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Peer reviewed
Direct linkFrédérique C. Yova; Jonee Wilson; Temple A. Walkowiak – Journal of Early Childhood Research, 2024
The purpose of the study was to better understand the phenomenon of exploring early mathematics through book reading. The study centers on Head Start and lays on Bronfenbrenner's bioecological framework). Two sub-questions guided the qualitative single case study of six Head Start adult participants (teachers, parents, administrators): (1) What…
Descriptors: Mathematics Education, Picture Books, Early Intervention, Federal Programs
Isita Tripathi; Christine T Moody; Elizabeth A Laugeson – Autism: The International Journal of Research and Practice, 2024
Parent involvement in social skills training programs for autistic children has been associated with improvement in child and family functioning. However, limited research has explored parents' treatment experiences, which may elucidate key therapeutic elements mediating long-term maintenance of outcomes. This study examines parent perspectives on…
Descriptors: Autism Spectrum Disorders, Interpersonal Competence, Preschool Children, Intervention
Giselle Martinez Negrette – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
This ethnographic case study investigates one dual language (DL) program in the midwestern United States. Drawing on concepts of "The White Space" (Anderson, 2015) and spaces of multilingualism (Blommaert et al., 2005), it explores the social perceptions, actions, and normative sensibilities of young children in a DL program where people…
Descriptors: Young Children, Bilingual Education Programs, Attitudes, Behavior
Kyle M. Frost; Anamiguel Pomales-Ramos; Brooke Ingersoll – Journal of Autism and Developmental Disorders, 2024
Joint attention and imitation are thought to facilitate a developmental cascade of language and social communication skills. Delays in developing these skills may affect the quality of children's social interactions and subsequent language development. We examined how responding to joint attention and object imitation skills predicted rate of…
Descriptors: Attention, Autism Spectrum Disorders, Imitation, Predictor Variables
Maarit Alasuutari; Ville Ruutiainen; Kirsti Karila – Education Inquiry, 2024
Finland has traditionally had a universal early childhood education and care (ECEC) system like the other Nordic countries, but in the last 15 years this system has undergone considerable marketisation and privatisation suggested to enable parental choice of ECEC. Much of the existing research on parental ECEC decisions has been conducted in…
Descriptors: Early Childhood Education, Foreign Countries, Private Schools, Access to Education
Collaborative Working in Speech and Language Therapy for Children with DLD--What Are Parents' Needs?
Inge S. Klatte; Manon Bloemen; Annemieke de Groot; Tina C. Mantel; Marjolijn Ketelaar; Ellen Gerrits – International Journal of Language & Communication Disorders, 2024
Background: Collaborative practice between therapists and parents is a key element of family-centred care and is essential if we want to address family priorities and needs in interventions. However, collaborative practice is challenging for speech and language therapists (SLTs) and parents. To facilitate collaboration, collaborative practices…
Descriptors: Speech Therapy, Parent Participation, Developmental Disabilities, Language Impairments
Zienab M. Mady; Tayseer S. Abdeldayem; Seham M. Elmwafie; Amr S. Ramadan – Intellectual and Developmental Disabilities, 2024
This study aimed to determine the effectiveness of a designed training program for nurses toward early detection of developmental disabilities among children aged 0-3 years. A group of 21 licensed nurses with professional experience ranging from 5-11 years participated in the study. The participants completed the measurements to evaluate their…
Descriptors: Nurses, Training, Disability Identification, Young Children
Allyson L. Snyder; Drew P. Cingel; Alexis Patterson Williams – Journal of Children and Media, 2024
Promoting science, math, engineering, and technology (STEM) skills for young children provides foundation for and interest in later STEM learning, making early childhood an important time to develop these competencies. Young children also spend increasing amounts of time with media, and thus it is important to understand if children are accessing…
Descriptors: Parent Background, Educational Attainment, Scientific Literacy, Self Efficacy
Leslie Abrew King – ProQuest LLC, 2024
This study reframes the issue of kindergarten office discipline referrals (ODRs) as an opportunity to enhance social-emotional learning (SEL) and create a supportive classroom environment rather than solely focusing on managing disruptive behaviors. Discipline issues significantly impede learning and interventions must be more consistent and…
Descriptors: Kindergarten, Discipline, Student Behavior, Referral
Clarissa Bunch Wade – ProQuest LLC, 2024
Naturalistic instruction strategies support increased opportunities for young children to practice attainment of communication and social emotional skills. This is critically important for young children with autism spectrum disorder, which is characterized by challenges in communication and social emotional development. Specifically, children…
Descriptors: Autism Spectrum Disorders, Young Children, Coaching (Performance), Technology Uses in Education
Xiaowen Wang; Kan Kan Chan; Qianru Li; Shing On Leung – Journal of Educational Computing Research, 2024
The interest in Computational Thinking (CT) development among young learners increases with the number of studies located in literature. In this study, a meta-analysis was conducted to address two main objectives: (a) the effectiveness of empirical interventions on the development of CT in children aged of 3-8 years; and (b) the variables that…
Descriptors: Young Children, Computation, Thinking Skills, Meta Analysis
Yibin Zhang; Brian MacWhinney; Jing Zhou – SAGE Open, 2024
For proper assessment, diagnosis, and treatment of language disorders in Mandarin children, it is important to have measures that closely track the course of normal development. The current study uses a large collection of spontaneous conversational language samples to track the developmental course of five language measures: mean length of…
Descriptors: Norm Referenced Tests, Mandarin Chinese, Syntax, Clinical Diagnosis
Download full textMargaret Leighton; Anitha Martine; Julius Massaga; Emmanuel Bunzari – Annenberg Institute for School Reform at Brown University, 2024
This paper presents causal evidence on the impact of parenting practices on early child development. We exploit exogenous changes in nurturing care induced by a parent training intervention to estimate the impact of nurturing parenting practices on child outcomes. We find a large and significant impact measured at age two; in contrast, at age four…
Descriptors: Parenting Styles, Child Development, Young Children, Age Differences
Kimberly L. H. Carpenter; Naomi O. Davis; Marina Spanos; Maura Sabatos-DeVito; Rachel Aiello; Grace T. Baranek; Scott N. Compton; Helen L. Egger; Lauren Franz; Soo-Jeong Kim; Bryan H. King; Alexander Kolevzon; Christopher J. McDougle; Kevin Sanders; Jeremy Veenstra-VanderWeele; Linmarie Sikich; Scott H. Kollins; Geraldine Dawson – Journal of Autism and Developmental Disorders, 2024
Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability.…
Descriptors: Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Behavior Problems, Symptoms (Individual Disorders)
Xinpei Xu; Xiaoyun Li; Tianyu Gu; Yan Li – Early Education and Development, 2024
This study examines the mediating effects of parental attributions of children's academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants were 323 preschool children aged 4-6 years old, with their mothers completing online questionnaires on failure mind-sets, parenting styles, and…
Descriptors: Mothers, Parenting Styles, Academic Failure, Young Children
