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1 - 10 of 43 search results for `Child Psychology` |u:www.educ.cam.ac.uk

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  2. Full text

    https://www.educ.cam.ac.uk/people/staff/hennessy/all_publications/Howe%20et%20al%20JLS%202019%20accepted%20MS.pdf
    23 Apr 2019: return indicating willingness for their child to participate in all (listed) aspects that went. ... under examination conditions. After a break (e.g. playtime), they then completed the Child.

  3. 1Drewery 210610 Restorative Practices in New Zealand Schools

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminartwo/1Drewery%20210610%20Restorative%20Practices%20in%20New%20Zealand%20Schools.pdf
    20 Oct 2020: meant subjects. There is plenty of psychology about the individual, and some work in. ... to human psychology, which means that I believe there is an interactive relationship.

  4. PEDAL News and Events Archive : Faculty of Education

    https://www.educ.cam.ac.uk/centres/pedal/news/archive/newsevents/
    How the role of play is crucial to a child’s development – particularly for children who have grown up in a violent or traumatic context. ... The need to understand the links between play and issues such as mental health, psychosocial support, and

  5. CINDLE : Faculty of Education

    https://www.educ.cam.ac.uk/research/programmes/cindle/people.html
    CINDLE. CINDLE. People. Project Director:. Dr. David Whitebread. Senior Lecturer in Child Psychology & Early Years Education.

  6. KBickmore

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminarfour/BickmoreSemianr4.pdf
    20 Oct 2020: For example, after one child suggested they bring in sand, to change the classroom into a beach, Teacher 1 wondered aloud how the school’s caretaker might feel about that, and

  7. Musiceum R&D_Report16Feb_and_Appendices_FINAL_

    https://www.educ.cam.ac.uk/research/groups/artsandcreativities/projects/reports/Musiceum%20R&D_Report_June2018.pdf
    14 Sep 2020: taken up nor engaged with by the facilitator. Improvisatory, child-led musical practice is. ... interactions could be both child-led and adult-led, emphasising that children in such.

  8. TEACHER SELF-EFFICACY, VOICE AND LEADERSHIP: TOWARDS A POLICY…

    https://www.educ.cam.ac.uk/networks/lfl/about/events/pastlflsupperseminars/PDFs/teacher_self-efficacy_voice_leadership.pdf
    18 Nov 2014: TEACHER SELF-EFFICACY, VOICE AND LEADERSHIP:. TOWARDS A POLICY FRAMEWORK FOR EDUCATION. INTERNATIONAL. John Bangs and David Frost. University of Cambridge Faculty of Education. A report on an international survey of the views of teachers and teacher

  9. Note: This evidence submission has not been peer reviewed ...

    https://www.educ.cam.ac.uk/centres/rudd/publications/PDFs/Rudd%20Programme%20Adoption%20Enquiry%20Submission%202021.pdf
    25 Apr 2023: In addition, impacts on family life included impacts in relation to the adopted child. ... placement and outcomes, and wanted assurances that the child was well placed (March, 2014).

  10. JLS final manuscript

    https://www.educ.cam.ac.uk/research/groups/cedir/publications/Howe_et_al_JLS_accepted_manuscript.pdf
    15 Sep 2020: return indicating willingness for their child to participate in all (listed) aspects that went. ... 14. under examination conditions. After a break (e.g. playtime), they then completed the Child.

  11. CINDLE : Faculty of Education

    https://www.educ.cam.ac.uk/research/programmes/cindle/reading.html
    A. (1999) Young children's organizational strategies on a same-different task: A microgenetic study and a training study.Journal of Experimental Child Psychology, 74, pp. ... Journal of Educational Psychology 90 (4), pp. 715-29. Schneider, W. & Lockl, K.

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