Ratib Lekhal

Studies in Educational Evaluation 86 p. 1-11 Doi: https://doi.org/10.1016/j.stueduc.2025.101462

Early Education and Development p. 1-16 Doi: https://doi.org/10.1080/10409289.2024.2423386

Research findings. The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and convergent validity of a short version of the CCNES adapted for the early childhood education and care (ECEC) context. Using exploratory factor analysis with responses from 490 ECEC-workers from the Oslo Early Education Study, our results revealed a three-factor structure of the CCNES, including emotion dismissing, emotion coaching, and emotion distracting. Model specifications were conducted in half the sample and cross-validated in the other half. ECEC-workers’ coaching and distracting correlated positively with each other and with their reports of supportive scaffolding practices and self-efficacy in supporting children’s socioemotional development. Dismissing correlated negatively with these measures. Practice and Policy. Our results indicate that this ECEC version of the CCNES is a valid instrument to assess ECEC-workers’ emotion socialization strategies in interactions with children, and to support the use of distracting as a separate strategy. This instrument enables extending our knowledge of teacher–child interaction quality in ECEC by examining associations with children’s development. The CCNES could also form the baseline for discussions and reflections about ECEC-workers’ professional roles and development.

Early Education and Development 36(1) p. 62-79 Doi: https://doi.org/10.1080/10409289.2024.2360873

Research Findings: Measuring toddlers’ cortisol levels both in childcare and at home and their relation to child- and childcare-related factors may help to identify stress-inducing childcare practices and children who are more vulnerable to stress in childcare. Accordingly, toddlers’ (n = 320, 51.2% female, mean age = 26.8 months) cortisol levels in childcare and at home and their relation to childcare quality and child- and family-related factors were investigated using linear mixed model analyses. Mid-morning to mid-afternoon cortisol levels increased in childcare and decreased at home. Younger children had higher overall cortisol levels. Children attending groups with a higher caregiver – child ratio had slightly higher cortisol levels in childcare and slightly lower cortisol levels at home. Toddlers attending disorganized groups were considerably more stressed in childcare. Practice or Policy: The present study underlines the importance of sufficient caregiver availability and stable routines in toddler classrooms.

Journal of Applied Developmental Psychology 96 Doi: https://doi.org/10.1016/j.appdev.2024.101728

Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language backgrounds. Parental surveys assessed language use, first language (L1) proficiency and home literacy environment. Standardized tests assessed second language (L2) proficiency. Latent profile analysis revealed three profiles: (1) more L2 use, higher L2 proficiency and higher L2 home literacy environment; (2) more L1 use, higher L1 proficiency and lower home literacy environments for both languages; and (3) more L1 use, higher proficiency in L1 and L2, and higher home literacy environments for both languages. Profiles differed in L1 distribution, maternal residency length in Norway, and maternal education

Health Education Journal 83(5) p. 519-530 Doi: https://doi.org/10.1177/00178969241249977

Global Implementation Research and Applications 5 p. 13-26 Doi: https://doi.org/10.1007/s43477-024-00139-1

Food & Nutrition Research (FNR) 68 p. 1-9 Doi: https://doi.org/10.29219/fnr.v68.9524

In Norway, almost 97% of children attend kindergartens. Most of the daily food intake happens during the day in kindergartens, and the quality of food and meals being served is essential to promote healthy food habits. There is variation in the food that kindergartens provide, and kindergartens can ask for additional payment from parents to cover the food. There are no rules neither across kindergartens for the food offering nor how much additional payment kindergarten can request. Objective: Our main objective is to investigate possible associations between the food budget and the quality of food offered in kindergartens. We specifically aimed to identify budget levels that were associated with better adherence to national guidelines, thereby the quality of the food provided, as recommended by the Norwegian Directorate of Health. Design: A cross-sectional study design, based on kindergarten pedagogical leaders’ answers to a web-based questionnaire. Settings: Private and public kindergartens across Norway are included in this present study. Participants: A total of 324 kindergarten staff attending on behalf of kindergartens participated. Results: The food budget thresholds over NOK 199 are associated with higher quality of served food, in adherence to national guidelines of food and meals (odds ratio 5.2, CI = [1.5, 16.5]), compared to thresholds under 199 NOK. However, increasing the monthly food budget per child to low (200–299 NOK), medium (300–399 NOK), high (400–499 NOK), or very high (>500 NOK) levels did not lead to an improvement in food quality. Conclusion: The main results reveal that budget plays a limited role in the quality of food and meals served as long as it is above ‘very low’ (199 NOK) food budget threshold. We assume that other contextual factors can influence the quality of food and meals in a more prominent role.

