During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty-six 21- to 24-month-olds (92% White, 22 female, data collected 8/21–4/22) learned novel words for novel objects presented using an apparatus that mimicked a shape-sorter toy. The

The purpose of this study was to examine bidirectional relationships between student-teacher conflict and externalizing behavior in elementary school. A national sample of 9,663 kindergarten – third grade students (49% female; 51% White, non-Hispanic, 10% African American, 25% Hispanic, 9% Asian students) from the Early Childhood Longitudinal Study – Kindergarten Cohort of 2010-2011 were included.

This study examines how parents' and children's explanatory talk and exploratory behaviors support children's causal reasoning at a museum in San Jose, CA in 2017. One-hundred-nine parent–child dyads (3–6?years; 56 girls, 53 boys; 32 White, 9 Latino/Hispanic, 17 Asian-American, 17 South Asian, 1 Pacific Islander, 26 mixed ethnicity, 7 unreported) played at an air flow exhibit with a nonobvious causal

We investigated whether child temperament (negative emotionality, 5?months) moderated the association between maternal stimulation (5?months–2??years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N?=?1121–1448; mostly Whites; 47% girls). Compared to children

This study examines the interplay between maternal depression/anxiety and infant temperament's developmental trajectory in 1687 Swedish-speaking mother–infant dyads from Uppsala County (2009–2019), Sweden. The sample includes a high proportion of university-educated individuals and a low share of foreign-born participants. Maternal depressive and anxiety symptoms were assessed using the Edinburgh Postnatal

Children tend to overestimate their performance on a variety of tasks and activities. The present meta-analysis examines the specificity of this phenomenon across age, tasks, and more than five decades of historical time (1968–2021). Self-overestimation was operationalized as the ratio between children's prospective self-estimates of task performance and their actual (i.e., objectively measured) task

Recent work suggests that the stereotype associating brilliance with men may underpin women's underrepresentation in prestigious careers, yet little is known about its development and consequences in non-Western contexts. The present research examined the onset of this stereotype and its relation to children's motivation in 5- to 7-year-old Korean children (N?=?272, 50% girls, tested 2021 to 2022)

The study of how children learn numbers has yielded one of the most productive research programs in cognitive development, spanning empirical and computational methods, as well as nativist and empiricist philosophies. This paper provides a tutorial on how to think computationally about learning models in a domain like number, where learners take finite data and go far beyond what they directly observe

Using a three-wave longitudinal sample of 108 Chinese American parent-adolescent dyads (Mparent-ageW1?=?45.44?years, 17% fathers; Madolescent-ageW1?=?13.34?years, 50% boys), this study examined the effects of parents' COVID-19-related racial discrimination experiences on adolescents' ethnic identity exploration and anxiety as mediated by parents' awareness of discrimination (AOD) socialization and

This systematic review and meta-analysis examined the association between morphological awareness and reading comprehension, taking into account critical factors that could affect its strength. Following NIRO guidelines, we included 44 studies involving 63 independent samples, and 126 correlations between morphological awareness and reading comprehension. Overall, we found a significant association

Low socioeconomic status (SES) is a risk factor for unpreparedness for formal school entry. However, it is unclear how specific SES domains or factors related to SES, such as maternal caregiving style or child biological stress regulation, uniquely contribute to a child's academic competency. We examined the relation between early biological stress, SES, and caregiving style with the academic competency

One often used approach to increase students' reading frequency is investing in independent silent reading (ISR) at schools: regularly scheduling time during which students read silently in books of their own choice. However, evidence for the impact of ISR is inconclusive and there appear to be important barriers to its effects on students' reading frequency, motivation, and proficiency: particularly

Population-level monitoring of early childhood development (ECD) can inform research and guide national policy. One approach to population-level monitoring is through the design of surveys that (a) are feasible and cost-effective to implement at scale, (b) yield well-validated summaries of children's holistic development, and (c) can ideally support comparisons across national and cultural contexts

