We taught social responses to young children with autism using an adult as the recipient of the social interaction and then assessed generalization of performance to adults and peers who had not participated in the training. Although the participants' performance was similar across adults, responding was less consistent with peers, and a…

This guidebook is designed as a reference guide on how to best support healthy growth and development of children throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities all play important roles in…

Primary-grade students' experiences with text should prepare them to critically read an extensive range of text types throughout their schooling and career, a primary goal of the Common Core State Standards (CCSS). However, research demonstrates that narrative text overshadows other text types in the primary grades. The purpose of this…

Communicative and social capacities are known to be of primary developmental importance to all children and often present a particular difficulty for children with neurodevelopmental disorders. A recurring challenge for teachers is achieving effective communication with children who span developmental diversity (e.g. inclusive settings or those…

This article examines the bodies of knowledge that influence and inform the teaching of mathematics methods courses for preservice early childhood teachers, focusing on the U.S. context. In particular, the article reports on an analysis of scholarship published over the last 20 years in four journals (two focused on early childhood education and…

This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

This article examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. Children's collaborative composing with a digital puppetry app on a touchscreen--with many hands all busy dragging, resizing, and animating puppet characters, and many voices making sound effects, narrating,…

This paper presents the findings of an interview study (phase one of a three-phase doctoral research project) that attempted to establish practitioners' and parents' views of why parent-child group music making activities are offered in interdisciplinary Children's Centres in England for the 0-3 years age range. These settings are community hubs…

Research Findings: Children who speak English are slower to learn the counting sequence between 11 and 20 compared to children who speak Asian languages. In the present research, we examined whether providing children with spatially relevant information during counting would facilitate their acquisition of the counting sequence. Three-year-olds…

Background: Although a large body of research has investigated teachers' reading-related knowledge and associated pedagogical practices, comparatively little is known about these factors in parents. Therefore, the present study examined the association between parental reading-related knowledge and feedback during child-to-parent reading. Methods:…

Early childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education…

In Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and thinking and an increased motivation to learn.…

Conducted at two separate natural outdoor classrooms with preschool-aged children from three to five years old, this qualitative research study investigated how outdoor environments supported children's creativity and imagination. Although many studies have explored the development of creative arts in the young children, few have focused on…

This design study investigated the use of multiplication and division problems to help 5-year-old children develop an early understanding of multiplication and division. One teacher and her class of 15 5-year-old children were involved in a collaborative partnership with the researchers. The design study was conducted over two 4-week periods in…

Discrete-trial instruction (DTI) is a behavioral method of teaching young children with autism spectrum disorders (ASD) that has received a significant amount of research support. Because of a lack of qualified trainers in many areas of the world, researchers have recently begun to investigate alternative methods of training professionals to…