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Best practices in early childhood include using measures to identify children’s social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, we examined the combined utility of two contextual measures, a teacher report and a direct observation of classroom behavior, in the context of interactions with teachers, peers, and learning tasks. Latent profile analysis ( N = 527 children) identified four profile groups: (a) well-adjusted and positively engaged, (b) high externalizing and conflict engagement, (c) adequately adjusted/mildly disengaged in learning tasks, and (d) elevated internalizing behavior and low engagement. Children’s profile classification was associated concurrently with emotion regulation and social competence. Teachers independently reported on children’s social-emotional or academic concerns. Teachers’ reports of social-emotional concerns comported for children in the externalizing profile but did not comport for the internalizing group. Findings illustrate the utility of a contextual assessment approach for early identification and intervention, particularly for children who display internalizing behavior.

INTRODUCTION The birth of a second child to an adolescent woman worsens the adverse medical, socioeconomic, educational, and parenting outcomes for the woman and her children. Despite the known high efficacy of long-acting reversible contraception (LARC), many postpartum adolescents use less effective or no contraception. Interconception care (ICC) focuses on modifying maternal risks between pregnancies and promoting healthy birth spacing to improve outcomes for women and children. Research shows that women regularly attend their child's health care visits even if they do not seek care for themselves between pregnancies. These visits present a potential opportunity for providers to educate women on available LARC options. METHODS In an adolescent mother-child clinic, demographic and ICC screening data were collected on women presenting for well child visits of children age 0-24 months. These data were analyzed using logistic regression models to identify independent predictors of LARC initiation and repeat pregnancy. RESULTS Mother-child dyads were screened an average of two times in the study period. Participants with only one visit were less likely to initiate LARC. Of the participants, 5.5% became pregnant again, with patients having only one ICC visit being slightly, but not significantly more likely. Hispanic ethnicity and having ≥ 2 visits were significant independent predictors of LARC initiation. The only independent predictor of repeat pregnancy was not initiating LARC. CONCLUSIONS This study suggests that optimal ICC may rely on consistent and frequent touch points with providers and not solely on the medical management during the interconception period, making it adaptable to a traditional pediatric medical home. Tying the worlds of pediatric and maternal healthcare is pivotal for successful ICC.

This article summarizes recent trends in early childhood education and the role of teacher-child interactions, and also expands upon one particular framework that has helped the field advance in understanding this key component. Motivation for this summary comes from a growing body of international research, including some studies in Latin America, that indicate that investment in early childhood education can reap significant benefits for children and their communities. Latin America has made significant efforts to increase early childhood education; however, access does not appear to be sufficient to ensure adequate outcomes for children’s learning and development. The growing evidence base points to the quality of the experience within the classroom, and specifically to the quality of teacher-child interactions, as critically necessary in order to maximize children’s development and learning. The Teaching Through Interactions Framework provides a useful approach to understanding the nature of classroom interactions, as well as initial evidence that professional development can enhance such interactions. Based on this summary of the current state of affairs, this article then offers recommendations for early childhood education.

This article summarizes recent trends in early childhood education and the role of teacher-child interactions, and also expands upon one particular framework that has helped the field advance in understanding this key component. Motivation for this summary comes from a growing body of international research, including some studies in Latin America, that indicate that investment in early childhood education can reap significant benefits for children and their communities. Latin America has made significant efforts to increase early childhood education; however, access does not appear to be sufficient to ensure adequate outcomes for children’s learning and development. The growing evidence base points to the quality of the experience within the classroom, and specifically to the quality of teacher-child interactions, as critically necessary in order to maximize children’s development and learning. The Teaching Through Interactions Framework provides a useful approach to understanding the nature of classroom interactions, as well as initial evidence that professional development can enhance such interactions. Based on this summary of the current state of affairs, this article then offers recommendations for early childhood education.