Thématiques

Auteurs

Année

Auteurs Année

Chan, W. W.-Y., Shum, K. K.-M., Downs, J. et Sonuga-Barke, E. J. S.
(2024). An experimental task to measure preschool children’s frustration induced by having to wait unexpectedly: The role of sensitivity to delay and culture.
Journal of Experimental Child Psychology, 237, article 105763.
Chavez, A. E., Troxel, M., Sheldrick, R. C., Eisenhower, A., Brunt, S. et Carter, A. S.
(2024). Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention.
Early Childhood Research Quarterly, 66(1er quartier), 245-254.
Elbaum, B., Perry, L. K. et Messinger, D. S.
(2024). Investigating children's interactions in preschool classrooms: An overview of research using automated sensing technologies.
Early Childhood Research Quarterly, 66(1er quartier), 147-156.
Kamber, E., Fuke, T. S. S., Alunni, M. et Mahy, C. E. V.
(2024). Procrastination in early childhood: Associations with self-regulation, negative affectivity, and the home environment.
Early Childhood Research Quarterly, 66(1er quartier), 75-85.
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.
Katz, T., Kushnir, T. et Tomasello, M.
(2024). Children are eager to take credit for prosocial acts, and cost affects this tendency.
Journal of Experimental Child Psychology, 237, article 105764.
Melo, C., Pianta, R.C., LoCasale-Crouch, J., Romo, F. et Ayala, M. C.
(2024). The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development.
Early Childhood Education Journal, 52(1), 55-71.
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.
Tan, E. et Hamlin, J. K.
(2024). Toddlers’ affective responses to sociomoral scenes: Insights from physiological measures.
Journal of Experimental Child Psychology, 237, article 105757.
Xueke Wang, X. et Feng, T.
(2024). Does executive function affect children's peer relationships more than emotion understanding? A Longitudinal study based on latent growth model.
Early Childhood Research Quarterly, 66(1^er quartier), 211-223.
Whittaker, J. E., Hofkens, T., Vitiello, V. E., Pianta, R. C., DeCoster, J. et Ansari, A.
(2024). Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?
Early Childhood Research Quarterly, Volume 66(1er quartier), 112-123.
Baker, E. R., Huang, R., Liu, Q., Battista, C. et Gahtan, J.
(2024). Preschool Children’s Evaluations of Prototypic and Accidental Moral Transgressions Differ by Economic Strata.
Early Education and Development, 35(2), 220-233.
Ekström, A. et Cekaite, A.
(2024). An exploratory study of children’s peer touch in a Swedish preschool: touch forms, bodily arrangements, and social constellations.
European Early Childhood Education Research Journal, 32(1), 34-54.
Ekström, A. et Cekaite, A.
(2024). Children’s touch in a Swedish preschool: touch cultures in peer group interaction.
International Journal of Early Years Education, 32(1), 103-121.
Hassan, R. et Schmidt, L. A.
(2024). Shyness and inhibitory control in preschool dyads: An actor-partner model of social behavior.
Developmental Psychology, 60(2), 271-283.
Kalessopoulou, D., Sidiropoulou, T., Sotiropoulou, E. et Psatha, F.
(2024). Exploring social justice awareness in young children's shopping pretend play at ECEC settings and museums.
European Early Childhood Education Research Journal, 32(1), 55-70.
Laugen, N. J., Kårstad, S. B., Reinfjell, T. et Wichstrøm, L.
(2024). The development of emotion understanding in children: The importance of parents, teachers, and peers.
Developmental Psychology, 60(2), 255-264.
Perry, K. J., Perhamus, G. R., Memba, G., Ostrov, J. M. et Murray-Close, D.
(2024). A social-ecological model of preschoolers’ aggressive behavior: An exploratory analysis.
School Psychology, 39(1), 95-105.
Plate, R. C., Jones, C., Steinberg, J., Daley, G., Corbett, N. et Waller, R.
(2024). Children’s knowledge and feelings align in response to emotional music.
Developmental Psychology, 60(2), 265-270.
Tervahartiala, K., Nolvi, S., Kataja, E.-L., Seppälä, M., Autere, T.-A., Hakanen, H., Karlsson, H., Carter, A., Karlsson, L. et Korja, R.
(2024). Childcare context and socio-emotional development in toddlers - a quantitative report from the Finn Brain Birth Cohort Study, Finland.
European Early Childhood Education Research Journal, 32(1), 71-85.
Zhai, S., Ding, R., Shen, M. et He, J.
(2024). Negative trait inference in behaviorally inhibited children influences their internalizing behaviors.
Developmental Psychology, 60(2), 284-293.
Aoki, N.
(2024). Praising among preschoolers.
Journal of Early Childhood Research, 22(1), 75-87.
Ben Soussan, P.
(2024). Les colères de bébé.
Spirale, 108(4), numéro thématique.
Bodén, L.
(2024). In the middle of a standardized test: The emerging relations of young children in research.
Contemporary Issues in Early Childhood, 25(1), 62-79.
Bruce, M., Ermanni, B. et Bell, M. A.
(2024). Vocabulary size predicts behavioral problems in emotionally reactive children.
Early Childhood Research Quarterly, 67(2^e quartier), 265-273.
Douglas, S. N., Shi, Y., Das, S. et Biswas, S.
(2024). Initial validation of wearable sensors to measure social engagement of young children.
Early Childhood Research Quarterly, 67(2^e quartier), 343-351.
Erten, C. et Güneş, G.
(2024). Social behaviour changes via mindfulness practices in early childhood.
Children and Youth Services Review, 158, article 107452.
Evans, A. D. et Talwar, V.
(2024). Encouraging honesty: Developmental differences in the influence of honesty promotion techniques.
Developmental Psychology, 60(3), 481-490.
Gath, M. E., Herold, L., Hunkin, E., McNair, L. J., Redder, B., Rutanen, N. et White, E. J.
(2024). Infants’ emotional and social experiences during and after the transition to early childhood education and care.
Journal of Early Childhood Research, 22(1), 88-105.
Havighurst, S. S., Edvoll, M., Tidemann, I., Bølstad, E., Holme, H., Hansen, M. B., Eikseth, E. C. et Nygaard, E.
(2024). A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens.
Early Education and Development, 35(3), 454-475.
Heikkilä, A. et Reunamo, J.
