Lista de obras -

Adaptation and implementation of the German social-emotional learning programme Papilio in Finland: A pilot study

scientific article published on 27 August 2019

Associations between private speech, behavioral self-regulation, and cognitive abilities

Associations between toddler-age communication and kindergarten-age self-regulatory skills

artículo científico publicado en 2014

Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5.

artículo científico publicado en 2014

Continuity From Prelinguistic Communication to Later Language Ability: A Follow-Up Study From Infancy to Early School Age.

artículo científico publicado en 2016

Development of children at familial risk for dyslexia before school age

artículo científico publicado en 2004

Developmental trajectories of early communication skills.

artículo científico publicado en 2012

Differentiation in language and gesture use during early bilingual development of hearing children of Deaf parents

article

Digital Games in Early Childhood: Broadening Definitions of Learning, Literacy, and Play

artículo científico publicado en 2017

Displaying morally responsible motherhood: lone mothers accounting for work during non-standard hours

artículo científico publicado en 2020

Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia

Effects of multidomain risk accumulation on cognitive, academic, and behavioural outcomes

artículo científico publicado en 2009

Evening early childhood education and care: Reformulating the institutional culture

artículo científico publicado en 2020

Flexibly Scheduled Early Childhood Education and Care: Finnish Mothers’ and Educators’ Perceptions on Young Children’s Experiences and Child-Responsive Practices

artículo científico publicado en 2018

Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia

artículo científico publicado en 2007

Mothers’ non-standard working and childcare-related challenges

artículo científico publicado en 2016

Mothers’ non-standard working schedules and family time

artículo científico publicado en 2016

Narrative Study of the Significance of Infertility and Its Treatment for Maternal Identity

scientific article published on 08 June 2019

Nonstandard Work Hours and Single Versus Coupled Mothers' Work-to-Family Conflict

artículo científico publicado en 2019

Parental agency and related emotions in the educational partnership

artículo científico publicado en 2017

Parental working time patterns and children's socioemotional wellbeing: Comparing working parents in Finland, the United Kingdom, and the Netherlands

artículo científico publicado en 2017

Pedagogy-related tensions in flexibly scheduled early childhood education and care

artículo científico publicado en 2020

Positioning flexibly scheduled ECEC in the chain of childcare by parents working non-standard hours

artículo científico publicado en 2021

Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia.

artículo científico publicado en 2006

Privilege or tragedy? Educators’ accounts of flexibly scheduled early childhood education and care

artículo científico publicado en 2017

Reconsidering passivity and activity in children’s digital play

artículo científico publicado en 2016

Relationship between the linguistic environments and early bilingual language development of hearing children in deaf-parented families

artículo científico publicado en 2013

Shared reading interaction in families with and without genetic risk for dyslexia: implications for toddlers’ language development

artículo científico publicado en 1999

Teacher–child relationships narrated by parents of children with difficulties in self-regulation

artículo científico publicado en 2016

The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children

artículo científico publicado en 2017

The development of children at familial risk for dyslexia: birth to early school age.

artículo científico publicado en 2004

The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD

scientific article published on 03 December 2019

Trust in the educational partnership narrated by parents of a child with challenging behaviour

artículo científico publicado en 2019

Use of code-mixing by young hearing children of Deaf parents

Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence

artículo científico publicado en 2019

Validity of the Play Assessment for Group Settings: an evaluation of differential item functioning between children with specific language impairment and typically developing peers

artículo científico publicado en 2011

Young children in day and night care: negotiating and constructing belonging during daily arrivals

artículo científico publicado en 2016

Lista de obras de

Adaptation and implementation of the German social-emotional learning programme Papilio in Finland: A pilot study

Associations between private speech, behavioral self-regulation, and cognitive abilities

Associations between toddler-age communication and kindergarten-age self-regulatory skills

Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5.

Continuity From Prelinguistic Communication to Later Language Ability: A Follow-Up Study From Infancy to Early School Age.

Development of children at familial risk for dyslexia before school age

Developmental trajectories of early communication skills.

Differentiation in language and gesture use during early bilingual development of hearing children of Deaf parents

Digital Games in Early Childhood: Broadening Definitions of Learning, Literacy, and Play

Displaying morally responsible motherhood: lone mothers accounting for work during non-standard hours

Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia

Effects of multidomain risk accumulation on cognitive, academic, and behavioural outcomes

Evening early childhood education and care: Reformulating the institutional culture

Flexibly Scheduled Early Childhood Education and Care: Finnish Mothers’ and Educators’ Perceptions on Young Children’s Experiences and Child-Responsive Practices

Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia

Mothers’ non-standard working and childcare-related challenges

Mothers’ non-standard working schedules and family time

Narrative Study of the Significance of Infertility and Its Treatment for Maternal Identity

Nonstandard Work Hours and Single Versus Coupled Mothers' Work-to-Family Conflict

Parental agency and related emotions in the educational partnership

Parental working time patterns and children's socioemotional wellbeing: Comparing working parents in Finland, the United Kingdom, and the Netherlands

Pedagogy-related tensions in flexibly scheduled early childhood education and care

Positioning flexibly scheduled ECEC in the chain of childcare by parents working non-standard hours

Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia.

Privilege or tragedy? Educators’ accounts of flexibly scheduled early childhood education and care

Reconsidering passivity and activity in children’s digital play

Relationship between the linguistic environments and early bilingual language development of hearing children in deaf-parented families

Shared reading interaction in families with and without genetic risk for dyslexia: implications for toddlers’ language development

Teacher–child relationships narrated by parents of children with difficulties in self-regulation

The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children

The development of children at familial risk for dyslexia: birth to early school age.

The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD

Trust in the educational partnership narrated by parents of a child with challenging behaviour

Use of code-mixing by young hearing children of Deaf parents

Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence

Validity of the Play Assessment for Group Settings: an evaluation of differential item functioning between children with specific language impairment and typically developing peers

Young children in day and night care: negotiating and constructing belonging during daily arrivals