Literaturnachweis - Detailanzeige
| Autor/in | Holmes-Lonergan, Heather A. |
|---|---|
| Titel | Understanding of Affective False Beliefs, Perceptions of Parental Discipline, and Classroom Behavior in Children from Head Start. |
| Quelle | In: Early Education and Development, 14 (2003) 1, S.29-46 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1040-9289 |
| Schlagwörter | Behavior Problems; Child Behavior; Childhood Attitudes; Cognitive Development; Discipline; Parent Child Relationship; Performance Factors; Preschool Children; Social Cognition Kognitive Entwicklung; Disziplin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition |
| Abstract | Examined preschoolers' performance on false belief tasks and perceptions of parental discipline. Found that children performed better on questions about their own false beliefs than on questions about others' false beliefs. Overall, children performed below average on false belief measures; and children expected parents in hypothetical scenarios to use power-assertive discipline methods more often than induction or love withdrawal. False belief scores were negatively correlated with classroom behavior problems. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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