Henrik Saalbach
Dados Biográficos
| ID | 121856 |
|---|---|
| NOME | Henrik Saalbach |
| PRENOMES | Henrik |
| SOBRENOME | Saalbach |
| ASSINATURA | SAALBACH H |
| AFILIAÇÕES | Leipzig University |
| ORCID | 0000-0003-4387-9214 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Mental health support in German schools
Introduction Student mental health concerns are rising globally and educational institutions constitute critical settings for the prevention and early intervention of these issues in youth. Yet, mental health support structures often vary between countries, regions, and schools and a systematic monitoring of provision and use of services is missing. Methods To fill this gap, we surveyed 486 principals across 13 German federal states in spring 202…
Hands‐on and Minds‐on? Findings on the Instructional Support of Preschool Teachers to Foster Children's Understanding of Scientific Practices
To participate effectively in modern society, it is essential to have both knowledge of scientific concepts and an understanding of scientific practices. Children develop initial knowledge and skills to engage in scientific practices, such as identifying patterns, long before entering school. It can be assumed that instructional support of scientific practices fosters children's understanding of these practices. However, little is known about how…
The interplay of language comprehension, executive functions, and reading comprehension
Instructional Talk in Early Science Education
The study investigates instructional support and children’s verbal participation in video-recorded science activities. Using multilevel regression, a longitudinal analysis of data from 51 German preschool groups (188 children aged 4–6) was conducted to examine how Concept Development and Language Modeling (two dimensions of instructional support according to the Classroom Assessment Scoring System; Pianta et al. 2008), along with children’s verba…
Socio-cognitive engagement (but not socioeconomic status) predicts preschool children's language and pragmatic abilities
Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked. We tested four- and six-year-old children ( n = 92) with a communication task, a questionnaire assessed parents’ S…
Context-Sensitivity Influences German and Chinese Preschoolers’ Comprehension of Indirect Communication
Making inferences in communication is a highly context-dependent endeavor. Previous research found cultural variations for context-sensitivity as well as for communication comprehension. However, the relative impact of culture and context-sensitivity on communication comprehension has not been investigated so far. The current study aimed at investigating this interplay and tested 4- and 6-year-old children from Germany ( n = 132) and China ( n = …
Teaching for conceptual change in preschool science
To effectively support early science learning in preschool, teachers need to be aware of the constructivist nature of children’s learning. This study examined a sample of Swiss preschool teachers’ beliefs about science learning and teaching and their relation to their pedagogical content knowledge (PCK) and scaffolding practices within a curriculum about floating and sinking. In Study 1, beliefs and PCK were assessed by means of questionnaires. A…
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Teaching for conceptual change in preschool science
To effectively support early science learning in preschool, teachers need to be aware of the constructivist nature of children’s learning. This study examined a sample of Swiss preschool teachers’ beliefs about science learning and teaching and their relation to their pedagogical content knowledge (PCK) and scaffolding practices within a curriculum about floating and sinking. In Study 1, beliefs and PCK were assessed by means of questionnaires. A…
Socio-cognitive engagement (but not socioeconomic status) predicts preschool children's language and pragmatic abilities
Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked. We tested four- and six-year-old children ( n = 92) with a communication task, a questionnaire assessed parents’ S…
Context-Sensitivity Influences German and Chinese Preschoolers’ Comprehension of Indirect Communication
Making inferences in communication is a highly context-dependent endeavor. Previous research found cultural variations for context-sensitivity as well as for communication comprehension. However, the relative impact of culture and context-sensitivity on communication comprehension has not been investigated so far. The current study aimed at investigating this interplay and tested 4- and 6-year-old children from Germany ( n = 132) and China ( n = …
Mental health support in German schools
Introduction Student mental health concerns are rising globally and educational institutions constitute critical settings for the prevention and early intervention of these issues in youth. Yet, mental health support structures often vary between countries, regions, and schools and a systematic monitoring of provision and use of services is missing. Methods To fill this gap, we surveyed 486 principals across 13 German federal states in spring 202…
Hands‐on and Minds‐on? Findings on the Instructional Support of Preschool Teachers to Foster Children's Understanding of Scientific Practices
To participate effectively in modern society, it is essential to have both knowledge of scientific concepts and an understanding of scientific practices. Children develop initial knowledge and skills to engage in scientific practices, such as identifying patterns, long before entering school. It can be assumed that instructional support of scientific practices fosters children's understanding of these practices. However, little is known about how…
The interplay of language comprehension, executive functions, and reading comprehension
Instructional Talk in Early Science Education
The study investigates instructional support and children’s verbal participation in video-recorded science activities. Using multilevel regression, a longitudinal analysis of data from 51 German preschool groups (188 children aged 4–6) was conducted to examine how Concept Development and Language Modeling (two dimensions of instructional support according to the Classroom Assessment Scoring System; Pianta et al. 2008), along with children’s verba…
Cognition (3 obras) · German (3 obras) · Psychology (3 obras) · Science Education and Pedagogy (3 obras) · Child and Animal Learning Development (2 obras) · Developmental psychology (2 obras) · Early Childhood Education and Development (2 obras) · Language acquisition (2 obras) · Language Development and Disorders (2 obras) · Science education (2 obras)