• early childhood education
• expressive language
• peer interactions
• preschool
• self-regulation
• teacher interactions

• R01 HD051498 NICHD NIH HHS

• Humans
• Female
• Male
• Parenting/psychology
• Child, Preschool
• Child
• Self-Control
• Parent-Child Relations
• Infant
• Child Behavior/physiology
• Adult

• GNT1076857 National Health and Medical Research Council
• Department of Education and Training, State Government of Victoria

• adolescence
• developmental disabilities and delays
• self-regulation
• socio-ecological model

• Humans
• Adolescent
• Male
• Female
• Developmental Disabilities
• Self-Control
• Child
• Residence Characteristics
• Autism Spectrum Disorder/psychology
• United States
• Intellectual Disability/psychology
• Socioeconomic Factors

• UK Biobank
• adult cognition
• birthplace
• place effects
• residence
• spatial variation

• Humans
• United Kingdom
• Male
• Female
• Cognition
• Middle Aged
• Aged
• Residence Characteristics
• Adult
• Sex Factors

• R01 AG060109 NIA NIH HHS
• RF1 AG062765 NIA NIH HHS
• T32 AG000129 NIA NIH HHS

• Child, Preschool
• Female
• Humans
• Male
• Canada/ethnology
• Child Behavior/ethnology
• Cross-Sectional Studies
• Indigenous Canadians/psychology
• Psychological Well-Being

• Canadian Research Data Centre Network

• ECLS-B
• Factor analysis
• Measurement
• Poverty
• School readiness
• Social-emotional development
• Teacher bias

• Child, Preschool
• Humans
• Child
• Longitudinal Studies
• Reproducibility of Results
• Social Change
• Emotions
• Educational Personnel

• Child
• Humans
• Adolescent
• Emotional Regulation
• Theory of Mind/physiology
• Dyslexia
• Communication

• built environment
• child
• healthy eating
• obesity
• physical activity
• policy
• sedentary behavior

• Humans
• Pediatric Obesity/epidemiology
• Pediatric Obesity/etiology
• Pediatric Obesity/prevention & control
• Australia
• Exercise
• Policy
• Built Environment

• 102549 Wellcome Trust
• 102549 Wellcome Trust
• Australian Research Council
• NHMRC

• adolescent
• brain development
• children
• emotion regulation
• naturalistic imaging
• theory of mind

• Humans
• Child
• Adolescent
• Brain/diagnostic imaging
• Emotions/physiology
• Social Skills
• Executive Function
• Theory of Mind

• 13dz2260500 2018-YJ-02 2018-YJ-05 Shanghai Mental Health Center
• Gaofeng Clinical Medicine-20171929 Shanghai Municipal Commission of Education
• 20ZR1472800 Natural Science Foundation of Shanghai
• 19MC1911100 Shanghai Clinical Research Center for Mental Health
• Major Projects-2022ZD0209101 STI2030
• 2018BR17 2019ZB0201 Shanghai Municipal Health Commission
• 18JC1420305 20Y11906700 Shanghai Science and Technology Commission
• 81571756 81971682 National Natural Science Foundation of China
• CRC2018DSJ01-5 CRC2019ZD04 Clinical Research Project of Shanghai Mental Health Center

• Cognitive school readiness
• Executive functioning
• Kindergarten children
• Object mastery motivation
• Social mastery motivation
• Social–emotional competence

• Female
• Humans
• Child
• Child, Preschool
• Male
• Motivation
• Child Development
• Social Skills
• Schools
• Cognition

• Early childhood
• Emotion knowledge
• Executive functioning
• Inhibitory control
• School readiness
• Teacher–child relationships

• Asia
• children
• culture
• emotional development
• social competence
• social-emotional development

• Art-play therapy
• Autism
• Autism spectrum disorder
• Child-centered play therapy
• Children
• Equine-partnered play therapy
• Play therapy
• Sensory integration therapy
• Synergistic play therapy

• Parenting
• emotion regulation
• maternal warmth
• paternal warmth
• social competence

• learning performance
• online and remote learning
• parental support
• socioemotional behavior

