There is growing evidence of the effectiveness of the pyramid model (PM) in promoting young children's social-emotional competence and reducing challenging behaviours. In the province of Quebec (Canada), as in many other regions, many children with special needs are integrated into early childhood settings where educators have not had specific…

Recent advances in policy development and professional practice in the field of early learning and child care have led to the expectation that it is appropriate and advantageous to include children with disabilities and extra support needs in early child care and learning programs. Yet, to date, evidence-based research on the effects of…

This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early…

The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early…

Emergent literacy programs for young children are significantly more effective when caregivers are integral components of program delivery. This is particularly important when designing programs for vulnerable children such as those with lower academic achievement due to learning and language disabilities, lower socioeconomic environments, or…

This exploratory study measured the efficacy of an emergent literacy intervention program designed to support preschool children who have been identified as having specific language impairments. Specifically, the study compares two intervention approaches--an experimental emergent literacy intervention and a traditional intervention based on…

The authors examined the nature of the working memory system that underlies age differences of young, preschool-aged children. Measures of working memory, short-term memory, articulation speed, general intelligence, and writing were administered to 166 Canadian preschool-aged children aged 3 to 5 years. Findings generally support the hypothesis…