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Veronica McTaggart, Rosemary McGill & Simon Stephens. (2022) Gender differences in the development of children's social and emotional competencies during the pre-school year. Early Child Development and Care 192:12, pages 1952-1966.
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Yafit Danieli, Sharon Snir, Dafna Regev & Michal Adoni-Kroyanker. (2019) Suitability of the art therapy room and changes in outcome measures in the education system. International Journal of Art Therapy 24:2, pages 68-75.
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Articles from other publishers (28)
Juyeon Lee, Valerie B. Shapiro, Jennifer L. Robitaille & Paul LeBuffe. (2024) Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students. Journal of School Psychology 104, pages 101311.
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Amy E. Fisher, Liat R. Johnson, Sonia Minnes, Emily K. Miller, Jessica S. Riccardi & Anastasia Dimitropoulos. (2023) Predictors of social emotional learning in after‐school programming: The impact of relationships, belonging, and program engagement. Psychology in the Schools 61:4, pages 1318-1335.
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Tracy K. Y. Wong, Tyler Colasante & Tina Malti. (2023) Developmental deviations in happy victimization across early childhood predict behavioral adjustment in middle childhood. Social Development 32:4, pages 1335-1353.
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Elisabetta Conte, Valeria Cavioni, Veronica Ornaghi, Alessia Agliati, Sabina Gandellini, Margarida Frade Santos, Anabela Caetano Santos, Celeste Simões & Ilaria Grazzani. (2023) Supporting Preschoolers’ Mental Health and Academic Learning through the PROMEHS Program: A Training Study. Children 10:6, pages 1070.
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Kai Wang, Xiang Ji & Ting Li. (2023) Gender difference in functional activity of 4-months-old infants during sleep: A functional near-infrared spectroscopy study. Frontiers in Psychiatry 13.
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Changwei Wang. (2022) The role of physical activity promoting thinking skills and emotional behavior of preschool children. Psicologia: Reflexão e Crítica 35:1.
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Yuma Ishimoto, Takahiro Yamane, Yuki Matsumoto, Yu Takizawa & Katsutoshi Kobayashi. (2022) The impact of gender differences, school adjustment, social interactions, and social activities on emotional and behavioral reactions to the COVID-19 pandemic among Japanese school children. SSM - Mental Health 2, pages 100077.
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Adela Badau & Irina-Mihaela Trifan. (2022) Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.). International Journal of Environmental Research and Public Health 19:22, pages 14931.
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Christiane Diefenbach, Martina F. Schmidt, Michael Huss, Jochem König, Michael S. Urschitz, Dietmar Hoffmann, Maria Blettner, Annette Queisser-Wahrendorf, Awi Wiesel, Fred Zepp, Jörg Faber, Stephan Gehring, Eva Mildenberger, Stephan Letzel, Heike Elflein, Alexander K. Schuster, Brita Willershausen, Jens Weusmann, Christoph Matthias, Anne Läßig, Margarete Imhof & Perikles Simon. (2021) Age at school entry and reported symptoms of attention-deficit/hyperactivity in first graders: results of the prospective cohort study ikidS. European Child & Adolescent Psychiatry 31:11, pages 1753-1764.
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Hayley Christian, Kevin Murray, Stewart G. Trost, Jasper Schipperijn, Georgina Trapp, Clover Maitland & Mark Divitini. (2022) Meeting the Australian 24-Hour Movement Guidelines for the Early Years is associated with better social-emotional development in preschool boys. Preventive Medicine Reports 27, pages 101770.
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Chelsea M. Day, Alexandra Smith, Elizabeth J. Short & Lovina Bater. (2021) Dialectical Behavior Therapy Skills Groups for Youth in Schools: A Systematic Review. Adolescent Research Review 7:2, pages 267-284.
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Franziska Walter, Monika Daseking & Franz Pauls. (2022) The Role of Cognitive Skills, Sex, and Parental Education for Social–Emotional Skills: A Cross-Sectional Study on the WPPSI-IV Performances of Children Aged 3 to 5 Years. Children 9:5, pages 730.