(2024). The years children spent in early education in relation to their social relations and objects of attention.
European Early Childhood Education Research Journal, 32(2), 339-351.
Hunze, M. S., Freudenberger, F., Gerigk, Y., Nieding, G., Ohler, P. et Diergarten, A.-K.
(2024). Preschoolers’ ability to build inferences about a film protagonist’s emotional state.
Cognitive Development, 69, article 101414.
Lucas-Molina, B., Giménez-Dasí, M., Quintanilla, L. et Sarmento-Henrique, R.
(2024). Spanish Validation of the Two-Factor Interpersonal Reactivity Index: Evidence for the Relationship Between Empathy, Social Competence, and Emotion Regulation.
Early Education and Development, 35(3), 615-627.
Marble, K. E. et Boseovski, J. J.
(2024). Who helps best? Children’s evaluation of knowledgeable versus wealthy individuals in negative event contexts.
Cognitive Development, 69, article 101396.
Muir, R. A., Howard, S. J. et Kervin, L.
(2024). Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning.
Early Childhood Research Quarterly, 67(2^e quartier), 170-181.
Nordström, A.
(2024). Reimagining joy as a performative force in early childhood education.
Contemporary Issues in Early Childhood, 25(1), 80-92.
Spielberger, J., Burkhardt, T., Carreon, E. D. et Gitlow, E. R.
(2024). Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation.
Early Childhood Research Quarterly, 67(2^e quartier), 307-319.
Söldner, L. et Paulus, M.
(2024). I help, therefore, I am? - longitudinal interrelations of the three-dimensional moral self-concept and prosocial behaviours in 4-6-year-old children.
British Journal of Developmental Psychology, 42(1), 1-17.
Söldner, L., Mammen, M. et Paulus, M.
(2024). The emergence of a coherent self-concept: A longitudinal study on the development of the moral self.
Developmental Psychology, 60(3), 467-480.
Xiao, X., Zhang, M. et Li, Y.
(2024). The effect of competition on children's merit-based resource allocation: The difference between interpersonal and intergroup competition.
British Journal of Developmental Psychology, 42(1)49-71.
Winter, P. et Tomasello, M.
(2024). From what I want to do to what we decided to do: 5-year-olds, but not 3-year-olds, honor their agreements with peers.
Journal of Experimental Child Psychology, 239, article 105811.
Zhao, M., Fong, F. T. K., Whiten, A. et Nielsen, M.
(2024). Do children imitate even when it is costly? New insights from a novel task.
British Journal of Developmental Psychology, 42(1), 18-35.
Carnevali, L., Della Longa, L., Dragovic, D. et Farroni, T.
(2024). Touch and look: The role of affective touch in promoting infants' attention towards complex visual scenes.
Infancy, 29(2), 271-283.
Donohue, M. R., Camacho, M. C., Drake, J. E., Schwarzlose, R. F., Brady, R. G., Hoyniak, C. P., Hennefield, L., Wakschlag, L. S., Rogers, C. E., Barch, D. M. et Luby, J.
(2024). Less attention to emotional faces is associated with low empathy and prosociality in 12-to 20-month old infants.
Infancy, 29(2), 113-136.
Padilla-Walker, L. M., Workman, K., Calley, A., Ashby, S., Holmgren, H. G., Archibald, C., Fraser, A. M. et Coyne, S. M.
(2024). Longitudinal associations between parents' prosocial behavior and media use and young children's prosocial development: The mediating role of children's media use.
Infancy, 29(2), 95-112.
Shawcroft, J., Coyne, S. M., Linder, L., Clifford, B. N. et McDaniel, B. T.
(2024). Attachment security and problematic media use in infancy: A longitudinal study in the United States.
Infancy, 29(2), 137-154.
Zimmermann, K., Yang, Q., Purtell, K. et Ansari, A.
(2024). Pre-K attendance and social development: The moderating role of kindergarten classroom experiences.
Infant and Child Development, 33(2), article e2360.
Afshordi, N., Li, P. H. et Koenig, M.
(2024). Trusting information from friends: Adults expect it but preschoolers do not.
Developmental Psychology, 60(6), 1161-1173.
Behrend, D. A., Girgis, H. et Stevens, R.
(2024). On a need-to-know basis: Young children distinguish conventional and privileged information.
British Journal of Developmental Psychology, 42(2), 166-176.
Beazidou, E. et Botsoglou, K.
(2024). Fostering positive relationships among classmates: useful models for social pedagogical actions.
International Journal of Early Years Education, 32(2), 469-483.
Bedoin, D. et Janner-Raimondi, M.
(2024). Relations entre pairs en jardins d’enfants et en écoles maternelles : ajustements du cadre des échanges.
La Nouvelle-Revue – Éducation et Société Inclusives, 1-2(98-99), 67-82.
Belmon, J., Noyer-Martin, M. et Jhean-Larose, S.
(2024). Assessment of phonological awareness: Effects of emotional words on preschoolers’ skills.
The Journal of Educational Research, 117(3), 113-123.
Day, K. L., Tan, L. et Smith, C. L.
(2024). Preschoolers’ Self-Regulation: Private Speech in Cognitive and Emotion Contexts.
Journal of Child and Family Studies, 33(5), 1437-1450.
Dempsey, C., Devine, R., Fink, E. et Hughes, C.
(2024). Developmental links between well-being, self-concept and prosocial behaviour in early primary school.
British Journal of Educational Psychology, 94(2), 425-440.
Devlin, B. L., Ellis, A., Zehner, T. M., Duncan, R. J., Elicker, J., Purpura, D. J. et Schmitt, S. A.
(2024). Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge.
Journal of Experimental Child Psychology, 241, article 105867.
Dietrichson, J. et Klokker, R. H.
(2024). Predicting preschool problems.
Children and Youth Services Review, 161, article 107655.
Dong, S., Song, Y., Dubas, J. S., Cheng, N., Liang, X., Yuan, Q. et Wang, Z.
(2024). Revisiting associations between behavioral inhibition/shyness and social competence in young Chinese children: Sociohistorical imprint on three samples.
Developmental Psychology, 60(5), 978-989.
Fast, A. A. et Riggs, A. E.
(2024). Preschoolers negatively evaluate conventional norm violations in pretend play.
Journal of Experimental Child Psychology, 241, article 105861.
Frödén, S. et Tellgren, B.
