The period of early childhood sets the stage for how well children view themselves, each other, and their world. Shared positive emotional experiences between caregivers and children serve as building blocks for the development of social and emotional well-being in infants and toddlers. Incorporating the three principles of promotion, prevention, and intervention within a systems framework (child-parent-environment) will enable early childhood practitioners to foster the emotional health and well-being of all children and families, especially those individual children who are more vulnerable due to the presence of multiple risk factors. The primary intent of the authors of this paper is to discuss the importance of attending to the social and emotional well being of very young children as a primary focus of early learning and school success.

Although there is a growing body of research documenting the deleterious effect of experiencing relational aggression, few studies have explored how children cope with relational aggression, especially when it occurs between close friends. Moreover, relational aggression is understudied among urban African American children. Using data from a sample of 126 urban, low-income predominantly African American children we examined children's beliefs concerning relational aggression and their use of coping strategies when faced with relational aggression in their close friendships. Findings suggested that relational aggression was perceived to be prevalent and harmful by both the boys and the girls. Both boys and girls reported they would use ruminative/avoidance coping strategies when experiencing relational aggression in a close friendship. Implications for future research and the development of gender-sensitive prevention programs are discussed.

At a time when many children and families are faced with enormous daily life hassles and major stressful events, it is crucial to understand issues pertaining to childhood stress and coping. The present study examined children and parents' perceptions of childhood stressors and children's coping actions. Findings reveal that children report higher stress levels than parents. The stressors identified by children range from peer related stressful situations such as being laughed at to internal factors such as lack of control, and major life events such as death of a loved one. Children and parents report a large range of coping actions with three predominant themes-cognitive, social, and emotional coping strategies. Implications for practice are discussed.

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