Michelle McGillion

Biographic Data

ID6739029
NAMEMichelle McGillion
GIVEN NAMESMichelle
FAMILY NAMEMcGillion
SIGNATUREMCGILLION M
AFFILIATIONSUniversity of Warwick
VERIFIEDNo
TOTAL WORKS5
TOTAL CITATIONS1
WORKS AS AUTHOR5
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2024
H-INDEX1

  • Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns

    Open AccessMichelle McGillion, Catherine Davies et al.ARTICLEJournal of Child Language2024

    Previous studies have shown that caregivers’ sensitive, responsive interactions with young children can boost language development. We explored the association between caregivers’ sensitivity and the vocabulary development of their 8-to-36-month-olds during COVID-19 when family routines were unexpectedly disrupted. Measuring caregivers’ sensitivity from home interaction videos at three timepoints, we found that children who experienced more-sensi…

  • Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the Covid‐19 pandemic

    Open AccessAlexandra Hendry, Shannon P Gibson et al.ARTICLEInfancy2023

    Variation in infants’ home environment is implicated in their cognitive and psycho‐social development. The pandemic has intensified variations in home environments through exacerbating socioeconomic inequalities, and increasing psychological stressors for some families. This study investigates the effects of parental (predominantly maternal) mental health, enriching activities and screen use on 280 24‐ to 52‐month‐olds’ executive functions, inter…

  • Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19

    Open AccessCatherine Davies, Shannon P Gibson et al.ARTICLEJournal of Early Childhood Research2023Cited by: 1References: 8

    Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…

  • Not all babies are in the same boat

    Open AccessAlexandra Hendry, Shannon P Gibson et al.ARTICLEInfancy2022

    Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent‐report study of 575 UK‐based 8‐ to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants’ emerging EFs. Parent‐infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, wor…

  • Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability

    Open AccessCatherine Davies, Michelle McGillion et al.ARTICLEJournal of Child Language2020

    The ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised controlled trial, we evaluated the efficacy of a parent-delivered intervention intended to promote four-year-o…