Results 211 to 220 of about 386,600 (308)

Introducing the Socio‐Emotional School Experiences Adaptation (SESEA) model: A theoretical integration of emotions, social relationships and the experience of learning

British Journal of Educational Psychology, EarlyView.
Abstract Background Social and emotional experiences play a central role in the daily lives of both students and teachers. Although emotions and social relationships are deeply interwoven—each shaping and reinforcing the other—emotional experiences and social dynamics are still considered largely in isolation, with limited attention being given to ...
Diana Raufelder, Juliane Schlesier
wiley   +1 more source

Preventive interventions for preschool children at risk for emotional and behavioural problems: a scoping review protocol. [PDF]

BMJ Open
Anggeriyane E, Fitri SYR, Dhamayanti M, Rakhmawati W, Mardya B.   +4 more
europepmc   +1 more source

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

British Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti, Gabrielle Coppola, Cristina Semeraro, Rosalinda Cassibba, Paola Palladino, Matteo Gatti, Pasquale Musso   +6 more
wiley   +1 more source

Mentalizing and Attachment From Infancy to Young Adulthood: Insights From the Metera Adoption Study. [PDF]

Personal Ment Health
Zournatzidis P, Vorria P, Krana E, Fonagy P, Luyten P.   +4 more
europepmc   +1 more source

From parent–teacher collaboration to young children's numeracy skills: An examination of the underlying mechanisms

British Journal of Educational Psychology, EarlyView.
Abstract Background Growing evidence shows that parent–teacher collaboration benefits parents and their children. Yet, there is limited understanding of whether and how parent–teacher collaboration contributes to children's early numeracy skills. Aims This study examined whether parent–teacher collaboration is linked to children's early numeracy skills
Melissa Pearl Caldwell, Bertha H. C. Kum, Pui Shan Yip, Tik Sze Carrey Siu, Joyce Lok Yin Kwan, Sum Kwing Cheung   +5 more
wiley   +1 more source

Decoding Preschool Social Dynamics: Automated Tracking of Spatial and Temporal Patterns to Investigate Social Interactions and Relationships in Peer Groups. [PDF]

Dev Sci
Markova G, Arato J, Ceral R, Hofbauer M, Quigley C, Horn L.   +5 more
europepmc   +1 more source

The ‘deprived preschooler’ and the paediatrician [PDF]

Paediatrics & Child Health, 1999
openaire   +2 more sources

A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education

British Journal of Educational Technology, EarlyView.
Abstract Understanding what constitutes quality in digital interactions within Early Childhood Education and Care (ECEC) settings has become paramount in an increasingly technology‐enabled world. This imperative has grown, with diverse ingrained positions about the role of digital technology in ECEC, and limited evidence and guidance to support ...
Steven J. Howard, Kate Lewis, Natalie Day, Lois Peach, Lisa K. Kervin   +4 more
wiley   +1 more source