Effects of "joint attention" were addressed on 3- to 4-year-olds' performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with…

Here the authors explore everyday teaching strategies that work to implement early childhood curriculum frameworks, using published transcripts of video-recorded data of real-life teacher-child interactions in early childhood centres in Australia and New Zealand. The analysis uses a conversation analysis approach to reveal the sequences of action…

The Indiana Department of Education (IDOE) is preparing to undertake the work of reviewing the state early learning standards - Indiana's Early Learning Foundations (the "Foundations"). In anticipation of this work, staff at IDOE have requested support from the Region 8 Comprehensive Center in identifying approaches states have taken in…

Places assigned and places chosen have major implications for the lives of children. While the former are a result of children's subordinate position in an adult world, the latter are the essence of their agency. Beginning at a young age children seek out places to claim as their own. Places, real and imaginary, shape children and children shape…

There is abundant evidence for the "video deficit": children under 2 years old learn better in person than from video. We evaluated whether these findings applied to video chat by testing whether children aged 12-25 months could form relationships with and learn from on-screen partners. We manipulated social contingency: children…

Word learning depends critically on the use of linguistic context to constrain the likely meanings of words. However, the mechanisms by which children infer word meaning from linguistic context are still poorly understood. In this study, we asked whether adults (n = 58) and 2- to 6-year-old children (n = 180) use discourse coherence relations…

This study investigated the flow experience of Jiro, a 2-year-old Japanese boy, regarding his violin playing in a social context. In this study, Jiro's violin playing was videotaped at home and during musical sessions for young children and families, guided by the author as a violinist-teacher-researcher. The method adopted a single case study…

Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and…

Infants, toddlers, and young children have unique needs when separated from their primary caregivers because of child abuse and neglect. Parents of these children often have their own histories of abuse and neglect and can benefit from assessments and interventions that bear in mind the effect caregiving histories have on present parenting. This…

This article traces the development of adult Pedagogic Strategies with children aged 0-5 years at the Pen Green Centre for Children and Their Families in England. Pedagogical Strategies are a conceptual framework of effective strategies both practitioners and parents "already" have to support children's learning. The methodology was…

When learning verb meanings, learners capitalize on universal linguistic correspondences between syntactic and semantic structure. For instance, upon hearing the transitive sentence "the boy is glorping the girl," 2-year-olds prefer a two-participant event (e.g., a boy making a girl spin) over two simultaneous one-participant events (a…

This study examined the independent and mediated associations between maternal depression symptoms (MDS), mother-child interaction, and child executive function (EF) in a prospective longitudinal sample of 1,037 children (50% boys) from predominantly low-income and rural communities. When children were 6, 15 and 24 months of age, mothers reported…

High rates of infant and toddler screen media use coupled with research indicating no benefit to this viewing have led the American Academy of Pediatrics (AAP) to advise against any screen media use with children less than 2 years old and less than 2 hours per day of entertainment programming for children 2 years and older (AAP, 2011). Our survey…

This article draws attention to the walking and running of young children as a key element of their multimodal communicative practices. In addition, the article argues that the walking and running of young children can be seen as a place-making activity, acknowledging the power of young children to create meaning in their world. Drawing on…

A rapidly growing industry creates and markets a vast range of screen media products designed specifically for babies and children under the age of three. Marketing of these products targets parents and is based on both implicit and explicit educational claims. Although the majority of products target literacy and numeracy, music presentations are…