Results 231 to 240 of about 794,068 (343)
British Journal of Clinical Psychology, EarlyView.Abstract Objectives Behavioural sleep problems in the preschool developmental period (ages 3–5 years) are highly prevalent and associated with a myriad of deleterious consequences including anxiety, in the short‐ and long‐term. This study examined a parent‐focused behavioural sleep intervention for children aged from 3 to 5 years, delivered ...
Amy Shiels +2 more
wiley +1 more source
The Goldilocks day for preschoolers' health outcomes: A compositional data analysis of 24-H movement behaviors on weekdays and weekends. [PDF]
J Exerc Sci FitWang X +5 more
europepmc +1 more source
Teacher practices in preschool classrooms: Promoting engaged learners [PDF]
, 2010 Sharon U. Mims
openalex
British Journal of Developmental Psychology, EarlyView.Abstract Previous studies have found that increased cognitive load during a task might result in the use of ‘easier’ motor strategies that nevertheless achieve task goals. Here, we investigated the influence of cognitive load on bimanual or unimanual strategy use in preschoolers, through a combination of secondary data analysis and new empirical data ...
Lisanne Schröer +3 more
wiley +1 more source
Sex- and Age-Specific Characteristics of Running Performance Assessed by OptoJump in Pre-School Children Aged 3 to 6 Years. [PDF]
Children (Basel)Ljubičić S, Gregorc J, Petrić V.
europepmc +1 more source
, 2015 The study explores 1) the efficacy of a stress manipulation, 2) the relations among stress, appraisals, mood and executive function and 3) the relations among parental responses towards preschoolers’ misbehavior, preschoolers’ behavior problems and preschoolers’ coping styles.
openaire +1 more source
British Journal of Developmental Psychology, EarlyView.Abstract Relations between children's motor skills and internalizing problems are poorly understood. The environmental stress hypothesis (ESH), originally developed for motor‐impaired children, may provide understanding, yet has been scarcely examined in typically developing children.
Anne G. M. de Bruijn +1 more
wiley +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background Previous research has shown that testing differs significantly from other classroom activities and is associated with heightened negative emotions and lower levels of positive emotions. However, relatively little is known about students' emotions surrounding testing, particularly in higher‐stakes assessment settings. Aims This study
Reetta Kyynäräinen +5 more
wiley +1 more source