Alexandra Hendry
Biographic Data
| ID | 1463580 |
|---|---|
| NAME | Alexandra Hendry |
| GIVEN NAMES | Alexandra |
| FAMILY NAME | Hendry |
| SIGNATURE | HENDRY A |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0003-1985-2521 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Parent-reported infant emotion regulation and executive functions predict preschool executive function skills
Recent research has established that it is feasible to assess executive function (EF) skills in infancy and toddlerhood via parental report using the Early Executive Functions Questionnaire (EEFQ; Hendry & Holmboe, 2021). However, little is known about the predictiveness of early-emerging regulatory and cognitive aspects of parent-reported EFs to later EF outcomes. We collected longitudinal EEFQ data from 178 U.K. children (85% White) with predom…
Household stress moderates the association between caregiver metacognition and infant sustained attention
Previous work has shown that caregiver executive functions (EFs) are robustly linked to EFs in children. However, existing evidence has used mixed methods approaches combining questionnaires and experimental tasks in older children. The current study used contextually similar questionnaires to examine whether caregiver EFs were linked to infant EFs, and whether household stress and socioeconomic status moderated these associations. Ninety‐one fam…
Feasibility and acceptability of a parent‐toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD
This study reports feasibility, fidelity and acceptability of a pilot of START; a 12‐week parent‐toddler, group‐based, neurodiversity‐affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or AD…
Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns
Previous studies have shown that caregivers’ sensitive, responsive interactions with young children can boost language development. We explored the association between caregivers’ sensitivity and the vocabulary development of their 8-to-36-month-olds during COVID-19 when family routines were unexpectedly disrupted. Measuring caregivers’ sensitivity from home interaction videos at three timepoints, we found that children who experienced more-sensi…
Do pre-schoolers with high touchscreen use show executive function differences
The recent increase in children's use of digital media, both TV and touchscreen devices (e.g., tablets and smartphones), has been associated with developmental differences in Executive Functions (EF). It has been hypothesised that early exposure to attention-commanding and contingent stimulation provided by touchscreens may increase reliance on bottom-up perceptual processes and limit the opportunity for practice of voluntary (i.e., top-down) att…
Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the Covid‐19 pandemic
Variation in infants’ home environment is implicated in their cognitive and psycho‐social development. The pandemic has intensified variations in home environments through exacerbating socioeconomic inequalities, and increasing psychological stressors for some families. This study investigates the effects of parental (predominantly maternal) mental health, enriching activities and screen use on 280 24‐ to 52‐month‐olds’ executive functions, inter…
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Not all babies are in the same boat
Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent‐report study of 575 UK‐based 8‐ to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants’ emerging EFs. Parent‐infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, wor…
Development and validation of the Early Executive Functions Questionnaire
Executive functions (EFs) enable us to control our attention and behavior in order to set and work toward goals. Strong EF skills are linked to better academic performance, and greater health, wealth, and happiness in later life. Research into EF development has been hampered by a lack of scalable measures suitable for infancy through to toddlerhood. The 31‐item Early Executive Functions Questionnaire (EEFQ) complements temperament measures by ta…
Executive function in the first three years of life
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Executive function in the first three years of life
Development and validation of the Early Executive Functions Questionnaire
Executive functions (EFs) enable us to control our attention and behavior in order to set and work toward goals. Strong EF skills are linked to better academic performance, and greater health, wealth, and happiness in later life. Research into EF development has been hampered by a lack of scalable measures suitable for infancy through to toddlerhood. The 31‐item Early Executive Functions Questionnaire (EEFQ) complements temperament measures by ta…
Not all babies are in the same boat
Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent‐report study of 575 UK‐based 8‐ to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants’ emerging EFs. Parent‐infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, wor…
Do pre-schoolers with high touchscreen use show executive function differences
The recent increase in children's use of digital media, both TV and touchscreen devices (e.g., tablets and smartphones), has been associated with developmental differences in Executive Functions (EF). It has been hypothesised that early exposure to attention-commanding and contingent stimulation provided by touchscreens may increase reliance on bottom-up perceptual processes and limit the opportunity for practice of voluntary (i.e., top-down) att…
Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the Covid‐19 pandemic
Variation in infants’ home environment is implicated in their cognitive and psycho‐social development. The pandemic has intensified variations in home environments through exacerbating socioeconomic inequalities, and increasing psychological stressors for some families. This study investigates the effects of parental (predominantly maternal) mental health, enriching activities and screen use on 280 24‐ to 52‐month‐olds’ executive functions, inter…
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Feasibility and acceptability of a parent‐toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD
This study reports feasibility, fidelity and acceptability of a pilot of START; a 12‐week parent‐toddler, group‐based, neurodiversity‐affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or AD…
Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns
Previous studies have shown that caregivers’ sensitive, responsive interactions with young children can boost language development. We explored the association between caregivers’ sensitivity and the vocabulary development of their 8-to-36-month-olds during COVID-19 when family routines were unexpectedly disrupted. Measuring caregivers’ sensitivity from home interaction videos at three timepoints, we found that children who experienced more-sensi…
Parent-reported infant emotion regulation and executive functions predict preschool executive function skills
Recent research has established that it is feasible to assess executive function (EF) skills in infancy and toddlerhood via parental report using the Early Executive Functions Questionnaire (EEFQ; Hendry & Holmboe, 2021). However, little is known about the predictiveness of early-emerging regulatory and cognitive aspects of parent-reported EFs to later EF outcomes. We collected longitudinal EEFQ data from 178 U.K. children (85% White) with predom…
Household stress moderates the association between caregiver metacognition and infant sustained attention
Previous work has shown that caregiver executive functions (EFs) are robustly linked to EFs in children. However, existing evidence has used mixed methods approaches combining questionnaires and experimental tasks in older children. The current study used contextually similar questionnaires to examine whether caregiver EFs were linked to infant EFs, and whether household stress and socioeconomic status moderated these associations. Ninety‐one fam…
Cognition (9 works) · Developmental psychology (9 works) · Psychology (9 works) · Executive functions (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Early Childhood Education and Development (5 works) · Infant Development and Preterm Care (5 works) · Child Development and Digital Technology (4 works) · Cognitive flexibility (4 works) · Social Psychology (4 works)