We examine treatment effect heterogeneity using data from the Head Start CARES study, in which a sample of preschool centers was randomly assigned to either one of three curricula interventions targeting socio-emotional (SE) skills (i.e., emotional knowledge, problem-solving skills, and executive functions) or to continue using their “business-as-usual” curriculum. Most existing research estimates only mean differences between treatment and control groups, and uses simple subgroup analyses to assess treatment heterogeneity, which may overlook important variation in treatment effects across the ex post outcome distribution. We use quantile treatment effects analyses to understand the impacts of these curricular interventions at various parts of the outcome distribution, from the 1st percentile to the 99th percentile, to understand who benefits most from SE curricula interventions. Results show positive impacts of the curricula interventions on emotional knowledge and problem-solving skills, but not equally across the full skill distribution. Children in the upper half of the emotional knowledge distribution and at the higher end of the problem-solving skills distribution gain more from the curricula. As in the study’s original mean-comparison analyses, we find no impacts on children’s executive function skills at any point in the skills distribution. Our findings add to the growing literature on the differential effects of curricula interventions for preschool programs operating at scale. Importantly, it provides the first evidence for the effects of SE curricula interventions on SE outcomes across children’s outcome skill levels. We discuss implications for early education programs for children with different school readiness skills.

• curriculum intervention
• emotion knowledge
• executive function
• preschool
• problem-solving skills
• quantile treatment effect
• socio-emotional development

• Behaviour
• Coping strategies
• Pre-school children
• Temper tantrums

• Development
• Emotional
• Infant
• Screening
• Social

• child attention biases
• child externalizing problems
• emotion processing
• unsupportive parenting

Socioemotional learning (SEL) skills are the competencies that children need to be successful and accepted members of society. In this study, we built a SEL framework and a SEL measurement tool from the ground up that assess children's development of skills with communities of the Baka ethnic group in Cameroon. We conducted a participatory and interactive study to develop a SEL framework and measurement tool that is specific to the context of indigenous Baka communities in Cameroon. Using a quick ethnography methodology and an emic approach, a researcher team comprised mainly of Baka community members engaged parents, teachers, and others in iterative cycles of data collection, analysis, and reflection to develop the framework and assessments. The resulting Baka SEL framework includes skills and domains distinct from predominant SEL frameworks, underscoring the importance of drawing SEL priorities from communities themselves. Shared foundational constructs underlying the Baka SEL framework and other frameworks indicate possible universal human expectations for emotional and relational skills. Two SEL measurement tools were produced: a caregiver tool and a teacher tool, each using storytelling to elicit specific, honest, and detailed information about child behavior. These tools allow us to capture child behavior in the school and the home, and to collect data on all participating children within a specific time period. The described approach is a simple, practical, and culturally appropriate strategy for collaborating with rural communities to articulate their understanding of SEL. The resulting framework and tools illustrate the importance of rooting SEL in local culture, while the approach to developing them serves as a model for other early childhood care and education organizations and programs.

• Baka (Pygmies)
• Cameroon
• assessments
• community-based education
• early childhood development
• indigenous education
• rapid ethnographic assessment
• socioemotional learning

• PIMD
• SED-R
• interviews
• longitudinal
• multiple disabilities
• profound ID
• social-emotional development
• social-emotional functioning
• young children with a significant cognitive and motor developmental delay

Social-emotional competences are critical for positive development and significantly predict educational and occupational attainment, health, and well-being. There is however a lack of consensus about the number of core competences, and how these are defined and operationalized. This divergence in approach challenges future research as well as the scientific usefulness of the construct. In an effort to create an integrative framework, this focused review evaluates different approaches of conceptualizing and assessing social-emotional competences. Building on shared conceptions, an integrative taxonomy “DOMASEC” is introduced, specifying core domains and manifestations of social-emotional competences that bridge across frameworks focusing on social and emotional learning, personality traits (such as the Big Five) and self-determination theory. Core domains include intrapersonal, interpersonal and task-oriented competencies, differentiating between affective, cognitive, and behavioral manifestations of competences across these domains. It is argued that the integrative taxonomy facilitates the conceptual specification of key constructs, that it helps to better organize the multitude of terms and definitions used, and to guide the conceptualization and operationalization of social-emotional competences and their various facets.

