Social-Emotional Competence for Children with Identified Developmental Concerns: The Impact of Parenting and Executive Function.

Social-emotional competence and executive function at preschool are critical for children's school readiness. Unfortunately, young children with the dual risk of low-income status and identified developmental concerns are more likely to have lower social-emotional learning. This study examines (a) bidirectional associations between dyadic parenting behaviors, executive function, and social-emotional competence; and (b) executive function as an explanatory mechanism for the predictive relationship between specific parenting behaviors and children's social-emotional competence.

"Fear and anxiety is what I recall the best.": A phenomenological examination of mothers' pregnancy experiences during COVID-19 in the United States.

Objective: The purpose of this phenomenological study is to understand mothers' lived pregnancy experiences during the COVID-19 pandemic.

Design: A qualitative, phenomenological study SETTING: Participants completed the demographic survey online and semi-structured interviews, via video conferencing between November and December 2021 PARTICIPANTS: A sample of 28 mothers who were pregnant during the COVID-19 pandemic participated in the study.

Methods And Results: An inductive, thematic approach was used to analyze the data.