(2024). Guiding children towards individual and collective growth. Educative participatory experiences in a preschool setting.
International Journal of Early Years Education, 32(2), 334-348.
Geraci, A. et Cancellieri, U. G.
(2024). Preschoolers' retrospective and prospective judgements of immanent justice following distributive actions.
British Journal of Developmental Psychology, 42(2), 149-165.
Gou, H. et Yang, Y.
(2024). The relationship between video games and social-emotional delay in Chinese rural preschoolers: A comparison of five types of media video games and social-emotional delay.
Child: Care, Health and Development, 50(4), article e13288.
Hong, H., Cai, Q. et Wang, M.
(2024). Exploring young children’s argumentation as a heuristic intertextual practice.
Journal of Early Childhood Literacy, 24(2), 318-358.
Huang, W., Weinert, S. et Volodina, A.
(2024). Relations between early majority language and socioemotional development in children with different language backgrounds.
Child Development, 95(3), 895-912.
Huang, H., Zhu, Y., Gu, J. et Xu, X.
(2024). Playfulness in Chinese preschoolers: the role of self- and other-oriented empathy and gender.
Early Child Development and Care, 194(3), 435-453.
Johansen, L., Óturai, G., Jaggy, A.-K. et Perren, S.
(2024). Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships.
International Journal of Behavioral Development, 48(3), 200-211.
Kelly, A. N., Xue, Y. et Gullo, D. F.
(2024). Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences.
Early Childhood Research Quarterly, 68(3^e quartier), 1-12.
Kotaman, H. et Aslan, M.
(2024). Whom to share teacher, joker or stranger.
International Journal of Early Years Education, 32(2), 349-359.
Kotaman, H. et Aslan, M.
(2024). Young children’s trust and sharing decisions.
International Journal of Child Care and Education Policy, 18, article 3.
Lam, C. B., Li, X. et Chung, K. K. H.
(2024). Improving Chinese children's socioemotional competence, behavioral adjustment, and pre-academic skills: Impacts of the 3Es Program.
Early Childhood Research Quarterly, 68(3^equartier), 13-23.
Lee, J. et Dunlap, G.
(2024). Associations between social-emotional teaching practices and reductions in preschoolers’ challenging behavior.
Infants & Young Children, 37(2), 101-114.
Lenhart, J. et Richter, T.
(2024). Media exposure and preschoolers' social-cognitive development.
British Journal of Developmental Psychology, 42(2), 234-256.
Lin, S.-Y., Lam, C. B. et Chung, K. K. H.
(2024). The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study.
International Journal of Behavioral Development, 48(3), 249-260.
Martín-García, A. et Rico-González, M.
(2024). The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials.
European Early Childhood Education Research Journal, 32(3), 429-447.
Masek, L. R., Edgar, E. V., McMillan, B. T. M., Todd, J. T., Golinkoff, R. M., Bahrick, L. E. et Hirsh-Pasek, K.
(2024). Building language learning: Relations between infant attention and social contingency in the first year of life.
Infant Behavior and Development, 75, article 101933.
Neitola, M., af Ursin, P. et Pihlaja, P.
(2024). Explaining children’s social relationships in early childhood: the role of parental social networks.
European Early Childhood Education Research Journal, 32(3), 383-398.
Neves, V. F. A., Quiñones, G., Gomes, M. de F. C. et Ribeiro, F. A. F.
(2024). A cultural-historical perspective of young children gaining autonomy in the playground.
European Early Childhood Education Research Journal, 32(3), 464-480.
Paulus, M., Becher, T., Christner, N., Kammermeier, M., Gniewosz, B. et Pletti, C.
(2024). When do children begin to care for others? The ontogenetic growth of empathic concern across the first two years of life.
Cognitive Development, 70, article 101439.
Santos, J. A., Giovannetti, F., Smulski, M. C., Hermida, M. J., Petetta, D. R., Segretin, M. S. et Lipina, S.
(2024). A systematic review of the concept of self-regulation in infants between 0 and 36 months in Latin America.
Infant Behavior and Development, 75, article 101954.
Serrano-Díaz, N., Aragón, E. et Merida-Serrano, R.
(2024). Differential socioemotional and educational profiles in early childhood and primary education students in a lockdown situation.
Frontiers in Psychology, 15, article 1296333.
Shoshani, A.
(2024). The roots of compassion in early childhood: Relationships between theory of mind and attachment representations with empathic concern and prosocial behavior.
Journal of Experimental Child Psychology, 242, article 105880.
Tamblyn, A., Sun, Y., North, A., Godsman, N., Boothby, C., Skouteris, H. et Blewitt, C.
(2024). Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development.
Australasian Journal of Early Childhood, 49(2), 140-154.
Tay, C., Ng, R., Ni Ye, N. et Ding, X. P.
(2024). Detecting lies through others’ eyes: Children use perceptual access cues to evaluate listeners’ beliefs about informants’ deception.
Journal of Experimental Child Psychology, 241, article 105863.
Thompson, K. I., Schneider, C. J., Lopez-Roque, J. A., Wakschlag, L. S., Karim, H. T. et Perlman, S. B.
(2024). A network approach to the investigation of childhood irritability: probing frustration using social stimuli.
Journal of Child Psychology and Psychiatry, 65(7), 959-972.
Vasil, N., Srinivasan, M., Ellwood-Lowe, M. E., Delaney, S., Gopnik, A. et Lombrozo, T.
(2024). Structural explanations lead young children and adults to rectify resource inequalities.
Journal of Experimental Child Psychology, 242, article 105896.
Viktorsson, C., Portugal, A. M., Taylor, M. J., Ronald, A. et Falck-Ytter, T.
(2024). Sustained looking at faces at 5 months of age is associated with socio-communicative skills in the second year of life.
Infancy, 29(3), 459-478.
Xia, X.
(2024). Parental involvement and Chinese children’s cognitive and social-emotional school readiness: Differential effects across family socioeconomic status.
Children and Youth Services Review, 161, article 107647.
Zhao, L., Li, Y., Ke, S. et Lee, K.
(2024). Self-efficacy and cheating among young children.
Journal of Experimental Child Psychology, 241, article 105843.
Brady, S. M., Ogren, M. et Johnson, S. P.
(2024). Effects of conflicting emotional cues on toddlers’ emotion perception.
British Journal of Developmental Psychology, 42(3), 376-391.
