Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Bird, A., Reese, E., Schaughency, E., Waldie, K., Atatoa-Carr, P., Morton, S. et Grant, C.
(2024). Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning.
Early Childhood Research Quarterly, 66(1er quartier), 255-268.
Katsantonis, I. et McLellan, R.
(2024). The role of parent-child interactions in the association between mental health and prosocial behavior: Evidence from early childhood to late adolescence.
International Journal of Behavioral Development, 48(1), 59-70.
McIntosh, J.E., Opie, J., Greenwood, C.J., Booth, A., Tan, E., Painter, F., Messer, M., Macdonald, J.A., Letcher, P. et Olsson, C.A.
(2024). Infant and preschool attachment, continuity and relationship to caregiving sensitivity: findings from a new population-based Australian cohort.
Journal of Child Psychology and Psychiatry, 65(1), 64-76.
Reschke, P. J., Clifford, B. N., Brown, M., Siufanua, M., Graver, H., Cooper, A. M., Porter, C. L., Stockdale, L. A. et Coyne, S. M.
(2024). Links between parent-child conversations about emotions and changes in children's emotion knowledge across early childhood.
Child Development, 95(1), 82-97.
Salley, B., Neal, C., McGovern, J., Fleming, K. et Daniels, D.
(2024). An Exploration of Ready, Set, Share A Book! Intervention for Enhancing Parent Book Sharing with Infants and Toddlers.
Early Childhood Education Journal, 52(1), 127-138.
Kim, J. et Yu, H. M.
(2024). Home-Based Parent Involvement, Parental Warmth, and Kindergarten Outcomes Among Children of Immigrant Parents.
Early Education and Development, 35(2), 343-367.
Ataman-Devrim, M., Quigley, J. et Nixon, E.
(2024). Preterm toddlers’ joint attention characteristics during dyadic interactions with their mothers and fathers compared to full-term toddlers at age 2 years.
Infant Behavior and Development, 74, article 101915.
Brushe, M. E., Haag, D. G., Melhuish, E. C., Reilly, S. et Gregory, T.
(2024). Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months.
JAMA Pediatrics, 178(4), 369-375.
Fagan, J., Cabrera, N. et Iglesias, A.
(2024). Trajectories of low-income mothers’ and fathers’ engagement in learning activities and child academic skills.
Journal of Child and Family Studies, 33(3), 805-821.
Chu, C. P. Y., McLean, K. et Edwards, S.
(2024). Parents’ practices of co-play in a community playgroup.
Journal of Early Childhood Research, 22(2), 272-284.
Jacobs, M. M.
(2024). Learning from newly settled families in an Aotearoa New Zealand playgroup.
Journal of Early Childhood Research, 22(2), 313-326.
Kyei, P. S. et Nyarko, N. Y.
(2024). Care-giver child interactions and early cognitive development in West and Central Africa.
Early Child Development and Care, 194(3), 414-423.
Lahtinen, M., Böök, M. L. et Sevón, E.
(2024). From being ignored to engaging in dialogue: Young boys' narratives of children's participation in child-parent conflicts.
Children & Society, 38(4), 1022-1038.
Li, H., Peng, A. et Zhang, X.
(2024). Parents’ Psychological Distress During COVID-19: Correlates and Relations with Parents’ Engagement in Early Education.
Early Education and Development, 35(5), 914-932.
McHugh, S. R., Callanan, M., Jaeger, G., Legare, C. H., et Sobel, D. M.
(2024). Explaining and exploring the dynamics of parent-child interactions and children's causal reasoning at a children's museum exhibit.
Child Development, 95(3), 845-861.
Soucie, K., Scott, S.A., Partridge, T., Hakim-Larson, J., Babb, K. A. et Voelker, S.
(2024). Meta-Emotion and Emotion Socialization by Mothers of Preschoolers During Storytelling Tasks.
Journal of Child and Family Studies, 33(5), 1618-1631.
