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Direct linkSundqvist, Annette; Holmer, Emil; Koch, Felix-Sebastian; Heimann, Mikael – Infant and Child Development, 2018
This study explored the development of theory of mind (ToM) in 80 Swedish-speaking 3- to 5-year-olds, a previously unstudied language and culture. The ToM scale was translated and tested in a Swedish context. The results show that the ToM abilities improve significantly with age. In addition, a gender difference was observed for the whole sample,…
Descriptors: Theory of Mind, Preschool Children, Social Development, Emotional Development
Kimber, Birgitta; Sandell, Rolf – Journal of Adolescence, 2009
The study considers the impact of a program for social and emotional learning in Swedish schools on use of drugs, volatile substances, alcohol and tobacco. The program was evaluated in an effectiveness study. Intervention students were compared longitudinally with non-intervention students using nonparametric latent class analysis to identify…
Descriptors: Intervention, Smoking, Program Effectiveness, Effect Size
Peer reviewedLamb, Michael E.; And Others – Developmental Psychology, 1988
Type and quality of nonfamilial child care were found to have no significant effect on peer social skills, sociability with strange adults, and child personality. The major determinants of personality maturity were background variables. Prior social skills and age were the best predictors of peer social skills. (PCB)
Descriptors: Age Differences, Day Care, Early Childhood Education, Family Characteristics
Peer reviewedSundell, Knut – Early Childhood Research Quarterly, 2000
Investigated effects of program auspice (nonprofit versus profit child care), adult-to-child ratios, and class age span on teaching and on preschoolers' social and cognitive development. Found that age, gender, social background, and age span were significant predictors of children's social and cognitive development; adult-to-child ratio and…
Descriptors: Age Differences, Age Groups, Caregiver Child Relationship, Cognitive Development
Peer reviewedAndersson, Bengt-Erik – European Early Childhood Education Research Journal, 1994
Discusses the Swedish family support system and presents the results of a study of the intellectual and socioemotional development of 110 Swedish children from early childhood through age 16. Found that socioeconomic background and the age when they first entered public day care had a significant influence on the subjects' intellectual and…
Descriptors: Academic Achievement, Age Differences, Children, Day Care
