Longitudinal prediction of primary school children's COVID-related future anxiety in the second year of the pandemic in Germany.

Although research has confirmed that the first COVID-19-related lockdown has increased stress and mental health problems in children, less is known about the longer-term effects of the pandemic on children's COVID-related future anxiety (CRFA). Because of CRFA's potentially debilitating effects, risk and resilience factors against this anxiety were investigated. To this end, n = 140 children (49% female) in 3rd and 4th grade classrooms in Germany were asked to perform a working memory task and to self-report about their CRFA and emotion regulation in December 2020 and in May 2021.

Daily breath-based mindfulness exercises in a randomized controlled trial improve primary school children's performance in arithmetic.

Mindfulness-based interventions (MBIs) have been shown to improve children's academic achievements. Because MBIs include different exercises (possibly with differential effects), the teacher-led Breathing Break Intervention (BBI) was developed which focuses exclusively on breathing exercises and body awareness. The short daily breathing practices of BBI were evaluated in terms of their effects on children's performance in mathematics.

What predicts the alleviation of Covid-related future anxiety in schoolchildren 6 to 9 months into the pandemic?

Introduction: Although the first COVID-19-related lockdown in the Spring of 2020 has contributed to an increase in mental health problems in many children worldwide, less is known about the longer-term effects of the pandemic on their (future) anxiety. This article examines resilience factors against children's Covid-relatedfut ure anxiety (CRFA).

Methods:  = 140 children (48,6% female) in 3rd and 4th grade classrooms in Northern Germany were asked to self-report about their CRFA, their anxiety, and the social climate in their classrooms in September (T1) and December 2020 (T2).

A Daily Breathing Practice Bolsters Girls' Prosocial Behavior and Third and Fourth Graders' Supportive Peer Relationships: A Randomized Controlled Trial.

Objectives: In order to promote mindfulness in primary school, the Breathing Break Intervention was developed. This collection of short daily breath-based mindfulness practices was introduced to 15 teachers who delivered them up to 3 times a day to their students.

Method: In a randomized controlled trial, 146 third and fourth graders (49% female) either received the intervention ( = 81) or participated in the active wait list control group ( = 65).

[School Children's COVID-Related Future Anxiety over the Course of 8Months of the Pandemic].

To explore the long-term effects of the COVID-19-pandemic on children, N = 140 8- to 10- year-olds were asked about their COVID-related future anxiety (CRFA) in their classrooms during months 6, 9, and 14 of the pandemic which started inMarch 2020 in Germany. Future anxiety was defined as a "state of apprehension, uncertainty, fear, worry, or anxiety about unfavorable changes in a more distant personal future" which was related to the effects of the COVID- 19-pandemic. In this survey, 13%to 19%of children reported experiencing CRFA "often" on at least one of the four items of the newly developed CRFA scale.

The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity.

Children with an advanced knowledge of emotions are generally more socially competent, less likely to suffer from psychopathology, and more likely to succeed in school, both socially and academically. The assessment of children's emotion knowledge has thus gained importance in recent decades - both in psychiatric practice and in developmental and educational psychology. However, there is still a lack of appropriate instruments for assessing children's emotion knowledge in a performance test reliably, and for a broad age range.

Teaching the Teachers About Language Support Strategies: Effects on Young Children's Language Development.

The feeling thinking talking (FTT) intervention was designed because early childhood seems to be a prime time for fostering young children's language skills. This intervention involved teaching teachers from = 28 kindergarten groups in = 13 German kindergartens language support strategies (LSS) to be used in everyday conversations with the children in their care. The FTT intervention was evaluated in a business-as-usual control group design with = 281 children (mean age = 49.

Native-born German and immigrant children's development of emotion knowledge: A latent growth curve analysis.

Young children in immigrant families tend to face more challenges and can often call upon fewer resources than their native-born peers. This situation adversely affects their social-emotional development. In this study, the development of emotion knowledge of 576 immigrant and native-born German children, aged 3-6 years, was compared at three time points over a 12-month period by means of a latent growth curve analysis.