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Mathias Krammer, Gerald Tritremmel, Martin Auferbauer & Lisa Paleczek. (2022) „Durch die Coronapandemie belastet?“ Der Einfluss von durch COVID-19 induzierter Angst auf die sozial-emotionale Entwicklung 12- bis 13-Jähriger in ÖsterreichDoes the COVID-19 pandemic take its toll? The influence of COVID-19 induced anxiety on the social-emotional development of 12- to 13-year-olds in Austria. Zeitschrift für Bildungsforschung 12:1, pages 43-60.
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Deepakkumar Sohanlal ShrivastavDr.Dr. & Shailaja Sandeep JaywantDrDr. (2022) EXPERIMENTAL & ANALYTICAL STUDY ON EFFECT OF EMOTIONAL LITERACY PROGRAMME THROUGH EMOTIONAL AWARENESS ON SOCIAL SKILL DEVELOPMENT OF PRIMARY GRADE CHILDREN (3RD & 4TH STANDARD) STUDENTS. INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH, pages 45-49.
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Jay Fagan & Rachel Wildfeuer. (2022) Low-Income Parental Risk and Engagement in Early Childhood and Child Social-Emotional Functioning in Middle Childhood. Journal of Child and Family Studies 31:1, pages 70-85.
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Francisco-Javier Prado-Galbarro, Copytzy Cruz-Cruz, Jorge-Ameth Villatoro-Velázquez & Juan-Manuel Martínez-Núñez. (2021) Influence of Prevalence of Psychoactive Substance Use in Mexican Municipalities on Early Childhood Development. International Journal of Environmental Research and Public Health 18:19, pages 10027.
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Èlia López-Cassà, Felicidad Barreiro Fernández, Salvador Oriola Requena & Josep Gustems Carnicer. (2021) Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being. Sustainability 13:15, pages 8591.
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Klajdi Puka, Karen Bax, Andrea Andrade, Margo Devries-Rizzo, Hema Gangam, Simon Levin, Maryam N. Nouri, Asuri N. Prasad, Mary Secco, Guangyong Zou & Kathy N. Speechley. (2020) A live-online mindfulness-based intervention for children living with epilepsy and their families: protocol for a randomized controlled trial of Making Mindfulness Matter©. Trials 21:1.
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Alan Parry Roberts, Claire P. Monks & Stella Tsermentseli. (2020) The Influence of Gender and Resource Holding Potential on Aggressive and Prosocial Resource Control Strategy Choice in Early Childhood. Frontiers in Education 5.
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Claire V. Crooks, Karen Bax, Andrea Delaney, Haesoo Kim & Mostafa Shokoohi. (2020) Impact of MindUP Among Young Children: Improvements in Behavioral Problems, Adaptive Skills, and Executive Functioning. Mindfulness 11:10, pages 2433-2444.
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Jenny Louise Gibson, Elian Fink, Pablo E. Torres, Wendy V. Browne & Silvana Mareva. (2019) Making sense of social pretense: The effect of the dyad, sex, and language ability in a large observational study of children’s behaviors in a social pretend play context. Social Development 29:2, pages 526-543.
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Amanda J.L. Watson, Anna Timperio, Helen Brown & Kylie D. Hesketh. (2019) A pilot primary school active break program (ACTI-BREAK): Effects on academic and physical activity outcomes for students in Years 3 and 4. Journal of Science and Medicine in Sport 22:4, pages 438-443.
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Elian Fink, Wendy V. Browne, Claire Hughes & Jenny Gibson. (2018) Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling. Social Development 28:1, pages 186-199.
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Amanda Watson, Anna Timperio, Helen Brown, Trina Hinkley & Kylie D. Hesketh. (2019) Associations between organised sport participation and classroom behaviour outcomes among primary school-aged children. PLOS ONE 14:1, pages e0209354.
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David Hammer, Edward Melhuish & Steven J Howard. (2017) Do aspects of social, emotional and behavioural development in the pre-school period predict later cognitive and academic attainment?. Australian Journal of Education 61:3, pages 270-287.
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Robert Thornberg, Tiziana Pozzoli, Gianluca Gini & Jun Sung Hong. (2017) Bullying and repeated conventional transgressions in Swedish schools: How do gender and bullying roles affect students’ conceptions?. Psychology in the Schools 54:9, pages 1189-1201.
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