Leadership skills are an important area of students’ development and a key learning outcome of their university education. This systematic review aims to identify, summarise, and map out the various factors that influence university students’ leadership approaches, perceptions, and beliefs, in order to establish a more comprehensive understanding of how development in these areas can be better targeted

Mentoring has nowadays become a prevalent educational practice in higher education, as it allows for personalized learning trajectories and competence-based education. However, the effectiveness of mentoring programs is difficult to measure due to a lack of conceptual clarity about the mentoring concept and the broad variety of measurements used. Therefore, a systematic literature review was conducted

Abstract not available

A vast body of work highlights executive functions (EFs) as robust correlates of mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond correlation to causality, failures of transfer from executive

The efficacy of a smartphone app intervention (BabyMind?) in facilitating mind-mindedness was investigated in a randomized controlled trial, assigning mothers and their 6-month-olds (N?=?152; 72 girls, 146 White) to intervention or active control conditions. Mothers who had received the BabyMind? app intervention scored higher for appropriate (d?=?.61, 95% CI .28, .94) and lower for non-attuned (d?=??

This study examined whether conformity to high- but not low-status e-confederates was associated with increases in identification with popular peers and subsequent increases in self-esteem. A sample of 250 adolescents (55.1% male; Mage?=?12.70?years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well-established experimental chat room paradigm where

Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding

Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4- to 7-year-olds (N?=?189, 49% girls, mostly White, data collection: 03.2021–09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with

Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561?U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity

Academic underachievement, the discrepancy between students' academic potential and performance, remains both an educational problem and a mystery after nearly a century of research. Of enduring interest has been identifying factors behind underachievement, one of which relates to students’ motivation and self-regulated learning. To explore the state of known research, we conducted a systematic and

A significant portion of the working-age population has only rudimentary literacy skills. Many people who are functionally illiterate have problems to perform basic daily tasks and to participate in society. Given the paucity of research, the aim of this study was to evaluate the effects of adult literacy interventions using a three-level meta-regression analysis, controlling for potential moderators

In this study, we use focus groups, open-ended survey questions, and course observational data to examine aspects of one HyFlex engineering fundamentals course, with sections enrolling almost 500 first year students, that was exemplary in fostering Community of Inquiry (CoI). Findings showcase that attention to joint dynamics of teaching, social, and cognitive presence unique to HyFlex environments

While researchers promote the interactive learning potential of digital tools, studies reveal that teachers adapt technology to existing practice instead of using the tools' potential for student active learning. Researchers also argue that formative assessment enhances students' learning, while studies find formative assessment difficult to implement. To investigate these paradoxes and better understand

The foundational skills that children begin formal schooling with are subject to persistent inequities, and can have long-term academic, occupational and health consequences. Early learning is conceptualised as encompassing social, emotional, behavioral and motor functioning in addition to more traditional formal academic skills. Within a large, diverse, longitudinal child cohort - Growing Up in New

Asynchronous online discussion (AOD) is an essential component of blended learning, and role assignment and timing are two important discussion design considerations. With the purpose of improving blended learning through effective AOD design, this study conducted a two-level factorial experiment to explore the main effects and interaction effects of role assignment and timing on blended learning outcome

Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast

This study examined how social-emotional and behavioral (SEB) problems and competencies contribute to changes in developmental functioning among children enrolled in Part C Early Intervention (EI), a U.S. program supporting young children with developmental delays and disabilities. The sample included 1,055 children enrolled in EI from 2011-2019 (mean age at EI entry?=?17 months; 64% male; 72% marginalized

Given the importance attributed to math talk, this study sought to test the effects of a Math Talk Learning Environment for exposing children to math talk and whether this effort would improve children's early math skills. The intervention used guided play in small group math games focused on numeracy skills. The analytic sample comprised 95 racially and ethnically diverse children enrolled in Head

Despite growing acknowledgment of the role of early childhood care and education (ECCE) in reducing social inequality, there is limited understanding of the relation between ECCE expansion and inequality in access to ECCE in low- and middle-income countries. This study explored the relation between national enrollment rates in ECCE and inequality in access to ECCE in 30 low- and middle-income countries

