Gender-specific social relationships as determinants of early education: Answers from transition to school in Great Britain

Antragstellerin Professorin Dr. Lieselotte Ahnert

Mitantragsteller Professor Michael E. Lamb, Ph.D.

Fachliche Zuordnung Entwicklungspsychologie und Pädagogische Psychologie

Förderung Förderung von 2008 bis 2011

Projektkennung Deutsche Forschungsgemeinschaft (DFG) - Projektnummer 80729751

Erstellungsjahr 2011

Zusammenfassung der Projektergebnisse

Keine Zusammenfassung vorhanden

(2008). Learning how to read, write and calculate: Links between prerequisites and acquired skills. Symposium “Transition from preschool to school” (Organized by Ahnert, L. /University of Cologne/Germany and Tudge, J. /University of North Carolina at Greensboro, U.S.A.) at the ISSBD conference in Würzburg/Germany, 13–17.07.08
Yang, P.-Y., Kloss, A.-K., Ahnert, L. & Lamb, M. E.
(2008). Learning how to read, write and calculate: Links between prerequisites and acquired skills. Symposium “Transition from preschool to school” (Organized by Ahnert, L. /University of Cologne/Germany and Tudge, J. /University of North Carolina at Greensboro, U.S.A.) at the ISSBD conference in Würzburg/Germany, 13–17.07.08
Yang, P.-Y., Kloss, A.-K., Ahnert, L. & Lamb, M. E.
(2008). Stress and Child Care. Faculty of Social and Political Science at University of Cambridge, 5.02.08 in Cambridge
Ahnert, L.
(2009). How Adult-Child Relationships Influence Learning Mechanism During the Time of Transition to School. European Congress of Psychology, 7-10/07/09 in Oslo/Norway
Schneiderwind, J., Milatz, A. & Ahnert, L.