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Dissertations / Theses on the topic 'Psycho-emotional development of children'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

Harris, Lori Gayle. "Social-Emotional Development in Children with Hearing Loss." UKnowledge, 2014. http://uknowledge.uky.edu/commdisorders_etds/4.

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Many positive outcomes have been documented for children with hearing loss utilizing current treatment approaches such as early identification and intervention, including appropriately fit sensory devices and communication modes that focus on listening and spoken language. However, challenges related to social-emotional development have been widely observed. The development of communication skills in children with hearing loss is impacted by many factors, including the degree of hearing loss, the child's age at onset and identification, the presence of other disabilities, and when the child re

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2

Preedy, Pat. "Are multiple birth children different from singletons? : meeting the educational needs of multiple birth children upon school entry." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274307.

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3

Cannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.

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The quality of children's daily experiences in preschool classrooms is predictive of their school readiness and later achievement (Duncan et al., 2007; La Paro & Pianta, 2000). One particularly important aspect of these experiences is the quality of emotional support provided by teachers and peers in the classroom (Hamre & Pianta, 2005; Howes et al., 2008; Mashburn, 2008; National Center on Quality Teaching and Learning, 2012). Traditionally, emotional support quality has been calculated as the average of ratings taken across the school year and is meant to represent children's average daily e

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4

Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.

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Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en co

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5

Richardson, Sharon Mary. "Life events and emotional development in northwest Florida elementary school children." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000032.

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6

McAuley, M. Colette. "Children in long term foster care : emotional, social and psychological development." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324834.

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7

Passarelli, Rebecca E. "The Measure of Social and Emotional Competence in Children (MSECC): An open-source, stakeholder-informed, and strength-based assessment tool for social and emotional competence in children." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594293390441975.

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8

Toran, Hasnah. "Early identification of social-emotional competence among young children in Malaysia /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1335363481&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-159). Also available for download via the World Wide Web; free to University of Oregon users.

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9

Penick, Claire T. "The Development of Emotional Intelligence: Identifying Components and Correlates in Preschool-Aged Children." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539626282.

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10

Шкільна, О. О., та Т. В. Супрунова. "Вплив тривожності за дитину під час вагітності на психо-емоційний розвиток дитини в неонатальному періоді". Thesis, Сумський державний університет, 2015. http://essuir.sumdu.edu.ua/handle/123456789/41795.

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Накопичені в літературі дані свідчать про те, що поведінка матері під час вагітності, її емоційні стреси служать причиною виникнення різних форм дитячої патології (неврози, тривожні стани, тощо), відставання в розумовому розвитку та інших патологічних станів.

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11

Hur, Eun Hye. "Risk Factors for Children’s Socio-emotional Development in Different Family Structures." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397482147.

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12

Zapata, Restrepo Gloria Patricia. "The effects of music on socio-emotional and musical development in 6-8 year old children." Thesis, University of Roehampton, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570420.

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This thesis describes a research project undertaken in a school located in a deprive neighbourhood of Bogota, the capital of Colombia. The project investigated the effects of musical experiences on social and musical development by means of a mixed methods approach involving children, parents, and teachers. The project comprises three studies: an experimental intervention study; and interviews study and a psycho-musicological study. The experimental intervention study was carried out with two groups of 52 children between six to eight years old; the experimental group followed a music programm

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13

Maynard, Christine N. "An examination of the effects of teacher intervention during sensory play on the emotional development of preschool children." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/617.

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14

Sharpe, Amanda Marie. "The Effects of Touchscreen Technology Usage on the Social Emotional Development of Preschool-Aged Children." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3749.

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Technology plays an increasingly significant role in the lives of children and adults, and it is imperative to understand if and how it impacts the development of psychological processes and the subsequent behaviors of preschool-aged children so that we can better understand how to navigate guidelines for use and interventions for overuse. To better understand the relationship between screen time use and a child’s social emotional development, it is important to consider parent time on screens, child time on screens, and any effects an older sibling in the home or parental gender may have on t

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15

Lee, Sae Me. "Emotional Sensibility and Early Childhood Education: Building Quality Relationships." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21863.

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In close alignment with the Early Years Learning Framework (EYLF) for Australia, the underlying premise of this thesis is that the early years, from birth to five years, are educationally, profoundly important. It follows, therefore, that those who work with young children in early childhood (EC) settings, performing this important and foundational educational role should be professional educators or teachers, educated to the same professional, educational standard as teachers in schools. Moreover, the relationships that EC educators or teachers form with the young children in their care shou

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16

Kimes, Lynette Marie. "Adolescent parents' understanding of the social and emotional development of their very young children /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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17

Ashwin, Emma Louise. "The influence of foetal testosterone on social-emotional abilities and brain development in children." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596192.

