Recenzja książki: Nirmala Rao, Jing zhou, Jin Sun (eds.), Early Childhood Education in Chinese Societes, seria „International Perspectives on Early Childhood Education and Development”, Springer Science + Business Media
PEŁNY TEKST:
REFERENCES
Afek J., Gut A. (2017), O chińskim modelu wczesnej edukacji dziecięcej w kontekście międzykulturowych badań psychologicznych. Roczniki Humanistyczne, LXV, 1, 5–28.
Chao R.K. (1994), Beyond parental control and authoritarian parenting style: Understanding chinese parenting thought cultural notion of training. Child Development, 65, 1111–1119.
Chua A. (2011), Bojowa pieśń tygrysicy. Dlaczego chińskie matki są najlepsze? tłum. M. Moltzan-Małkowska, Prószyński i S-ka.
Dunn J., Brown J., Slomkowski C., Tesla C., Youngblade L. (1991), Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352–1366.
Dixson H.G.W., Komugabe-Dixson A.F., Dixson B.J., Low J. (2017), Scaling theory of mind in a small-scale society: A case study from Vanuatu. Child Development, 89, 6, 2157–2175, doi:10.1111/cdev.12919.
Lewis C., Huang Z., Rooksby M. (2006), Chinese preschoolers’ false belief understanding: Is social knowledge underpinned by parental styles, social interactions or executive functions? Psychologia, 49, 252–266.
Ruffman T., Perner J., Parkin L. (1999), How parenting style affects false belief understanding. Social Development, 8, 3, 395–411.
Vinden P.G. (1996), Junin quechua children’s understanding of mind. Child Development, 67, 4, 1707–1716.
Wellman H.M., Fang F., Liu D., Zhu L., Liu G. (2006), Scaling of theory-of-mind understandings in Chinese children. Psychological Science, 17, 12, 1075–1081.