Breitfeld, E., Compton, A. M. et Saffran, J. R.
(2024). Toddlers' prior social experience with speakers influences their word learning.
Infancy, 29(5), 771-788.
Correia, N., Carvalho, H. et Aguiar, C.
(2024). Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions.
Early Education and Development, 35(7), 1461-1482.
Ding, X. P., Cheng, J. K. T., Cheng, Q. et Heyman, G. D.
(2024). An assessment of when moral stories promote children’s honesty.
Applied Developmental Science, 28(3), 292-301.
Fedewa, M., Watkins, L., Barber, A. et Baggett, J.
(2024). Supporting Social Play of Preschoolers With and Without Autism: A Collaborative Approach for Special Educators and Speech Language Pathologists.
Early Childhood Education Journal, 52(6), 1023-1033.
Fleece, H., Wagner, N. J., Chronis-Tuscano, A., Smith, K. A., Novick, D. R., Druskin, L. R., Shakiba, N., Danko, C. M. et Rubin, K. H.
(2024). Can behaviorally inhibited preschoolers make friends?
Developmental Psychology, 60(7), 1203-1213.
Hartwell, K. et Bahar Köymen, B.
(2024). Understanding the self in relation to others in nonverbal communication of one’s reasoning.
Cognitive Development, 71, article 101482.
Heeman, E. J., Forslund, T., Frick, M. A., Frick, A., Jónsdóttir, L. K. et Brocki, K. C.
(2024). Predicting emotion regulation in typically developing toddlers: Insights into the joint and unique influences of various contextual predictors.
International Journal of Behavioral Development, 48(5), 398-410.
Johnston, M., McCormack, T., Lorimer, S., Corbett, B., Beck, S. R., Hoerl, C. et Feeney, A.
(2024). Relieved or disappointed? Children’s understanding of how others feel at the cessation of events.
Journal of Experimental Child Psychology, 246, article 106016.
Lim, I. E., Mahmud, I., Chowdhury, M.U., Kaiser, A., Bonny, F. A., Akanbonga, S. et Hasan, M. T.
(2024). Early Childhood Development (ECD) in Ghana: Assessing the Status and Determinants of the Literacy-Numeracy, Physical, Social-Emotional, and Learning Domains.
International Journal of Early Childhood, 56(2), 255-276.
Lopez, L. D., Castillo, A., Frechette, E., Jeon, S., Castle, S., Horm, D. et Kwon, K.-A.
(2024). High-quality early care and education for low-income families: Toddlers’ cognitive and emotional functioning during the COVID-19 pandemic.
Infancy, 29(6), 983-1001.
Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L., Kervin, L., Staton, S., Hayes, N., Machell, A., Torlinski, M., Brady, B., Thomas, G., Horwood, S., White, S. L. J., Zabatiero, J., Rivera, C. et Cliff, D.
(2024). Early Childhood Screen Use Contexts and Cognitive and Psychosocial Outcomes: A Systematic Review and Meta-analysis.
JAMA Pediatrics, 178(10), 1017-1026.
Näslund-Hadley, E., Mateo-Berganza, M., Santos, H., Cabra, M. et Vélez, L.
(2024). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia.
Early Childhood Education Journal, 52(6), 1135-1148.
O’Brien, B., Ebeid, M. et Atance, C. M.
(2024). Who feels happier right now?: The impact of temporal distance on children's judgements of emotional intensity.
British Journal of Developmental Psychology, 42(3), 409-424.
Oppermann, E., Blaurock, S., Zander, L. et Anders, Y.
(2024). Children’s Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments.
Early Education and Development, 35(7), 1432-1460.
Podsiadłowski, W., Trzcińska, A., Golus, P. et Wieleszczyk, J.
(2024). Family economic deprivation and self-esteem among preschoolers.
Journal of Experimental Child Psychology, 246, article 106013.
Ransom, A., Ruggeri, A. et Ronfard, S.
(2024). When is it appropriate to ask a question? The role of age, social context, and personality.
Journal of Experimental Child Psychology, 245, article 105976.
Ramírez, R., López, L. M., Hernandez Gonzalez, O., Galicia, M., Komaroff, E. et Scheffner Hammer, C.
(2024). Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children.
Early Education and Development, 35(6), 1256-1273.
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.
Swit, C. S., McMaugh, A. L. et Warburton, W. A.
(2024). Investigating Preschoolers’ Perspectives on Aggression Through Observation and Video-Stimulated Recall.
Journal of Research in Childhood Education, 38(4), 632-648.
Tan, E. et Kaveri, G.
(2024). Building prosocial behaviours: Examining the possibilities of social stories in early childhood classroom settings.
Journal of Early Childhood Research, 22(3), 458-470.
Turnbull, K. L. P., Jaworski, B., Cubides Mateus, D. M., Coolman, F. L., LoCasale-Crouch, J., Moon, R. Y., Hauck, F. R., Kellams, A. et Colson, E. R.
(2024). COVID-19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income.
Infant and Child Development, 33(4), e2503.
Tympa, E., Karavida, V. et Siaviki, A.
(2024). “You’ve Got a Friend in Me”—An Exploratory Study on Greek Parents’ Views on Their Children’s Friendships at the Preschool Setting.
Child Care in Practice, 30(3), 368-383.
Ul Hassan, M., Kouser, T., Hussain Chaudhary, A. et Nawaz, H.
(2024). Unmasking the Effect of Teachers’ Socio-Demographic Attributes on Promoting Early Childhood Development: Children’s Cognitive and Emotional Empathy into School.
International Journal of Early Childhood, 56(2), 315-337.
Unal, U. et Gunes, G.
(2024). The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children.
Journal of Childhood, Education & Society, 5(2), 238-255.
van der Wilt, F.
(2024). The relation between social acceptance and school well-being in early childhood.
Infant and Child Development, 33(3), e2470.
Wang, Y., Zhou, W., Zhu, J. et Su, Y.
(2024). Schadenfreude or empathy? Children’s emotional responses to the physical pain and pleasure of prosocial and antisocial others.
Journal of Experimental Child Psychology, 245, article 105974.
Baker, E.R., Huang, R., Battista, C. et Liu, Q.
(2023). Head Start Children’s Moral Reasoning Predicts Aggressive Forms and Functions.
Early Childhood Education Journal, 51(3), 443-455.
