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Emotion understanding, theory of mind, and prosocial orientation: Relations over time in early childhood

https://doi.org/10.1080/17439760.2010.536776
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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The infant-toddler social and emotional assessment (ITSEA): Comparing parent ratings to laboratory observations of task mastery, emotion regulation, coping behaviors, and attachment status
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inferredcites →https://doi.org/10.1002/9780470996652.ch8openalex-snapshot
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A hierarchy of information sources for inferring emotional reactions
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Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior
inferredcites →https://doi.org/10.1023/a:1025449031360openalex-snapshot
The Infant–Toddler Social and Emotional Assessment (ITSEA): Factor Structure, Reliability, and Validity
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Positive psychology: An introduction.
inferredcites →https://doi.org/10.1037//0012-1649.27.5.858openalex-snapshot
Young children's appraisals of others' spontaneous emotional reactions.
inferredcites →https://doi.org/10.1037//0012-1649.32.2.195openalex-snapshot
The relations of children's dispositional empathy-related responding to their emotionality, regulation, and social functioning.
inferredcites →https://doi.org/10.1037//0012-1649.34.1.161openalex-snapshot
Older (but not younger) siblings facilitate false belief understanding.
inferredcites →https://doi.org/10.1037//0012-1649.34.5.1026openalex-snapshot
Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends.
inferredcites →https://doi.org/10.1037//0012-1649.34.5.910openalex-snapshot
Contemporaneous and longitudinal prediction of children's sympathy from dispositional regulation and emotionality.
inferredcites →https://doi.org/10.1037//0012-1649.35.2.386openalex-snapshot
Social interaction skills and theory of mind in young children.
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Positive psychology: An introduction.
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Why positive psychology is necessary.
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Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends.
inferredcites →https://doi.org/10.1037/0012-1649.39.1.114openalex-snapshot
A closer look at preschoolers' freely produced labels for facial expressions.
inferredcites →https://doi.org/10.1037/0012-1649.43.5.1170openalex-snapshot
Relations of maternal socialization and toddlers' effortful control to children's adjustment and social competence.
inferredcites →https://doi.org/10.1037/0033-2909.101.1.91openalex-snapshot
The relation of empathy to prosocial and related behaviors.
inferredcites →https://doi.org/10.1037/1089-2680.9.2.103openalex-snapshot
What (and Why) is Positive Psychology?
inferredcites →https://doi.org/10.1037/12061-007openalex-snapshot
Empathy-related responding: Links with self-regulation, moral judgment, and moral behavior.
inferredcites →https://doi.org/10.1037/a0014322openalex-snapshot
Sympathy through affective perspective taking and its relation to prosocial behavior in toddlers.
inferredcites →https://doi.org/10.1080/02699939508409006openalex-snapshot
Theory of mind development and social understanding
inferredcites →https://doi.org/10.1080/02699939508409007openalex-snapshot
False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind
inferredcites →https://doi.org/10.1097/00004703-199908000-00014openalex-snapshot
Emotional Development in Young Children
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Brazilian Adolescents' Prosocial Moral Judgment and Behavior: Relations to Sympathy, Perspective Taking, Gender-Role Orientation, and Demographic Characteristics
inferredcites →https://doi.org/10.1111/1467-8624.00304openalex-snapshot
Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief
inferredcites →https://doi.org/10.1111/1467-8624.00333openalex-snapshot
Individual Differences in Inhibitory Control and Children's Theory of Mind
inferredcites →https://doi.org/10.1111/1467-9507.00125openalex-snapshot
Theory of Mind and Peer Rejection at School
inferredcites →https://doi.org/10.1111/1467-9507.00150openalex-snapshot
Affective Social Competence
inferredcites →https://doi.org/10.1111/1467-9507.00229openalex-snapshot
The Relationship Between Psychological Understanding and Positive Social Behaviors
inferredcites →https://doi.org/10.1111/j.1467-8624.1986.tb00020.xopenalex-snapshot
Social Cognition, Prosocial Behavior, and Emotion in Preschoolers: Contextual Validation
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Ignorance versus False Belief: A Developmental Lag in Attribution of Epistemic States
inferredcites →https://doi.org/10.1111/j.1467-8624.1991.tb01610.xopenalex-snapshot
Young Children's Understanding of Other People's Feelings and Beliefs: Individual Differences and Their Antecedents
inferredcites →https://doi.org/10.1111/j.1467-8624.1996.tb01745.xopenalex-snapshot
Empathy, Emotional Expressiveness, and Prosocial Behavior
inferredcites →https://doi.org/10.1111/j.1467-8624.1996.tb01859.xopenalex-snapshot
The Role of Overt Aggression, Relational Aggression, and Prosocial Behavior in the Prediction of Children's Future Social Adjustment
inferredcites →https://doi.org/10.1111/j.1467-9507.2007.00424.xopenalex-snapshot
Mother–Child Conversations about Emotions: Linkages to Child Aggression and Prosocial Behavior
inferredcites →https://doi.org/10.1111/j.1469-7610.1991.tb00337.xopenalex-snapshot
Social‐Emotional Predictors of Preschoolers' Responses to Adult Negative Emotion
inferredcites →https://doi.org/10.1111/j.2044-835x.1987.tb01048.xopenalex-snapshot
Three‐year‐olds' difficulty with false belief: The case for a conceptual deficit
inferredcites →https://doi.org/10.1177/0146167203254600openalex-snapshot
“... As you Would have Them Do Unto You”: Does Imagining Yourself in the Other's Place Stimulate Moral Action?
