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Early Child Development and Care Volume 186, 2016 - Issue 1: Contemporary Issues in Early Childhood Education in Germany
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Educational Quality in Families and Preschools

Influences of an academically oriented preschool curriculum on the development of children – are there negative consequences for the children's socio-emotional competencies?

Katharina KluczniokFaculty of Human Sciences and Education, Early Childhood Education, University of Bamberg, Bamberg96047, GermanyCorrespondence[email protected]
,
Yvonne AndersDepartment of Education and Psychology Early Childhood Education and Care, Freie Universität Berlin, Berlin14195, Germany
,
Jutta SechtigEarly Childhood Studies, University of Education Weingarten, Weingarten88250, Germany
&
Hans-Guenther RossbachFaculty of Human Sciences and Education, Early Childhood Education, University of Bamberg, Bamberg96047, Germany
Pages 117-139 | Received 21 Jan 2014, Accepted 12 May 2014, Published online: 11 Jul 2014

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Sergio A. González, Rossana Godoy & Paulina Veas. (2020) Science and Technology Congress for Preschoolers as a strategy for the initiation of science. Early Child Development and Care 190:4, pages 594-614.
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Weipeng Yang, Jesus Alfonso D. Datu, Xunyi Lin, Michelle Marie Lau & Hui Li. (2019) Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects. Early Education and Development 30:1, pages 36-59.
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Jason T. Hustedt, Martha J. Buell, Rena A. Hallam & Wendy M. Pinder. (2018) While Kindergarten Has Changed, Some Beliefs Stay the Same: Kindergarten Teachers’ Beliefs About Readiness. Journal of Research in Childhood Education 32:1, pages 52-66.
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Gisela Kammermeyer, Andrea Stuck & Susanna Roux. (2016) Promotion of literacy and numeracy in pyramid classrooms in Germany. Early Child Development and Care 186:1, pages 153-172.
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David Richter, Simone Lehrl & Sabine Weinert. (2016) Enjoyment of learning and learning effort in primary school: the significance of child individual characteristics and stimulation at home and at preschool. Early Child Development and Care 186:1, pages 96-116.
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Simone Dunekacke, A.-K. van den Ham, M. Grüßing & A. Heinze. (2024) Structure and development of kindergarten children’s mathematical competence. Journal of Early Childhood Research.
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Lila Hikmawati, Mintarsih Arbarini & Tri Suminar. (2023) Pola Asuh Anak Usia Dini dalam Penanaman Perilaku Sosio Emosional Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:2, pages 1447-1464.
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Bayram GÖKBULUT & Fatma KILIÇ. (2022) LİSE ÖĞRENCİLERİNİN TEKNOLOJİ KULLANIM, MUTLULUK VE MOBİL ÖĞRENME HAZIR BULUNUŞLUK DÜZEYLERİNİN İNCELENMESİINVESTIGATION OF HIGH SCHOOL STUDENTS' LEVELS OF TECHNOLOGY USE, HAPPINESS AND MOBILE LEARNING READINESS LEVELS. Elektronik Sosyal Bilimler Dergisi 21:83, pages 1225-1243.
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Kayhan BOZGÜN & Meltem AKIN KÖSTERELİOĞLU. (2022) İlkokul Dördüncü Sınıf Öğrencilerinin Yazma MotivasyonuWriting Motivation of Primary School Fourth Grade Students. Ana Dili Eğitimi Dergisi 10:1, pages 119-135.
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Adrijana Višnjić-Jevtić. (2021) Parents’ perspective on a children’s learning. Journal of Childhood, Education & Society 2:2, pages 117-125.
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Bozgün Kayhan & Akın-Kösterelioğlu Meltem. (2020) Variables affecting social-emotional development, academic grit and subjective well-being of fourth-grade primary school students. Educational Research and Reviews 15:7, pages 417-425.
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J. Eric Wilkinson & Chia-Pin Kao. (2019) Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives. International Journal of Child Care and Education Policy 13:1.
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