Martha J. Cox

TL;DR: It is suggested that theoretical and conceptual models that use an organismic or systems metaphor for understanding families are important for stimulating new research and organizing existing data, and that advances in these theories over the past few decades have expanded the potential for understanding child development and adult adaptation.

TL;DR: The authors examined teachers' judgments of the prevalence and types of problems children present upon entering kindergarten and found that up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition.

TL;DR: The authors observed 223 largely suburban or rural public school kindergarten classrooms in 3 states to describe classroom activities and child-teacher interactions involving 1 child per classroom and assessed its relation to teacher, school, classroom, and family characteristics and target child out-comes.

TL;DR: The authors discuss recent research that has arisen from theoretical and conceptual models that use a systems metaphor for understanding families and suggest that research stimulated by such models leads social scientists in new and important directions in understanding the social and emotional development of children in their families.