inferredcites →https://doi.org/10.1177/0165025406063628openalex-snapshot
The relationships among social cognition, peer acceptance, and social behavior in Israeli kindergarteners
inferredcites →https://doi.org/10.1177/016502548701000304openalex-snapshot
Children's Knowledge of the Situations that Provoke Emotion
inferredcites →https://doi.org/10.1207/s15327965pli0904_1openalex-snapshot
Parental Socialization of Emotion
inferredcites →https://doi.org/10.1348/026151005x26291openalex-snapshot
More than talk: Relations between emotion understanding and positive behaviour in toddlers
inferredcites →https://doi.org/10.1348/026151005x82848openalex-snapshot
What mothers say and what they do: The relation between parenting, theory of mind, language and conflict/cooperation
inferredcites →https://doi.org/10.1353/mpq.2004.0018openalex-snapshot
Theory-of-Mind Development: Retrospect and Prospect
inferredcites →https://doi.org/10.2224/sbp.2003.31.5.509openalex-snapshot
LINKING CHILDREN'S SOCIAL WORLDS: PERSPECTIVETAKING IN PARENT-CHILD AND PEER CONTEXTS
inferredcites →https://doi.org/10.2307/1128984openalex-snapshot
An Index of Empathy for Children and Adolescents
inferredcites →https://doi.org/10.2307/1130811openalex-snapshot
Young Children's Understanding of Other People's Feelings and Beliefs: Individual Differences and Their Antecedents
inferredcites →https://doi.org/10.5860/choice.29-4797openalex-snapshot
The altruism question: toward a social-psychological answer
inferredcites →https://doi.org/10.5860/choice.46-6491openalex-snapshot
Handbook of peer interactions, relationships, and groups
inferredcites →https://doi.org/10.7551/mitpress/1811.001.0001openalex-snapshot
The Child's Theory of Mind

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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The Influence of Theory of Mind on Reciprocal Behavior in 3-6-Year-Old Children: The Mediating Role of Mental Time Travel and Empathy
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Primary caregiver emotional expressiveness relates to toddler emotion understanding
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Face masks negatively skew theory of mind judgements
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Observing Preschoolers’ Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success
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Second-order theory of mind as a predictor of children’s guilt proneness
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Assessing Social Competence and Behavior Problems in a Sample of Italian Preschoolers Using the Social Competence and Behavior Evaluation Scale
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Social Cognition, Language, and Prosocial Behaviors: A Multitrait Mixed-Methods Study in Early Childhood
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Preschoolers’ social interest toward a child with ASD and their Theory of Mind abilities
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Can television help to decrease stigmatization among young children? The role of Theory of Mind and general and explicit inserts
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Caregivers’ Elaboration During Joint Narratives Predicts Chinese Children’s Emotion Regulation: Is Theory of Mind a Mediator?