Bas, J., Sebastian-Galles, N., Csibra, G. et Mascaro, O.
(2023). Infants’ representation of asymmetric social influence.
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(2023). Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature.
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(2023). Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children with Social-Emotional and Behavioral Needs in Preschool Classrooms.
Topics in Early Childhood Special Education, 42(4), 344-356.
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(2023). Navigating young children's friendship selection: implications for practice.
International Journal of Early Years Education, 31(2), 519-534.
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Early Child Development and Care, 193(5), 617-630.
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Infant and Child Development, 32(1), e2378.
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(2023). Preschool Behavioural and Emotional Outcomes Associated with Participation in Early Childhood Education and Care.
Early Education and Development, 34(1), 228-242.
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(2023). Investigating the developmental timing of self-regulation in early childhood.
International Journal of Behavioral Development, 47(2), 191-110.
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(2023). Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation.
Early Education and Development, 34(3), 591-606.
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(2023). Young children apply the homophily principle to their reasoning about social relationships.
Developmental Psychology, 59(5), 928-939.
Kitchens, K. E. et Gormley, W.
(2023). From preschool to politics: Early socialization in Tulsa.
Early Childhood Research Quarterly, 62(1^st quarter), 259-274.
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Early Child Development and Care, 193(3), 432-446.
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(2023). Genetic and environmental influences on temperament development across the preschool period.
Journal of Child Psychology and Psychiatry, 64, 59-70.
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(2023). Meeting 24-hour movement behavior guidelines in young children: Improved quantity estimation and self-regulation.
Early Education and Development, 34(3), 762-789.
Mehmet, B. et Bay, E.
(2023). The effect of project-based STEAM activities on the social and cognitive skills of preschool children.
Early Child Development and Care, 193(5), 679-697.
Memba, G. V. et Ostrov, J. M.
(2023). The Role of Peer Victimization in Predicting Aggression and Internalizing Problems in Early Childhood: The Moderating Effect of Emotion Regulation and Gender.
Early Education and Development, 34(1), 53-70.
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(2023). Demographic characteristics as determinants of toddlers’ physical and social spontaneity in kindergarten.
Early Child Development and Care, 193(4), 477-490.
Myslinska Szarek, K. , Baryla, W. et Wojciszke, B.
(2023). Is helping always morally good? Study with toddlers and preschool children.
Developmental Psychology, 59(5), 918-927.
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(2023). What does the Strange Stories test measure? Developmental and within-test variation.
Cognitive Development, 65, article 101289.
Pesch, A. et Koenig, M. A.
(2023). Trust Matters: Measuring and Identifying a Role for Epistemic and Interpersonal Trust in Preschoolers’ Learning from Teachers.
Early Education and Development, 34(1), 27-52.
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Journal of Experimental Child Psychology, 226, article 105576.
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Early Child Development and Care, 193(5), 631-646.
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Child Development, 94(2), 458-477.
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(2023). Risky play in children’s emotion regulation, social functioning, and physical health: an evolutionary approach.
International Journal of Play, 12(1), 127-139.
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(2023). Initial Evaluation Practices to Identify Young Children’s Social Emotional Difficulties.
Topics in Early Childhood Special Education, 42(4).
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(2023). Fair sharing is just caring: Links between justice sensitivity and distributive behavior in middle childhood.
Journal of Experimental Child Psychology, 226, article 105561.
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(2023). Preschool children’s dispositions of collaboration: A Chinese study.
Children & Society, 37(3), 820-839.
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Early Child Development and Care, 193(5), 708-724.
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Child Development, 94(2), 411- 423.
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(2023). Programme-based experiences of preschool teachers regarding support of children’s social skills.
Early Child Development and Care, 193(6), 791-809.
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Journal of Experimental Child Psychology, 228, article 105610.
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Early Child Development and Care, 193(1), 121-138.
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(2023). A lag between understanding false beliefs and belief-based emotions in Chinese young children: the effects of material familiarity.
Early Child Development and Care, 193(6), 767-779.
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(2023). Shyness and Socio-emotional Adjustment Difficulties in Urban Chinese Kindergartners: The Moderating Role of Child Effortful Control.
Early Education and Development, 34(2), 349-365.
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(2023). Peer Aggression and Victimisation: Social Behaviour Strategies in Early Childhood in Spain.
Early Childhood Education Journal, 51(5), 837-849.
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(2023). A Mixed Methods Study of the Relationship Between Individualized Lesson Planning and Social-Emotional Outcomes in Young Children.
Early Childhood Education Journal, 51(5), 875-888.
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Infant Behavior and Development, 71, article 101782.
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Early Childhood Research Quarterly, 64(3rd quarter), 13-25.
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Child Development Perspectives, 17(2), 97- 105.
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European Early Childhood Education Research Journal, 31(3), 437-453.
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(2023). Attachment behaviors toward teachers and social preference in preschool children.
Early Education and Development, 34(4), 806-822.
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(2023). The Influence of Teachers, Peers, and Play Materials on Dual Language Learners’ Play Interactions in Preschool.
Early Childhood Education Journal, 51(6), 863-873.
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(2023). Five-year-old children value reasons in apologies for belief-based accidents.
Child Development, 94(3), e143-e 153.
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Early Childhood Research Quarterly, 64(3rd quarter), 139-147.
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Education 3-13, 51(5), 731-739.
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(2023). Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research.
Early Education and Development, 34(1), 1-26.
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Early Education and Development, 34(5), 1075-1092.
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(2023). Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review.
Child Youth Care Forum, 52(5), 1197-1223.
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(2023). Developmental changes in the structure of shyness and internalizing symptoms from early to middle childhood: A network analysis.
Child Development, 94(4), 1078-1086.
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Cognitive Development, 66, article 101340.
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Infant and Child Development, 32(5), e2452.
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(2023). Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study.
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Early Childhood Research Quarterly, 65(4), 179-194.
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Infant and Child Development, 32(5), e2443.
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Infants & Young Children, 36(4), 285-295.
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(2023). Creating an Environment for Social Cohesion in Early Childhood Through Humane Education.
Early Childhood Education Journal, 51(6), 1107-1113.
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(2023). Humour and the stretchy temporality of peer conflict in a group early childhood setting: An analysis of relational power.
Journal of Early Childhood Research, 21(3), 384-398.
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(2023). Attention biases for emotional facial expressions during a free viewing task increase between 2.5 and 5 years of age.