This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N?=?1194, Mage: 52.8?months, 52% girls). Children in municipalities with homicides 1?month before the Peabody Picture

Using 10-day daily diary data collected in 2019 from 10th grade students in southern U.S. (N?=?161, 57% Latina/x/o, 21% Biracial, 10% Asian, 9% White, 4% Black; 55% female, Mage?=?15.51), this study examined various forms of peer-based discrimination in adolescents’ everyday lives. Results showed that personally experienced discrimination, peer racial teasing, and vicarious discrimination were frequent

As they learn to navigate the social world, children construct frameworks to interpret others' behavior. The present studies examined two such frameworks: a mentalistic framework, which construes behavior as driven by internal mental states; and a normative framework, which presumes people act in accordance with social norms. Participants included 101 children (ages 4, 7, and 10; 81% White; 41% female)

Preschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107

The interaction of visual exploration and auditory processing is central to early cognitive development, supporting object discrimination, categorization, and word learning. Research has shown visual–auditory interactions to be complex, created from multiple processes and changing over multiple timescales. To better understand these interactions, we generalize a formal neural process model of early

Asking questions is vital for learning, yet students seldom exhibit this behavior. Given the increasing presence of online classrooms in tertiary education, it is much needed to examine ways to encourage students to ask questions and increase their engagement. Despite the critical role of asking questions to enhance learning, little is known in research on promoting this behavior. Therefore, in this

Social functioning of children with experiences of intimate partner violence (IPV) between caregivers in early childhood has received less attention than emotional–behavioral outcomes. Drawing on data from 1507 ten-year-old Australian-born children and their mothers participating in a community-based longitudinal study, this study examined the associations between IPV exposure during infancy and social

Early childhood expulsions are a systemic issue in early care and education (ECE) that have negative consequences for children, families, ECE programs, and communities. The Ohio Preschool Expulsion Prevention Partnership (OPEPP) represents one state's attempt to reduce the incidence of early childhood expulsions using infant and early mental health consultation distributed statewide in a hub-and-spoke

A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness

Based on investment theories and guided by Mussel's (2013) intellect model, the present study investigated reciprocal relations over 1?year (2021–2022) between investment traits (need for cognition, achievement motives, epistemic curiosity) and fluid and crystallized cognitive abilities in 565 German elementary school children (298 girls; Mage?=?8.40, SD?=?0.59; 59.5% with immigration background).

Oral narrative comprehension is an important precursor to reading comprehension. Supporting preschool students in building strong oral narrative comprehension skills prepares them to be successful once they enter formal schooling. Gesture and body movement have been shown to support children's oral narrative comprehension and recall skills. This study examines whether drama-based instruction (DBI)—an

We investigated longitudinal relations between siblings' problem and prosocial behavior, measured by the Strengths and Difficulties Questionnaire, among different sibship sizes in the UK's Millennium Cohort Study. We identified 3436 families with two children and 1188 families with three children. All children (cohort members and their older sibling [OS]) had valid data on behavior at two time points

In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these

Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N?=?113, Mage?=?4?years, 4?months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial

Observational approaches may limit researchers' ability to comprehensively capture preschool classroom conversations, including the use of wh-words. In the current proof-of-concept study, we present descriptive results using an automated speech recognition (ASR) system coupled with location sensors to quantify teachers' wh-words by preschool teachers in the literacy activity areas of a preschool classroom

Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196

Preschool teachers’ selection and use of instructional materials play an important role in their provision of qualitative mathematics instruction. Picture books were recently shown effective for supporting early mathematical competencies. Picture book features further contributed to their effectiveness. The current study aimed to investigate teachers’ selection and use of picture books for mathematics

New technologies that combine digital sensors with automated processing algorithms are now being deployed to study preschool classrooms. This article provides an overview of these new sensing technologies, focusing on automated speaker classification, the analysis of children's and teachers’ speech, and the detection and analysis of their movements over the course of the school day. Findings from recent