Frontiers in Education 9 Doi: https://doi.org/10.3389/feduc.2024.1340295

Paideia - Tidsskrift for professionel pædagogisk praksis 26 p. 20-31

Journal of Psychoeducational Assessment 41(5) p. 514-525 Doi: https://doi.org/10.1177/07342829231166251

The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.

Journal of Early Childhood Research Doi: https://doi.org/10.1177/1476718X231195708

The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.

Journal of Applied Developmental Psychology 86 Doi: https://doi.org/10.1016/j.appdev.2023.101546

The benefit of universal access to Early Childhood Education and Care (ECEC) for children's development can depend on the ECEC quality and children's early childhood risks. This study utilised data from the Norwegian Mother, Father and Child Cohort Study (MoBa; N = 7355, 50.2% boys) to investigate the relative contribution of children's early childhood risk accumulated up to three years of age and five separate dimensions of ECEC quality on children's mental health (externalising and internalising problems) at five years of age rated by mothers and teachers. Results from the hierarchical regression models indicated that lower ECEC quality added to, and higher ECEC quality counteracted, the risk of mental health problems. Relationship quality was the strongest contributor. Total ECEC quality and relationship quality interacted significantly with early childhood risk, indicating that higher ECEC quality protected against, while lower ECEC quality exacerbated, the detrimental effects of early childhood risk on mental health problems.

European Early Childhood Education Research Journal p. 1-16 Doi: https://doi.org/10.1080/1350293X.2023.2260131

This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.

Journal of Psychopathology and Behavioral Assessment Doi: https://doi.org/10.1007/s10862-023-10074-4

The Caregiver-Teacher Report Form (C-TRF) is an instrument frequently used by researchers and clinicians to assess psychopathology in preschool children based on information from early childhood education and care professionals. However, the measurement invariance of this instrument has not been investigated. Thus, the aim of the current study was to investigate the measurement invariance of the C-TRF for (1) girls vs. boys, and (2) for children below the age of three years old vs. three years or older, as measurement invariance is a prerequisite for a meaningful comparison of latent means between groups. Based on reports of 2904 children from 353 early childhood education and care professionals, our results showed full scalar invariance for an adapted C-TRF model, which supports the applicability of the instrument. However, awareness of the factor Somatic complaints and items with out-of-range parameters is warranted.

Early Child Development and Care p. 1403-1416 Doi: https://doi.org/10.1080/03004430.2023.2247188

Toddlers’ social – emotional well-Being in ECEC Shyness Being shy in ECEC Longitudinal association between early shyness and well-being in ECEC The present study Method Results Discussion Acknowledgements Disclosure statement Additional information References Full Article Figures & data References Citations Metrics Licensing Reprints & Permissions View PDFView EPUB ABSTRACT Using a multilevel random-coefficient approach, we examined the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care (ECEC) centres. We used data from two measurement points (preintervention and postintervention) from a larger cluster randomized controlled trial study, Thrive by 3. We followed 567 children (answered by 415 mothers and 152 fathers) who were younger than 19 months and had just started in ECEC at preintervention. Our findings indicate that toddlers’ early shyness during their starting period in ECEC is associated with their well-being by the end of their first year in ECEC. Our findings highlight the importance of paying extra attention to shy toddlers, as they seem to show less well-being during their early period in ECEC.