Thompson, K., Choi, E., Artis, J., Dubay, M., Baranek, G. T. et Watson, L. R.
(2024). An observational study of parental language during play and mealtime in toddlers at variable likelihood for autism.
Journal of Child Language, 51(3), 681-709.
Rydland, V. et Grøver, V.
(2024). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development.
Journal of Early Childhood Research, 22(2), 166-179.
Bambha, V. P., Surrain, S., Zucker, T. A., Ahmed, Y. et Leyva, D.
(2024). The intersection of parent questions, child skills, and activity context in informal science, technology, engineering, and math learning.
Journal of Experimental Child Psychology, 246, article 106000.
DePascale, M. et Ramani, G. B.
(2024). Promoting children’s mathematical and statistical understanding through parent-child math games.
Cognitive Development, 71, article 101480.
Hasselle, A. J., Howell, K. H., Napier, T. R., Howie, W. C. et Thurston, I. B.
(2024). Profiles of Maternal-Child Interactions and their Association with Children’s External Resilience Resources.
Journal of Child and Family Studies, 33(9), 3004-3019.
Luo, L. et Qiu, Y.
(2024). Parent−child relationship and social competence in Chinese preschoolers: A latent class analysis.
Children and Youth Services Review, 163, article 107716.
Ma, Y., Pappas, L., Zhang, X., Feng, T., Eve-Dill, S., Rozelle, S. et Weber, A.
(2024). How does the family environment affect toddlerhood language and cognitive development? Evidence from peri-urban China.
Applied Developmental Science, 28(3), 207-226.
Marie-Hélène Marquis
(2024). L'aménagement langagier familial: facteurs écosystémiques structurant les choix langagiers de nouveaux parents d'enfants de moins de 5 ans en contexte multilingue anglodominant du sud-est du Nouveau-Brunswick
[Thèse de doctorat, Université de Moncton]. ScriptoriUM.
Masek, L. R., Swirbul, M. S., Silver, A. M., Libertus, M. E., Cabrera, N. et Tamis-LeMonda, C. S.
(2024). Math talk by mothers, fathers, and toddlers: Differences across materials and associations with children’s math understanding.
Journal of Experimental Child Psychology, 246, article 105991.
Miller, E. B., Canfield, C. F., Roby, E., Wippick, H., Shaw, D. S., Mendelsohn, A. L. et Morris-Perez, P. A.
(2024). Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.
Child Development, 95(4), 1172-1185.
Mustonen, R., Torppa, R. et Stolt, S.
(2024). Parental linguistic support in a home environment is associated with language development of preschool-aged children.
Acta Paediatrica, 113(8), 1852-1859.
Orr, E. et Kashy Rosenbaum, G.
(2024). “My baby is ready to learn”—The role of infant pointing in redirecting maternal responses to be more informative.
Infancy, 29(6), 908-932.
Ravindran, N. et McElwain, N. L.
(2024). Dynamic coupling of maternal sensitivity and toddlers’ responsive/assertive behaviors predicts children’s behavior toward peers during the preschool years.
Developmental Psychology, 60(10), 1801-1813.
Conica, M., Nixon, E. et Quigley, J.
(2023). Talk outside the box: Parents’ decontextualized language during preschool years relates to child numeracy and literacy skills in middle childhood.
Journal of Experimental Child Psychology, 236, article 105746.
Ho, C. J., Duursma, E. et Herbert, J. S.
(2023). Mother-infant shared book reading in the first year of life.
Infant and Child Development, 32(6), article e2465.
Gago-Galvagno, L. G., Miller, S. E., De Grandis, C., Elgier, A. M., Mustaca, A. E. et Azzollini, S. C.
(2022). The still-face paradigm in Latin American mother–child dyads at 2 and 3 years: Effects of socioeconomic status and temperament.
Journal of Experimental Child Psychology, 217, article 105357.
