Sylvie Richard
Biographic Data
| ID | 3659014 |
|---|---|
| NAME | Sylvie Richard |
| GIVEN NAMES | Sylvie |
| FAMILY NAME | Richard |
| SIGNATURE | RICHARD S |
| AFFILIATIONS | University of Geneva |
| ORCID | 0000-0003-0450-5762 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Éduquer avec les neurosciences
Pretend play-based training improves some socio-emotional competences in 5–6-year-old children
The purpose of this study is to evaluate the effect of a pretend play-based training in 5-6-year-old children in a large scale school context on emotion comprehension, emotion regulation, prosocial behaviour and on their pretend play competences. The analysis of implementation variables was carried out in order to ensure program implementation quality in the experimental group. Results show an improvement in emotion comprehension and a decrease i…
Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years
Children's emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer eff…
Pourquoi et comment soutenir le développement des compétences émotionnelles chez les élèves âgés de 4 à 7 ans et chez leur enseignant.e ? Apports des sciences cognitives
Apprendre à identifier, exprimer, comprendre, utiliser et réguler ses émotions et celles d’autrui fait partie intégrante des apprentissages fondateurs d’une scolarité réussie. De nombreuses études en sciences cognitives ont montré que ces compétences jouent un rôle crucial dans la réussite des élèves à l’école et favorisent leurs relations interpersonnelles. Dans un premier temps, nous allons examiner dans quelle mesure le développement de ces co…
The effects of a 'pretend play-based training' designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5- to 6-year-old Swiss children
The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while t…
The soul of an organization
The effects of a 'pretend play-based training' designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5- to 6-year-old Swiss children
The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while t…
The soul of an organization
Pourquoi et comment soutenir le développement des compétences émotionnelles chez les élèves âgés de 4 à 7 ans et chez leur enseignant.e ? Apports des sciences cognitives
Apprendre à identifier, exprimer, comprendre, utiliser et réguler ses émotions et celles d’autrui fait partie intégrante des apprentissages fondateurs d’une scolarité réussie. De nombreuses études en sciences cognitives ont montré que ces compétences jouent un rôle crucial dans la réussite des élèves à l’école et favorisent leurs relations interpersonnelles. Dans un premier temps, nous allons examiner dans quelle mesure le développement de ces co…
The effects of a 'pretend play-based training' designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5- to 6-year-old Swiss children
The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while t…
Éduquer avec les neurosciences
Pretend play-based training improves some socio-emotional competences in 5–6-year-old children
The purpose of this study is to evaluate the effect of a pretend play-based training in 5-6-year-old children in a large scale school context on emotion comprehension, emotion regulation, prosocial behaviour and on their pretend play competences. The analysis of implementation variables was carried out in order to ensure program implementation quality in the experimental group. Results show an improvement in emotion comprehension and a decrease i…
Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years
Children's emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer eff…
Early Childhood Education and Development (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Comprehension (3 works) · Developmental psychology (3 works) · Philosophy (3 works) · Psychology (3 works) · Child Development and Digital Technology (2 works) · Context (archaeology) (2 works) · Control (management) (2 works) · Educational and Psychological Assessments (2 works)