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

Projektbezogene Publikationen (Auswahl)

• (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.