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Direct linkGrosse, Gerlind; Simon, Antonia; Soemer, Alexander; Schönfeld, Romy; Barth, Stefanie; Linde, Nadine – International Journal of Early Childhood, 2022
How does teacher-child interaction quality in early child care and education settings influence the development of social-emotional skills in children at around two to three years of age? We measured the quality of interactions on the side of the child care teachers (N = 9, CLASS Toddler) and assessed self-regulatory skills through an individual…
Descriptors: Teacher Student Relationship, Interaction, Memory, Social Development
Schönmoser, Carina; Karwath, Claudia; Gnambs, Timo – Journal of Psychoeducational Assessment, 2022
Valid information on early social-emotional competence is essential to diagnose, treat, and prevent behavioral problems in children and adolescents. Particularly in young children, social-emotional competence is frequently measured using parent and teacher ratings that frequently exhibit low agreement. Therefore, the present study on n = 532…
Descriptors: Social Development, Emotional Development, Siblings, Self Management
Rademacher, Annika; Koglin, Ute – Early Child Development and Care, 2019
In recent years, preschooler's self-regulation has been extensively researched. This systematic review deals with the overlaps and differences among the many different terminologies and definitions of self-regulation in childhood and the association with preschooler's social-emotional and behavioural development. A systematic literature search in…
Descriptors: Preschool Children, Self Management, Social Development, Emotional Development
Wilke, Franziska; Hachfeld, Axinja; Anders, Yvonne – Early Years: An International Journal of Research and Development, 2018
The present study examines the effects of a family support program on children's socio-emotional and language development. We analyze how participating in courses that aim to improve the relationship between parents and their children is associated with child development. Two different course formats (parenting skills-focused and parent-child…
Descriptors: Early Childhood Education, Parent Child Relationship, Interaction, Social Development
Cohen, Franziska; Anders, Yvonne – School Effectiveness and School Improvement, 2020
Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict preschool cooperation activities and how they are associated with children's language and social-emotional skills at the age of 3. The results are based…
Descriptors: Family Involvement, Early Childhood Education, Social Development, Emotional Development
Download full textWerner, Katharina; Woessmann, Ludger – Annenberg Institute for School Reform at Brown University, 2021
If school closures and social-distancing experiences during the COVID-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use…
Descriptors: COVID-19, Pandemics, School Closing, Foreign Countries
Pfeiffer, Jens P.; Pinquart, Martin; Krick, Kathrin – Canadian Journal of School Psychology, 2016
Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from…
Descriptors: Social Development, Day Schools, Boarding Schools, Adolescents
Rose, Elisabeth; Lehrl, Simone; Ebert, Susanne; Weinert, Sabine – Early Education and Development, 2018
Research Findings: This study investigated the long-term interrelations among children's language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and…
Descriptors: Child Language, Family Literacy, Family Environment, Aggression
Wu, Shu Chen – Early Years: An International Journal of Research and Development, 2014
This study examines the practical and conceptual dimensions of children's play in German and Hong Kong Chinese kindergartens. German ("n"?=?24) and Chinese ("n"?=?24) children (3-6 years) were randomly selected and videotaped during their free play for 5?min continuously on five consecutive days. Play behavior was analyzed by…
Descriptors: Foreign Countries, Kindergarten, Video Technology, Play
