This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the…

Drawing on data from a preschool-based ethnography that examined both teachers and children, this paper explores gendered elements of adult--child interactions in the preschool classroom. The author describes a methodological approach that acknowledges the provision of helpfulness as a common, everyday expectation that the children had of their…

This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input…

Observed in a preschool classroom adult-child and child-child interaction normally considered pre- or early-gender segregation (30-42 months) to explore possible root causes of gender segregation during childhood. Found that adult-child social interactions initiated by female children were very different from those initiated by male children.…