Helmerhorst, K. O. W., Lucassen, N., van der Storm, L. et Keizer, R.
(2022). Sharing in child caring: Does equal parenting involvement moderate the relationship between fathers’ and mothers’ sensitivity and toddlers’ receptive language ability?
Early Childhood Research Quarterly, 59, 12-20.
Liu, C. et Hoa Chung, K. K.
(2022). Effects of fathers’ and mothers’ expectations and home literacy involvement on their children’s cognitive–linguistic skills, vocabulary, and word reading.
Early Childhood Research Quarterly, 60, 1‑12.
Aksoy, A. B., Özkan Kunduracı, H. K. et Aksoy, M.
(2022). Symbolic play: mother and child behaviours.
Early Child Development and Care, 192(8), 1257-1269.
Bendel-Stenzel, L. C., An, D. et Kochanska, G.
(2022). Infants’ attachment security and children’s self-regulation within and outside the parent–child relationship at kindergarten age: Distinct paths for children varying in anger proneness.
Journal of Experimental Child Psychology, 221, article 105433.
Cho, S. in, Song, J.-H., Trommsdorff, G., Cole, P. M., Niraula, S. et Park, S.-Y.
(2022). Mothers’ Reactions to Children’s Emotion Expressions in Different Cultural Contexts: Comparisons across Nepal, Korea, and Germany.
Early Education and Development, 33(5), 858- 876.
Connor, L. A. et Stolz, H. E.
(2022). Child Development Knowledge and Father Engagement: The Mediating Role of Parenting Self-efficacy.
Journal of Family Issues, 43(3), 831-851.
Fung, W. K.
(2022). Social Mastery Motivation Mediates the Link between Parental Responsiveness and Children’s Social-emotional Competence.
Early Education and Development, 33(5), 846-857.
Andréanne Gagné Nathalie Bigras Annie Charron et Julie Lemire
(2022). The Integration of Affective Characteristics of the Family Environment for a More Comprehensive Explanatory Model of Reading Abilities.
Frontiers in Education-Educational Psychology, 7, article 1051261.
Holme, C., Harding, S., Roulstone, S., Lucas, P. J. et Wren, Y.
(2022). Mapping the literature on parent-child language across activity contexts: a scoping review.
International Journal of Early Years Education, 30(1), 6-24.
Homonchuk, O. et Barlow, J.
(2022). The Commissioning of Infant Mental Health Services in the Uk: A Study of Stakeholder Views.
Child: Care, Health and Development, 48(2), 217-224.
Kiepura, E., Niedźwiecka, A. et Kmita, G.
(2022). Silence matters: The role of pauses during dyadic maternal and paternal vocal interactions with preterm and full-term infants.
Journal of Child Language, 49(3), 451468.
Lederer, Y., Artzi, H. et Borodkin, K.
(2022). The effects of maternal smartphone use on mother–child interaction.
Child Development, 93(2), 556-570.
Lindsey, E. W.
(2022). Shared positive emotion during parent-toddler play and parent and child well-being in Mexican origin families.
Infant Behavior and Development, 67, article 101706.
Petersson, J., Sayers, J., Rosenqvist, E. et Andrews, P.
(2022). Parent-initiated activities in support of Swedish year-one children’s learning of mathematics: age-appropriate complements to school?
International Journal of Early Years Education, 30(4), 831-846.
Polat, Ö. et Bayındır, D.
(2022). The relation between parental involvement and school readiness: the mediating role of preschoolers’ self-regulation skills.
Early Child Development and Care, 192(6), 845-860.
Porter, C. L., Yang, C., Jorgensen, N. A. et Evans-Stout, C.
(2022). Development of mother-infant co-regulation: The role of infant vagal tone and temperament at 6, 9, and 12 months of age.
Infant Behavior and Development, 67, article 101708.
Salvadori, E. A., Colonnesi, C., Elsammak, L., Oort, F. J. et Messinger, D. S.
