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Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study.
BMC Psychol
January 2025
Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal University, Beijing, 100875, China.
An ongoing debate on the association between phonological processing and number knowledge concerns the extent to which they influence each other during early childhood. The current study aims to establish the direction of the developmental relationship between these two kinds of abilities at an early age. Eighty-two Chinese kindergarten children were followed from 5 to 6 years old with a one-year interval.
View Article and Find Full Text PDFIntroduction Young children with intellectual and developmental disabilities (IDD) who have limited speech and language require access to augmentative and alternative communication (AAC) intervention, including technology and instruction. While research shows that AAC intervention can effectively support communication from children with IDD, research on its impact on school readiness skills is limited. Methods Two preschool aged children with IDD participated in this study.
View Article and Find Full Text PDFThe power of emotion regulation: how managing sadness influences depression and anxiety?
BMC Psychol
January 2025
Department of kindergarten, Faculty of Education, Taiz University, Taiz, Yemen.
Background: Emotions are a fundamental part of life and play a critical role in shaping individuals' experiences Effectively regulating emotions in socially appropriate ways is essential for navigating life successfully. This study investigated the impact of seven sadness regulation strategies on depression and anxiety and examined the mediating role of ER in the relationship between sadness regulation and depression and anxiety.
Method: A cross-sectional design was employed with 350 participants (144 men, 206 women) aged 18 to 35.
Screen time exposure and executive functions in preschool children.
Sci Rep
January 2025
Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.
Increased screen time (ST) among preschool children is becoming a matter of concern globally. Although gadgets such as phones, tablets and computers might be of educational use in this population, excessive ST might impair cognitive function among preschoolers. As data on this topic in preschool children are scarce, this study sought to investigate the relationship between ST and executive functions (EFs) in this population.
View Article and Find Full Text PDFCognitive and home predictors of precocious reading and math before formal education.
J Exp Child Psychol
January 2025
Behavioural Science Institute, Radboud University, 6525 GD Nijmegen, the Netherlands.
Children start formal schooling with substantial individual differences in their early literacy and numeracy abilities, but little is known about predictors of precocious (i.e., early advanced) reading and math.
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