Developmental Psychology, 59(11), 2065-2079.
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(2023). Normative language understanding and behavioral compliance longitudinally predict 2.5-year-olds' social norm enforcement.
Cognitive Development, 66, article 101337.
Farrell, C. B., Gilpin, A. T., Thibodeau-Nielsen, R. et Taylor, S. L.
(2023). Evaluating risk factors in relation to preschool social–emotional skills using a person-centred approach.
Infant and Child Development, 32(5), e2441.
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(2023). Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching.
Early Education and Development, 34(8), 1729-1748.
Fung, W. K. et Chung, K. K. H.
(2023). Longitudinal association between children’s mastery motivation and cognitive school readiness: Executive functioning and social–emotional competence as potential mediators.
Journal of Experimental Child Psychology, 234, article 105712.
Hanish, L. D., Xiao, S. X., Malouf, L. M., Martin, C. L., Goble, P., Fabes, R. A., DeLay, D. et Bryce, C.
(2023). The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions.
Early Education and Development, 34(5), 1011-1025.
Hassan, R., Smith, C. L., Schmidt, L. A., Brook, C. A. et Bell, M. A.
(2023). Developmental patterns of children’s shyness: Relations with physiological, emotional, and regulatory responses to being treated unfairly.
Child Development, 94(6), 1745-1761.
Huang, R. et Siraj, I.
(2023). Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach.
Child Development, 94(4), 1002-1016.
Kabha, L. et Berger, A.
(2023). When kindergarteners are tempted to deceive: A study of factors predicting lie-telling for personal gain.
Journal of Experimental Child Psychology, 233, article 105697.
Kampis, D., Lukowski Duplessy, H., Askitis, D. et Southgate, V.
(2023). Training self-other distinction facilitates perspective taking in young children.
Child Development, 94, 956-969.
Kaya, G. N.
(2023). Fair distribution in early childhood: Stuck between friends and needy strangers.
Journal of Childhood, Education & Society, 4(2), 124-141.
Kim, Y. H.
(2023). My Child Likes to be with People: Sociability Trajectories from age 2 to age 4 and Behavior Problems at First Grade.
Early Education and Development, 34(5), 1026-1039.
Lam, W. C., King, R. B., Yeung S. S.-S. et Zhoc, C. H.
(2023). Mind-sets in Early Childhood: The Relations Among Growth Mindset, Engagement and Well-Being Among First Grade Students.
Early Education and Development, 34(6), 1325-1340.
Lewis, A.
(2023). Understanding how practitioners in Wales assess well-being in the early years curriculum.
Education 3-13, 51(5), 780-792.
Li, Y., Deng, T. et Kanske, P.
(2023). Affective empathy mediates the positive effect of prosocial video games on young children’s sharing behavior.
Cognitive Development, 67, article 101343.
Longa, L. D., Carnevali, L. et Farroni, T.
(2023). The role of affective touch in modulating emotion processing among preschool children.
Journal of Experimental Child Psychology, 235, article 105726.
Marlow, C., Kelsey, C. et Vaish, A.
(2023). Cheat to win: Children’s judgements of advantageous vs. disadvantageous rule breaking.
Cognitive Development, 66, article 101328.
Mehrotra, M., Dys, S. P. et Malti, T.
(2023). Children's sympathy moderates the link between their attentional orientation and ethical guilt.
British Journal of Developmental Psychology, 41(3), 276-290.
Memba, G. V. et Ostrov, J. M.
(2023). Prospective Relations of Temperament and Peer Victimization with Changes in Social Competence in Early Childhood: The Moderating Role of Executive Functioning.
Child Youth Care Forum, 52(6), 1349-1370.
Montoya, M. F., Susperreguy, M. I. et Morrison, F. J.
(2023). Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms.
Early Education and Development, 34(6), 1305-1324.
Neumann, M. M., Koch, L.-C., Zagami, J., Reilly, D. et Neumann, D. L.
(2023). Preschool children's engagement with a social robot compared to a human instructor.
Early Childhood Research Quarterly, 65(4), 332-341.
Noles, N. S. et McDermott, C. H.
(2023). Children’s understanding of gratitude, generosity, and reciprocity.
Cognitive Development, 66, article 101322.
Ochoa, W., McWayne, C. M. et Melzi, G.
(2023). Parenting while Latine: Bicultural socialization values and practices in support of preschool children’s well-being.
Journal of Child and Family Studies, 32(12), 3999-4014.
Peixoto, C., Coelho, V., Machado, F. et Fonseca, S.
(2023). Associations between perceived maternal acceptance–rejection and social and emotional competence of preschool children.
Early Child Development and Care, 193(11-12), 1225-1239.
Peltola, A., Karlsson, L. et Kangas, J.
(2023). ‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations.
Journal of Early Childhood Research, 21(3), 328-340.
Qashmer, A. F.
(2023). Emotion regulation among 4–6 year-old children and its association with their peer relationships in Jordan.
Frontiers in Psychology, 14, article 1180223.
Quadrelli, E., Mermier, J., Nazzari, S., Bulf, H. et Turati, C.
(2023). You can’t play with us: First-person ostracism affects infants’ behavioral reactivity.
Child Development, 94(6), e403-e412.
Savage, E., Gonzales, A. et Strand, P. S.
(2023). Generous, egalitarian, and competitive social values: An intercultural, intracommunity analysis of preschoolers.
Journal of Applied Developmental Psychology, 88, article 101580.
Song, Y., Huang, Y., Shi, Y. et Zang, F.
(2023). How Prospective Direct and Indirect Reciprocity Influence 4- to 6-Year-Old’s Sharing.
Journal of Educational and Developmental Psychology, 13(2), 1-9.
Steed, E. A., Dolidze, K., Kukhaleishvili, N. et Kurtsikidze, L.
(2023). Supporting young children’s social emotional competence in the Republic of Georgia: a focus group study.
Early Child Development and Care, 193(8), 992-1006.
Sticker, R. M., Christner, N., Gniewosz, G., Pletti, C. et Paulus, M.
(2023). Longitudinal stability and cross-relations of prosocial behavior and the moral self-concept in early childhood.
Cognitive Development, 66, article 101341.
Subiaul, F.
(2023). Varieties of social learning in children: Characterizing the development of imitation, goal emulation and affordance learning within subjects and tasks.