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Relations between theory of mind, mental state language and social adjustment in primary school children
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Emotion recognition, self-knowledge, and perceptions of leisure time activities in emerging adolescents: A longitudinal study
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Training preschoolers with language games: enhancing theory of mind, emotion understanding, prosocial orientation, and language ability
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Thriving in youth: Age-old wisdom, new to science
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Cortical thickness and prosocial behavior in school-age children: A population-based MRI study
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Theory of Mind after Pediatric Traumatic Brain Injury: A Scoping Review
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Advanced Theory of Mind
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Copyright Page
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.002.0004openalex-snapshot
Dedication
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.002.0006openalex-snapshot
Preface
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0001openalex-snapshot
Introduction
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0002openalex-snapshot
Understanding of Cognitive States
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0003openalex-snapshot
Understanding of Affective States
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0004openalex-snapshot
Other Approaches
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0005openalex-snapshot
Variations of First-Order Paradigms
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Consequences: Cognitive Development
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0007openalex-snapshot
Consequences: Social Development
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Aging
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0009openalex-snapshot
Clinical Conditions
inferred← citeshttps://doi.org/10.1093/oso/9780197573174.003.0010openalex-snapshot
Conclusions
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The personality dispositions and resting-state neural correlates associated with aggressive children
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Theory of Mind and Academic Competence During Early Childhood
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Impaired social decision‐making in males with methamphetamine use disorder
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Developing an understanding of others’ emotional states: Relations among affective theory of mind and empathy measures in early childhood
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Theory of Mind and diverse intelligences in 4‐year‐olds: Modelling associations of false beliefs with children’s numerate‐spatial, verbal, and social intelligence
inferred← citeshttps://doi.org/10.1111/bjdp.12345openalex-snapshot
Interpretive theory of mind and empathic prosocial moral reasoning
inferred← citeshttps://doi.org/10.1111/bjdp.12476openalex-snapshot
From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan
inferred← citeshttps://doi.org/10.1111/bjdp.70042openalex-snapshot
Individual differences in empathy‐related responses in early childhood: A person‐centred approach
inferred← citeshttps://doi.org/10.1111/cdev.12039openalex-snapshot
The Moving Window Technique: A Window Into Developmental Changes in Attention During Facial Emotion Recognition
inferred← citeshttps://doi.org/10.1111/cdev.12302openalex-snapshot
False-Belief Understanding and Social Preference Over the First 2 Years of School: A Longitudinal Study
inferred← citeshttps://doi.org/10.1111/cdev.13729openalex-snapshot
Growth in emotion understanding across early childhood: A cohort-sequential model of firstborn children across the transition to siblinghood
inferred← citeshttps://doi.org/10.1111/cdev.70024openalex-snapshot
Hearing a Feeling: Music Emotion Recognition and Callous-Unemotional Traits in Early Childhood
inferred← citeshttps://doi.org/10.1111/infa.12107openalex-snapshot
How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation‐Based Intervention at Nursery School
inferred← citeshttps://doi.org/10.1111/mono.12432openalex-snapshot
Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind
inferred← citeshttps://doi.org/10.1111/sode.12091openalex-snapshot
‘Let's Talk about Emotions!’. The Effect of Conversational Training on Preschoolers' Emotion Comprehension and Prosocial Orientation
inferred← citeshttps://doi.org/10.1111/sode.12126openalex-snapshot
Preschool Children's Anticipation of Recipients' Emotions Affects Their Resource Allocation
inferred← citeshttps://doi.org/10.1111/sode.12321openalex-snapshot
The relations of children’s emotion knowledge to their observed social play and reticent/uninvolved behavior in preschool: Moderation by effortful control
