Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.

• Short behavioral consultation in day care: the effects on day care personnel's self evaluated competence, behavior of children with ADHD-symptoms and intervention acceptability 

  Kulonen, Tuuli; Lahtinen, Liisa (2009)

• Sociodemographic Correlates of Parental Co-Participation in Digital Media Use and Physical Play of Preschool-Age Children 

  Hasanen, Elina; Koivukoski, Henriikka; Kortelainen, Lauri; Vehmas, Hanna; Sääkslahti, Arja (MDPI AG, 2021)

  Young children’s digital media use and physical activity have gained attention in recent research. Parental co-participation has a major impact on children’s health consequences. This study addressed a gap in the research ...

• What factors relate to three profiles of perception of motor competence in young children? 

  Niemistö, Donna; Barnett, Lisa M.; Cantell, Marja; Finni, Taija; Korhonen, Elisa; Sääkslahti, Arja (Routledge, 2022)

  The study aims were to 1) examine profiles of perception of motor competence (PMC) in relation to actual motor competence (AMC), i.e. under-estimators (UEs), realistic estimators (REs) and over-estimators (OEs) and 2) ...

• How Do Children Describe Learning Self-Regulation Skills in the Kids’ Skills Intervention? 

  Hautakangas, Merja; Uusitalo, Lotta; Kumpulainen, Kristiina (Springer, 2022)

  In this chapter, 26 Finnish children between 4 and 4 years old described how they learned self-regulation skills after participating in the Kids’ Skills programme in an early childhood education (ECE) setting. Kids’ Skills ...

• Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children 

  Sourander, A.; Ishikawa, S.; Ståhlberg, T.; Kishida, K.; Mori, Y.; Matsubara, K.; Zhang, X.; Hida, N.; Korpilahti-Leino, T.; Ristkari, T.; Torii, S.; Gilbert, S.; Hinkka-Yli-Salomäki, S.; Savolainen, H.; Närhi, V. (Frontiers Media SA, 2024)

  Introduction: Emotional awareness and emotion regulation are crucial for cognitive and socio-emotional development in children. School-based interventions on socio-emotional skills have the potential to prevent these ...