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Gastaldi, Francesca Giovanna Maria; Longobardi, Claudio; Pasta, Tiziana; Prino, Laura Elvira – Early Child Development and Care, 2019
Playing is essential for the development of higher psychological functions. The purpose of this study is to demonstrate that playing constitutes an essential step in children's socio-cognitive development by describing playtime as the indicator of the gradual overcoming of self-centred thinking, with a view to acquiring new social adjustment…
Descriptors: Preschool Children, Play, Nursery Schools, Imitation
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Alesi, Marianna; Pecoraro, Donatella; Pepi, Annamaria – European Journal of Special Needs Education, 2019
Executive functioning (EF) is a key cognitive process for development. Little is known about EF in Kindergarten children at risk for developmental coordination disorder (DCD), despite this age being one of the most critical and intensive period of motor and cognitive development. In our investigation we compared EF in kindergarten children at risk…
Descriptors: Executive Function, Kindergarten, Young Children, At Risk Students
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Raccanello, Daniela; Brondino, Margherita; Moè, Angelica; Stupnisky, Robert; Lichtenfeld, Stephanie – Journal of Experimental Education, 2019
This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss,…
Descriptors: Anxiety, Emotional Development, Grade 2, Grade 4
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Di Martino, Pietro – Educational Studies in Mathematics, 2019
Educators and several national standards highlight the role that problem solving should play in students' mathematics education: problem solving is recognized as one of the most significant activities of doing mathematics. From the research point of view, nowadays, it is well established that cognitive and affective factors come into play in…
Descriptors: Student Attitudes, Elementary School Students, Comparative Analysis, Problem Solving
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Picchio, Mariacristina; Mayer, Susanna – European Early Childhood Education Research Journal, 2019
The study explored the experience of young children from migrant families during their first entry into an early childhood education and care (ECEC) service and analysed how the children cope with the new context, which is socially, culturally and linguistically different from their home. The activities and social behaviour of two groups of…
Descriptors: Early Childhood Education, Young Children, Migrants, Coping
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Muratori, Pietro; Lochman, John E.; Bertacchi, Iacopo; Giuli, Consuelo; Guarguagli, Elena; Pisano, Simone; Gallani, Anna; Mammarella, Irene C. – School Psychology International, 2019
The Coping Power Program has been adapted as a universal prevention model (Coping Power Universal) aimed to reduce children's behavioral difficulties in Italian primary and nursery classes. The current study aimed to determine whether the version of the Universal Coping Power for pre-schoolers could reduce behavioral problems in school and home…
Descriptors: Coping, Preschool Children, Child Behavior, Behavior Problems
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Cornali, Federica – Education 3-13, 2019
This study explores the main motives inspiring the choice of the teaching profession. To this end, a group of almost 400 Italian students enrolled in a training programme for pre-primary and primary school teachers was surveyed through questionnaires and discursive interviews on the main reasons for choosing a career as a teacher, and in…
Descriptors: Foreign Countries, Teaching (Occupation), Career Choice, Motivation
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Monti, Fiorella; Farné, Roberto; Crudeli, Fabiola; Agostini, Francesca; Minelli, Marianna; Ceciliani, Andrea – Early Child Development and Care, 2019
This study aimed to investigate the influence of Outdoor Education (OE) on different areas of development in 1-3-year-old children attending Italian nursery schools. The sample was composed of 160 children (1-3-year-old) divided into a first group (Traditional), with 76 children attending nursery schools with traditional educational activities;…
Descriptors: Outdoor Education, Child Development, Comparative Analysis, Preschools
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Lichene, Claudia – European Early Childhood Education Research Journal, 2019
European and international research shows how the child has an attitude, in relation to the knowledge of the natural world, characterized by curiosity and free exploration. My research refers to the theoretical contribution of Dewey ([1933. "How We Think: A Restatement of the Relationship of Reflective Thinking to the Educational…
Descriptors: Science Education, Preschool Education, Intellectual Development, Educational Philosophy
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Di Blasi, F. D.; Buono, S.; Cantagallo, C.; Di Filippo, G.; Zoccolotti, P. – Journal of Intellectual Disability Research, 2019
Background: Students with intellectual disabilities (IDs) have various learning difficulties and are at risk for school failure. Large inter-individual differences are described for reading, but it is unclear how these vary as a function of grade. The aim of this study was to examine various reading fluency, accuracy and comprehension parameters…
Descriptors: Reading Skills, Children, Mild Intellectual Disability, Elementary School Students
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Vezzani, Agnese – European Early Childhood Education Research Journal, 2019
Generally, all schools state that they are children-focused, but this aim is most visible in communication if children have autonomy and freedom of expression. The purpose of this article is twofold: first, to describe some features of conversations' in early childhood education, and, second, to investigate the conditions in which pupils are more…
Descriptors: Cognitive Development, Verbal Communication, Learner Engagement, Student Participation
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Fastame, Maria Chiara; Pilia, Annalisa – Psychology in the Schools, 2019
This study was intended to assess the effect of a psychoeducational computer-assisted and paper-and-pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3-months follow-up, 44 Italian second graders were presented with a battery of tests…
Descriptors: Spatial Ability, Grade 2, Elementary School Students, Followup Studies