Child and Adolescent Psychiatry and Mental Health (CAPMH) 16 Doi: https://doi.org/10.1186/s13034-022-00442-5

Stress 25(1) p. 156-165 Doi: https://doi.org/10.1080/10253890.2022.2048371

Elevated levels of the stress hormone cortisol have been found in toddlers in childcare. Measuring cortisol may provide an indication of children’s experiences in childcare and help to adjust practices better to their needs. To the best of our knowledge, toddlers’ cortisol levels in childcare have not yet been investigated longitudinally. Furthermore, it is unclear which child and childcare factors contribute to cortisol elevation in toddlers. Using linear mixed model analyses, we investigated the full-day cortisol activity (10.00 h, 15.00 h, 18.00 h) of 156 toddlers (81 female, 56 male) during a year in childcare (September, January, June). We also investigated child cortisol levels at home in January. In addition, we tested the relation between cortisol activity and changes in cortisol activity across the year and childcare quality, temperament, well-being in childcare, and maternal education. We found increasing evening cortisol levels through the year while controlling for age. Afternoon cortisol levels were stable, but above morning cortisol levels in September and January and only slightly below morning cortisol levels in June. At home in January, afternoon levels were significantly below morning levels. Higher well-being in childcare was associated with lower overall cortisol levels and less increase in evening cortisol levels through the year in childcare. Further, less active toddlers seemed to accumulate some stress during the childcare day, indicated by higher evening cortisol levels. Rising evening cortisol levels may indicate accumulating stress across the year. Results point toward childcare being demanding for toddlers and their need for consideration from caregivers and parents, also after a longer period of childcare attendance. The findings underline the importance of observing, promoting, and further researching children’s well-being in childcare.

European Early Childhood Education Research Journal 29(2) p. 157-182 Doi: https://doi.org/10.1080/1350293X.2021.1895269

In toddlers, the transition from home to childcare might elicit high levels of the stress hormone cortisol. Measuring cortisol may give an indicator for children’s experience and hence, may help improve this transition. We applied linear mixed model analyses to investigate the cortisol levels of 119 toddlers during their transition to childcare across time of day (morning, afternoon, and evening) and phase (accompanied by parents, separated from parents, and after four to six weeks in childcare). The influence of age, gender, number of siblings, and childcare group size was analyzed. Time of day and phase influenced cortisol levels significantly. On average, children had elevated cortisol levels in the afternoon throughout transition, with the peak coming in the separation phase. Cortisol levels declined significantly toward the evening. Children younger than 14 months showed higher evening levels and higher afternoon levels after 4–6 weeks in childcare. The findings suggest that the onset of childcare – particularly separation from parents – may be demanding for toddlers. Low evening levels indicate relief of tension at home. Higher levels of afternoon cortisol of under 14- months-old children at the follow-up measurement may indicate that younger children need more time to settle in at childcare.

European Early Childhood Education Research Journal 29(2) p. 206-223 Doi: https://doi.org/10.1080/1350293X.2021.1895273

In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children’sexternalising problems both in ECEC and later in school.Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children’s differences in emotional temperament. We used structural equation modelling to analysedata from 7421 children from the Norwegian Mother, Father an dChild Cohort Study. Results indicated that more free playassociated with less externalising problems in ECEC for children ingeneral. For children with higher emotionality, more free playrelated to increased externalising problems in school. Scaffoldingin ECEC was not associated with externalising problems, butmoderated the longitudinal association of free play for children with higher emotionality. All children benefited from free play in ECEC for their concurrent mental health. However, for childrenwith higher emotionality, more free play in ECEC might be a riskfactor for reduced mental health in school, where there is lessfree play than in ECEC. More scaffolding in combination with freeplay in ECEC can reduce this risk. Further research should addressthe content of play and scaffolding practices in more detail.

Frontiers in Psychology 12 Doi: https://doi.org/10.3389/fpsyg.2021.763682

Children who experience well-being are engaging more confidently and positively with their caregiver(s) and peers, which helps them to profit more from available learning opportunities and support current and later life outcomes. The goodness-of-fit theory suggests that children’s well-being might be a result of the interplay between their temperament and the environment. However, there is a lack of studies that examined the association between children’s temperament and well-being in early childhood education and care (ECEC), and whether this association is affected by ECEC process quality. Using a multilevel random coefficient approach, this study examines the association between toddlers’ (N = 1,561) temperament (shyness, emotionality, sociability, and activity) and well-being in Norwegian ECEC and investigates whether process quality moderates this association. Results reveal an association between temperament and well-being. Staff-child conflict moderates the association between shyness and well-being, and between activity and well-being. Moreover, high emotional behavioral support moderates the association between activity and well-being. Extra attention should be paid by the staff to these children’s needs.

