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Since social and emotional development in early childhood is so significant for success later in life and the foundation of the capacity for learning, it is essential for caregivers to build these capacities in young children through everyday moments (Russell, Lee, Spieker, & Oxford, 2016; Turculet & Tulbure, 2014). Caregivers who provide the child with choices, discuss the child's experiences, and are sensitive to the child's emotional states promote the development of empathy and social and emotional competence (Roopnarine & Davidson, 2015). Caregivers who respond to the child's actions and emotions and talk about those of others provide those learning opportunities, which is especially significant for children with special needs (Shire, Gulsrud, & Kasari, 2016; Test, Cunningham, & Lee, 2010). These relationships are bidirectional, as the ways caregivers respond to the child change as a child grows from an infant through the preschool years, and how the child responds to caregivers and their developmental needs can influence the caregiver's response. An increase in intentionality on behalf of the caregiver to cue into a child's non-verbal and verbal communication is important. In addition, attempting and responding accurately to the situation and the child's emotional state is especially important when a child's communication development may be atypical due to a delay (Shire et al., 2016). Caregivers can use responsive interactions, which means caregivers are tuned into the child and join in the play, communications, and actions in the present moment to provide individualized support to promote social and emotional competence (Leifield & Sanders, 2007). Responsive interactions during play and daily activities are essential for development as children acquire and apply new information through them (Landry et al., 2012). This article discusses approaches for responsive interactions with infants, toddlers, and preschoolers.

After deciding whether to breastfeed or formula feed, parents must determine when to introduce solid foods. We examined feeding behaviors of 131 first-time parents, applying the theory of planned behavior to our investigation. Results indicated that parents' attitudes influenced infant feeding behavior at 6 months old. Therefore, Extension professionals should consider providing programming and materials to encourage healthful attitudes, in addition to focusing on general nutrition information. Moreover, our sample relied heavily on health professionals, friends and family, and books or videos for infant feeding information, so Extension professionals should consider targeting other influential groups in addition to targeting parents directly.

Research into intervention strategies for developmental verbal dyspraxia (DVD) clearly demonstrates the need to identify effective interventions. The goals of this study were to examine changes in articulation skills following the use of phonetic, multimodal intervention and to consider the relationship between these improved articulation skills and perceptions of resilience behaviors. These changes were related to components of the World Health Organization (WHO) International Classification of Functioning, Disability, and Health, Children and Youth version (ICF-CY). The intervention was implemented daily for 12 children diagnosed with DVD, ages 3 to 10 years, enrolled in a school for children with speech, language, and hearing impairments on a university campus in the southeast of the USA. Eleven children presented with significant comorbid conditions. Changes in articulation, along with changes in parents' and speech-language therapists' (SLTs') perceptions of resilience behaviors were measured. At the end of a 2-year period, statistically significant gains in articulation and parents' and SLTs' perceptions of resilience behaviors were noted. The relationship between improved articulation skills and increased resilience behaviors is discussed.

Colleges strive to increase leadership, service, and employability skills of their students; professional organizations are one way for students to learn such abilities. One AAFCS-accredited department has a student organization that has found relative success. Students indicated a desire for additional information about the field of family and consumer sciences and networking opportunities; they also noted that time conflicts created challenges to being active in the organization. Research is needed to investigate how the AAFCS core concepts can be promoted within student organizations.

In the first study of the term "genius", 349 undergraduates nominated three geniuses in 1984, 1991, 1993, 1994, and 1997. Einstein was regarded as a stereotypical genius, while other nominees were subjective and transitory. In the second study, nominated geniuses were agreed to on only 26.2 percent of possible occasions. (Contains references.) (Author/CR)