Relations between teacher-child interaction quality and children's playfulness.

Adults' behaviour in interactions with children is assumed to influence children's playfulness. However, little is known about how the quality of teacher-child interaction in early childhood education and care affects the development of children's playfulness, although the interaction quality has been identified as a strong predictor of children's development in various domains. The present study examined cross-sectional and longitudinal associations between children's multidimensional playfulness and the quality of teacher-child interactions.

Development of Playfulness in Children with Low Executive Functions: The Role of Parental Playfulness and Parental Playtime with Their Child.

Children with low executive functions (EFs) are described as having lower levels of playfulness, the quality of children's play, compared to children with EFs within the normal range. However, how playfulness in children with low EFs develops over time remains unclear. Additionally, little is known about how parental playfulness and parental playtime with their child affect these developmental trajectories in children with low EFs.

Playfulness from children's perspectives: development and validation of the Children's Playfulness Scale as a self-report instrument for children from 3 years of age.

Children's playfulness refers to children's enjoyment, motivation, and engagement in play and has been predominantly assessed from an adult perspective. To assess children's perspectives on their own playfulness, we adapted and modified the Children's Playfulness Scale (CPS) for children from 3 years and used a two-level response format with a total of four answer options. We tested the self-report scale with 564 children between 3 and 8 years of age who attended childcare center or kindergarten.

The interplay among familial risk, narrative coherence, and emotional problems from early to middle childhood.

The present study is a longitudinal extension (long-term follow-up) of a previous study examining the promotive and protective role of children's narrative coherence in the association between early familial risk factors and children's emotional problems from early to middle childhood. A total of 293 (T1;  = 2.81), 239 (T2;  = 3.

Long-Term Promotive and Protective Effects of Early Childcare Quality on the Social-Emotional Development in Children.

The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children's social-emotional development from early to middle childhood. The sample consisted of 293 (T1;  = 2.81), 239 (T2;  = 3.

The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence-A regression model.

The quality of a best friendship provides information about how developmentally beneficial it is. However, little is known about possible early risk factors that influence later friendship quality. The present study examined the role of family risks and social-emotional problems (behavioral problems, peer problems, anxious, and depressive symptoms) in early childhood for positive (i.

Familial Risk Factors and Emotional Problems in Early Childhood: The Promotive and Protective Role of Children's Self-Efficacy and Self-Concept.

The present study aimed to examine the promotive and protective role of general self-efficacy and positive self-concept in the context of the effects of early familial risk factors on children's development of emotional problems from early to middle childhood. A total of 293 (T1; M = 2.81), 239 (T2; M = 3.

Corrigendum: Poor Motor Performance - Do Peers Matter? Examining the Role of Peer Relations in the Context of the Environmental Stress Hypothesis.

[This corrects the article DOI: 10.3389/fpsyg.2020.

Poor Motor Performance - Do Peers Matter? Examining the Role of Peer Relations in the Context of the Environmental Stress Hypothesis.

The aim of the current study was to investigate pathways of the Environmental Stress Hypothesis concerning the role of peer relations in the context of poor motor skills. First, we examined (1) the mediating role of peer problems in the association between motor performance in daily activities and internalizing problems as a main pathway of the Environmental Stress Hypothesis. Furthermore, we explored the role of (2) children's popularity as a mediator and (3) best friendship quality as a moderator path of the effect of motor performance on both peer problems and internalizing problems.

Coherence and content of conflict-based narratives: associations to family risk and maladjustment.

This study examined the role of structural and content characteristics of children's conflict-based narratives (coherence, positive and aggressive themes) in the association between early childhood family risk and children's internalizing and externalizing problems in a sample of 193 children (97 girls, 96 boys) aged 3 to 5 years (M = 3.85, SD = .48).