Examining “how multilingualism relates to engagement and teacher-child interactions,” researchers identified five engagement profiles “that reflect different levels of engagement across classroom settings.” They found “multilingual children were overrepresented in profiles that showed lower engagement in one or more settings” and “children in the more beneficial interaction profiles were also often in the moderate-to-high engagement profiles.”
Researchers examined the effects of different center-based early care and education (ECE) settings on low income special needs children’s academic and social-emotional outcomes evident at kindergarten. Describing such children as “doubly vulnerable,” they report “center-based ECE is more beneficial than parental care for language and literacy, and more beneficial than home-based care for prosocial behaviors.”
Evaluating “the effects of an early mathematics intervention,” researchers found that “including simple, research-informed mathematics board games in the preschool classroom can support mathematical learning.”
Pre-K students enrolled in a Child-Parent Center early educational intervention program “exhibited significantly greater rates of SEL [socio-emotional learning] growth” over the pre-K year compared to a control group, researchers report.
Reviewing “studies addressing the frequency and characteristics of fathers’ play with children (aged 0–3 years), and the potential impact on children’s development,” researchers suggest “fathers’ play in the early years can positively contribute to children’s social, emotional and cognitive outcomes.”
