Shinchieh Duh
Biographic Data
| ID | 5759411 |
|---|---|
| NAME | Shinchieh Duh |
| GIVEN NAMES | Shinchieh |
| FAMILY NAME | Duh |
| SIGNATURE | DUH S |
| AFFILIATIONS | San Jose State University |
| ORCID | 0000-0003-0176-7118 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Emotion Knowledge and Theory of Mind among Chinese Preschoolers
Research Findings: Although crucial in early childhood, social and emotional learning (SEL) was seldom integrated in preschool classrooms until recently. This study reports the implementation and evaluation of an SEL program devised to assist Chinese preschoolers, a population that has been understudied. With cultural values/practices impacting social and emotional development, cross-cultural studies are needed to understand the transferability a…
Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies
We provide a framework of analysis for Chinese ways of learning that extends beyond the individual level. The theoretical framework focuses on Confucian principles of xiào (孝, filial piety), guăn (管, to govern), and dào dé guān (道德觀, virtues), which leads us to argue that directive guidance as a cultural practice nourishes Chinese-heritage children’s learning as early as in infancy. To illustrate how directive guidance occurs in action for infant…
Theory of mind and executive function in Chinese preschool children
Cross-cultural research on children's theory of mind (ToM) understanding has raised questions about its developmental sequence and relationship with executive function (EF). The current study examined how ToM develops (using the tasks from Wellman & Liu, 2004) in relation to 2 EF skills (conflict inhibition, working memory) in 997 Chinese preschoolers (ages 3, 4, 5) in Chengdu, China. Compared with prior research with other Chinese and non-Chines…
Empowering children with safety-skills
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation in the Kidpower Everyday Safety Skills Program (ESSP), a workshop designed to increase children's knowledge of safe choices. The program consisted of an in-school workshop, weekly follow-up sessions, and homework assignments over 10 weeks and included skills-training, parental involvement, and opportunities to practice safe…
Theory of mind and executive function in Chinese preschool children
Cross-cultural research on children's theory of mind (ToM) understanding has raised questions about its developmental sequence and relationship with executive function (EF). The current study examined how ToM develops (using the tasks from Wellman & Liu, 2004) in relation to 2 EF skills (conflict inhibition, working memory) in 997 Chinese preschoolers (ages 3, 4, 5) in Chengdu, China. Compared with prior research with other Chinese and non-Chines…
Empowering children with safety-skills
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation in the Kidpower Everyday Safety Skills Program (ESSP), a workshop designed to increase children's knowledge of safe choices. The program consisted of an in-school workshop, weekly follow-up sessions, and homework assignments over 10 weeks and included skills-training, parental involvement, and opportunities to practice safe…
Empowering children with safety-skills
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation in the Kidpower Everyday Safety Skills Program (ESSP), a workshop designed to increase children's knowledge of safe choices. The program consisted of an in-school workshop, weekly follow-up sessions, and homework assignments over 10 weeks and included skills-training, parental involvement, and opportunities to practice safe…
Theory of mind and executive function in Chinese preschool children
Cross-cultural research on children's theory of mind (ToM) understanding has raised questions about its developmental sequence and relationship with executive function (EF). The current study examined how ToM develops (using the tasks from Wellman & Liu, 2004) in relation to 2 EF skills (conflict inhibition, working memory) in 997 Chinese preschoolers (ages 3, 4, 5) in Chengdu, China. Compared with prior research with other Chinese and non-Chines…
Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies
We provide a framework of analysis for Chinese ways of learning that extends beyond the individual level. The theoretical framework focuses on Confucian principles of xiào (孝, filial piety), guăn (管, to govern), and dào dé guān (道德觀, virtues), which leads us to argue that directive guidance as a cultural practice nourishes Chinese-heritage children’s learning as early as in infancy. To illustrate how directive guidance occurs in action for infant…
Emotion Knowledge and Theory of Mind among Chinese Preschoolers
Research Findings: Although crucial in early childhood, social and emotional learning (SEL) was seldom integrated in preschool classrooms until recently. This study reports the implementation and evaluation of an SEL program devised to assist Chinese preschoolers, a population that has been understudied. With cultural values/practices impacting social and emotional development, cross-cultural studies are needed to understand the transferability a…
Psychology (4 works) · Child and Animal Learning Development (3 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Cognition (2 works) · Pedagogy (2 works) · Theory of mind (2 works) · Action (physics) (1 work) · Behavioral and Psychological Studies (1 work) · Bullying, Victimization, and Aggression (1 work)