Tiril Wilhelmsen

Datos Biográficos

ID4420442
NOMBRETiril Wilhelmsen
NOMBRESTiril
APELLIDOWilhelmsen
FIRMAWILHELMSEN T
AFILIACIONESUniversity of Oslo
ORCID0000-0003-4730-0644
VERIFICADOSí
TOTAL DE OBRAS6
TOTAL DE CITAS2
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2021
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H1

  • The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices

    Open AccessTiril Wilhelmsen, Veslemøy Rydland et al.ARTICLETeaching and Teacher Education2026

    Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approach…

  • Promoting classroom quality through professional development

    Open AccessRatib Lekhal, Lisa Karlsen et al.ARTICLEStudies In Educational Evaluation2025

    Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES stu…

  • Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context

    Open AccessTiril Wilhelmsen, Veslemøy Rydland et al.ARTICLEEarly Education and Development2025

    Research Findings: The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and convergent validity of a short version of the CCNES adapted for the early childhood education and care (ECEC) context. Using exploratory factor analysis with responses from 490 ECEC-workers from the Oslo Early Education Study, our re…

  • Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors

    Open AccessTiril Wilhelmsen, Ratib Lekhal et al.ARTICLEEarly Childhood Research Quarterly2025

  • Preschool structural quality and student–teacher closeness are related to children's adjustment

    Open AccessNina Alexandersen, H D Zachrisson et al.ARTICLEEarly Childhood Research Quarterly2023Referencias: 6

    This study aims at examining whether children's adjustment, social play behavior and Early Childhood Education and Care (ECEC) program-liking in universal ECEC are associated with the quality of student–teacher relationships and structural quality features of the classrooms they attend. The sample includes 7,436 5-year-old children (50% girls) and 195 sibling pairs (48% girls) participating in the nationwide Norwegian Mother, Father and Child Coh…

  • Predicting selection into Ecec of higher quality in a universal context

    Open AccessNina Alexandersen, H D Zachrisson et al.ARTICLEEarly Childhood Research Quarterly2021Citada por: 2Referencias: 2

    There is consensus about the positive effects of high quality Early Childhood Education and Care (ECEC) on children’s development, particularly for children from lower socioeconomic backgrounds. However, limited knowledge exists on the access to quality in ECEC in a universal context. This study investigates potential socioeconomic selection into ECEC of higher structural quality in the context of a universal, heavily subsidized, and regulated sy…