Do aspects of social, emotional and behavioural development in the pre-school period predict later cognitive and academic attainment? по Hammer, D, Melhuish, E, Howard, SJ

Evaluating the viability of a structured observational approach to assessing early self-regulation по Howard, SJ, Neilsen-Hewett, C, de Rosnay, M, Vasseleu, E, Melhuish, E

Unravelling self-regulation in early childhood: protocol for the longitudinal SPROUTS study по Howard, SJ, Vasseleu, E, Mushahwar, L, Mallawaarachchi, S, Neilsen-Hewett, C, Day, N, Melhuish, EC, Williams, KE

Challenging socioeconomic status: A cross‐cultural comparison of early executive function по Howard, SJ, Cook, CJ, Everts, L, Melhuish, E, Scerif, G, Norris, S, Twine, R, Kahn, K, Draper, CE

Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children. по Cliff, DP, McNeill, J, Vella, SA, Howard, SJ, Santos, R, Batterham, M, Melhuish, E, Okely, AD, De Rosnay, M

Enhancing children’s numeracy and executive functions via their explicit integration по Scerif, G, Sučević, J, Andrews, H, Blakey, E, Gattas, SU, Godfrey, A, Hawes, Z, Howard, SJ, Kent, L, Merkley, R, O’Connor, R, O’Reilly, F, Simms, V