Cognitive Development, 66, article 101326.
Tarman, İ., Erbay, F. et Durmusoglu-Saltali, N.
(2023). The relationship between biophilia levels of preschoolers and social-emotional well-being and psychological resilience in the context of age and gender.
Early Child Development and Care, 193(8), 1041-1054.
Viernickel, S. et Martin, M.
(2023). Toddlers’ social experiences and learning related behaviour in early childcare: a video-based observational study.
Early Child Development and Care,193(11-12), 1204-1224.
Watts, T. W., Li, C., Pan, X. S., Gandhi, J., McCoy, D. C. et Raver, C. C.
(2023). Impacts of the Chicago School Readiness Project on measures of achievement, cognitive functioning, and behavioral regulation in late adolescence.
Developmental Psychology, 59(12), 2204-2222.
Whitaker, A. A., Yoo, P. Y., Vandell, D. L., Duncan, G. J. et Burchinal, M.
(2023). Predicting adolescent and young adult outcomes from emotional support and cognitive stimulation offered by preschool-age home and early care and education settings.
Developmental Psychology, 59(12), 2189-2203.
White, E. J., Westbrook, F., Hawkes, K., Lord, W. et Redder, B.
(2023). (In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC.
Contemporary Issues in Early Childhood, 24(4), 376-393.
Woodward, A. M., Knoll, S. J., Horen, L. A., Beier, J. S.
(2023). Do preschoolers track and evaluate social includers and excluders?
Journal of Experimental Child Psychology, 232, article 105677.
Xu, Y., Harms, M. B., Green, C. S., Wilson, R. C. et Pollak, S. D.
(2023). Childhood unpredictability and the development of exploration.
Proceedings of the National Academy of Sciences of the United States of America (PNAS), 120(49), article e2303869120.
Yildirim, E. D., Blake, C. et Roopnarine, J. L.
(2023). Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries?
Early Education and Development, 34(6),1429-1446.
Zhu, Y., Jiao, D., Tanaka, E., Tomisaki, E., Watanabe, T., Sawada, Y., Li, X., Zhu, Z., Ajmal, A. et Anme, T.
(2023). Exploring Patterns of Self-control and the Relationship with Home-rearing Environment Among Preschoolers.
Early Childhood Education Journal, 51(8), 1349-1357.
Green, C.
(2023). ‘It’s Very Spooky in Here’: young children’s fears and anxieties in the natural environment.
Early Child Development and Care, 193(15-16), 1558-1574.
Hou, X.-H., Liu, Y., Qin, X.-X. et Wang, L.-Y.
(2023). Social competence with peers and theory of mind among Chinese preschool children.
Infant and Child Development, 32(6), article e2463.
Song, Y., Broekhuizen, M. et Dubas, J. S.
(2023). Prosocial development throughout the toddlerhood: A person-centred approach.
Infant and Child Development, 32(6), article e2457.
van Trijp, C. P. J., Lekhal, R., Drugli, M. B., Rydland, V. et Buøen, E. S.
(2023). Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care.
Early Child Development and Care, 193(13-14), 1403-1416.
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(2023). Le bébé et les émotions.
Spirale, numéro thématique.
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.
Shimoni, E., Berger, A. et Eyal, T.
(2022). Your pride is my goal: How the exposure to others’ positive emotional experience influences preschoolers’ delay of gratification.
Journal of Experimental Child Psychology, 217, article 105356.
Mallawaarachchi, S. R., Anglim, J., Hooley, M. et Horwood, S.
(2022). Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis.
Early Childhood Research Quarterly, 60, 13‑33.
Accavitti, M. R. et Williford, A. P.
(2022). Teacher perceptions of externalizing behaviour subtypes in preschool: considering racial factors.
Early Child Development and Care, 192(6), 932-946.
Ahmad, S., Waldie, K. E., Morton, S. M. B. et Peterson, E. R.
(2022). Do Patterns of Levels of Socio-emotional Competence During Early Childhood Predict Executive Function at 4.5 Years?
Child Psychiatry & Human Development, 53(3), 448-457.
Alamos, P., Williford, A. P., Downer, J. T. et Turnbull, K. L. P.
(2022). How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers.
Developmental Psychology, 58(11), 2049-2063.
Arda Tuncdemir, T. B., Burroughs, M. D. et Moore, G.
(2022). Effects of philosophical ethics in early childhood on preschool children’s social–emotional competence and theory of mind.
International Journal of Child Care and Education Policy, 16(1), article 5.
Artman-Meeker, K., Fettig, A., Cunningham, J. E., Chang, H.-C., Choi, G. et Harbin, S.
(2022). Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices.
Topics in Early Childhood Special Education, 42(2), 124‑136.
Ata, S. et Macun, B.
(2022). Play tendency and prosociality in early childhood.
Early Child Development and Care, 192(13), 2087-2098.
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(2022). Person-centered profiles of child temperament: A comparison of coder, mother, and experimenter ratings.
Infant Behavior and Development, 68, article 101725.
Beeler-Duden, S., Pelletz, K., Vaish, A.
(2022). Recipient identifiability increases prosocial behavior in young children.
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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.
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(2022). Psychometric perspectives on shyness across the lifespan : Measurement invariance and mean-level differences in ages 4–86.
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(2022). Young children’s attentional bias patterns to emotional male and female faces.
Cognitive Development, 63, article 101190.
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(2022). Affective Dynamics and Mean Levels of Preschool Irritability and Sadness: Predictors of Children’s Psychological Functioning Two Years Later.
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(2022). A counting intervention promotes fair sharing in preschoolers.
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(2022). Varieties of normative understanding and their relation to sharing behavior in preschool children.
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(2022). Associations Between Social Skills, Inattention, and English Vocabulary Skills of Preschool Latinx Dual Language Learners.
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(2022). Moral emotions in early childhood: Validation of the Moral Emotions Questionnaire (MEQ).
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(2022). Scaffolding the emergence of infant helping: A longitudinal experiment.
Child Development, 93(3), 751-759.
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(2022). Behavioral inhibition as an early life predictor of callous-unemotional traits.
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(2022). Investigating Young Children’s Social Interactions During Digital Play.
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(2022). Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis.
Journal of Child Psychology and Psychiatry, 63(5), 507-518.
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(2022). Preschool social participation, the impact of early life stress and parental health.