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This thesis provides a convergent view of the role of foetal testosterone (fT) on social development during childhood. This has involved the study of the social and emotional development of typically developing children (n = 200 boys and girls, aged 6-9 years) whose mothers underwent routine amniocentesis as part of the Cambridge Child Development Project. Chapters 1 and 2 provide a comprehensive review of literature. Chapters 3, 4, 5 and 6 describe six empirical behavioural studies: a parental report of emphasising abilities; two tasks of emotion recognition; and emotional memory task, an eye

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18

Costas, Lisa Daniels. "Parental Expectations of Social-Emotional and Self-Help/Self-Direction Development in Abused Children." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc500588/.

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The present study examined the existence of unrealistic expectations in abusive parents. It was hypothesized that abusive parents would have higher expectations of their children's social-emotional and self-help skills than nonabusive parents. It was also hypothesized that abusive parents would have higher expectations of their children's social-emotional skills than nonabusive parents when both groups compared their children to average children. Abusive and nonabusive parents were administered the Social Competence Scales of the Child Behavior Checklist and the Daily Living Skills domain of t

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19

Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.

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20

Wade, Christine E. "The effects of after-school program participation positive relationships foster social-emotional development in children /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594484961&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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21

Team, Rachel Marie. "Is social-emotional development a predictor of school success in Head Start children? A field study." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1866.

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22

Wills, Nicolene. "The general and emotional development of a sample of South African children in residential care." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1578.

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The main aim of this study was to explore and describe the general and emotional development of a sample of South African children between the age of five and eight years in residential care. More specifically, the study aimed to explore and describe the general level of development of a sample of children in residential care; to explore and describe the development of a sample of children in residential care in six areas of development; and to describe the emotional wellbeing of children in residential care. A non-probability, purposive sampling method was applied as the participants were com

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Pugh, Jenna L. "Relationship Between a Measure of Social and Emotional Development and Early Communication Development in Young Children with Cleft Palate." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1199.

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This study was an examination of responses to a standardized assessment of social-emotional behaviors and correlation with speech and language development in young children with cleft palate and/or lip. Twenty-eight participants aged 14-35 months with nonsyndromic cleft palate and or lip were included in this study. The Infant-Toddler Social and Emotional Assessment (ITSEA) was used to identify emerging social and emotional behaviors. Descriptive analysis of ITSEA results was completed. Pearson correlation coefficient and effect size estimates were calculated between ITSEA domain raw scores an

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24

Williams, Natalie A. "Short and long-term effects of birth weight and neonatal medical complications on children's emotional and behavioral outcomes." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5501.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 18, 2009) Vita. Includes bibliographical references.

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25

Hampton, Sujatha Sarngadharan. "An analysis of a professional development school : implications for the preparation of teachers for students with emotional and behavioral disorders /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992807.

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26

Westover, Kathleen. "Do Attitudes About Spoiling Children Affect Attitudes Regarding What Infants Need for Early Social-Emotional Development." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1195.

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Secure infant attachment is important for the positive social-emotional development of children. Many parents have limited understanding of social-emotional development and the influence of appropriate responsive parenting behaviors to their infants’ cues. For example, many parents believe you can spoil an infant if you pick them up every time they cry. Researchers study the impact of positive responses to infants’ cues. Infants form a more secure attachment and learn to interpret the world as a safe place for exploration when parents respond to their signs of distress. In contrast, infants re

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27

de, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.

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Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009<br>The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in Sou

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28

Hoffman, Jill Ashley. "Promoting Healthy Social-Emotional Development in Vulnerable Young Children: The Importance of Head Start Teachers and Centers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468933916.

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29

Muelle, Christina More. "The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/229.

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Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity (Bandura, 1989). This study examined the relationship between Hispanic children’s prekindergarten social and emotional development and their academic success. Hispanic children from a large southeastern city whose parents were rece

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30

Lattimer-List, Stephanie Lynne. "The impact of early familial experiences on emotional intelligence." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2684.

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The purpose of this study was to examine the effect of early familial influences on the development of young adults' emotional intelligence. It was hypothesized that attachment security would be positively and significantly related to emotional intelligence, and conversely, that insecure attachment would be inversely related to emotional intelligence.

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31

Ostmeyer-Kountzman, Katrina Francine. "Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64287.

