Caregiver involvement in infant peer interactions
Scaffolding in a social context
Bibliographic Data
| ID | 12136367 |
|---|---|
| Authors | Shannon Tierney Williams (University of California, Davis, corresponding author), Ann M Mastergeorge (0000-0001-9774-1822, University of California, Davis), Lenna Ontai (0000-0002-1644-2888, University of California, Davis), Lenna L Ontai |
| Year | 2009 |
| Volume | 25 |
| Issue | 2 |
| Pages | 251-266 |
| Publication date | 2009-12-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2009.11.004 |
| OpenAlex | W2062984884 |
| Language | NL |
| Citations received | 9 |
| References cited | 68 |
Competence (human resources · Developmental psychology · Peer group · Social change · Social competence · Social environment · Social relation · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Family and Disability Support Research · Psychology · Social Psychology
Social networks and quality of adult–child interaction in early childhood education groups
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
Toddlers’ Responses to Infants’ Negative Emotions
Time spent in child care
Profile of Prosocial Behaviors of Institutionalized Children at a School Yard
Use of the Program for the Education and Enrichment of Relational Skills (Peers) Intervention to Improve Social Skills and Peer Relationships among Adolescent Adoptees
Preschool teachers’ questioning in sociodramatic play
Cultural diversity in teachers’ group-centered beliefs and practices in early childcare
First do no harm
Applied Longitudinal Data Analysis
Development of Academic Skills from Preschool Through Second Grade
Peer Interaction of Young Children
The Relation between Children's and Mothers’ Mental State Language and Theory-of-Mind Understanding
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Are There Long-Term Effects of Early Child Care?
Maternal Mind–Mindedness and Attachment Security as Predictors of Theory of Mind Understanding
Peer Interactions, Relationships, and Groups
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
The Role of Tutoring in Problem Solving
Hierarchical linear models
Mental state discourse, theory of mind, and the internalization of self–other understanding
Learning to form relationships in infancy
The role of teacher assistance in children's construction of intersubjectivity during conflict resolution
The zone of proximal development
Children's Social and Cognitive Development and Child-Care Quality
Early Child-Care Experiences and Children's Social Competence Between 11/2 and 15 Years of Age
Continuity in Children’s Relations with Peers
Intention Understanding and Partner‐Sensitive Behaviors in Young Children’s Peer Interactions
Prediction of Positive Peer Relations from Observed Parent–Child Interactions
Patterns of Attachment and Maternal Discourse Effects on Children's Emotion Understanding From 3 to 5 Years of Age
Attachment, Parent–Child Discourse and Theory‐of‐Mind Development
The Relationship Between Psychological Understanding and Positive Social Behaviors
Social Competence with Peers in Third Grade
Sociomoral development in direct-instruction, eclectic, and constructivist kindergartens
Preschool teachers’ talk, roles, and activity settings during free play
Reciprocity of exchange in toddler sharing behavior
Creating informal play opportunities
Nonverbal imitation and toddlers' mastery of verbal means of achieving coordinated action
Preschool children's social status and their mothers' behavior and knowledge in the supervisory role
Parents' management of preschooler's peer relations
Preschool children's social status and maternal instructions to assist group entry
Approaching and contacting the object another manipulates
Direct caregiver intervention in infant peer social encounters
Parents as Direct Facilitators of Children's Peer Relationships
Child Care and Development
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |