Citations (17)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (5)
Lynda R. Hutchinson, Nancy E. Perry & Jenna D. Shapka. (2021) Assessing young children’s self-regulation in school contexts. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 545-583.
Read now
Read now
Danielle Soliman, Erica Frydenberg, Rachel Liang & Jan Deans. (2021) Enhancing empathy in preschoolers: a comparison of social and emotional learning approaches. Educational and Developmental Psychologist 38:1, pages 64-76.
Read now
Read now
Maria S. Poulou. (2017) The Relation of Teachers’ Emotional Intelligence and Students’ Social Skills to Students’ Emotional and Behavioral Difficulties: A Study of Preschool Teachers’ Perceptions. Early Education and Development 28:8, pages 996-1010.
Read now
Read now
Asha Leah Spivak & Dale C. Farran. (2016) Predicting First Graders’ Social Competence from Their Preschool Classroom Interpersonal Context. Early Education and Development 27:6, pages 735-750.
Read now
Read now
Jenni Salminen, Maritta Hännikäinen, Pirjo-Liisa Poikonen & Helena Rasku-Puttonen. (2014) Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions. Early Child Development and Care 184:3, pages 416-433.
Read now
Read now
Articles from other publishers (12)
Ainsley Losh & Jan Blacher. (2023) Promoting young autistic students’ social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships. Research in Autism Spectrum Disorders 107, pages 102225.
Crossref
Crossref
Jacky Ka-Kuen Wong & Raymond C. F. Chui. 2022. Proceedings of the Meaning in Life International Conference 2022 - Cultivating, Promoting, and Enhancing Meaning in Life Across Cultures and Life Span (MIL 2022). Proceedings of the Meaning in Life International Conference 2022 - Cultivating, Promoting, and Enhancing Meaning in Life Across Cultures and Life Span (MIL 2022)
217
232
.
Stacy N. McGuire & Hedda Meadan. (2020) Social Inclusion of Children with Persistent Challenging Behaviors. Early Childhood Education Journal 50:1, pages 61-69.
Crossref
Crossref
Daria Bukhalenkova, Aleksander Veraksa, Margarita Aslanova, Pia Williams & Jonna Larsson. 2022. Child Development in Russia. Child Development in Russia
223
238
.
Rizki Amalia, Zarina Akbar & Yuliani Nurani. (2021) Pengembangan Media Game Edukasi Adventure Cooking untuk Meningkatkan Perilaku Prososial Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:3, pages 1501-1513.
Crossref
Crossref
Nurdan DOĞRU ÇABUKER & Kurtman ERSANLI. (2021) BİREYLERİN MESLEKLERİNE GÖRE DİĞERKÂMLIK DÜZEYLERİ. 19 Mayıs Sosyal Bilimler Dergisi 2:2, pages 522-534.
Crossref
Crossref
Sofia Mildrum Chana, Elizabeth C. Tampke & Paula J. Fite. (2020) Discrepancies Between Teacher- and Child- Reports of Proactive and Reactive Aggression: Does Prosocial Behavior Matter?. Journal of Psychopathology and Behavioral Assessment 43:1, pages 70-83.
Crossref
Crossref
Antonio Fernández-Castillo. (2020) Early Childhood Social Competence Scale (EC-SCS): Factor Structure and Psychometric Properties. Sustainability 12:15, pages 6262.
Crossref
Crossref
Özgür Salih KAYA. (2019) Çokkültürlülük Algısı ve Diğerkâmlık Suriyelilere Yönelik Tutumu Etkiler mi? Öğretmen Adayları Gözünden Bir ÇalışmaDoes The Perception of Multiculturalism and Altruism Affect the Attitude towards Syrians? A Study from the Perspective of Teacher Candidates. SDU International Journal of Educational Studies 6:2, pages 86-100.
Crossref
Crossref
Sara L. Prewett, David A. Bergin & Francis L. Huang. (2018) Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International 40:1, pages 66-87.
Crossref
Crossref
Cheryl Varghese, Lynne Vernon-Feagans & Mary Bratsch-Hines. (2019) Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school. Early Childhood Research Quarterly 47, pages 124-133.
Crossref
Crossref
Sanna Oinas, Mari-Pauliina Vainikainen & Risto Hotulainen. (2018) Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach. Learning and Instruction 58, pages 12-21.
Crossref
Crossref