Results 121 to 130 of about 19,255 (266)
Gender stereotypes in preschool: An examination of age and gender differences
British Journal of Developmental Psychology, EarlyView.Abstract Gender stereotypes are prevalent in many societies and begin to emerge in early childhood. The present study examined the gender stereotypes and their association with age and gender in preschool. Gender stereotypes of feminine, masculine and gender‐neutral traits and behaviours were collected in a sample of 104 German and Austrian children ...
Johanna Landvogt, Jan Lenhart
wiley +1 more source
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 +3 more
wiley +1 more source
PRESCHOOL TEACHER TRAINING IN TURKEY [PDF]
Proceedings of the International Conference on Social science, Humanities and Education, 2018 openaire +2 more sources
Preschool teachers’ and teachers’ expectations and roles in children’s transition from preschool to school [PDF]
, 2017 Children’s transition from preschool to school is a process of great change in children’s lives and numerous authors emphasize the importance of this transition being as painless and successful as possible. Transition from preschool to school is one of the child’s first experiences within the educational system which brings forth their realization that
Bogatić, Katarina +2 more
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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 +9 more
wiley +1 more source
Speaking with the hands—fine motor skills, language, and the role of gestures
British Journal of Developmental Psychology, EarlyView.Abstract Previous investigations link fine motor skills (FMS) with language development. Studies also examined relations between motor actions and gestures, as well as between gestures and language. However, little research has systematically investigated fine motor skills, manual gestures, and language within the same study or investigated their ...
Rebecca E. Winter +2 more
wiley +1 more source
, 2021 This paper focuses on preschool student teachers in Sweden. Underpinned by Pierre Bourdieu’s sociological concepts, the motivations and trajectories which led them to enter the preschool teacher field, their perception of their education, and how they plan to teach once they become teachers is specifically researched in relation to social origin ...
openaire +1 more source
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
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 +6 more
wiley +1 more source