inferred← citeshttps://doi.org/10.1111/sode.12577openalex-snapshot
Correlates of children's sympathy: Recognition and regulation of sadness and anger
inferred← citeshttps://doi.org/10.1111/sode.12626openalex-snapshot
“Like Two Musketeers”: Socialization beliefs about toddler's friendships among Dominican, Mexican, and African American mothers
inferred← citeshttps://doi.org/10.1111/sode.12685openalex-snapshot
Examining links between affective empathy, cognitive empathy, and peer relationships at the transition to school
inferred← citeshttps://doi.org/10.1159/000511628openalex-snapshot
Factors Facilitating Early Emotion Understanding Development: Contributions to Individual Differences
inferred← citeshttps://doi.org/10.1177/0165025415626518openalex-snapshot
Polite, instrumental, and dual liars
inferred← citeshttps://doi.org/10.1177/0165025417741366openalex-snapshot
The understanding of emotion among young Chinese children
inferred← citeshttps://doi.org/10.1177/01650254211022852openalex-snapshot
The Japanese empathy questionnaire (EmQue) for preschool children: Psychometric properties and measurement invariance across gender
inferred← citeshttps://doi.org/10.1177/01650254241230642openalex-snapshot
Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships
inferred← citeshttps://doi.org/10.1177/01650254261416413openalex-snapshot
Longitudinal Paths Between Parenting, Internalizing Symptoms, and Different Forms of Prosocial Behavior
inferred← citeshttps://doi.org/10.1177/0265407516650942openalex-snapshot
The effects of age, gender, and gender role ideology on adolescents’ social perspective-taking ability and tendency in friendships
inferred← citeshttps://doi.org/10.1177/1087054713494005openalex-snapshot
The Relation of Poor Emotional Awareness and Externalizing Behavior Among Children With ADHD
inferred← citeshttps://doi.org/10.1177/1476718x13497354openalex-snapshot
“I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success
inferred← citeshttps://doi.org/10.1177/2158244017706715openalex-snapshot
I Look, You Smile: The First Mother–Child Communicative Interaction: A Longitudinal Study
inferred← citeshttps://doi.org/10.1186/s13034-021-00376-4openalex-snapshot
Conceptualizing callous-unemotional traits in preschoolers: Associations with social-emotional competencies and aggressive behavior
inferred← citeshttps://doi.org/10.1186/s40359-022-00976-5openalex-snapshot
Visuospatial perspective-taking in social-emotional development: enhancing young children’s mind and emotion understanding via block building training
inferred← citeshttps://doi.org/10.12968/johv.2021.9.9.380openalex-snapshot
Empathy and prosocial behaviour in early childhood: A review
inferred← citeshttps://doi.org/10.1371/journal.pone.0116918openalex-snapshot
Attentional Control and Interpretation of Facial Expression after Oxytocin Administration to Typically Developed Male Adults
inferred← citeshttps://doi.org/10.1371/journal.pone.0346175openalex-snapshot
Emotional understanding in Japanese children 3–6 years: Language ability mediates the relations between theory of mind and executive function
inferred← citeshttps://doi.org/10.15760/etd.3561openalex-snapshot
Main, Mediated, and Moderated Effects of Participating in an After-School Social and Emotional Learning Program on Young Children's Development of Social-Emotional Skills
inferred← citeshttps://doi.org/10.16986/huje.2020063983openalex-snapshot
Okul Öncesi Dönemde Görülen Akran Zorbalığının Duygusal Zekâ ve Aile Değişkenleri Temelinde İncelenmesi
inferred← citeshttps://doi.org/10.17077/etd.2esniosxopenalex-snapshot
Enhancing communicative interaction by training peers of children with autism
inferred← citeshttps://doi.org/10.17315/kjhp.2018.23.1.009openalex-snapshot
The Dual Mediation Effects of Difficulty in Emotional Differentiation and Maladaptive Cognitive Emotion Regulation on the Relationship between Self-absorption and Interpersonal Problems
inferred← citeshttps://doi.org/10.18175/vys11.1.2020.4openalex-snapshot
Asociación entre las prácticas contemplativas, las habilidades sociales y los problemas de conducta de párvulos entre 24 y 61 meses de edad
inferred← citeshttps://doi.org/10.18297/etd/1239openalex-snapshot
Theory of mind, social functioning, and awareness of ability in older adults.
inferred← citeshttps://doi.org/10.18863/pgy.1368538openalex-snapshot
Predictors of Media Emotion Regulation and Its Consequences for Children’s Socioemotional Development
inferred← citeshttps://doi.org/10.21565/ozelegitimdergisi.890063openalex-snapshot
Theory of Mind and Reactions to Emotional Responses in Children with Visual Impairments: A Comparison with Sighted Children
inferred← citeshttps://doi.org/10.2298/csis190511043lopenalex-snapshot
Game-based learning and gamification to improve skills in early years education
inferred← citeshttps://doi.org/10.24045/book.2017.4openalex-snapshot
The development of emotion understanding at the preschool childhood: a psychological perspective
inferred← citeshttps://doi.org/10.2478/plc-2022-0011openalex-snapshot
