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Exploratory learning is recognized as a developmentally appropriate practice in early childhood education. During exploration, exposure to new things guides children in the acquisition of knowledge, while interactions with a range of familiar and unfamiliar artifacts can support developmental integration. Exploratory activity may occur spontaneously at any time, but it can also be structured and guided to achieve specific curricular and developmental goals. This paper explores preschool children's interactions during semi-structured exploratory activities in three different conditions. Thirty-five 4- to 5-year-old children, from six preschool classrooms, were randomly assigned to three different conditions. Each condition included the same set of 13 different artifacts that were either artistically rendered in black ink on white paper ("sketch condition"), included in a children's story book ("book condition"), or had the real artifact itself ("tangible object condition"). Children's exploration and interactions were videotaped and analyzed to see which, if any, of the three conditions would appear to stimulate and encourage early "engineering thinking" the most. Initial hypothesis was that the "tangible object" condition would appear to be the most beneficial. Findings showed that this condition elicited the longest discussions and interactions with the artifacts, and it was also the condition during which children were demonstrating more knowledge and ideas with regard to possible functions of the artifacts. Regarding whether there was a condition that stimulated more interest toward specific artifacts, no clear pattern among the three conditions appeared. Implications are discussed in terms of preschool Science, Technology, Engineering, and Mathematics (STEM) and child development. (Contains 4 tables and 3 figures.)

This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or teacher-child ethnic match. The participants of this study were 159 preschoolers and their 34 teachers in 20 preschools located in a suburban area in Indiana, USA. Due to the nested structure of the data, hierarchical linear modeling (HLM) was employed. The results showed that teacher-child closeness was explained by teacher- and child-level variables, whereas teacher-child conflict was explained mostly by child-level variables. Additionally, boys were found to establish less close relationships with their teachers compared to girls. On average, teachers having a bachelor's degree (BA) showed lower teacher-child closeness compared to teachers without a BA. However, teachers with a BA were more likely to report equitable relationships among children regardless of child gender. Teacher-child ethnic match was not significantly related to either teacher-child closeness or conflict. The article also offers a discussion on the implications of these findings.

This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators of childcare quality were examined. Findings indicated that teacher-child closeness was positively associated with math gains, and the main effect was moderated by teacher experience: the association between teacher-child closeness and gains in math was weaker for children with more experienced teachers. Findings also showed that the frequency of math activities related to shapes and patterns were positively related to gains in math, while none of the other frequencies of math-related activities were significant. Lastly, teacher's experience was negatively associated with early math development. Policy implications were discussed.

Sixty-one preschool children and their parents and teachers participated in a cross-sectional study of the social-emotional correlates of emergent literacy skills. The children's emergent literacy skills were assessed with the standard language and literacy tests: "Expressive Vocabulary Test, Peabody Picture Vocabulary Test" (third edition), and "Test of Early Reading Ability" (third edition). These tests measure oral language (expressive language and receptive language) and print awareness. The children's positive and negative behaviours were measured by the standard behaviour rating scales: the "Behavior Assessment System for Children" (second edition) and the "Devereux Early Childhood Assessment". These behaviours are grouped into four subcategories, namely, externalising behaviour, internalising behaviour, approaches to learning, and interpersonal skills. Results showed a wide range of significant associations between the components of emergent literacy and social-emotional development. Age and sex were found to moderate these significant correlations in different ways. Implications for educational practitioners and suggestions for future research are discussed.

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were related to strong math skills. Even when controlling for initial interest and a brief intelligence measure, math skills predicted math interest approximately 5 months later; in the same way, early interest predicted later skill, even controlling for initial interest. These findings suggest that a reciprocal relationship between math interest and math ability may be in place as early as preschool. (Contains 4 tables and 1 footnote.)

This study investigated the association between children's mathematical skills and their behavior in the prekindergarten year in a national sample of children attending center-based child care. The sample consisted of approximately 5,400 preschoolers in center-based care from the Early Childhood Longitudinal Study--Birth Cohort. Children's math ability was assessed and child care providers rated children's behaviors. Results revealed that teacher ratings of approaches to learning behaviors were associated with mathematical skills. Implications for early education and research are discussed. (Contains 5 tables.)

This study investigated the relations among preschool teachers' behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers' behavior management and children's emergent literacy and language development. Participants included 398 children and 67 preschool teachers from preschool programs serving an at-risk population. Teachers' behavior management was observationally assessed and children's task orientation was measured via teacher-report. Children's language and emergent literacy skills were directly assessed in the fall and in the spring of the preschool year. Hierarchical linear models were used to predict children's residualized gain in emergent literacy and language (i.e., Spring scores with Fall scores as covariates) from their task orientation and their teachers' behavior management. Task orientation and behavior management each positively predicted children's emergent literacy development, but not language development. There was a significant interaction between teachers' behavior management and children's task orientation in predicting children's language development, such that high scores on both variables were associated with the most optimal language outcomes. Implications for research and early education are discussed. (Contains 3 tables and 1 figure.)

