Self-perceptions and social-emotional classroom engagement following structured physical activity among preschoolers: A feasibility study.

Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity (PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design, examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.

Moderating effects of gender on the relationship between poverty and children's externalizing behaviors.

Previous research suggests that boys are at a greater likelihood of exhibiting externalizing behaviors throughout their childhood than girls. In addition, previous research suggests that children who are born into impoverished conditions are more likely to exhibit externalizing behaviors than their peers who are born into higher socio-economic conditions. The purpose of this study was to investigate and compare the trajectory of externalizing behaviors between boys and girls.

Differences in parental perceptions of the socio-emotional development of underweight, overweight, and typically weighted children in a low-income sample.

Overweight during early childhood has become a major concern in the US, especially as there has been an increase across races, socioeconomic class, and ages. Negative effects on children's mental, physical, social, and emotional development related to overweight in childhood and adolescence have been identified. In addition, worldwide there are a significant number of children who are underweight.

Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life.

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status.