Conveying a fictional false belief in narrative
inferred← citeshttps://doi.org/10.25115/ejrep.40.15124openalex-snapshot
Examining the psychometric properties of the Emotional Regulation Checklist in 4- and 5-year-old preschoolers
inferred← citeshttps://doi.org/10.31234/osf.io/v6pc9openalex-snapshot
Prosocial behavior relates to the rate and timing of cortical thinning from adolescence to young adulthood
inferred← citeshttps://doi.org/10.31542/r.gm:2129openalex-snapshot
The influence of interpersonal synchrony on helping behavior, social bonding, and empathy in children
inferred← citeshttps://doi.org/10.31820/pt.31.3.1openalex-snapshot
Children’s Well-Being
inferred← citeshttps://doi.org/10.32657/10356/156813openalex-snapshot
Conditional prosociality in development: deconstructing social and materialistic factors that modulate early prosocial behavior
inferred← citeshttps://doi.org/10.3389/fped.2021.603126openalex-snapshot
Measurement of Cognition for the National Children's Study
inferred← citeshttps://doi.org/10.3389/fpsyg.2016.01534openalex-snapshot
False-Belief Understanding and Language Ability Mediate the Relationship between Emotion Comprehension and Prosocial Orientation in Preschoolers
inferred← citeshttps://doi.org/10.3389/fpsyg.2019.02144openalex-snapshot
Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.897812openalex-snapshot
Prosocial Behavior in Toddlerhood: The Contribution of Emotion Knowledge, Theory of Mind, and Language Ability
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1150959openalex-snapshot
The link between emotion comprehension and cognitive perspective taking in theory of mind (ToM): a study of preschool children
inferred← citeshttps://doi.org/10.3390/brainsci14090943openalex-snapshot
The Effect of Social Information Processing, Self-Regulation and Metacognition on Theory of Mind: Path Analysis
inferred← citeshttps://doi.org/10.3390/bs14100931openalex-snapshot
Sharing and Allocation in Preschool Children: The Roles of Theory of Mind, Anticipated Emotions, and Consequential Emotions
inferred← citeshttps://doi.org/10.3390/bs15020216openalex-snapshot
Social Understanding and Friendships in Children with Attention Deficit/Hyperactivity Disorder or Dyslexia
inferred← citeshttps://doi.org/10.3390/children8121108openalex-snapshot
Sensitivity to Emotion Intensity and Recognition of Emotion Expression in Neurotypical Children
inferred← citeshttps://doi.org/10.3390/ijerph20105892openalex-snapshot
Theory of Mind and Young Children’s Behaviour: Aggressive, Victimised, Prosocial, and Solitary
inferred← citeshttps://doi.org/10.35574/kjdp.2019.03.32.1.69openalex-snapshot
The Relationship Between Facial Expression Recognition Accuracy and Sharing Behavior in childhood
inferred← citeshttps://doi.org/10.37609/akya.1642openalex-snapshot
Futbolcularda Sosyal Kimlik Bağlamında Prososyal ve Antisosyal Davranışlar
inferred← citeshttps://doi.org/10.4018/979-8-3693-0924-7.ch001openalex-snapshot
Promoting Inclusion in Emergent Early Childhood Learning Environments
inferred← citeshttps://doi.org/10.4018/979-8-3693-1265-0.ch020openalex-snapshot
Understanding the Development of Social Cognition in Childhood
inferred← citeshttps://doi.org/10.5281/zenodo.50360openalex-snapshot
Knuth And Alma: Two Partners For Live-Electronics With Spoken Word
inferred← citeshttps://doi.org/10.54392/ijll2513openalex-snapshot
Development of Test Stimuli and Assessing Acoustic Correlates of Affective Prosody in Kannada-Speaking Young Female Adults
inferred← citeshttps://doi.org/10.5772/intechopen.1004233openalex-snapshot
Emotion Regulation and Cognitive and Social Functioning in Early Development: The Interface Between Neurophysiological and Behavioural Perspectives
inferred← citeshttps://doi.org/10.58734/plc-2024-0007openalex-snapshot
Who lies to protect another? Motivational, behavioral, and socio-cognitive predictors of children’s interventional deception
inferred← citeshttps://doi.org/10.58830/ozgur.pub534.c2197openalex-snapshot
The Relationship Between Self-Regulation Skills and Anxiety Levels in Preschool-Aged Children
inferred← citeshttps://doi.org/10.58830/ozgur.pub534.c2198openalex-snapshot
Play Therapy, Its Types and Use in Early Childhood
inferred← citeshttps://doi.org/10.58830/ozgur.pub534.c2207openalex-snapshot
Sustainability and Citizen Science in Early Childhood Education in the 21st Century
inferred← citeshttps://doi.org/10.58830/ozgur.pub534.c2211openalex-snapshot
Development of 21st Century Skills in the Preschool Period
inferred← citeshttps://doi.org/10.70675/7415046fz655az47bdz95bfz23b61174a7e1openalex-snapshot
Altruisme et développement cognitif chez l'enfant d'âge scolaire
inferred← citeshttps://doi.org/10.7146/pl.v40i2.117816openalex-snapshot
Social kognition i et udviklingsperspektiv: Theory of mind og emotionsforståelse
inferred← citeshttps://doi.org/10.7816/nesne-08-16-06openalex-snapshot
Erken Dönem Olumlu Sosyal Davranış Ölçeği’nin Türkçeye Uyarlaması ve Psikometrik Özellikleri
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.