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Marc de Rosnay
University of Wollongong
Developmental psychologyPsychologyCognitive psychologyTheory of mindSocial psychology
56Publications
17H-index
2,089Citations
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Publications 60
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#1Ma Regina Laya De Gracia (USYD: University of Sydney)H-Index: 1
#2Marc de Rosnay (UOW: University of Wollongong)H-Index: 17
Last. Maria Veronica Templo Perez (De La Salle–College of Saint Benilde)
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ABSTRACTThe acquisition of theory of mind (ToM) – the ability to attribute mental states to explain others’ behaviors – is a critical milestone in children’s cognitive development. Previous researc...
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#1Elian Fink (University of Cambridge)H-Index: 11
#2Marc de Rosnay (UOW: University of Wollongong)H-Index: 17
Last. Caroline Hunt (USYD: University of Sydney)H-Index: 25
view all 4 authors...
Research has focused on the role of theory of mind (ToM) for positive social behaviour, while the association between ToM and negative social behaviours is less well understood. This longitudinal study compares two mediation models examining the role of ToM and peer-rated social preference at ages 5 and 6 for bullying at age 7. Participants were 114 children (58 boys, Mage = 67 months) at entry to primary school (T1). At Time 2 (T2), 106 children and, at Time 3 (T3), 96 children remained. Teache...
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#1Iram SirajH-Index: 4
#1Iram SirajH-Index: 2
Last. Marc de RosnayH-Index: 17
view all 6 authors...
This study examines associations between Australia’s regulatory ratings of quality in Early Childhood Education and Care (ECEC) – the National Quality Standard (NQS) – and two research-based quality rating scales. The analytic sample consisted of 257 ECEC services across three Australian states. Results indicated (1) modest positive associations between NQS ratings and scale scores; (2) some specificity between NQS quality areas (educational programs and practice; relationships with children) an...
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OBJECTIVE: The objective of this study was to systematically review the evidence of motor skill intervention programs on typically developing children's fine motor development aged birth to 6 years. METHODS: Six electronic databases were searched with no date restrictions. Inclusion criteria were any school-, community-, or home-based intervention targeting the development of fine motor skills of children aged birth to 6 years; randomized controlled trials using quasiexperimental, experimental, ...
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#1Jiayuan Lim (UQ: University of Queensland)
#2Candida C. Peterson (UQ: University of Queensland)H-Index: 40
Last. Virginia Slaughter (UQ: University of Queensland)H-Index: 35
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ABSTRACTMoral evaluations of prosocial lies and selfish lies were examined in 156 children aged 6 to 12 years (77 Australian; 79 Singaporean; mean age 9.38 years) along with theory of mind (ToM) an...
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#1Steven J Howard (UOW: University of Wollongong)H-Index: 9
#2Cathrine Marguerite Neilsen-Hewett (UOW: University of Wollongong)H-Index: 4
Last. Edward Melhuish (UOW: University of Wollongong)H-Index: 37
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Abstract There is now clear evidence that young children’s abilities to self-regulate set in motion developmental trajectories that are longitudinally influential, that self-regulation is malleable in childhood with flow-on implications into adulthood, and that efforts to improve self-regulation are enhanced when tailored and adaptive to children’s developmental progress. Yet there are significant concerns regarding current approaches to assessing self-regulation, potentially limiting our capaci...
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#1I. Siraj (UOW: University of Wollongong)H-Index: 4
#2Steven J Howard (UOW: University of Wollongong)H-Index: 9
Last. Marc de Rosnay (UOW: University of Wollongong)H-Index: 17
view all 6 authors...
This study examines associations between Australia’s regulatory ratings of quality in early childhood education and care (ECEC)—the National Quality Standard (NQS)—and two research-based quality rating scales. The analytic sample consisted of 257 ECEC services across three Australian states. Results indicated (1) modest positive associations between NQS ratings and scale scores; (2) some specificity between NQS quality areas (educational programs and practice; relationships with children) and on...
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#1Jess M. Kingsford (USYD: University of Sydney)
#2David J. Hawes (USYD: University of Sydney)H-Index: 26
Last. Marc de Rosnay (UOW: University of Wollongong)H-Index: 17
view all 3 authors...
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#1Steven J Howard (UOW: University of Wollongong)H-Index: 9
#2Iram Siraj (University of Oxford)H-Index: 2
Last. Betty Luu (UOW: University of Wollongong)H-Index: 2
view all 8 authors...
ABSTRACTResearch increasingly acknowledges the importance of high quality interactions that support and extend children’s thinking. Few measurement tools currently exist, however, to capture this s...
4 CitationsSource
#1Betty Luu (USYD: University of Sydney)H-Index: 2
#2Marc de Rosnay (UOW: University of Wollongong)H-Index: 17
Last. Susan Tregeagle (USYD: University of Sydney)H-Index: 5
view all 4 authors...
ABSTRACTSemi-structured interviews were used to explore identity development for nine adoptees (aged 9–23 years) who were adopted by their foster carers in New South Wales, Australia. Adoptions were open, with court-ordered face-to-face contact with birth families. Findings suggest that participants had healthy adoptive identities, with coherent and meaningful narratives about their life histories. Adoption provided a sense of security and belonging. Openness provided information to build a self...
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