Margarita Gavrilova
Biographic Data
| ID | 5675425 |
|---|---|
| NAME | Margarita Gavrilova |
| GIVEN NAMES | Margarita |
| FAMILY NAME | Gavrilova |
| SIGNATURE | GAVRILOVA M |
| AFFILIATIONS | Lomonosov Moscow State University |
| ORCID | 0000-0002-8458-5266 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Socio-Demographic Characteristics: Barriers or Facilitators of Children’s Cognitive Development? Findings From a Longitudinal Pediatric Analysis
BACKGROUND: Cognitive functions play a crucial role in children's lives. This role is especially important during the transition from preschool to elementary school, as it assists children adapt to the new educational setting. Understanding factors that may exacerbate the development of cognitive functions during this transition can contribute to a successful transition to school. It also helps explain how the observed individual differences amon…
Comparing parent and teacher reports of children's everyday executive functioning behavior: A validation study of the Russian language version of CHEXI
Addressing Emotional and Behavioral Symptoms in Young Children: The Potential of Non-Therapeutic Play and Art
Background/Objectives : The search for non-therapeutic ways to reduce emotional and behavioral symptoms is an important task. The aim of this study was to assess the potential of pretend play and art-based project activity as easily implementable ways to reduce anxiety, aggression, and anti-social behavior in preschoolers. Methods : A total of 36 preschoolers (mean age 68.7 months) with high anxiety-withdrawal level were selected and divided into…
Preschoolers’ executive function: Effect of the duration of preschool attendance and quality of teacher-child interactions
The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4–7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more th…
Relationship between the Development Rate of Executive Functions within a year and Screen Time in 5–6 Year Old Children from three Regions of Russia
The aim of this work was to investigate the relationship between the development rate of executive functions and the screen time in 5—6 year old children within a year. The study involved 495 children from Kazan, Moscow and the Republic of Sakha (Yakutia), who were 5—6 years old at the beginning of the study. The sample population was divided into three equal percentage groups based on the total screen time per week. This approach made it possibl…
“Complete the Drawing!”: The Relationship between Imagination and Executive Functions in Children
An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6–7 years were assessed with main executive functions (working memory, inhibition, and cognitive flexibility) and nonverbal imagination (imagination flexibility, image detailedn…
The Relationship between Executive Functions and Dance Classes in Preschool Age Children
The development of executive functions is of the utmost importance for academic success at school and the social adaptation of children. Dance class attendance is one of the factors promoting the development of these functions in children. This study was aimed to explore the relationship between extra dance class attendance and executive functions in preschool age children. The executive function level was assessed using NEPSY-II subtests “Senten…
Learning motivation tendencies among preschoolers: Impact of executive functions and gender differences
The current study aimed to validate the Russian version of the Child Behaviour Motivation Scale (CBeMO), examine gender differences in motivational tendencies, and explore the impact of executive functions on learning motivation tendencies among children. The sample consisted of 434 typically developing 5-6 years old children. The confirmatory factor analysis showed that according to the evaluation criteria, the model is poorly fitted to the data…
The Relationship Between Dialectical Thinking and Emotion Understanding in Senior Preschool Children
This study aims to clarify the methodological status of the category “activity Theoretical foundations of the relationship between child’s cognitive and emotional development were formulated in the works of Russian and international authors. We consider a child's dialectical thinking genesis as one of the cognitive development lines. This research aimed to study the relationship between dialectical thinking and emotion understanding in older pres…
Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory
The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in T…
Russian and Indian Preschool Educators’ Beliefs about Distance Education for Preschoolers
Increasing interest in the digitization of education raises the question of the specifics of the use of digital devices in preschool education and the perception of these new practices by educators. The primary purpose of this study was to examine educators’ beliefs about distance education for preschool children in Russia and India, given their professional education and cultural background. These two countries were chosen to explore how the edu…
The Effect of Distance Teaching Experiences on Educators’ Attitudes toward Distance Education for Preschoolers
The aim of the study was to explore and highlight the challenges and benefits of distance education that educators found in their practice of online teaching with preschool children during the first wave of the pandemic. An electronic questionnaire was used to collect teachers’ perceptions of (1) their own success in facilitating online sessions; (2) attitudes towards online sessions among teachers with and without experience; (3) factors that, a…
Intuitive Theories of Parenting and the Development of Emotion Understanding in Preschoolers
Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents’ view upbringing and education and how they are related to their child’s emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills t…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
The impact of classroom quality on young children's emotion understanding
Many studies have been conducted to identify the factors explaining individual differences in children’s emotion understanding (capacity to comprehend the nature, causes and consequences of emotions in the self and others). These studies represent a significant advance in our comprehension of the origins of the child’s capacity to understand emotions. However, almost nothing is known about the impact of classroom quality on children’s emotion und…
The Possibility of Using Role-Play to Train Executive Functions in Preschoolers
In modern pre-school education, more and more time is devoted to educational activities, while kindergarten children have very little time to play. However, play activity is extremely important for the development of inhibition in preschoolers. The article presents results of a study on the relationship between the child's acceptance of different roles (positive, wise or negative hero) and the success of executive function tasks implementation (c…
Relationship between the Development Rate of Executive Functions within a year and Screen Time in 5–6 Year Old Children from three Regions of Russia