(2022). Beyond the familial : The development of emotional communication with mothers, fathers, and strangers.
Infancy, 27(4), 836‑862.
Schröer, L., Çetin, D., Vacaru, S. V., Addabbo, M., van Schaik, J. E. et Hunnius, S.
(2022). Infants’ sensitivity to emotional expressions in actions : The contributions of parental expressivity and motor experience.
Infant Behavior and Development, 68, article 101751.
Sheng, L., Dong, W., Han, F., Tong, S. et Hu, J.
(2022). Language expansion in Chinese parent–child mealtime conversations: across different conversational types and initiators.
International Journal of Early Years Education, 30(1), 25-40.
Steiner, L. M., Hindin, A. et Rizzuto, K. C.
(2022). Developing Children’s Literacy Learning Through Skillful Parent–Child Shared Book Readings.
Early Childhood Education Journal, 50(4), 539-553.
Ulrich, S. M., Lux, U., Liel, C. et Walper, S.
(2022). Long-term effects of targeted prevention programmes for families with young children : A population-based study on parenting stress and children’s negative emotionality.
Child: Care, Health and Development, 48(5), 763‑771.
Van Vliet, M. S., Mesman, J., Schultink, J. M., Vereijken, C. M. J. L., Martens, V. E. G. et Van der Veek, S. M. C.
(2022). Maternal sensitivity during mealtime and free play: Differences and explanatory factors.
Infancy, 27(3), 630-644.
Zimmer-Gembeck, M. J., Rudolph, J., Kerin, J. et Bohadana-Brown, G.
(2022). Parent emotional regulation: A meta-analytic review of its association with parenting and child adjustment.
International Journal of Behavioral Development, 46(1), 63-82.
Gavora, P.
(2022). Preschool-aged children’s agency in shared book reading: the relation to the literacy environment in Czech families.
Early Child Development and Care, 192(13), 2128-2148.
Adamson, L. B., Caughy, M. O., Bakeman, R., Rojas, R., Owen, M. T., Tamis-LeMonda, C. S., Pacheco, D., Pace, A. et Suma, K.
(2021). The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households.
Early Childhood Research Quarterly, 56, 167-179.
Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M. et Madigan, S.
(2021). Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills: A Meta-Analysis.
Child Development, 92(2), 484-501.
Brzozowska, A., Longo, M. R., Mareschal, D., Wiesemann, F. et Gliga, T.
(2021). Capturing touch in parent–infant interaction: A comparison of methods.
Infancy, 26(3), 494-514.
Callanan, M. A., Castañeda, C. L., Solis, G., Luce, M. R., Diep, M., McHugh, S. R., Martin, J. L., Scotchmoor, J. et DeAngelis, S.
(2021). “He Fell in and That’s How He Became a Fossil!”: Engagement With a Storytelling Exhibit Predicts Families’ Explanatory Science Talk During a Museum Visit.
Frontiers in Psychology, 12, 689649.
Carollo, A., Lim, M., Aryadoust, V. et Esposito, G.
(2021). Interpersonal Synchrony in the Context of Caregiver-Child Interactions: A Document Co-citation Analysis.
Frontiers in Psychology, 12, article 701824.
Carson, V. et Kuzik, N.
(2021). The association between parent–child technology interference and cognitive and social–emotional development in preschool-aged children.
Child: Care, Health and Development, 47(4), 477-483.
Crosnoe, R. L., Johnston, C. A. et Cavanagh, S. E.
(2021). Maternal education and early childhood education across affluent English-speaking countries.
International Journal of Behavioral Development, 45(3), 226-237.
Diemer, M. C., Treviño, M. S. et Gerstein, E. D.
(2021). Contextualizing the role of intrusive parenting in toddler behavior problems and emotion regulation: Is more always worse?
Developmental Psychology, 57(8), 1242‑1253.
Diniz, E., Brandão, T., Monteiro, L. et Veríssimo, M.
