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Zarrella, Immacolata; Lonigro, Antonia; Perrella, Raffaella; Caviglia, Giorgio; Laghi, Fiorenzo – Early Child Development and Care, 2018
The present research explored the relation between socio-cognitive skills, as Theory of Mind and affective empathy, social behaviour, attachment style and scholastic success in children, aged from 8 to 11 years (N = 159; 90 females, 69 males; M[subscript age] = 9,60; DS = 0.78). Several assessment tools were administered to children on mentalizing…
Descriptors: Social Behavior, Empathy, Child Development, Academic Achievement
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Hipson, Will E.; Séguin, Daniel G. – Early Child Development and Care, 2016
The Goodness-of-Fit model [Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel] proposes that a child's temperament interacts with the environment to influence child outcomes. In the past, researchers have shown how the association between the quality of the teacher-child relationship in daycare and child…
Descriptors: Caregiver Child Relationship, Child Caregivers, Personality, Prosocial Behavior
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Kasik, László; Gál, Zita – Early Child Development and Care, 2016
The aim of our study was to shed light on (1) what Hungarian mothers, fathers and teachers of 4-6-year-olds think of these children's social problem-solving (SPS) and their difficulties in terms of problem-solving, adaptability and prosocial behaviour; (2) studying any correlation between the examined aspects and (3) the connection between one's…
Descriptors: Foreign Countries, Parent Attitudes, Teacher Attitudes, Preschool Children
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Sjöman, Madeleine; Granlund, Mats; Almqvist, Lena – Early Child Development and Care, 2016
This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18-71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated…
Descriptors: Behavior Problems, Learner Engagement, Hyperactivity, Teacher Student Relationship
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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
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Fletcher, Richard; StGeorge, Jennifer; Freeman, Emily – Early Child Development and Care, 2013
Energetic, competitive, body-contact play (rough and tumble play (RTP)) is commonly observed among young children and is reported as an important feature of father-child relationships. Animal studies have demonstrated positive developmental effects of peer-peer play-wrestling, influencing cognitive and social outcomes. The purpose of this paper is…
Descriptors: Fathers, Play, Parent Child Relationship, Child Development
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Priddis, Lynn; Howieson, Noel D. – Early Child Development and Care, 2012
Developmental outcomes for children whose primary caregivers are misattuned but not considered abusive are unclear. This paper argues that if by the pre-school years, insecure patterns of attachment are evident then a continuing dysfunctional attachment relationship is indicated and the likelihood of later difficulties is increased. The current…
Descriptors: Attachment Behavior, Adolescents, Depression (Psychology), Security (Psychology)