Melissa Pearl Caldwell
Biographic Data
| ID | 5763129 |
|---|---|
| NAME | Melissa Pearl Caldwell |
| GIVEN NAMES | Melissa Pearl |
| FAMILY NAME | Caldwell |
| SIGNATURE | CALDWELL M P |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0009-0000-7988-1960 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From parent–teacher collaboration to young children's numeracy skills
BACKGROUND: Growing evidence shows that parent-teacher collaboration benefits parents and their children. Yet, there is limited understanding of whether and how parent-teacher collaboration contributes to children's early numeracy skills. AIMS: This study examined whether parent-teacher collaboration is linked to children's early numeracy skills via parents' stress from parent-child dysfunctional interaction, perceived importance of their role in…
Cross-lagged relationship between interpersonal closeness, early language skills and emotion understanding among toddlers
This longitudinal study examined how parent–child closeness, teacher–child closeness and language skills predicted and were predicted by emotion understanding in early years. Participants were 128 Hong-Kong-Chinese toddlers (74 girls; M age = 33.03 months). Parents and teachers reported their closeness with each child, and children’s oral language and emotion understanding were tested at two timepoints 6 months apart. Hierarchical regression anal…
Visuospatial-based block-building training for improving emotion understanding and theory of mind in 4.5-year-olds
Most existing training programs designed to enhance children's sociocognitive abilities, such as emotion understanding and theory of mind, rely heavily on language-based approaches. This study investigated the effectiveness of a novel visuospatial-based block-building training protocol compared with traditional language-based training in improving children's understanding of emotions and minds. A total of 106 4.5-year-old children ( M age = 53.77…
Visuospatial perspective-taking in social-emotional development
In terms of theoretical implications, the potential causal relationship between visuospatial perspective-taking and ToM and emotion understanding may shed new insights on what underlies the development of mental state understanding. The findings of this study also have practical implications: researchers and educators may popularize visuospatial perspective-taking training in the form of block-building games if it is found to be effective in comp…
No prominent works on this page.
Visuospatial perspective-taking in social-emotional development
In terms of theoretical implications, the potential causal relationship between visuospatial perspective-taking and ToM and emotion understanding may shed new insights on what underlies the development of mental state understanding. The findings of this study also have practical implications: researchers and educators may popularize visuospatial perspective-taking training in the form of block-building games if it is found to be effective in comp…
Visuospatial-based block-building training for improving emotion understanding and theory of mind in 4.5-year-olds
Most existing training programs designed to enhance children's sociocognitive abilities, such as emotion understanding and theory of mind, rely heavily on language-based approaches. This study investigated the effectiveness of a novel visuospatial-based block-building training protocol compared with traditional language-based training in improving children's understanding of emotions and minds. A total of 106 4.5-year-old children ( M age = 53.77…
From parent–teacher collaboration to young children's numeracy skills
BACKGROUND: Growing evidence shows that parent-teacher collaboration benefits parents and their children. Yet, there is limited understanding of whether and how parent-teacher collaboration contributes to children's early numeracy skills. AIMS: This study examined whether parent-teacher collaboration is linked to children's early numeracy skills via parents' stress from parent-child dysfunctional interaction, perceived importance of their role in…
Cross-lagged relationship between interpersonal closeness, early language skills and emotion understanding among toddlers
This longitudinal study examined how parent–child closeness, teacher–child closeness and language skills predicted and were predicted by emotion understanding in early years. Participants were 128 Hong-Kong-Chinese toddlers (74 girls; M age = 33.03 months). Parents and teachers reported their closeness with each child, and children’s oral language and emotion understanding were tested at two timepoints 6 months apart. Hierarchical regression anal…
Child and Animal Learning Development (2 works) · Dialogic (2 works) · Embodied cognition (2 works) · Perspective (graphical (2 works) · Perspective-taking (2 works) · Theory of mind (2 works) · Action Observation and Synchronization (1 works) · Attachment and Relationship Dynamics (1 works) · Child and Adolescent Psychosocial and Emotional Development (1 works) · Closeness (1 works)