Citations (18)
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Angel Urbina-Garcia, Divya Jindal-Snape, Angela Lindsay, Lauren Boath, Elizabeth F. S. Hannah, Alexia Barrable & Anna K. Touloumakos. (2022) Voices of young children aged 3–7 years in educational research: an international systematic literature review. European Early Childhood Education Research Journal 30:1, pages 8-31.
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Si Si Tao, Eva Yi Hung Lau & Hau Ming Yiu. (2019) Parental Involvement After the Transition to School: Are Parents’ Expectations Matched by Experience?. Journal of Research in Childhood Education 33:4, pages 637-653.
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Mun Wong & Thomas G. Power. (2019) Links Between Coping Strategies and Depressive Symptoms Among Girls and Boys During the Transition to Primary School. Early Education and Development 30:2, pages 178-195.
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Mun Wong. (2018) Perceptions of school life among a sample of Chinese children in Hong Kong. Early Child Development and Care 188:6, pages 800-818.
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Mun Wong. (2017) Chinese children’s perceptions of aggression among peers at school. Early Years 37:2, pages 143-157.
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Muhammad Kashif Mughal, Carla S. Ginn, Robert L. Perry & Karen M. Benzies. (2016) Longitudinal effects of a two-generation preschool programme on receptive language skill in low-income Canadian children to age 10 years. Early Child Development and Care 186:8, pages 1316-1326.
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Mun Wong. (2016) A longitudinal study of children's voices in regard to stress and coping during the transition to school. Early Child Development and Care 186:6, pages 927-946.
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Reidun Hoff-Jenssen. ‘The most important thing in first grade is to make friends’. European Early Childhood Education Research Journal 0:0, pages 1-17.
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Articles from other publishers (10)
Olivia Johnston, Helen Wildy & Jennifer Shand. (2022) Teenagers learn through play too: communicating high expectations through a playful learning approach. The Australian Educational Researcher 50:3, pages 921-940.
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Anna-Liisa Jõgi, Eija Pakarinen, Asko Tolvanen & Marja-Kristiina Lerkkanen. (2021) Reading Skills, Social Competence, and Physiological Stress in the First Grade. School Mental Health 14:3, pages 624-639.
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Benilde García-Cabrero, Angel Urbina-García, Robert G. Myers, Anisai Ledesma-Rodea & Marla Andrea Rangel-Cantero. 2022. Transitions to School: Perspectives and Experiences from Latin America. Transitions to School: Perspectives and Experiences from Latin America
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Olivia Johnston, Helen Wildy & Jennifer Shand. (2021) ‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students. Social Psychology of Education 24:6, pages 1535-1556.
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K. Büşra KAYNAK EKİCİ, Hatice Merve İMİR & Fulya TEMEL. (2020) İlkokul Algısı Yazı Farkındalığı Becerilerine Göre Değişmekte Midir?Primary School Perception: Does It Differ with Respect to Print Awareness?. Ana Dili Eğitimi Dergisi 8:3, pages 753-776.
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Iván Fernández-Martínez, Mireia Orgilés, Alexandra Morales, José P. Espada & Cecilia A. Essau. (2020) One-Year follow-up effects of a cognitive behavior therapy-based transdiagnostic program for emotional problems in young children: A school-based cluster-randomized controlled trial. Journal of Affective Disorders 262, pages 258-266.
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Christine O’Farrelly, Ailbhe Booth, Mimi Tatlow-Golden & Beth Barker. (2020) Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly 50, pages 3-16.
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Junya Nakanishi, Hidenobu Sumioka & Hiroshi Ishiguro. (2019) A huggable communication medium can provide sustained listening support for special needs students in a classroom. Computers in Human Behavior 93, pages 106-113.
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Mónica Roncancio-Moreno & Angela Uchoa Branco. (2017) Developmental trajectories of the Self in children during the transition from preschool to elementary school. Learning, Culture and Social Interaction 14, pages 38-50.
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Junya Nakanishi, Hidenobu Sumioka & Hiroshi Ishiguro. (2016) Impact of Mediated Intimate Interaction on Education: A Huggable Communication Medium that Encourages Listening. Frontiers in Psychology 7.
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