Frontiers in Psychology 12 Doi: https://doi.org/10.3389/fpsyg.2021.778777

The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-service professional development model to promote the quality of caregiver-toddler interactions (i.e., process quality), was tested utilizing a clustered randomized controlled design. Eighty childcare centers with 187 toddler classrooms in Norway were randomly assigned to either the Thrive by Three intervention group (n=87) or a usual-activity wait list control group (n=100). Interactional quality was assessed with the Toddler version of the Classroom Assessment Scoring System (CLASS-Toddler) at three timepoints: pre-, mid-, and post-intervention. There were significant group differences in change in quality during the intervention period in both CLASS domains, Emotional and Behavioral Support (EBS), and Engaged Support for Learning (ESL), with greater overall differences in the ESL domain. Quality increased in the intervention groups, but quality decreased in the control group from baseline to post-intervention. There were significant group differences in quality at baseline. The Thrive by Three intervention had a positive effect on teacher-toddler interactions in both the EBS and ESL domains. Results need to be replicated preferably in more diverse samples.

International Journal of Inclusive Education Doi: https://doi.org/10.1080/13603116.2021.1991487

Recent research in economic geography has introduced two notions that historical studies should explore: regional resilience and related variety. Regional resilience refers to a region’s ability to recover from external shocks. Related variety refers to the existence of related industrial sectors in a region, and the relatedness promotes economic development due to spill-overs between sectors. From an evolutionary perspective, external shocks result in new development paths in regions with related variety. This is a dynamic process well suited to historical studies. This article argues that historical studies can contribute to this literature by studying how related sectors interact in resilient regions. We propose that family firms may act as a micro-coordination mechanism by moving financial and human resources from one sector to another related sector as a response to shock. The paper develops this argument by studying how six major regional business families within ocean industries reacted to external shocks over time.

Frontiers in Psychology 12 Doi: https://doi.org/10.3389/fpsyg.2021.767137

The promotion of children’s development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children’s well-being exist. This study examined the validity of The Leiden Inventory for the Child’s Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed.

JMIR Research Protocols 9(10) p. 1-12 Doi: https://doi.org/10.2196/17726

Background: Universal, high-quality childcare offers a unique opportunity to prevent developmental trajectories leading to mental health problems. Yet, growing evidence has shown that the process quality of Norwegian childcare centers varies considerably, and that research-based models for quality building are significantly lacking. Objective: To examine whether a model for quality building in childcare centers, Thrive by Three, increases the quality of child–caregiver interactions, and promotes child development, well-being, and mental health. Methods: The Thrive by Three study is a clustered randomized controlled trial involving 187 toddler groups in childcare centers across 7 municipalities within southern and central Norway. Each center is randomly allocated to the intervention or wait-list control group. Data are collected at 4 points: preintervention (T1), midway (T2), postintervention (T3), and 1-year postintervention (T4). Primary outcomes are changes in childcare quality measured by the Classroom Assessment Scoring System toddler version (CLASS), Student–Teacher Relationship Scale, Short Form (STRS-SF), and Life in Early Childhood Programs (LECP), as well as child development and mental health measured by The Brief Infant Toddler Social and Emotional Assessment (BITSEA, parent and teacher report), the Caregiver–Teacher Report Form (C-TRF), and Child Behavior Checklist (parent report) from the Achenbach System of Empirically Based Assessment (ASEBA) from 1.5 to 5 years, and child well-being measured by the Leiden Inventory for Child’s Well-Being in Day Care (LICW-D). Secondary outcomes are child cortisol levels, assessed in a subsample of 372 children. Results: As of August 2020, a total of 1531 children and 769 staff from 187 toddler groups were recruited. Because of turnover, the recruitment of staff will be ongoing until August 2020. As of January 2020, the intervention group has been working with Thrive by Three for 1.5 years. Data at T1, T2, and T3 from both the intervention and control groups have been completed and T4 will be completed in August 2020. Conclusions: This study makes an important contribution to the field of quality building in childcare centers. The results will provide greater insight into how high quality can be obtained and the effects of high-quality early childcare on child mental health. This in turn will be significant for policymakers and to the Norwegian society at large.

