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Trajectories of Parental Involvement in Home Learning Activities across the Early Years: Associations with Socio-Demographic Characteristics and Children's Learning Outcomes
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Hayes, Nicole; Berthelsen, Donna C.; Nicholson, Jan M.; Walker, Sue – Early Child Development and Care, 2018
This study examined the socio-demographic factors associated with trajectories of parental involvement in shared book reading and other home activities for children aged 2-6 years. The study uses data from 3836 families participating in "Growing up in Australia: The Longitudinal Study of Australian Children." Latent growth curve models…
Descriptors: Foreign Countries, Parent Participation, Family Environment, Learning Activities
Executive Function and Theory of Mind: Predictive Relations from Ages 2 to 4
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Hughes, Claire; Ensor, Rosie – Developmental Psychology, 2007
Despite robust associations between children's theory of mind (ToM) and executive function (EF) skills, longitudinal studies examining this association remain scarce. In a socially diverse sample of 122 children (seen at ages 2, 3, and 4), this study examined (a) developmental stability of associations between ToM, EF, verbal ability, and social…
Descriptors: Verbal Ability, Longitudinal Studies, Cognitive Development, Young Children
Behavioural Problems in 2-Year-Olds: Links with Individual Differences in Theory of Mind, Executive Function and Harsh Parenting
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Hughes, Claire; Ensor, Rosie – Journal of Child Psychology and Psychiatry, 2006
Background: Cognitive and family factors are implicated in the origins of behavioural problems, but little is known about their independence or interplay. Methods: We present data from 127 two-year-olds from predominantly disadvantaged families who completed tests of "theory of mind" (ToM), executive function (EF) and verbal ability. Researchers'…
Descriptors: Theory of Mind, Behavior Problems, Disadvantaged, Child Rearing