Researchers have noted divergent findings with respect to the relationships of practitioners' beliefs and their implementation of recommended practices. With Q-sort methods, this study examined practitioners' beliefs about practices in early intervention with samples of current practitioners (n = 211) and preservice students (n = 142). Findings…

We examined receptive language and academic abilities in children with selective mutism (SM; n = 30; M age = 8.8 years), anxiety disorders (n = 46; M age = 9.3 years), and community controls (n = 27; M age = 7.8 years). Receptive language and academic abilities were assessed using standardized tests completed in the laboratory. We found a…

The policy brief "Ethnographic Knowledge for Early Childhood" details the contributions of current ethnographic research in the area of early childhood education. The brief's main purpose is to demonstrate how ethnography (as a methodology) helps us better understand the context of early childhood programs, the types of settings and…

In this article, Laura Roy and Kevin Roxas draw from two studies with Somali Bantu refugee families in South Texas and Michigan. Findings from both study sites revealed a disconnect between how educators perceived the Somali Bantu families' educational goals and Somali Bantu families' actual views of education. In contrast to educators'…

There may have been a time when we in Kenya considered the use or abuse of drugs as a problem relating only to Western world. Today it has become an African problem to the extent that a month hardly passes without media reports on large quantities of drugs having been intercepted in a number of African cities and towns. The results of the study…

When a school-age child with disabilities is accepted into a childcare setting, it is only the first step. The sustenance of the care option depends on whether the setting makes appropriate adaptations to accommodate the child with disability in the setting. Parents face a host of challenges related to adaptations and accommodations. This study…

There is some evidence that systems of care are associated with improved outcomes for the children and youths who participate; however, little research has been conducted on how these approaches affect student functioning in school. In this study, the authors explored the relationship between participation in the Dawn Project system of care and…

A growing body of evidence indicates that for some children, early incidences of challenging behaviors are predictors of later difficulties. These incidences of challenging behaviors may predict mental health issues, social adjustment issues and/or increased challenging behaviors that will impede school success and impact transition to adult life…

Describes the steps to increasing levels of teacher involvement in child advocacy. Steps range from "dreamer" with a vision of a better condition, to "volunteer" who gives time and energy without compensation, to "fighter" who uses conflict and dissension to achieve goals. Suggests that this simple continuum encourages teachers to become involved…

Beliefs about and attitudes toward child care were examined among 134 mothers, 55 child care providers, 46 kindergarten teachers, and 62 employers in 11 rural Missouri communities. Mothers were very satisfied with quality of child care services and degree of employer support. However, teachers felt that their students were less ready for school…

Examined attitudes of 76 Singaporean preschool teachers and supervisors regarding integrating young children with disabilities into mainstream preschool centers. Findings indicated that the majority of teachers were willing to consider integrating but voiced concerns about their abilities to cope on a daily basis without relevant information about…

This study examined the relationship between educational background and the philosophical orientation of early childhood educators who worked as caregivers and teachers of preschoolers, ages 3 to 6 years, in one midwestern state (Indiana) in the United States. Specifically, the highest level of education attained by the early childhood…

Examines caregiver attitudes toward toddler conflict and considers ways to facilitate conflict resolution to promote toddler growth, learning, and social development. Suggests that the ways caregivers intervene often do not promote resolution between children. Presents prevention and intervention strategies and discusses implications for practice…

Draws on examples from a study of teachers' co-construction of definitions of curriculum in one New Zealand child care center to examine the influence of teachers' awareness of various early childhood education traditions/models and teachers' ideas about aspects of the center-based experience considered to be part of the curriculum. Concludes with…

Noting that staff guidance is an integral part of successful program administration, child- and youth-care administrators should understand the developmental level of the workers within the setting, note that workers' behavior may be attributed to individual traits or developmental characteristics, and understand that their reactions to workers'…