The current study examined the relations between children's literacy interest and parent and child characteristics (i.e. parents' education level and child's gender), parental expectations of their child's school attainment and achievement and the child's positive and problem behaviours. Participants were 61 preschoolers from predominately low-income families enrolled in local preschool programmes. Parents completed questionnaires reporting demographic characteristics, parents' expectations and their child's literacy interest. Preschool teachers reported on children's behaviours in the classroom using standard behaviour-rating scales. Child gender was marginally related to child literacy interest, but parent education was not significantly correlated with interest. Parents' expectation of their child's school achievement was significantly correlated with child literacy interest, but parental expectations about attainment were not. Overall, teachers' reports of children's positive and problem behaviours were correlated with child literacy interest in the expected direction. Interpretation and implications of the findings and future directions for research are discussed. (Contains 3 tables.)

This study used data from Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) and examined the relations between children's Head Start exposure and their early academic skills (i.e., language, literacy, and math skills) in the United States. Two groups of children who shared similar socio-economic status and disability status but received different types of early child care services (i.e., Head Start programs vs. any other arrangement) were identified from the ECLS-B dataset. Multiple regression analyses identified unique relations between the length of time that children experienced Head Start programs and their early academic skills after controlling for child and family characteristics. The results showed that children's Head Start enrollment duration was a significant, positive predictor of their early receptive language, literacy, and math skills. No significant relation was found between Head Start enrollment and children's expressive language skills. Limitations of the study and suggestions for future research were discussed. [ABSTRACT FROM AUTHOR]

The present study investigates the role of attitudinal variables, such as children's literacy interest and parents' reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print-concept knowledge. The objective of the study is to test a theoretical model describing the relationship among these variables. This study involved 551 low-income preschool children. Structural equation modelling was used to test the model. The model was a good fit for the data when parental teaching of reading/writing was used as the measure of HLA. In the model, negative parent reading beliefs and parent teaching predicted print-concept knowledge. Results suggest that practitioners should consider not only the literacy activities children and parents participate in, but also their attitudes towards those activities. [ABSTRACT FROM AUTHOR]

This study examined the associations between four types of childcare quality (i.e. teacher–child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher–child closeness and other indicators of childcare quality were examined. Findings indicated that teacher–child closeness was positively associated with math gains, and the main effect was moderated by teacher experience: the association between teacher–child closeness and gains in math was weaker for children with more experienced teachers. Findings also showed that the frequency of math activities related to shapes and patterns were positively related to gains in math, while none of the other frequencies of math-related activities were significant. Lastly, teacher's experience was negatively associated with early math development. Policy implications were discussed. [ABSTRACT FROM PUBLISHER]

Sixty-one preschool children and their parents and teachers participated in a cross-sectional study of the social–emotional correlates of emergent literacy skills. The children's emergent literacy skills were assessed with the standard language and literacy tests:Expressive Vocabulary Test,Peabody Picture Vocabulary Test(third edition), andTest of Early Reading Ability(third edition). These tests measure oral language (expressive language and receptive language) and print awareness. The children's positive and negative behaviours were measured by the standard behaviour rating scales: theBehavior Assessment System for Children(second edition) and theDevereux Early Childhood Assessment. These behaviours are grouped into four subcategories, namely, externalising behaviour, internalising behaviour, approaches to learning, and interpersonal skills. Results showed a wide range of significant associations between the components of emergent literacy and social–emotional development. Age and sex were found to moderate these significant correlations in different ways. Implications for educational practitioners and suggestions for future research are discussed. [ABSTRACT FROM PUBLISHER]

Exploratory learning is recognized as a developmentally appropriate practice in early childhood education. During exploration, exposure to new things guides children in the acquisition of knowledge, while interactions with a range of familiar and unfamiliar artifacts can support developmental integration. Exploratory activity may occur spontaneously at any time, but it can also be structured and guided to achieve specific curricular and developmental goals. This paper explores preschool children's interactions during semi-structured exploratory activities in three different conditions. Thirty-five 4- to 5-year-old children, from six preschool classrooms, were randomly assigned to three different conditions. Each condition included the same set of 13 different artifacts that were either artistically rendered in black ink on white paper (sketch condition), included in a children's story book (book condition), or had the real artifact itself (tangible object condition). Children's exploration and interactions were videotaped and analyzed to see which, if any, of the three conditions would appear to stimulate and encourage early engineering thinking the most. Initial hypothesis was that the tangible object condition would appear to be the most beneficial. Findings showed that this condition elicited the longest discussions and interactions with the artifacts, and it was also the condition during which children were demonstrating more knowledge and ideas with regard to possible functions of the artifacts. Regarding whether there was a condition that stimulated more interest toward specific artifacts, no clear pattern among the three conditions appeared. Implications are discussed in terms of preschool Science, Technology, Engineering, and Mathematics (STEM) and child development. [ABSTRACT FROM AUTHOR]

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were related to strong math skills. Even when controlling for initial interest and a brief intelligence measure, math skills predicted math interest approximately 5 months later; in the same way, early interest predicted later skill, even controlling for initial interest. These findings suggest that a reciprocal relationship between math interest and math ability may be in place as early as preschool. [ABSTRACT FROM AUTHOR]