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(2022). Children’s attentional orientation is associated with their kind emotions.
Developmental Psychology, 58(9), 1676-1686.
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(2022). Doing belonging in early childhood settings in Sweden.
Early Child Development and Care, 192(14), 2234-2245.
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(2022). Co-developmental trajectories of defiant/headstrong, irritability, and prosocial emotions from preschool age to early adolescence.
Child Psychiatry & Human Development, 53(5), 908-918.
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(2022). Processing third-party social interactions in the human infant brain.
Infant Behavior and Development, 68, article 101727.
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(2022). Neighborhood matters: Neighborhood violence, collective efficacy, and social emotional development in early childhood.
Children and Youth Services Review, 143, article 106700.
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(2022). Infants in Dutch daycare: Exploring fine-grained dimensions of temperament.
Infant and Child Development, 31(6), e2363.
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(2022). Latin American early childhood education and social vulnerability links to toddlers’ executive function and early communication.
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(2022). Infant sensitivity to age-based social categories in full-body displays.
Infant Behavior and Development, 68, article 101726.
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(2022). Promoting Head Start Dual Language Learners’ Social and Emotional Development Through Creative Drama.
Early Childhood Education Journal, 50(5), 761-771.
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(2022). Diverse books for diverse children: Building an early childhood diverse booklist for social and emotional learning.
Journal of Early Childhood Literacy, 22(1), 66-95.
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International Journal of Music in Early Childhood, 16(2), 131-153.
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(2022). Reconfiguring relational space : A qualitative study of the benefits of caring for hens for the socio-emotional development of 5 – 9-year-old children in an urban junior school context of high socio-economic exclusion.
Journal of Adventure Education and Outdoor Learning, 22(2), 148‑164.
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(2022). How fairness and dominance guide young children’s bargaining decisions.
Child Development, 93(5), 1318-1333.
Hamamcı, B. et Dagal, A. B.
(2022). Self-regulation and play: how children’s play directed with executive function and emotion regulation.
Early Child Development and Care, 192(13), 2149-2159.
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(2022). Inhibitory control, dyadic social behavior, and mental health difficulties in preschoolers.
Child Development, 93(3), 251-265.
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(2022). Children developing self-regulation skills in a Kids’ Skills intervention programme in Finnish Early Childhood Education and Care.
Early Child Development and Care, 192(10), 1626‑1646.
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(2022). Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts.
Early Education and Development, 33(5), 746-763.
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(2022). The development of optimistic expectations in young children.
Cognitive Development, 63, article 101201.
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Early Child Development and Care, 192(8), 1217-1228.
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(2022). Fostering children’s social pretend play competence and social skills through play tutoring : What is the mechanism of change?
International Journal of Behavioral Development, 46(5), 461‑471.
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(2022). Children’s family drawings: association with attachment representations in story stem narratives and social and emotional difficulties.
Early Child Development and Care, 192(8), 1337-1348.
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(2022). The stability of early developing attentional bias for faces and fear from 8 to 30 and 60 months in the Finn Brain Birth Cohort Study.
Developmental Psychology, 58(12), 2264-2274.
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Cognitive Development, 64, article 101243.
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(2022). Participation in play activities in the children’s peer culture.
Early Child Development and Care, 192(10), 1533‑1546.
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(2022). Linking Social-Emotional Competence to Behavioral and Academic Adjustment among Chinese Kindergarten Children: A Multilevel Approach.
Early Education and Development, 33(5), 832-845.
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(2022). Children's connectedness and shared meanings strategies during play with siblings and friends.
Infant and Child Development, 31(6), e2365.
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(2022). Revisioning Fairness as Social Justice in Early Childhood Education.
Early Childhood Education Journal, 50(7), 1083-1095.
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(2022). Preschoolers’ social emotional learning in children’s museums and community playgrounds.
Journal of Early Childhood Research, 20(2), 229-241.
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(2022). The impact of perceived emotions on toddlers word learning.
Child Development, 93(5), 1584-1600.
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(2022). On the importance of being flexible: early interrelations between affective flexibility, executive functions and anxiety symptoms in preschoolers.
Early Child Development and Care, 192(6), 914-931.
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(2022). When it pays off to take a look: Infants learn to follow an object’s motion with their gaze—Especially if it features eyes.
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Early Education and Development, 33(8), 1326-1346.
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(2022). Children’s creative thinking abilities and social orientations in Finnish early childhood education and care.
Early Child Development and Care, 192(6), 872-886.
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Developmental Psychology, 58(11), 2013-2021.
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Cognitive Development, 64, article 101245.
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Early Child Development and Care, 191(4), 491-500.
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Cognitive Development, 57, article 100973.
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Huelsman, T. J., Gagnon, S. G., Kidder-Ashley, P. et Griggs, M. S.
(2013). Preschool Temperament Assessment: A Quantitative Assessment of the Validity of Behavioral Style Questionnaire Data.
Early Education & Development, 25(1), 71-92.
Kolak, A. M., Frey, T. J., Brown, C. A. et Vernon-Feagans, L.
(2013). Minor illnesses, temperament, and toddler social functioning.
Early Education & Development, 24(8), 1232-1244.
Morris, P., Millenky, M., Raver, C. C. et Jones, S. M.
(2013). Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills? Evidence from the Foundations of Learning Project.
Early Education & Development, 24(7), 1020-1042.
Runions, K. C. et Shaw, T.
(2013). Teacher–child relationship, child withdrawal and aggression in the development of peer victimization.
Journal of Applied Developmental Psychology, 34(6), 319-327.
Searle, A. K., Miller-Lewis, L. R., Sawyer, M. G. et Baghurst, P. A.
(2013). Predictors of Children's Kindergarten Classroom Engagement: Preschool Adult–Child Relationships, Self-Concept, and Hyperactivity/Inattention.
Early Education & Development, 24(8), 1112-1136.
Vu, J. A. et Locke, J. J.
(2013). Social network profiles of children in early elementary school classrooms.
Journal of Research in Childhood Education, 28(1), 69-84.
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(2013). Preschool predictors of childhood anxiety disorders: a prospective community study.
Journal of Child Psychology and Psychiatry, 54(12), 1327-1336.
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(2013). Body esteem, peer difficulties and perceptions of physical health in overweight and obese urban children aged 5 to 7 years.
Child: Care, Health and Development, 39(6), 825-834.

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