(2021). Father involvement during early childhood: A systematic review of the literature.
Journal of Family Theory & Review, 13(1), 77-99.
Donnelly, S. et Kidd, E.
(2021). The Longitudinal Relationship Between Conversational Turn-Taking and Vocabulary Growth in Early Language Development.
Child Development, 92(2), 609-625.
Fernandes, C., Fernandes, M., Santos, A. J., Antunes, M., Monteiro, L., Vaughn, B. E. et Verissimo, M.
(2021). Early Attachment to Mothers and Fathers: Contributions to Preschoolers’ Emotional Regulation.
Frontiers in Psychology, 12, article 660866.
Frausel, R. R., Richland, L. E., Levine, S. C. et Goldin-Meadow, S.
(2021). Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.
Developmental Psychology, 57(4), 519-534.
Jeong, J., Franchett, E. E., Ramos de Oliveira, C. V., Rehmani, K. et Yousafzai, A. K.
(2021). Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis.
PLOS Medicine, 18(5), article 1003602.
Joseph, J. D., Strain, P. S. et Dunlap, G.
(2021). An Experimental Analysis of Prevent-Teach-Reinforce for Families (PTR-F).
Topics in Early Childhood Special Education, 41(2), 115‑128.
Joy, A., Law, F., McGuire, L., Mathews, C., Hartstone-Rose, A., Winterbottom, M., Rutland, A., Fields, G. E. et Mulvey, K. L.
(2021). Understanding Parents’ Roles in Children’s Learning and Engagement in Informal Science Learning Sites.
Frontiers in Psychology, 12, article 635839.
Konrad, C., Hillmann, M., Rispler, J., Niehaus, L., Neuhoff, L. et Barr, R.
(2021). Quality of Mother-Child Interaction Before, During, and After Smartphone Use.
Frontiers in Psychology, 12, article 616656.
Kozak, K., Greaves, A., Waldfogel, J., Angal, J., Elliott, A. J., Fifier, W. P. et Brito, N. H.
(2021). Paid maternal leave is associated with better language and socioemotional outcomes during toddlerhood.
Infancy, 26(4), 536-550.
Kuo, P. X. et Braungart-Rieker, J. M.
(2021). Attachment configurations to mothers and fathers during infancy predict compliance, defiance, and effortful control in toddlerhood.
Early Childhood Research Quarterly, 58, 188‑197.
Linder, L. K., McDaniel, B. T., Stockdale, L. et Coyne, S. M.
(2021). The impact of parent and child media use on early parent–infant attachment.
Infancy, 26(4), 551-569.
Markodimitraki, M. et Kalpidou, M.
(2021). Developmental changes in imitation during mother–infant interactions.
Early Child Development and Care, 191(10), 1602-1612.
Nicolaus, C., Kress, V., Kopp, M. et Garthus-Niegel, S.
(2021). The Impact of Parental Relationship Satisfaction on Infant Development: Results From the Population-Based Cohort Study DREAM.
Frontiers in Psychology, 12, article 667577.
Nijssens, L., Luyten, P., Malcorps, S., Vliegen, N. et Mayes, L.
(2021). Parental reflective functioning and theory of mind acquisition: A developmental perspective.
British Journal of Developmental Psychology, 39(4), 584‑602.
Oxford, M. L., Hash, J. B., Lohr, M. J., Bleil, M. E., Fleming, C. B., Unützer, J. et Spieker, S. J.
(2021). Randomized trial of promoting first relationships for new mothers who received community mental health services in pregnancy.
Developmental Psychology, 57(8), 1228‑1241.
Principe, G. F., Kirkpatrick, H. et Langley, S.
(2021). A focus on accuracy in misinformed mothers puts young children at risk for false memories.
Journal of Experimental Child Psychology, 214, article 105274.
Quigley, J. et Nixon, E.
