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Early Education and Development Volume 21, 2010 - Issue 5: Overlaps Between Socio-Emotional and Academic Development
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Original Articles

Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

Erum Nadeem Division of Mental Health Services and Policy Research, New York State Psychiatric Institute, Columbia University
,
Kristi Maslak Department of Counseling and Personnel Services, University of Maryland
,
Anil Chacko Department of Psychology, Queens College, The City University of New York
&
Kimberly Eaton Hoagwood Division of Mental Health Services and Policy Research, New York State Psychiatric Institute, Columbia University
Pages 765-779 | Received 27 Apr 2010, Published online: 12 Oct 2010

Citations (12)

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Read on this site (3)

Ruth Guirguis & Kathy Carolina Antigua. (2017) DLLs and the development of self-regulation in early childhood. Cogent Education 4:1.
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Bryant Jensen, Leslie Reese, Kendra Hall-Kenyon & Courtney Bennett. (2015) Social Competence and Oral Language Development for Young Children of Latino Immigrants. Early Education and Development 26:7, pages 933-955.
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ColleenK. Vesely, Elizabeth Levine Brown & Duhita Mahatmya. (2013) It Takes Two: Sensitive Caregiving Across Contexts and Children's Social, Emotional, and Academic Outcomes. Early Education and Development 24:7, pages 960-978.
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Articles from other publishers (9)

Dianne Macdonald, Gigi Luk & Eve-Marie Quintin. (2021) Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia. Journal of Autism and Developmental Disorders 52:4, pages 1652-1672.
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Spyridoula Vazou & Myrto F. Mavilidi. (2021) Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program. Frontiers in Psychology 12.
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Brittany MatthewsCarla C. AllanAmi Norris-BrilliantAnil Chacko. (2020) Leveraging Emerging Workforces to Increase ADHD Service Provision for Children and Families: Family Peer Advocates as an Exemplar. The ADHD Report 28:8, pages 5-10.
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Bryant Jensen, Rebeca Mejía-Arauz, Sara Grajeda, Sara García Toranzo, Jorge Encinas & Ross Larsen. (2020) Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children. Early Childhood Research Quarterly 52, pages 112-123.
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Anil Chacko, Megan Granski, E. Parham Horn, Michael D. Levy, Victoria Dahl, Rachel S. Lacks & Amrita Ramakrishnan. 2018. Developmental Pathways to Disruptive, Impulse-Control and Conduct Disorders. Developmental Pathways to Disruptive, Impulse-Control and Conduct Disorders 347 380 .
Catrinel Alice ŞtefanCatrinel Alice Ştefan. 2018. Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Social-Emotional Prevention Programs for Preschool Children's Behavior Problems 195 220 .
Vittoria Anello, Mark Weist, Lucille Eber, Susan Barrett, Joanne Cashman, Mariola Rosser & Sue Bazyk. (2016) Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey. Journal of Emotional and Behavioral Disorders 25:2, pages 82-95.
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Spyridoula Vazou, Constantine Mantis, Gayle Luze & Jacqueline S. Krogh. (2017) Self-perceptions and social–emotional classroom engagement following structured physical activity among preschoolers: A feasibility study. Journal of Sport and Health Science 6:2, pages 241-247.
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Robert V. BulloughJr.Jr. & Kendra M. Hall-Kenyon. (2014) Chronic Homelessness, Head Start, and Changing Federal Policies. Urban Education 50:6, pages 631-659.
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