Results 211 to 220 of about 155,264 (312)

Turkish preschoolers show an advantage in their understanding of their own representational change over others' false belief

British Journal of Developmental Psychology, EarlyView.
Abstract Recent studies suggest that Turkish preschoolers exhibit a different pattern of theory of mind development than Western samples, particularly with respect to understanding the diversity of beliefs and knowledge acquisition. The present study posits that such differences extend to distinctions between understanding others' false belief and one ...
Mesut Saçkes, Sonnur Işıtan, Kathy Cabe Trundle, David M. Sobel   +3 more
wiley   +1 more source

NUTRITION EDUCATION IN PRESCHOOL CHILDREN

The Journal of International Educational Sciences, 2015
YARDIMCI, HÜLYA, ÖZDOĞAN, YAHYA, SÜRÜCÜOĞLU, METİN SAİP, ÖZÇELİK, AYŞE ÖZFER, ÖRMECİ, FATMA ÖZGÜN   +4 more
openaire   +3 more sources

Puzzled about handicapped preschoolers?

, 1980
"Funded by Handicapped Early Childhood Assistance - State Implementation Grant Title Vl-C, PL 91 -230, Bureau for Education of the Handicapped."Page [8 of 8]"Studies demonstrate that the first years of a child's life are critical to later development ...
Kansas. State Department of Education. Preschool Handicapped Project.
core  

Some culture is hiding in plain sight in research on child development

British Journal of Developmental Psychology, EarlyView.
Abstract Child development is cultural in nature, yet a divide persists between a (cross‐)cultural developmental science niche alongside a seemingly a‐cultural mainstream. In particular, childhood research relying on convenience sampling in often Western, post‐industrial (i.e., WEIRD) societies rarely ventures into issues of culture and context ...
Roman Stengelin
wiley   +1 more source

JOINclusion: A serious mobile game for promoting ethnocultural empathy in schools

British Journal of Developmental Psychology, EarlyView.
Abstract This study examines the efficacy of JOINclusion, a serious mobile game designed to enhance ethnocultural empathy in children aged 8 to 12. Grounded in the Social Emotional Learning (SEL) framework, JOINclusion delivers interactive scenarios through a narrative‐driven Story Mode and a collaborative Multiplayer Mode, encouraging emotional ...
Alessandra Colella, Concetta Esposito, Annaleda Mazzucato, Ioannis Christidis, Enrique Hortal, Helen C. Leligou, Davide Marocco, Michela Ponticorvo, Yusuf Can Semerci, Dario Bacchini   +9 more
wiley   +1 more source

Analysis on Entrepreneurship Psychology of Preschool Education Students With Entrepreneurial Intention. [PDF]

Front Psychol, 2020
Yin Y, Yang L, Liu B.
europepmc   +1 more source

OPINION OF PRESCHOOL EDUCATION SUBJECTS ON THE QUALITY OF PRESCHOOL EDUCATION IN RUSSIA

Современные наукоемкие технологии (Modern High Technologies), 2023
openaire   +1 more source

THE CONSTRUCTION OF THE MATHEMATICAL CHILD IN SWEDISH PRESCHOOL

, 2017
Mathematics education in Swedish preschool can be considered as a discourse produced through educational public policies, classroom practice, curriculum, research, teacher’s education, and literatures.
Delacour, Laurence
core  

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

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