Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors-Reference-Cited by-同舟云学术

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Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors

Published:2019-09-02 Issue:1 Volume:29 Page:339-355
ISSN:0961-205X
Container-title:Social Development
language:en
Short-container-title:Soc. Dev.

Author:

Alamos Pilar¹^ORCID,Williford Amanda P.¹

Affiliation:

1. Center for Advanced Study of Teaching and Learning University of Virginia Charlottesville Virginia

Funder

Institute of Education Sciences

Comisión Nacional de Investigación Científica y Tecnológica

Publisher

Wiley

Subject

Social Sciences (miscellaneous),Sociology and Political Science,Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12403

Reference71 articles.

1. Understanding cortisol reactivity across the day at child care: The potential buffering role of secure attachments to caregivers

2. The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems.

3. Caregiver stability and toddlers' attachment-related behavior towards caregivers in day care

4. Choice of structural model via parsimony: A rationale based on precision.

5. School Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Program

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