Marc De Rosnay
Biographic Data
| ID | 200201 |
|---|---|
| NAME | Marc De Rosnay |
| GIVEN NAMES | Marc |
| FAMILY NAME | De Rosnay |
| SIGNATURE | DE ROSNAY M |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0001-8333-9541 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Supporting service integration through early childhood education: Challenges and opportunities in regional contexts
Introduction Children and families residing in regional Australia experience higher rates of vulnerabilities coupled with inadequate access to the early childhood health and early intervention services which pose increased risk to their health, development and wellbeing. The current study was designed to respond to the inherent complexity of supporting effective integrated service provision in regional communities, with a view to develop a model …
Assessing the quality of early childhood education and care in Australia: Challenges and opportunities
While access to quality education in early childhood is an international priority, the characteristics of quality continue to be debated. In the Australian context, differing views on the characteristics of quality may be a result of differing stakeholder priorities. Divergent notions of quality may lead to initiatives that emphasize educator practice and frame a dominant discourse that situates responsibility for enactment of quality at Early Ch…
Examining links between affective empathy, cognitive empathy, and peer relationships at the transition to school
The current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy‐eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of chil…
Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation
The development of moral shame indicates the emergence of moral identity in middle-childhood
The question of when moral identity first develops in childhood deserves more considered investigation. In this article, we examine the claim that moral identity first emerges in middle-childhood (8–12 years). An approach is taken here whereby a tendency to attribute moral shame under conditions entailing moral identity failure is considered as indicating the presence of an emerging moral identity. Differences in the emotion attributions (i.e., a…
Evaluating the viability of a structured observational approach to assessing early self-regulation
Identity Formation in Children and Young People in Open Adoptions from Out-of-home Care in New South Wales, Australia
Semi-structured interviews were used to explore identity development for nine adoptees (aged 9–23 years) who were adopted by their foster carers in New South Wales, Australia. Adoptions were open, with court-ordered face-to-face contact with birth families. Findings suggest that participants had healthy adoptive identities, with coherent and meaningful narratives about their life histories. Adoption provided a sense of security and belonging. Ope…
Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children
Strategies to promote adherence to the 24-Hour Movement Behaviour Guidelines for the Early Years among preschool children are warranted. Supporting preschool children to meet all guidelines or more guidelines, particularly the sleep and screen time guidelines, may be beneficial for their social-cognitive development
A Cultural Conundrum: Delayed False-Belief Understanding in Filipino Children
Theory of mind (ToM) is the child's representational understanding of mental states (e.g., true and false beliefs) and how these influence people's overt behavior. Past research in numerous Western and a few non-Western cultures has suggested that children throughout the world master a key milestone in ToM development, false-belief understanding, by age 5 to 6 years. However, before drawing theoretical conclusions about such apparent cross-cultur…
Talking theory of mind talk: Young school-aged children's everyday conversation and understanding of mind and emotion
Links between young children's everyday use of mindful conversational skills and their success on laboratory tests of theory of mind understanding (ToM) were evaluated. Using published scales, teachers rated the conversational behavior and shyness of 129 children aged 60 to 101 months (M = 78·8 months) who were in their first years of primary school. The children also took batteries of first- and second-order false-belief tests along with tests o…
Mind‐Mindedness as a Multidimensional Construct: Appropriate and Nonattuned Mind‐Related Comments Independently Predict Infant–Mother Attachment in a Socially Diverse Sample
In a socially diverse sample of 206 infant–mother pairs, we investigated predictors of infants’ attachment security at 15 months, with a particular emphasis on mothers’ tendency to comment appropriately or in a non‐attuned manner on their 8‐month‐olds’ internal states (so‐called mind‐mindedness). Multinomial logistic regression analyses showed that higher scores for appropriate mind‐related comments and lower scores for non‐attuned mind‐related c…
Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization
In the last 20 years, it has been established that children's understanding of emotion changes with age. A review of the extensive literature reveals at least nine distinct components of emotion understanding that have been studied (from the simple attribution of emotions on the basis of facial cues to the emotions involved in moral judgments). Despite this large corpus of findings, there has been little research in which children's understanding…
Identity Formation in Children and Young People in Open Adoptions from Out-of-home Care in New South Wales, Australia
Semi-structured interviews were used to explore identity development for nine adoptees (aged 9–23 years) who were adopted by their foster carers in New South Wales, Australia. Adoptions were open, with court-ordered face-to-face contact with birth families. Findings suggest that participants had healthy adoptive identities, with coherent and meaningful narratives about their life histories. Adoption provided a sense of security and belonging. Ope…
Evaluating the viability of a structured observational approach to assessing early self-regulation
