A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7.
Survey data from a larger prospective study were utilized to examine how emotion regulation influenced externalizing behaviors of children over time and whether children’s social skills influenced peer ratings of acceptance.
In great demand are efficient mechanisms for delivery of evidence-based interventions for promoting social-emotional development and early positive behavior of all children, and especially for those with or at risk for disabilities.
Pre- and post-test data from infant and mothers who completed an adapted evidence-based early childhood intervention program (Play and Learning Strategies [PALS]) for use on the internet (Infant Net) were assessed to explore changes in parenting (i.e., depression, sensitive and responsive interac