Citations (23)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (7)
Alfredo Bautista, Athena Ho, Kerry Lee & Jin Sun. (2022) Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica). Culture and Education 34:4, pages 836-876.
Read now
Read now
Youngae Choi. (2020) A preschooler's agency: why relational types of agency emerge in peer interactions?. Early Child Development and Care 190:10, pages 1525-1536.
Read now
Read now
Çağla Öneren Şendil & Feyza Tantekin Erden. (2019) Understanding the Gaps Between Turkish Teachers’ Beliefs and Practices for Dealing With Preschoolers’ Peer Relationship Problems. Early Education and Development 30:5, pages 608-638.
Read now
Read now
Oriol Rios-Gonzalez, Lidia Puigvert Mallart, Paquita Sanvicén Torné & Adriana Aubert Simón. (2019) Promoting zero violence from early childhood: a case study on the prevention of aggressive behavior in Cappont Nursery. European Early Childhood Education Research Journal 27:2, pages 157-169.
Read now
Read now
Jennifer L. Hart. (2016) Early childhood educators attitudes towards playful aggression among boys: Exploring the importance of situational context. Early Child Development and Care 186:12, pages 1983-1993.
Read now
Read now
Jennifer A. Vu, Myae Han & Martha J. Buell. (2015) The effects of in-service training on teachers’ beliefs and practices in children's play. European Early Childhood Education Research Journal 23:4, pages 444-460.
Read now
Read now
Dana Dmytro, Neringa Kubiliene & Catherine Ann Cameron. (2014) Agentive and communitarian play in early childhood. Early Child Development and Care 184:12, pages 1920-1933.
Read now
Read now
Articles from other publishers (16)
Katie Rix, Claire P. Monks & Sarah O’Toole. (2023) Theory of Mind and Young Children’s Behaviour: Aggressive, Victimised, Prosocial, and Solitary. International Journal of Environmental Research and Public Health 20:10, pages 5892.
Crossref
Crossref
彩艳 李. (2023) Research Review on Influencing Factors of Preschoolers’ Prosocial Behavior. Advances in Social Sciences 12:03, pages 1487-1498.
Crossref
Crossref
Emine Ahmetoglu, Ibrahim H. Acar & Manolya Asik Ozturk. (2020) Parental involvement and children’s peer interactions. Current Psychology 41:7, pages 4447-4456.
Crossref
Crossref
Gail E. Joseph, Janet Soderberg, Robert Abbott, Roxanne Garzon & Crista Scott. (2022) Improving Language Support for Infants and Toddlers. Infants & Young Children 35:2, pages 91-105.
Crossref
Crossref
Suhyun LeeSeri KimKangyi Lee. (2021) Developmental Trajectories of Negative Peer Play in Preschool: Predictors and Outcomes1. Journal of Comparative Family Studies 52:3, pages 447-479.
Crossref
Crossref
Marie-Pier Larose, Isabelle Ouellet-Morin, Francis Vergunst, Frank Vitaro, Alain Girard, Richard E. Tremblay, Mara Brendgen & Sylvana M. Côté. (2020) Examining the impact of a social skills training program on preschoolers’ social behaviors: a cluster-randomized controlled trial in child care centers. BMC Psychology 8:1.
Crossref
Crossref
Ashley Brunsek, Michal Perlman, Evelyn McMullen, Olesya Falenchuk, Brooke Fletcher, Gabriella Nocita, Nellie Kamkar & Prakesh S. Shah. (2020) A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes. Early Childhood Research Quarterly 53, pages 217-248.
Crossref
Crossref
Jennifer L. Hart & Michelle T. Tannock. 2018. The Cambridge Handbook of Play. The Cambridge Handbook of Play
200
221
.
Saskia D. M. van Schaik, Paul P. M. Leseman & Mariëtte de Haan. (2017) Using a Group‐Centered Approach to Observe Interactions in Early Childhood Education. Child Development 89:3, pages 897-913.
Crossref
Crossref
Jennifer L. Hart & Michael C. Nagel. (2017) Including Playful Aggression in Early Childhood Curriculum and Pedagogy. Australasian Journal of Early Childhood 42:1, pages 41-48.
Crossref
Crossref
Marleen G. Groeneveld, Harriet J. Vermeer, Marinus H. van IJzendoorn & Mariëlle Linting. (2016) Randomized Video-Feedback Intervention in Home-Based Childcare: Improvement of Children’s Wellbeing Dependent on Time Spent with Trusted Caregiver. Child & Youth Care Forum 45:4, pages 587-606.
Crossref
Crossref
Sohyun Meacham. (2016) Peer relationships and internally persuasive discourse. Learning, Culture and Social Interaction 9, pages 95-104.
Crossref
Crossref
Claudia D. Werner, Mariëlle Linting, Harriet J. Vermeer & Marinus H. Van IJzendoorn. (2015) Do Intervention Programs in Child Care Promote the Quality of Caregiver-Child Interactions? A Meta-Analysis of Randomized Controlled Trials. Prevention Science 17:2, pages 259-273.
Crossref
Crossref
Klaus WahlKlaus Wahl. 2015. Wie kommt die Moral in den Kopf?. Wie kommt die Moral in den Kopf?
153
173
.
Francisco Palermo & Ariana M. Mikulski. (2014) The role of positive peer interactions and English exposure in Spanish-speaking preschoolers’ English vocabulary and letter-word skills. Early Childhood Research Quarterly 29:4, pages 625-635.
Crossref
Crossref
Lisa-Christine Girard & Luigi Girolametto. (2013) Investigating the relationship between social behaviors and phonological awareness in preschool children. Journal of Applied Developmental Psychology 34:3, pages 123-130.
Crossref
Crossref