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Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program.

WETENSCHAPPELIJKE BRON
First do no harm: How teachers support or undermine children’s self-regulation.

WETENSCHAPPELIJKE BRON
From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children's Executive Functioning

WETENSCHAPPELIJKE BRON
How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings.

WETENSCHAPPELIJKE BRON
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.

WETENSCHAPPELIJKE BRON
Trajectories of child externalizing problems between ages 3 and 10 years: Contributions of children's early effortful control, theory of mind, and parenting experiences.

WETENSCHAPPELIJKE BRON
Use your words: The role of language in the development of toddlers’ self-regulation

WETENSCHAPPELIJKE BRON