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Early Childhood

Immigrant children in ‘tender age shelters’ at risk for psychological disorders

Dec. 19, 2018—The practice of separating immigrant children from their parents is very likely to lead to negative effects on emotional and mental health in adolescence.

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Vanderbilt KidTalk begins clinical trial on intervention for young children with language delays

Nov. 30, 2018—Vanderbilt will conduct a clinical trial of an intervention for young children with language delays in an NIDCD study.

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Can colorful blocks prep preschoolers for a future in math? This study says yes.

Sep. 25, 2018—Patterning and spatial activities like block play are simple yet powerful activities in which preschoolers develop early math skills, according to a growing body of research by Vanderbilt scholars.

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Does watching Sesame Street make kids kinder?

Jan. 31, 2018—A grant of more than $100,000 from Sesame Workshop will support a study by researchers at Vanderbilt’s Peabody College of education and human development measuring the effects of watching Sesame Street on young children’s understanding of kindness and emotions.

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Humphreys receives APS Rising Star award

Jan. 17, 2018—Kathyrn Humphreys, B.S.’05, has been named an APS Rising Star by the Association for Psychological Science. Now completing postdoctoral studies at Stanford University, Humphreys will join Vanderbilt University’s Peabody College Department of Psychology and Human Development this fall.

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New research identifies best coping strategies for kids

Dec. 21, 2017—From acting out to reaching out, children and teens cope with stress in a variety of ways with varying results. A new, comprehensive Vanderbilt University study published in the high-impact journal Psychological Bulletin outlines which coping strategies work best.

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Pre-K needs proper implementation and rigorous evaluation to succeed

Oct. 12, 2017—High-quality state- and district-run prekindergarten programs should be supported as long as they are implemented properly and evaluated with rigor, according to a new pre-K consensus report penned by Vanderbilt education researcher Mark Lipsey.

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Researchers spotlight best practices in early childhood special education

Nov. 1, 2016—In the first five years of life, a child’s linguistic, conceptual, and social competence grow enormously.

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Taking playtime seriously

Oct. 31, 2016—Teaching children with disabilities play skills helps them interact with typically developing peers.

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Instructional preference may boost children’s learning

Mar. 28, 2016—When children have a choice of how they interact with educators, they may learn more efficiently.

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Can pre-K be fixed?

Feb. 1, 2016—New analysis of Tennessee's state-funded pre-K is prompting reevaluation and change.

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Pre-K promise, new research on early learning

Nov. 25, 2013—Positive interactions in a pre-kindergarten classroom may be equally or more important to the future academic development of 4-year-olds than learning letters and numbers, according to Dale Farran, senior associate director of the Peabody Research Institute at Vanderbilt’s Peabody College.

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