Supporting Preschool Children’s Executive Functions: Evidence from a Group-Based Play Intervention
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-023-01607-3.pdf
Reference85 articles.
1. Acar, I. H., Veziroğlu-Çelik, M., Rudasill, K. M., & Sealy, M. A. (2022). Preschool children’s self-regulation and learning behaviors: The moderating role of teacher-child relationship. Child & Youth Care Forum, 51(1), 1–18. https://doi.org/10.1007/s10566-021-09615-3
2. Anderson, P. J., & Reidy, N. (2012). Assessing executive function in preschoolers. Neuropsychology Review, 22(4), 345–360. https://doi.org/10.1007/s11065-012-9220-3
3. Arı, M., & Yaban, E. H. (2016). Social behavior in preschool children: The role of temperament and emotion regulation. Hacettepe University Journal of Education, 31(1), 125–141. https://doi.org/10.16986/HUJE.2015014655
4. Arslan Çiftçi, H., Uyanık, G., & Acar, İ. H. (2020). The validity and reliability study of the Turkish version of Childhood Executive Functioning Inventory for 48–72-month-old children. Journal of Early Childhood Studies, 4(3), 762–787. https://doi.org/10.24130/eccd-jecs.1967202043260
5. Berkovits, I., Hancock, G. R., & Nevitt, J. (2000). Bootstrap resampling approaches for repeated measure designs: Relative robustness to sphericity and normality violations. Educational and Psychological Measurement, 60(6), 877–892. https://doi.org/10.1177/00131640021970961
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