Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools.

Introduction: Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD).

Methods: The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school.

Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills.

Despite a tendency to study executive function (EF) and self-regulation (SR) separately, parallel lines of research suggest considerable overlap between the two abilities. Specifically, both show similar developmental trajectories (i.e.

Prevalence and risk factors of pre-schoolers' fine motor delay within vulnerable Australian communities.

Aim: This study examined the prevalence and risk factors of fine motor delay in Australian pre-school children from low-income communities.

Methods: Children from the Early Start Baseline Study completed the Ages and Stages Questionnaire (3rd edn.).

Early pathways to bullying: A prospective longitudinal study examining the influences of theory of mind and social preference on bullying behaviour during the first 3 years of school.

Research has focused on the role of theory of mind (ToM) for positive social behaviour, while the association between ToM and negative social behaviours is less well understood. This longitudinal study compares two mediation models examining the role of ToM and peer-rated social preference at ages 5 and 6 for bullying at age 7. Participants were 114 children (58 boys, M  = 67 months) at entry to primary school (T1).

Systematic Review and Meta-Analyses: Motor Skill Interventions to Improve Fine Motor Development in Children Aged Birth to 6 Years.

Objective: The objective of this study was to systematically review the evidence of motor skill intervention programs on typically developing children's fine motor development aged birth to 6 years.

Methods: Six electronic databases were searched with no date restrictions. Inclusion criteria were any school-, community-, or home-based intervention targeting the development of fine motor skills of children aged birth to 6 years; randomized controlled trials using quasiexperimental, experimental, or single group prepost designs with a minimum sample size of 15 participants per group; and statistical analyses of fine motor skill development at both preintervention and postintervention or addressing the intervention effects on fine motor skill development.

The moral self and moral identity: Developmental questions and conceptual challenges.

Research into moral identity has provided much support for its role in mature moral functioning, yet the developmental course of this construct remains poorly understood. In this review, we examine the dominant developmental model of moral identity, which emphasizes its key relation with the moral self of early childhood. In reviewing evidence for the model, the assumption of correspondence between the moral self of early childhood and moral identity in adolescence is challenged, in terms of both the moral component and the sense-of-self entailed in both constructs.

Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children.

Background: The new Australian 24-Hour Movement Guidelines for the Early Years recommend that, for preschoolers, a healthy 24-h includes: i) ≥180 min of physical activity, including ≥60 min of energetic play, ii) ≤1 h of sedentary screen time, and iii) 10-13 h of good quality sleep. Using an Australian sample, this study reports the proportion of preschool children meeting these guidelines and investigates associations with social-cognitive development.

Methods: Data from 248 preschool children (mean age = 4.

The Preschool Activity, Technology, Health, Adiposity, Behaviour and Cognition (PATH-ABC) cohort study: rationale and design.

Background: Prevalence estimates internationally suggest that many preschool-aged children (3-5 years) are insufficiently physically active and engage in high levels of screen-based entertainment. Early childhood is the developmental period for which we know the least about the effects of physical activity on development and health. Likewise, rapid technological advancements in mobile electronic media have made screen-based forms of entertainment for young children ubiquitous, and research demonstrating the impacts on cognition, psychosocial well-being, and health has lagged behind the rate of adoption of these technologies.

Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial.

Background: A substantial research base documents the benefits of attendance at high-quality early childhood education and care (ECEC) for positive behavioural and learning outcomes. Research has also found that the quality of many young children's experiences and opportunities in ECEC depends on the skills, dispositions and understandings of the early childhood adult educators. Increasingly, research has shown that the quality of children's interactions with educators and their peers, more than any other programme feature, influence what children learn and how they feel about learning.

Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study.

Although key differences have been found in boys' and girls' prosocial behavior toward peers, few studies have systematically examined gender differences in how intrinsic perspective-taking abilities-theory of mind (ToM) and emotion understanding (EU)-and the extrinsic peer environment relate to prosocial behavior. In this prospective longitudinal study, we studied gender differences in the relations between children's observed prosocial behavior and their ToM, EU, and social preference ratings in 114 children (58 boys and 56 girls). We used conventional ToM and EU tasks at 5 and 7years of age.

Young children's affective responses to another's distress: dynamic and physiological features.

Two descriptive studies set out a new approach for exploring the dynamic features of children's affective responses (sadness and interest-worry) to another's distress. In two samples (N(study1) = 75; N(study2) = 114), Kindergarten children were shown a video-vignette depicting another child in distress and the temporal pattern of spontaneous expressions were examined across the unfolding vignette. Results showed, in both study 1 and 2, that sadness and interest-worry had distinct patterns of elicitation across the events of the vignette narrative and there was little co-occurrence of these affects within a given child.

Friends, friendlessness, and the social consequences of gaining a theory of mind.

Fink, Begeer, Peterson, Slaughter, and de Rosnay (2014) conducted a prospective longitudinal study showing that theory-of-mind (ToM) development at school entry (mean age 5.61 years) significantly predicted friendlessness both concurrently and 2 years later. Friendlessness (defined as lacking any friendship that is mutually reciprocated) is conceptually and empirically distinct from group popularity and independently predicts adverse mental health outcomes throughout life.

False-belief understanding and social preference over the first 2 years of school: a longitudinal study.

The role of false belief in establishing children's social relationships during the transition to school was examined and compared to other social cognitive constructs. One hundred and fourteen 5-year-olds were recruited during their 1st year of school (Time 1); 106 children were retained 1 year later. False belief, emotion expression recognition, empathy, verbal ability, and peer-rated social preference were measured at both times.