The aim of this work was to investigate the relationship between the development rate of executive functions and the screen time in 5—6 year old children within a year. The study involved 495 children from Kazan, Moscow and the Republic of Sakha (Yakutia), who were 5—6 years old at the beginning of the study. The sample population was divided into three equal percentage groups based on the total screen time per week. This approach made it possibl…
The impact of classroom quality on young children's emotion understanding
Many studies have been conducted to identify the factors explaining individual differences in children’s emotion understanding (capacity to comprehend the nature, causes and consequences of emotions in the self and others). These studies represent a significant advance in our comprehension of the origins of the child’s capacity to understand emotions. However, almost nothing is known about the impact of classroom quality on children’s emotion und…
The Possibility of Using Role-Play to Train Executive Functions in Preschoolers
In modern pre-school education, more and more time is devoted to educational activities, while kindergarten children have very little time to play. However, play activity is extremely important for the development of inhibition in preschoolers. The article presents results of a study on the relationship between the child's acceptance of different roles (positive, wise or negative hero) and the success of executive function tasks implementation (c…
Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory
The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in T…
Russian and Indian Preschool Educators’ Beliefs about Distance Education for Preschoolers
Increasing interest in the digitization of education raises the question of the specifics of the use of digital devices in preschool education and the perception of these new practices by educators. The primary purpose of this study was to examine educators’ beliefs about distance education for preschool children in Russia and India, given their professional education and cultural background. These two countries were chosen to explore how the edu…
The Effect of Distance Teaching Experiences on Educators’ Attitudes toward Distance Education for Preschoolers
The aim of the study was to explore and highlight the challenges and benefits of distance education that educators found in their practice of online teaching with preschool children during the first wave of the pandemic. An electronic questionnaire was used to collect teachers’ perceptions of (1) their own success in facilitating online sessions; (2) attitudes towards online sessions among teachers with and without experience; (3) factors that, a…
Intuitive Theories of Parenting and the Development of Emotion Understanding in Preschoolers
Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents’ view upbringing and education and how they are related to their child’s emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills t…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
“Complete the Drawing!”: The Relationship between Imagination and Executive Functions in Children
An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6–7 years were assessed with main executive functions (working memory, inhibition, and cognitive flexibility) and nonverbal imagination (imagination flexibility, image detailedn…
The Relationship between Executive Functions and Dance Classes in Preschool Age Children
The development of executive functions is of the utmost importance for academic success at school and the social adaptation of children. Dance class attendance is one of the factors promoting the development of these functions in children. This study was aimed to explore the relationship between extra dance class attendance and executive functions in preschool age children. The executive function level was assessed using NEPSY-II subtests “Senten…
Learning motivation tendencies among preschoolers: Impact of executive functions and gender differences
The current study aimed to validate the Russian version of the Child Behaviour Motivation Scale (CBeMO), examine gender differences in motivational tendencies, and explore the impact of executive functions on learning motivation tendencies among children. The sample consisted of 434 typically developing 5-6 years old children. The confirmatory factor analysis showed that according to the evaluation criteria, the model is poorly fitted to the data…
The Relationship Between Dialectical Thinking and Emotion Understanding in Senior Preschool Children
This study aims to clarify the methodological status of the category “activity Theoretical foundations of the relationship between child’s cognitive and emotional development were formulated in the works of Russian and international authors. We consider a child's dialectical thinking genesis as one of the cognitive development lines. This research aimed to study the relationship between dialectical thinking and emotion understanding in older pres…
Relationship between the Development Rate of Executive Functions within a year and Screen Time in 5–6 Year Old Children from three Regions of Russia
The aim of this work was to investigate the relationship between the development rate of executive functions and the screen time in 5—6 year old children within a year. The study involved 495 children from Kazan, Moscow and the Republic of Sakha (Yakutia), who were 5—6 years old at the beginning of the study. The sample population was divided into three equal percentage groups based on the total screen time per week. This approach made it possibl…
Preschoolers’ executive function: Effect of the duration of preschool attendance and quality of teacher-child interactions
The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4–7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more th…
Addressing Emotional and Behavioral Symptoms in Young Children: The Potential of Non-Therapeutic Play and Art
Background/Objectives : The search for non-therapeutic ways to reduce emotional and behavioral symptoms is an important task. The aim of this study was to assess the potential of pretend play and art-based project activity as easily implementable ways to reduce anxiety, aggression, and anti-social behavior in preschoolers. Methods : A total of 36 preschoolers (mean age 68.7 months) with high anxiety-withdrawal level were selected and divided into…
Socio-Demographic Characteristics: Barriers or Facilitators of Children’s Cognitive Development? Findings From a Longitudinal Pediatric Analysis
BACKGROUND: Cognitive functions play a crucial role in children's lives. This role is especially important during the transition from preschool to elementary school, as it assists children adapt to the new educational setting. Understanding factors that may exacerbate the development of cognitive functions during this transition can contribute to a successful transition to school. It also helps explain how the observed individual differences amon…
Comparing parent and teacher reports of children's everyday executive functioning behavior: A validation study of the Russian language version of CHEXI
Psychology (14 works) · Developmental psychology (12 works) · Cognition (10 works) · Executive functions (7 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Medicine (6 works) · Child Development and Digital Technology (5 works) · Early Childhood Education and Development (5 works) · Child and Animal Learning Development (4 works) · Child development (4 works)