Cappelen Damm Akademisk

Denne boken omhandler den viktige overgangen fra hjem til barnehage og inngår i serien «De yngste i barnehagen – fra forskning til praksis». Boken har som målsetting å bidra til at de yngste barna får en «sømløs» tilvenning til barnehagen. Det krever et godt samarbeid mellom foreldre og ansatte, og gode rutiner som passer for små barn. Små barn har grunnleggende behov for trygghet, tilhørighet og forutsigbarhet, samtidig som de er nysgjerrige og lekende utforskere. En god tilvenning til barnehagen ivaretar alle disse aspektene. Boken består av fire deler. I del en viser forfatterne til den nye rammeplanen, samt presenterer bokens teoretiske utgangspunkt som er systemteori, nyere teori om barns utvikling og tilknytningsteori. Del to omhandler foreldresamarbeid, da dette er helt sentralt for en god overgang fra hjem til barnehage. I del tre beskrives forskning som foreligger på tilvenning og i del fire beskrives en rekke praktiske tips til god praksis, samt refleksjonsoppgaver som kan benyttes i arbeidet med å evaluere og utvikle egne tilvenningsrutiner. Bokens målgruppe er først og fremst ansatte i barnehagene og studenter på barnehagelærerutdanningen, samt alle andre som er opptatt av gode barnehager for de yngste barnehagebarna

Journal of Early Childhood Research 17(3) p. 233-246 Doi: https://doi.org/10.1177/1476718X19856390

This research focuses on how practitioners in two Norwegian kindergartens interact with children during free play. The purpose of the study is to draw attention to the way the practitioners supported children’s learning through their interactions with children during free play. Through naturalistic observations of 17 practitioners, results revealed that while more than half of the day in both settings consisted of free play activities (60%), practitioners spent a significant amount of this time completely away from play situations (45.5% of free play). Of the remaining time, practitioners spent 34 percent of free playtime supporting children’s learning through joining in, commenting, instructing, or helping.

Early Child Development and Care p. 1-14 Doi: https://doi.org/10.1080/03004430.2018.1485671

This study adds to the current literature by examining how different developmental areas (language problems or externalizing and internalizing behaviour problems) affect the possibility of a child receiving extra support early in life. The data were drawn from an online survey of 2779 children in Norway conducted in 2015 and included information about children's development and on their background and family factors. There was a strong connection between children's development and the possibility of receiving special education. However, relatively large gender differences were found. Furthermore, only a fairly small proportion of the children characterized as having a problem with language or with internalizing or externalizing behaviour were detected and actually received any special education support.

Norsk og internasjonal lærerutdanningsforskning : hvor er vi? hvor vil vi gå? hva skal vi gjøre nå? p. 153-175

Journal of International Doctoral Research 7(1) p. 30-54

The promotion of children’s development and well-being through high Early Childhood Education and Care (ECEC), quality is one of the core concepts in many international ECEC quality frameworks and guidelines (Bagdi & Vacca, 2005; Sylva, Ereky-Stevens, & Aricescu, 2015). However, this goal has multiple challenges regarding children’s well-being. Firstly, there is a lengthy debate regarding the definition of well-being (Dodge, Daly, Huyton, & Sander, 2012), which mainly focused on adults’ well-being. Children’s well-being is underexposed (Røysamb, 2014). Secondly, children participate in different environments, such as at home and in ECEC centers (Bronfenbrenner, 1979), which might result in discrepancies regarding their well-being between these environments. This may be through the presence of protective and/or risk factors in the different environments, but also with regard to the individual child (AalbersVan Leeuwen, Van Hees, & Hermanns, 2002; Asscher, Hermanns, & Dekovic, 2008). The influence of these factors is dependent on the interplay between the child’s genes and the environment (Røysamb & Nes, 2018). These challenges and the large international political focus on children’s well-being in ECEC require a universal conceptual framework. The current study conducts a literature review regarding children’s well-being in ECEC. Based on this review, a new framework regarding zero-to-five-year olds’ well-being is presented. With this framework, organizational tools are provided for research, policies and practices to understand the complexity of children’s well-being, to develop instruments that measure well-being directly, and to see what is needed from the different environments to promote children’s well-being.