(2021). Parent child directed speech in dyadic and triadic interaction: Associations with co-parenting dynamics and child language outcomes.
Early Childhood Research Quarterly, 58, 125‑135.
Ramírez, N. F., Hippe, D. S. et Kuhl, P. K.
(2021). Comparing Automatic and Manual Measures of Parent–Infant Conversational Turns: A Word of Caution.
Child Development, 92(2), 672-681.
Rasse, M. et Falk, J.
(2021). L’approche piklérienne en famille ?
Spirale, 97(1), 124-127.
Seetal, I. et Quiroz, B.
(2021). Vocabulary growth through parent-child interaction: a targeted intervention.
Early Child Development and Care, 191(6), 891-905.
Shivaram, A., Chavez, Y., Anderson, E., Fritz, A., Jackson, R., Edwards, L., Powers, S., Libertus, M. et Hespos, S.
(2021). Brief Interventions Influence the Quantity and Quality of Caregiver-Child Conversations in an Everyday Context.
Frontiers in Psychology, 12, article 645788.
St George, J. M., Campbell, L. E., Hadlow, T. et Freeman, E. E.
(2021). Quality and Quantity: A Study of Father–Toddler Rough-and-Tumble Play.
Journal of Child and Family Studies, 30(5), 1275-1289.
Tandon, S. D., Hamil, J., Gier, E. E. et Garfield, C. F.
(2021). Examining the Effectiveness of the Fathers and Babies Intervention: A Pilot Study.
Frontiers in Psychology, 12, article 668284.
Van der Kaap-Deeder, J.
(2021). The role of parents’ autonomy support and psychological control in sibling relationship functioning through children’s need-based experiences.
British Journal of Developmental Psychology, 39(4), 653‑668.
Wood, K. R., Wood, E., Gottardo, A., Archer, K., Savage, R. et Piquette, N.
(2021). Workshop Training to Facilitate Parent-Child Instructional Opportunities for Reading and Social Development with Kindergarten Students.
Journal of Research in Childhood Education, 35(3), 438-457.
Kucker, S. C., Zimmerman, C. et Chmielewski, M.
(2021). Taking parent personality and child temperament into account in child language development.
British Journal of Developmental Psychology, 39(4), 540‑565.
Audette Sylvestre Mélissa Di Sante, Élise Brassart et Jean leblond
(2021). Introducing the Coding Observations of Parent–Child Interactions (COPI): An Observational Measure of the Parental Behaviours That Matter for Language Development.
Language Development, 45(2), 99-112.
Dean, B., O’Carroll, S., Ginnell, L., Ledsham, V., Telford, E., Sparrow, S., Boardman, J. P. et Fletcher-Watson, S.
(2021). Longitudinal assessment of social cognition in infants born preterm using eye-tracking and parent–child play.
Infant and Child Development, 30(6), article 2275.
Chan, R. F.-Y., Qiu, C. et Shum, K. K.
(2021). Tuning in to kids: A randomized controlled trial of an emotion coaching parenting program for Chinese parents in Hong Kong.
Developmental Psychology, 57(11), 1796 1809.
Chan, R. F.-Y., Qiu, C. et Shum, K. K.
(2021). Tuning in to kids: A randomized controlled trial of an emotion coaching parenting program for Chinese parents in Hong Kong.
Developmental Psychology, 57(11), 1796 1809.
Mil Winstone, L. K., Benitez, V. L. et van Huisstede, L.
(2021). Patterns of maternal interactive behaviors and dual vocabulary development in Mexican American children.
Developmental Psychology, 57(11), 1866‑1879.
De Vries, E. E., van der Pol, L. D., Toshkov, D. D., Groeneveld, M. G. et Mesman, J.
(2021). Fathers, faith, and family gender messages: Are religiosity and gender talk related to children’s gender attitudes and preferences?
Early Childhood Research Quarterly, 59, 21‑31.
Poissant, J., Bénard, H. et Poulin, F.
