Using information gathered from classmates, teachers and the children themselves, the author investigates links between individual differences in early social understanding and in the quality of children's interactions with friends, in their ability to resolve conflict, and in d…
Using information gathered from classmates, teachers and the children themselves, the author investigates links between individual differences in early social understanding and in the quality of children's interactions with friends, in their ability to resolve conflict, and in d…
Using rich observational data gathered in her extended longitudinal study, as well as skills acquired during a six year collaboration with Professor Judy Dunn, the author successfully integrates both cognitive and social accounts of theory of mind.
Does social interaction play a role in the development of executive function or, more generally, self-regulation? If it does play a role, what forms of social interaction facilitate the development of executive function? In this book, the contributors address these questions.
Does social interaction play a role in the development of executive function or, more generally, self-regulation? If it does play a role, what forms of social interaction facilitate the development of executive function? In this book, the contributors address these questions.
New research on children's executive functioning and self-regulation has begun to reveal important connections to their developing social understanding (or "theories of mind") and emotional competence. The exact nature of the relations between these aspects of children's social …
Does social interaction play a role in the development of executive function or, more generally, self-regulation? If it does play a role, what forms of social interaction facilitate the development of executive function? In this book, the contributors address these questions.
