Early Education and Development 

About: Early Education and Development is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Early childhood education & Early childhood. It has an ISSN identifier of 1040-9289. Over the lifetime, 1530 publications have been published receiving 47185 citations.

Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis

Abstract: Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that reported vocabulary as an outcome measure were located. After extracting relevant data from 16 eligible studies, a meta-analysis was conducted to attain an overall mean effect size reflecting the success of dialogic reading in increasing children's vocabulary compared to typical shared reading. When focusing on measures of expressive vocabulary in particular (k = 9, n = 322), Cohen's d was .59 (SE = .08; 95% CI = 0.44, 0.75; p < .001), which is a moderate effect size. However, the effect size reduced substantially when children were older (4 to 5 years old) or when they were at risk for language and literacy impairments. Dialogic reading can change the home liter...

Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?

Abstract: The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which assessment tools to use, as well as why and when to use them. More specifically, the disconnection between the importance of social and emotional domains of development, and their status within educational programming and assessment, has long been lamented. The last several years have, however, witnessed a blossoming of attention to these areas during early childhood, as crucial for both concurrent and later well-being and mental health, as well as learning and academic success. Teachers view children's "readiness to learn" and "teachability" as marked by positive emotional expressiveness, enthusiasm, and ability to regulate emotions and behaviors. Based on thes...

Professional Development in Early Childhood Programs: Process Issues and Research Needs

Abstract: In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. Therefore, the early education field needs well-conducted empirical studies on which to base professional development practices. In this article, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners' skills, behaviors, and dispositions. The article highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional de...

Self-Regulation and School Readiness.

Abstract: Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. Practice or Policy: Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available.

Regulatory Contributors to Children's Kindergarten Achievement

Abstract: The present study sought to examine whether preschool children’s emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children’s achievement test scores. Children’s emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school).