A Cultural Conundrum: Delayed False-Belief Understanding in Filipino Children
Theory of mind (ToM) is the child's representational understanding of mental states (e.g., true and false beliefs) and how these influence people's overt behavior. Past research in numerous Western and a few non-Western cultures has suggested that children throughout the world master a key milestone in ToM development, false-belief understanding, by age 5 to 6 years. However, before drawing theoretical conclusions about such apparent cross-cultur…
Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization
In the last 20 years, it has been established that children's understanding of emotion changes with age. A review of the extensive literature reveals at least nine distinct components of emotion understanding that have been studied (from the simple attribution of emotions on the basis of facial cues to the emotions involved in moral judgments). Despite this large corpus of findings, there has been little research in which children's understanding…
Mind‐Mindedness as a Multidimensional Construct: Appropriate and Nonattuned Mind‐Related Comments Independently Predict Infant–Mother Attachment in a Socially Diverse Sample
In a socially diverse sample of 206 infant–mother pairs, we investigated predictors of infants’ attachment security at 15 months, with a particular emphasis on mothers’ tendency to comment appropriately or in a non‐attuned manner on their 8‐month‐olds’ internal states (so‐called mind‐mindedness). Multinomial logistic regression analyses showed that higher scores for appropriate mind‐related comments and lower scores for non‐attuned mind‐related c…
Talking theory of mind talk: Young school-aged children's everyday conversation and understanding of mind and emotion
Links between young children's everyday use of mindful conversational skills and their success on laboratory tests of theory of mind understanding (ToM) were evaluated. Using published scales, teachers rated the conversational behavior and shyness of 129 children aged 60 to 101 months (M = 78·8 months) who were in their first years of primary school. The children also took batteries of first- and second-order false-belief tests along with tests o…
A Cultural Conundrum: Delayed False-Belief Understanding in Filipino Children
Theory of mind (ToM) is the child's representational understanding of mental states (e.g., true and false beliefs) and how these influence people's overt behavior. Past research in numerous Western and a few non-Western cultures has suggested that children throughout the world master a key milestone in ToM development, false-belief understanding, by age 5 to 6 years. However, before drawing theoretical conclusions about such apparent cross-cultur…
Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children
Strategies to promote adherence to the 24-Hour Movement Behaviour Guidelines for the Early Years among preschool children are warranted. Supporting preschool children to meet all guidelines or more guidelines, particularly the sleep and screen time guidelines, may be beneficial for their social-cognitive development
Identity Formation in Children and Young People in Open Adoptions from Out-of-home Care in New South Wales, Australia
Semi-structured interviews were used to explore identity development for nine adoptees (aged 9–23 years) who were adopted by their foster carers in New South Wales, Australia. Adoptions were open, with court-ordered face-to-face contact with birth families. Findings suggest that participants had healthy adoptive identities, with coherent and meaningful narratives about their life histories. Adoption provided a sense of security and belonging. Ope…
Evaluating the viability of a structured observational approach to assessing early self-regulation
Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation
The development of moral shame indicates the emergence of moral identity in middle-childhood
The question of when moral identity first develops in childhood deserves more considered investigation. In this article, we examine the claim that moral identity first emerges in middle-childhood (8–12 years). An approach is taken here whereby a tendency to attribute moral shame under conditions entailing moral identity failure is considered as indicating the presence of an emerging moral identity. Differences in the emotion attributions (i.e., a…
Supporting service integration through early childhood education: Challenges and opportunities in regional contexts
Introduction Children and families residing in regional Australia experience higher rates of vulnerabilities coupled with inadequate access to the early childhood health and early intervention services which pose increased risk to their health, development and wellbeing. The current study was designed to respond to the inherent complexity of supporting effective integrated service provision in regional communities, with a view to develop a model …
Assessing the quality of early childhood education and care in Australia: Challenges and opportunities
While access to quality education in early childhood is an international priority, the characteristics of quality continue to be debated. In the Australian context, differing views on the characteristics of quality may be a result of differing stakeholder priorities. Divergent notions of quality may lead to initiatives that emphasize educator practice and frame a dominant discourse that situates responsibility for enactment of quality at Early Ch…
Examining links between affective empathy, cognitive empathy, and peer relationships at the transition to school
The current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy‐eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of chil…
Psychology (11 works) · Developmental psychology (9 works) · Social Psychology (9 works) · Cognition (7 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Early Childhood Education and Development (4 works) · Medicine (4 works) · Social Psychology (4 works) · Child and Animal Learning Development (3 works) · Neuroendocrine regulation and behavior (3 works)