Social relationships, interactions and learning in early childhood – theoretical approaches, empirical findings and challenges-Reference-Cited by-同舟云学术

Social relationships, interactions and learning in early childhood – theoretical approaches, empirical findings and challenges

Published:2023-09-10 Issue:11-12 Volume:193 Page:1199-1203
ISSN:0300-4430
Container-title:Early Child Development and Care
language:en
Short-container-title:Early Child Development and Care

Author:

Zöggeler-Burkhardt Laura¹^ORCID,Embacher Eva-Maria¹^ORCID,Smidt Wilfried¹^ORCID

Affiliation:

1. Department of Psychosocial Intervention and Communication Studies, University of Innsbruck, Innsbruck, Austria

Publisher

Informa UK Limited

Subject

Pediatrics,Developmental and Educational Psychology,Social Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004430.2023.2260976

Reference24 articles.

1. Bodrova, E., & Leong, D. J. (2012). Scaffolding self-regulated learning in young children. Lessons from tools of the mind. In R. Pianta (Ed.), Handbook of early childhood education (pp. 352–369). New York: Guilford Publications.

2. Bradley, R. H. (2019). The importance of families and home environments in the lives of young children. In C. P. Brown, M. B. McMullen, & N. File (Eds.), The Wiley handbook of early childhood care and education (pp. 119–146). Hoboken, NJ: Wiley.

3. Bronfenbrenner, U., & Morris, P. A. (2006). The biological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology: Theoretical models of human development (6th ed., pp. 793–828). Hoboken, NJ: John Wiley & Sons.

4. Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

5. Burkhardt, L. (2021). Kommunikation zwischen Eltern und elementarpädagogischen Fachkräften im Kindergarten: Relevanz, Beschaffenheit und Einflussfaktoren [Communication between parents and early childhood teachers in preschool]. Wiesbaden: Springer VS.