(2021). Que savons-nous des facteurs liés à l’implication des parents dans l’éducation préscolaire et des stratégies pour la favoriser?.
Revue des sciences de l’éducation, 47(2), 1-26.
Walthery, P. et Chung, H.
(2021). Sharing of childcare and wellbeing outcomes: an empirical analysis Second Report: Quantitative Analysis of the 2014/15 UK Time Use Study.
Government equalities Office.
Walthery, P. et Chung, H.
(2021). Sharing of childcare and wellbeing outcomes: an empirical analysis Second Report: Quantitative Analysis of the 2014/15 UK Time Use Study.
Government equalities Office.
Davies, C., Mcgillion, M., Rowland, C. et Matthews, D.
(2020). Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability.
Journal of Child Language, 47(3), 655-679.
Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L. et Cooper, P. J.
(2020). Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis.
Child Development, 91(2), 383-399.
Eason, S. H. et Ramani, G. B.
(2020). Parent-Child Math Talk About Fractions During Formal Learning and Guided Play Activities.
Child Development, 91(2), 546-562.
Geeraerts, S. B., Backer, P. M. et Stifter, C. A.
(2020). It takes two: Infants’ moderate negative reactivity and maternal sensitivity predict self-regulation in the preschool years.
Developmental Psychology, 56(5), 869-879.
Hughes, C., Devine, R. T., Mesman, J. et Blair, C.
(2020). Understanding the Terrible Twos: A longitudinal investigation of the impact of early executive function and parent-child interactions.
Developmental Science, 3(3), 1-28.
Kalashnikova, M., Goswami, U. et Burnham, D.
(2020). Infant-directed speech to infants at risk for dyslexia: A novel cross-dyad design.
Infancy, 25(3), 286-303.
Knight, R. M., Albright, J., Deling, L., Dore-Stites, D. et Drayton, A. K.
(2020). Longitudinal Relationship Between Time-Out and Child Emotional and Behavioral Functioning.
Journal of Developmental & Behavioral Pediatrics, 41(1), 31-37.
Lobo, F. M. et Lunkenheimer, E.
(2020). Understanding the parent-child coregulation patterns shaping child self-regulation.
Developmental Psychology, 56(6), 1121-1134.
McLoughlin, N., Leech, K. A., Chernyak, N., Blake, P. R. et Corriveau, K. H.
(2020). Conflicting perspectives mediate the relation between parents’ and preschoolers’ self-referent mental state talk during collaboration.
British Journal of Developmental Psychology, 38(2), 255-267.
Muhinvi, A., Hesketh, A., Stewart, A. J. et Rowland, C. F.
(2020). Story choice matters for caregiver extra-textual talk during shared reading with preschoolers.
Journal of Child Language, 47(3), 633-654.
Roberts, W. L.
(2020). Parents’ observed responses to children’s emotional distress: Relations with social competence in preschool.
British Journal of Developmental Psychology, 38(2), 186-204.
Thompson, S. F., Zalewski, M., Kiff, C. J., Moran, L., Cortes, R. et Lengua, L. J.
(2020). An empirical test of the model of socialization of emotion: Maternal and child contributors to preschoolers’ emotion knowledge and adjustment.
Developmental Psychology, 56(3), 418-430.
Orrmalm, A.
(2020). The flows of things–exploring babies’ everyday space-making.
Children’s Geographies, 19(6), 677-688.
Anderson, K. L., Atkinson, T. S., Swaggerty, E. A. et O’Brien, K.
(2019). Examining relationships between home-based shared book reading practices and children’s language/literacy skills at kindergarten entry.
Early Child Development and Care, 189(13), 2167-2182.
Andrews, R., Van Bergen, P. et Wyver, S.
(2019). Reminiscing and future talk conversations between young children, their early childhood educators and mothers.
Early Childhood Research Quarterly, 49, 254-268.
Baker, C. E. et Brooks-Gunn, J.
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