Spesialundervisning – Innhald og funksjon p. 368-385

European Journal of Special Needs Education 33(4) p. 525-540 Doi: https://doi.org/10.1080/08856257.2017.1373494

A large number of children are today receiving special education in Norway. The high cost to society and possible long-term consequences for the students make it important to understand the interrelationship of the causes and effects related to receiving special education services. Unfortunately, at present there are only few rigorous studies of the effects of receiving special education services. This study examined the interrelationship between receiving special education services and students’ math and language skills in upper secondary school in Norway. Data from 2756 students in the large population-based special education study (SPEED) was used that included information from questionnaires on students’ development, learning environment and family background. Results showed that students receiving special education services had slightly lower scores on their language test but similar scores on their math test compared to the group of students not receiving special education services, when conservative methodological approaches were used to control for possible covariate bias.

Spesialundervisning – Innhald og funksjon p. 123-145

Aalborg Universitetsforlag

Spesialpedagogikk 81(3) p. 51-64

Cepra-striben - tidsskrift for Evaluering i Praksis p. 22-29

Paideia - Tidsskrift for professionel pædagogisk praksis 10 p. 4-6

Paideia - Tidsskrift for professionel pædagogisk praksis p. 76-89

Journal of International Scientific Publications: Educational Alternatives 13 p. 677-683

Paideia - Tidsskrift for professionel pædagogisk praksis 10 p. 46-55

Paideia - Tidsskrift for professionel pædagogisk praksis 9 p. 4-8

Child: Care, Health and Development 40(1) p. 77-84 Doi: https://doi.org/10.1111/cch.12003

Handbook of child well-being : theories, methods and policies in global perspective p. 555-631 Doi: https://doi.org/10.1007/978-90-481-9063-8_13

BMC Psychology 2(Article 34) Doi: https://doi.org/10.1186/s40359-014-0034-3

Background: Previous research has found that language and motor skills are closely interrelated developmental areas. This observation has led to questions about the specificity of these domains, and the nature of the associations. In this study, we investigated the longitudinal relationship between language and gross and fine motor performance from 3 to 5 years of age. Methods: We tested the prediction across and within developmental domains using cross-lagged panel models. In addition, estimates of specificity for each domain were calculated. Analyses were performed using parental reports in a sample of 11 999 children from a prospective population study. Results: Structural equation modelling revealed unique positive predictions from early language performance to later fine and gross motor skills. Neither gross nor fine early motor skills uniquely predicted later language performance. Both language and motor skills were stable from 3 to 5 years of age. Motor skills were more stable in boys than in girls. Boys had lower scores than girls on fine motor performance, but gender differences in cross-lagged associations between language and motor performance were non-significant. The variance specific to language performance decreased from 68% to 46% in relation to fine motor skills and from 61% to 46% in relation to gross motor skills from 3 to 5 years of age. Conclusion: From 3 to 5 years of age the stability within each developmental area is high, and unique prediction from one domain to the other is weak. These results implicate stable and correlated developmental pathways at this age.

Utdanning 2013 - fra barnehage til doktorgrad p. 35-56

Child Development 84(4) p. 1152-1170 Doi: https://doi.org/10.1111/cdev.12040

Journal of Developmental and Behavioral Pediatrics 33(7) p. 562-569 Doi: https://doi.org/10.1097/DBP.0b013e3182648727

International Journal of Behavioral Development 36(3) p. 197-204 Doi: https://doi.org/10.1177/0165025411431409

Early Child Development and Care 181(8) p. 1007-1019 Doi: https://doi.org/10.1080/03004430.2010.508558

Tidsskrift for Norsk psykologforening (Psykologtidsskriftet) 48 p. 578-581

Håndbok i sped- og småbarns psykiske helse p. 770-783

Skolen i aftenlandet? Artikkelsamling med ukorrekte innfallsvinkler p. 173-193