The feeling thinking talking intervention with teachers advances young children's emotion knowledge-Reference-Cited by-同舟云学术

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

Published:2022-02-10 Issue:3 Volume:31 Page:846-861
ISSN:0961-205X
Container-title:Social Development
language:en
Short-container-title:Social Development

Author:

Voltmer Katharina¹^ORCID,von Salisch Maria¹^ORCID

Affiliation:

1. Leuphana Universitat Luneburg Institute for Psychology Universitätsallee 1 Lueneburg Germany

Publisher

Wiley

Subject

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

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12586

Reference54 articles.

1. Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms

2. Use of Mental State Language during Educator-Child and Mother-Child Conversations about the Past and Future

3. Autorengruppe Bildungsberichterstattung(2020). Bildung in Deutschland 2020: Ein indikatorengestützter Bericht mit einer Analyse zu Bildung in einer digitalisierten Welt [Education in Germany 2020: An indicator‐based report with an analysis on education in a digitalized world]. wbv.https://doi.org/10.3278/6001820gw

4. Psychometric Properties of the Book Readings for An Affective Classroom Education (BRACE) Coding System

5. Promoting Preschoolers’ Mental-Emotional Conceptualization and Social Understanding: A Shared Book-Reading Study

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