Children's arithmetic strategy use trajectories: Exploring the roles of executive functions and sociodemographic characteristics.

Although young children often use counting to solve arithmetic problems, over time they move toward more efficient strategies such as direct retrieval and decomposition. Strategy selection has longitudinal associations with children's math achievement. Existing research indicates that children's executive functions (EFs) support inhibiting unnecessary strategies and adaptively switching between strategies.

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children's executive function.

Introduction: Early childhood educators (ECEs) play a critical role in supporting the development of young children's executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession.

The Longitudinal Contributions of Preschool Executive Functions and Early Math Abilities to Arithmetic Skills in Elementary School.

Executive functions (EFs) are linked to children's overall math performance, although few studies have considered the joint role of prior math abilities for specific math subskills, such as arithmetic. The current study examined the longitudinal contributions of preschool EFs and early math abilities to children's accuracy and reaction time on arithmetic problems. Two hundred and eighty-three children completed EF and numeracy assessments at 5.

Teachers' Self-Efficacy and Perceptions of School Climate are Uniquely Associated with Students' Externalizing and Internalizing Behavior Problems.

Early externalizing and internalizing problems undermine children's school success and long-term well-being. Leveraging a large, U.S.

Subcultural, ideological, and valence-based differences in caregiver reminiscing functions.

Researchers have identified cultural differences in caregiver beliefs about the functions of parent-child reminiscing. However, this work has largely been limited to comparisons between Asian or Asian American and European American caregivers discussing autobiographical events, broadly. In the present study, 365 caregivers of 3- to 12-year-old children from four U.