Background: In 1975, Congress passed the Education for All Handicapped Children Act (EHA) requiring schools, to educate children with disabilities in inclusive classrooms alongside their peers without disabilities to the maximum extent appropriate. Some scholars argue that educating children with disabilities separately allows them to receive more targeted, intensive instruction …[Read more...]
The following research briefs are based on academic papers published by CCEC researchers, faculty associates and affiliates in a wide range of top academic journals. They highlight timely research summaries of selected articles of interest to scholars, practitioners and policy makers.
Background: Children who have externalizing (e.g., aggression) or internalizing (e.g., anxiety) behavior problems in early childhood will likely continue to have these problems at older ages (Fanti & Henrich, 2010), when these problems may become more harmful for their social and academic success. Children growing up in poverty are more …[Read more...]
Background: In 2016, the American Academy of Pediatrics (AAP) released new guidelines that recommend limiting screen-time for children 2-5 years old to one hour a day of high-quality programming co-viewed with a parent (AAP, 2016). Further, many developmental psychologists and health practitioners believe watching TV takes time away from activities …[Read more...]
Children who start kindergarten equipped with key math, language, literacy, and social skills are considered ‘kindergarten ready’ and tend to have positive academic trajectories into their future (e.g. McClelland, Acock, Piccinin, Rhea, & Stallings, 2013). Studies of kindergarten readiness have typically focused on urban and suburban children, despite evidence that …[Read more...]
By the age of five, most children develop false belief understanding. In other words, they understand that people’s thoughts, feelings and beliefs can differ from reality, and that people sometimes act upon mistaken beliefs (Wellman, Cross, & Watson, 2001). Generally, children from lower-income families have lower false belief understanding (e.g. …[Read more...]