Most Recent Additions
Social Emotional Learning in Young Children with Autism Spectrum Disorder
Brittany A. Dale, Kristin Rispoli, and Lisa A. Ruble
Strategies for Increasing Early Childhood Teachers’ Self-Efficacy in Culturally Responsive Practices
Melissa Stormont, Nargiza Buranova, and Marina Antonova
Preliminary Examination of the Reliability and Validity of the Teacher Rating Scale of Social Competence and School Adjustment for Preschool and Kindergarten Children
Kristen N. Missall, Kayla D. Polk, and Salloni Nanda
The Need for Performance Standards in Preschools: Stealing Shamelessly from Comprehensive School Mental Health Literature
Samantha Reaves, Samantha N. Hartley, Brandy Clarke, Sharon Hoover, and Nancy Lever
Universal Social, Emotional, and Behavioral Screeners for Preschool Students: A Systematic Review
Brian Daniels, Stacy L. Bender, Staci Ballard, Anastasia Iun, and Danielle Fowler
Educando a Nuestros Hijos: Examining Latinx Parental Stress Factors and Parental Engagement in Head Start Preschools
Agustina Bertone, Erin Dowdy, and Madeline Spiess
School-Based Relationships Among Children with or at Risk for Emotional and Behavioral Disorders
Melissa Washington-Nortey, Kristen L. Granger, Michael Broda, Jason Chow, Kevin Sutherland, and Bryce D. Macleod
Transition to Kindergarten: Parental Efficacy and Experiences During COVID-19
Samira Amirazizi, Emily Edelman, Matthew Quirk, and Erin Dowdy
Early Childhood Educators: The Forgotten Tier
Kara E. McGoey, Jessica Dirsmith, Karl L. Jancart, Justine Vecchiarelli, and Timothy Hanchon
The Effect of Teacher-Child Interaction Training (TCIT) on Children who are Exhibiting Disruptive Behaviors within the Classroom Setting
Jaclynn S. Stankus, Karl L. Jancart, and Kara E. McGoey
Promoting Mental Health and Positive Well-Being in Early Childhood: Delineating the Critical Role of the School
Timothy A. Hanchon and Kristin Scardamalia
The Role of Professional Development in Bridging High-Quality Social-Emotional Learning in Laboratory and Community Preschools
Sue K. Adams, Jessica MacLeod, Hyunjin Kim, Sarah Behm, and Nilton Porto
Workforce Development Needs to Address Early Childhood Mental Health within the Childcare and Early School Years Setting
Margo Candelaria, Jenny Afkinich, Kate Sweeney, Laura Latta, and Angelique Kane
Good Trouble, Necessary Trouble: A Call to Create Identity Affirming Spaces for Black Youth to Grow As Agents of Change in Early Childhood and Elementary School Classrooms
Lauren C. Mims, Addison Duane, and Cierra Kaler-Jones
Playing Together: A Call for Multiple Stakeholders to Reduce Exclusionary and Harsh Discipline for Young BICOC with Disabilities
Saili S. Kulkarni, Sunyoung Kim, and Tunette Powell
“Breathe and Be Ready to Learn”: The Issue with Social-Emotional Learning Programs as Classroom Management
Molly E. McManus
Layered Pedagogies of Instruction and Restorative Justice: A Kindergarten Case Study of Community and Belonging
Erica Steinitz Holyoke
Compliance and Control: The Hidden Curriculum of Social-Emotional Learning
Kristin Cipollone, Emily Brown Hoffman, and Maria B. Sciuchetti
The Racial Pandemic:
Positive Behavior Intervention Support as an Asymptomatic Carrier of Racism
Jade Calais and Matthew Green
The Ecosystem of Racial Inequalities in Discipline in Early Childhood Education
Alexandra Aylward, Rachel Garver, Catherine Kramarczuk Voulgarides, and Christine Hodgson
*Updated as of 11/30/22.