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Direct linkCarlson, Stephanie M.; Claxton, Laura J.; Moses, Louis J. – Journal of Cognition and Development, 2015
A simple "expression" account of the relation between executive function (EF) and children's developing theory of mind (ToM) has difficulty accounting for the generality of the changes occurring in children's mental-state understanding during the preschool years. The current study of preschool children (N = 43) showed that EF--especially…
Descriptors: Executive Function, Theory of Mind, Correlation, Preschool Children
Gialamas, Angela; Mittinty, Murthy N.; Sawyer, Michael G.; Zubrick, Stephen R.; Lynch, John – Early Child Development and Care, 2014
There is growing evidence that high-quality non-parental child care can contribute to children's learning, development and successful transition to school. Research examining the quality of child care and the effect on children's development is not well documented outside the USA. We used data from the Longitudinal Study of Australian Children to…
Descriptors: Foreign Countries, Longitudinal Studies, Child Care, Emotional Development
Garner, Pamela W.; Curenton, Stephanie M.; Taylor, Kelli – International Journal of Behavioral Development, 2005
Two studies investigated the influence of age, language, and family background on the development of preschoolers' social cognitive skills. Study 1 examined variability in economically disadvantaged preschoolers' understanding of fantasy and evaluated the relation of age and language to children's skill in this area. Children were shown drawings…
Descriptors: Fantasy, Economically Disadvantaged, Preschool Children, Interpersonal Competence