Friendlessness and theory of mind: a prospective longitudinal study.

Chronic friendlessness in childhood predicts adverse mental health outcomes throughout life, yet its earliest roots are poorly understood. In theory, developing a theory of mind (ToM) should help children gain mutual friends and one preschool study (Peterson & Siegal, 2002. Br J Dev Psychol, 20, 205) suggested a cross-sectional connection.

The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence.

Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence.

Limitations in social anticipation are independent of imaginative and Theory of Mind abilities in children with autism but not in typically developing children.

Anticipating future interactions is characteristic of our everyday social experiences, yet has received limited empirical attention. Little is known about how children with autism spectrum disorder, known for their limitations in social interactive skills, engage in social anticipation. We asked children with autism spectrum disorder and their typically developing counterparts to consider an interaction with another person in the near future.

Brief report: accuracy and response time for the recognition of facial emotions in a large sample of children with autism spectrum disorders.

The empirical literature has presented inconsistent evidence for deficits in the recognition of basic emotion expressions in children with autism spectrum disorders (ASD), which may be due to the focus on research with relatively small sample sizes. Additionally, it is proposed that although children with ASD may correctly identify emotion expression they rely on more deliberate, more time-consuming strategies in order to accurately recognize emotion expressions when compared to typically developing children. In the current study, we examine both emotion recognition accuracy and response time in a large sample of children, and explore the moderating influence of verbal ability on these findings.

Talking theory of mind talk: young school-aged children's everyday conversation and understanding of mind and emotion.

Links between young children's everyday use of mindful conversational skills and their success on laboratory tests of theory of mind understanding (ToM) were evaluated. Using published scales, teachers rated the conversational behavior and shyness of 129 children aged 60 to 101 months (M = 78·8 months) who were in their first years of primary school. The children also took batteries of first- and second-order false-belief tests along with tests of emotion understanding and general language ability.

Five-year-olds are willing, but 4-year-olds refuse, to trust informants who offer new and unfamiliar labels for parts of the body.

This study employed the selective trust paradigm to examine how children interpret novel labels when compared with labels they already know to be accurate or inaccurate within the biological domain. The participants--3-, 4-, and 5-year-olds (N=144)--were allocated to one of three conditions. In the accurate versus inaccurate condition, one informant labeled body parts correctly, whereas the other labeled them incorrectly (e.

Mind-mindedness and theory of mind: mediating roles of language and perspectival symbolic play.

Relations among indices of maternal mind-mindedness (appropriate and nonattuned mind-related comments) and children's: (a) internal state vocabulary and perspectival symbolic play at 26 months (N = 206), and (b) theory of mind (ToM) at 51 months (n = 161) were investigated. Appropriate comments were positively associated with ToM, but were unrelated to internal state language and perspectival symbolic play. Nonattuned comments were negatively correlated with internal state language and perspectival symbolic play, but were unrelated to ToM.

Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders.

The understanding of emotions based on counterfactual reasoning was studied in children with high-functioning autism spectrum disorders (n = 71) and in typically developing children (n = 71), aged 6-12 years. Children were presented with eight stories about two protagonists who experienced the same positive or negative outcome, either due to their own action or by default. Relative to the comparison group, children with high-functioning autism spectrum disorder were poor at explaining emotions based on downward counterfactual reasoning (i.

Blood volume pulse (BVP) derived vagal tone (VT) between 5 and 7 years of age: a methodological investigation of measurement and longitudinal stability.

The present study evaluated the possibility of collecting cardiac vagal tone data using a photoplethysmograph, and its stability and continuity in a longitudinal sample of early-school aged children. A method for the optical (i.e.

Rethinking theory of mind in high-functioning autism spectrum disorder.

Background:  The sociocommunicative problems in autism spectrum disorder (ASD) are traditionally linked to impairments in theory of mind (ToM), the ability to ascribe mental states to others. Although ToM impairments are consistently reported in young children with ASD, findings on more advanced ToM understanding in older individuals with high-functioning ASD (HFASD) are less straightforward. Therefore, we assessed the advanced ToM abilities of a large sample of school-aged children and adolescents with HFASD (n = 194; 6-20 years) and compared them to a typically developing (TD) comparison group (n = 60).

Mind-Mindedness as a Multidimensional Construct: Appropriate and Nonattuned Mind-Related Comments Independently Predict Infant-Mother Attachment in a Socially Diverse Sample.

In a socially diverse sample of 206 infant-mother pairs, we investigated predictors of infants' attachment security at 15 months, with a particular emphasis on mothers' tendency to comment appropriately or in a non-attuned manner on their 8-month-olds' internal states (so-called mind-mindedness). Multinomial logistic regression analyses showed that higher scores for appropriate mind-related comments and lower scores for non-attuned mind-related comments distinguished secure-group mothers from their counterparts in the insecure-avoidant, insecure-resistant, and insecure-disorganized groups. Higher scores for appropriate mind-related comments and lower scores for non-attuned mind-related comments also independently predicted dichotomous organized/disorganized attachment.

Young children's trust in their mother's claims: longitudinal links with attachment security in infancy.

In a longitudinal study of attachment, children (N = 147) aged 50 and 61 months heard their mother and a stranger make conflicting claims. In 2 tasks, the available perceptual cues were equally consistent with either person's claim but children generally accepted the mother's claims over those of the stranger. In a 3rd task, the perceptual cues favored the stranger's claims, and children generally accepted her claims over those of the mother.