• conceptualization
• core domains
• integrative taxonomy
• manifestations
• self-determination
• social-emotional competences

• early childhood
• kindergarten
• preschool
• qualitative research
• social and emotional learning
• teacher-child interactions

• Community screening
• Emotion development
• Taiwan birth cohort study
• Taiwan birth cohort study developmental instrument

Self-regulation is the ability to manage emotions, modulate behaviors, and focus attention. This critical skill begins to develop in infancy, improves substantially in early childhood and continues through adolescence, and has been linked to long-term health and well-being. The objectives of this study were to determine risk factors and moderators associated with the three elements of self-regulation (i.e., inattention, emotional control, or behavioral control) as well as overall self-regulation, among children at age 5. Participants were mother–child dyads from the All Our Families study (n = 1644). Self-regulation was assessed at age 5. Risk factors included income, maternal mental health, child sex, and screen time, and potential moderation by parenting and childcare. Adjusted odds ratios of children being at risk for poor self were estimated using multivariable logistic regression. Twenty-one percent of children had poor self-regulation skills. Risk factors for poor self-regulation included lower income, maternal mental health difficulties, and male sex. Childcare and poor parenting did not moderate these associations and hostile and ineffective parenting was independently associated with poor self-regulation. Excess screen time (>1 h per day) was associated with poor self-regulation. Self-regulation involves a complex and overlapping set of skills and risk factors that operate differently on different elements. Parenting and participation in childcare do not appear to moderate the associations between lower income, maternal mental health, male sex, and screen time with child self-regulation.

• child behavior
• child development
• longitudinal cohort
• parenting
• screen time
• self-regulation

• PIMD
• SED-R
• interviews
• multiple disabilities
• profound ID
• social-emotional development
• social-emotional functioning
• young children with a significant cognitive and motor developmental delay

• Adult
• Child Development
• Child, Preschool
• Cohort Studies
• Cross-Sectional Studies
• Depression/epidemiology
• Depressive Disorder/epidemiology
• Emotions
• Female
• Hispanic or Latino
• Humans
• Infant
• Infant, Newborn
• Maternal-Fetal Relations/psychology
• Mental Health
• Mothers/psychology
• Poverty
• Pregnancy
• Social Behavior

• K23 NR017898 NINR NIH HHS

• Children
• Digital technology
• Psychological assessment
• Self-regulation

This study aimed to investigate whether maternal negative affectivity (MNA) moderates the effect of genetic polymorphism of SLC6A4 on behavior problems in children.

Study participants comprised 143 preschoolers and their mothers from South Korea. The Childhood Behavior Checklist and Emotionality, Activity, and Sociability adult scale were used to measure child behavior and maternal affectivity. DNA from saliva was genotyped to determine serotonin transporter polymorphism.

MNA appeared to exert effects in externalizing (b=5.78, p<0.001) and internalizing problems (b=6.09, p< 0.001). Interaction between SLCA4 polymorphism and MNA showed effects on externalizing (b=−7.62, p<0.01) and internalizing problems (b=−9.77, p<0.01). Children with two short alleles showed considerable differences in both externalizing and internalizing problems according to MNA; however, children with one short allele or none showed relatively few differences in behavior problems due to maternal affectivity.

The effect of SLC6A4 polymorphism on child behavior seemed to be moderated by MNA. In addition, the impact of MNA was found to vary based on a child’s genetic risk. High MNA may trigger the risk allele while low MNA causes the risk allele to illicit less behavior problems. Children with two short variants of the SLC6A4 gene may benefit from intervention that modulates MNA.

• Child behavior
• Gene-environment interaction
• Maternal behavior
• SLC6A4 protein

• Rasch analysis
• children
• observational measure
• pragmatic language
• psychometrics

• intellectual disability
• socioemotional competences
• socioemotional learning

• child socioemotional behavior
• meta-analysis
• prenatal stress