study, we investigated the relative impact of age- versus schooling-related growth in school readiness skills using four modeling approaches that leverage natural variation in longitudinal data collected within the preschool year. Our goal was to demonstrate the applicability of different analytic techniques that do not rely on…

In the present study, we investigated the relative impact of age- versus schooling-related growth in school readiness skills using four modeling approaches that leverage natural variation in longitudinal data collected within the preschool year. Our goal was to demonstrate the applicability of different analytic techniques that do not rely on…

This study examined whether associations exist between PA intensity, self-regulation, and indicators of school readiness, a proxy for academic achievement, in young children. Thirty young children completed assessments of physical activity, school readiness indicators, and self-regulation. Physical activity intensity was classified as light,…

The interrelationships between math and behavioral skill development prior to school entry are not well understood, yet have important implications for understanding how to best prepare young children for kindergarten. This study addresses this gap by utilizing a sample of 1,750 children (53% male; 47% White, 16% Black, 16% Hispanic, 8% Asian, and…