Promoting Social Emotional Learning through Shared Book Reading: Examining Teacher’s Strategies and Children’s Responses in Kindergarten Classrooms-Reference-Cited by-同舟云学术

Promoting Social Emotional Learning through Shared Book Reading: Examining Teacher’s Strategies and Children’s Responses in Kindergarten Classrooms

Published:2021-09-07 Issue: Volume: Page:1-21
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Ng Siew Chin¹^ORCID,Sun He²^ORCID

Affiliation:

1. Melbourne Graduate School of Education, The University of Melbourne

2. Centre for Research in Child Development, National Institute of Education, Nanyang Technological University

Funder

Singapore’s Ministry of Education

National Institute of Education

Nanyang Technological University

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2021.1974232

Reference70 articles.

1. Mothers? Use of Cognitive State Verbs in Picture-Book Reading and the Development of Children?s Understanding of Mind: A Longitudinal Study

2. American Psychological Association. (2019). Magination press children’s books. Abracadabra!: The magic of trying. https://www.apa.org/pubs/magination/441B245

3. Mothers' Storybook Reading and Kindergartners' Socioemotional and Literacy Development

4. Shared Book Reading Interactions Within Families From Low Socioeconomic Backgrounds and Children’s Social Understanding and Prosocial Behavior

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