Simone Lehrl
Dados Biográficos
| ID | 4420385 |
|---|---|
| NOME | Simone Lehrl |
| PRENOMES | Simone |
| SOBRENOME | Lehrl |
| ASSINATURA | LEHRL S |
| AFILIAÇÕES | University of Bamberg |
| ORCID | 0000-0002-2720-122X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 78 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms
Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers
Exploring Environmental Factors Associated with Child Wellbeing during Covid-19 in Australia and Germany
The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the…
Die Bedeutung migrationsbezogener Überzeugungen von frühpädagogischen Fachkräften für die Qualität pädagogischer Praxis
Migrationsbezogene Überzeugungen von frühpädagogischen Fachkräften werden insbesondere in kulturell diversen Kindertageseinrichtungen eine handlungsleitende Bedeutung zugesprochen, obwohl es für diese Annahme kaum empirische Belege gibt. Die vorliegende Studie setzt hier an und untersucht, ob die migrationsbezogenen Überzeugungen von N = 206 frühpädagogischen Fachkräften im Zusammenhang mit der in ihren N = 107 Kindertageseinrichtungen beobachtet…
Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school
Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality
Preschool teachers’ pedagogical beliefs in the field of language education
Differential effects of preschool quality on children’s emergent literacy skills in the final preschool year in Germany
The study investigates direct and indirect preschool quality effects on emergent literacy skills (children’s letter knowledge, oral skills, and interests and skills in print and communication) using quality indicators at process (ECERS-R, ECERS-E), structure (e.g. class size) and belief (e.g. support creativity) level. The study included a sample of 547 children from 97 preschools and implemented standardised tests and teacher-ratings in the fina…
Teacher–child interactions in Early Childhood Education and Care classrooms
How children’s development is shaped by Early Childhood Education and Care (ECEC) classrooms and especially by teacher–child interactions in those settings, has been researched for several decades
Qualität häuslicher Lernumwelten im Vorschulalter
Longer-term associations of preschool education
Patterns of literacy and numeracy activities in preschool and their relation to structural characteristics and children’s home activities
Early literacy and numeracy activities in family and preschool are considered important for promoting children’s early literacy and numeracy skills. However, little research exists, especially in Germany, on the frequency of such activities in different contexts. The current study identified patterns of literacy and numeracy activities in preschools and their relation to structural preschool characteristics and to attributes of the home learning …
Home and preschool learning environments and their relations to the development of early numeracy skills
Einschulung
Home and preschool learning environments and their relations to the development of early numeracy skills
Longer-term associations of preschool education
Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers
Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality
Preschool teachers’ pedagogical beliefs in the field of language education
Home and preschool learning environments and their relations to the development of early numeracy skills
Patterns of literacy and numeracy activities in preschool and their relation to structural characteristics and children’s home activities
Early literacy and numeracy activities in family and preschool are considered important for promoting children’s early literacy and numeracy skills. However, little research exists, especially in Germany, on the frequency of such activities in different contexts. The current study identified patterns of literacy and numeracy activities in preschools and their relation to structural preschool characteristics and to attributes of the home learning …
Longer-term associations of preschool education
Qualität häuslicher Lernumwelten im Vorschulalter
Differential effects of preschool quality on children’s emergent literacy skills in the final preschool year in Germany
The study investigates direct and indirect preschool quality effects on emergent literacy skills (children’s letter knowledge, oral skills, and interests and skills in print and communication) using quality indicators at process (ECERS-R, ECERS-E), structure (e.g. class size) and belief (e.g. support creativity) level. The study included a sample of 547 children from 97 preschools and implemented standardised tests and teacher-ratings in the fina…
Teacher–child interactions in Early Childhood Education and Care classrooms
How children’s development is shaped by Early Childhood Education and Care (ECEC) classrooms and especially by teacher–child interactions in those settings, has been researched for several decades
Preschool teachers’ pedagogical beliefs in the field of language education
Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school
Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality
Exploring Environmental Factors Associated with Child Wellbeing during Covid-19 in Australia and Germany
The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the…
Die Bedeutung migrationsbezogener Überzeugungen von frühpädagogischen Fachkräften für die Qualität pädagogischer Praxis
Migrationsbezogene Überzeugungen von frühpädagogischen Fachkräften werden insbesondere in kulturell diversen Kindertageseinrichtungen eine handlungsleitende Bedeutung zugesprochen, obwohl es für diese Annahme kaum empirische Belege gibt. Die vorliegende Studie setzt hier an und untersucht, ob die migrationsbezogenen Überzeugungen von N = 206 frühpädagogischen Fachkräften im Zusammenhang mit der in ihren N = 107 Kindertageseinrichtungen beobachtet…
Einschulung
Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers
Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms
Psychology (13 obras) · Early Childhood Education and Development (12 obras) · Developmental psychology (10 obras) · Mathematics education (7 obras) · German (6 obras) · Pedagogy (6 obras) · Early childhood education (5 obras) · Medicine (5 obras) · Parental Involvement in Education (5 obras) · Quality (philosophy (5 obras)