Citations (79)
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Nicole Megan Edwards. (2024) Court-level stakeholders’ reunification decisions and perceived role in parents’ readiness to support early emotional development post-abuse and/or neglect. Journal of Public Child Welfare 0:0, pages 1-25.
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Shirley Martin & Lynn Buckley. (2020) Including children’s voices in a multiple stakeholder study on a community-wide approach to improving quality in early years setting. Early Child Development and Care 190:9, pages 1411-1424.
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Stefania Sette, Will E. Hipson, Federica Zava, Emma Baumgartner & Robert J. Coplan. (2018) Linking Shyness With Social and School Adjustment in Early Childhood: The Moderating Role of Inhibitory Control. Early Education and Development 29:5, pages 675-690.
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Jessica M. Dollar, Nicole B. Perry, Susan D. Calkins, Susan P. Keane & Lilly Shanahan. (2018) Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence During Preadolescence. Early Education and Development 29:5, pages 747-761.
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David E. Ferrier, Samantha P. Karalus, Susanne A. Denham & Hideko H. Bassett. (2018) Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality. Early Child Development and Care 188:7, pages 966-979.
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Will E. Hipson, Sarah L. Gardiner, Robert J. Coplan & Laura L. Ooi. (2017) Maternal Agreeableness Moderates Associations Between Young Children's Emotion Dysregulation and Socioemotional Functioning at School. The Journal of Genetic Psychology 178:2, pages 102-107.
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Stacy R. Johnson, Kristy J. Finlon & Carroll E. Izard. (2016) The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions. Early Education and Development 27:7, pages 896-913.
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Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon & Hideko H. Bassett. (2016) Key considerations in assessing young children’s emotional competence. Cambridge Journal of Education 46:3, pages 299-317.
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Yonggang Ren, Shirley Wyver, Nan Xu Rattanasone & Katherine Demuth. (2016) Social Competence and Language Skills in Mandarin–English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation. Early Education and Development 27:3, pages 303-317.
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Izabela Zych, Rosario Ortega-Ruiz & Sonia Sibaja. (2016) Children´s play and affective development: affect, school adjustment and learning in preschoolers / El juego infantil y el desarrollo afectivo: afecto, ajuste escolar y aprendizaje en la etapa preescolar. Journal for the Study of Education and Development 39:2, pages 380-400.
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Stefania Sette, Hideko H. Bassett, Emma Baumgartner & Susanne A. Denham. (2015) Structure and Validity of Affect Knowledge Test (AKT) in a Sample of Italian Preschoolers. The Journal of Genetic Psychology 176:5, pages 330-347.
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Mengping Wang, Dan Chen & Wei Xu. (2023) Is Mindful Parenting Associated with School-Aged Children’s Meta-Mood? Exploring the Role of Children’s Mindfulness. Psychological Reports.
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Amber H. Beisly. (2023) The Jingle-Jangle of Approaches to Learning in Prekindergarten: a Construct with Too Many Names. Educational Psychology Review 35:3.
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Natalie Nóbrega Santos, Glória Franco & Maria João Beja,. (2023) Perfiles de Inteligencia Emocional y Competencias Sociales. Escritos de Psicología - Psychological Writings 16:1.
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