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School-wide positive behavior support (SWPBS), a tiered prevention model targeted at making educational environments safe and effective, is swiftly gaining popularity in the United States (Brandt, Chitiyo, May, 2012). This model aims to teach prosocial behavior through positively stated rules and expectations; however, there is little research examining social skills instruction using a tiered model (Schoenfield, Rutherford, Gable, Rock, 2008). This is of considerable concern for children with autism spectrum (ASD) and related social disorders as educators attempt to address the social needs

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Harlacher, Jason E. "Social and emotional learning as a universal level of support : evaluating the follow-up effect of Strong Kids on social and emotional outcomes /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10225.

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33

Smith, Nanette. "Social and emotional development : an intervention programme for nursery children making the transition to the school playground." Thesis, Coventry University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342199.

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34

Hogan, Susan Elizabeth. "Teaching mathematics to children with emotional and behavioural difficulties : the development of practice as a personal journey." Thesis, Open University, 2003. http://oro.open.ac.uk/54558/.

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Children with emotional and behavioural difficulties (EBD) are often characterised as 'challenging' and 'unteachable'. The purpose of this thesis is to demonstrate how one teacher's personal enquiry into her practice reveals an alternative perspective on teaching mathematics to children with EBD. If it is accepted that the mathematics classroom is challenging to the child then the role of the mathematics teacher becomes one of developing a trusting relationship with the child based on the teacher's use of empathy and 'being there'. It is important for the mathematics teacher to take risks in u

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35

Morrongiello, Michael A. "Visual-motor development and the emergence of emotional indicators : a reexamination of the Bender gestalt test with young children." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720305.

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The purpose of this investigation was to determine the extent to which visual-motor maturity influenced the emergence of diagnostic emotional signs on the Bender Gestalt Test. The Bender Gestalt Test was administered to 400 first and second grade students from lower middle class homes in Wisconsin. The subjects were in regular education classes and were, therefore, not identified as having learning or emotional problems. Each subject was given a Bender Gestalt Test, which was subsequently scored for developmental errors and emotional indicators according to the Koppitz system. Pearson product

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36

Shim, Mikyung. "Prevalence of EBD (Emotional and Behaviour Difficulties) in Korean children and associations with environmental factors : the "situation-specificity" of EBD." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021587/.

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In the socio-ecological perspective, human behaviour is regarded as determined by the characteristics of an individual, the characteristics of his/her environment and their reciprocal interactions. This perspective assumes that situational factors play a significant part in these interactions. The present study was based on this perspective and sought to investigate environmental factors associated with EBD (emotional and behavioural difficulties). It aimed to provide evidence of the need to take EBD seriously in Korea and to find out environmental factors in families and schools which are ass

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37

Albrecht, Lena. "Play interventions supporting the social and emotional development of preschool children with externalizing emotional and behavioral difficulties : A systematic literature review from 2000 to 2017." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35747.

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The number of preschool children displaying externalizing emotional and behavioral difficulties is constantly increasing. At the same time, these children often lack social and emotional skills as well. Even though more and more children display this noticeable behavior and preschool teachers are constantly reporting being overwhelmed with these children’s behavior in preschool, a high number of children do not receive any support or intervention. Play provides appropriate means to support children’s social and emotional development as play has a significant importance in young children’s deve

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Cheng, Yi-Ju. "Impact of Child-centered Group Play Therapy on Social-emotional Assets of Kindergarten Children." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804822/.

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Early childhood is a critical period during which children develop social-emotional competence that will affect future success. Developing social-emotional assets is of importance for kindergarten children because of their concurrent cognitive and social changes as well as the experience of transitioning from home to school environment. A growing number of schools have adopted social-emotional learning (SEL) programming to focus on fostering children’s prosocial behaviors through direct instruction and engaging activities in classroom settings. However, some researchers have proposed that le

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39

Bloom, Laura. "I Need a Soft Place to Land: The Need for Therapeutic Preschool Settings for Children and Their Families." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/37.

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Young children entering school without adequate social and emotional (SEL) skills may have a hard time learning. Knowing how to get along with others, following directions, managing emotions, and paying attention are all skills that fall into this area (McClellan, Thomas, Schmitt, & Duncan, 2017). With the growth of pre-K state funded classrooms under the Office of School Readiness (OSR) in Alabama, there has been a tremendous increase in the number of 4-year olds attending preschool as well as an increase in the number of children identified as having difficulty with SEL skills. Successful in

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Coci, Yajna. "'Me and My Mates': Development and Evaluation of an Emotional and Social Competence Programme for Pre-Primary Children." Thesis, Coci, Yajna (2011) 'Me and My Mates': Development and Evaluation of an Emotional and Social Competence Programme for Pre-Primary Children. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/6953/.

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A well-accepted finding from past research is that children from low socio-economic status (SES) suburbs have a higher proportion of emotional and social competence problems that later manifest into psychopathology and social maladjustment than children from high SES suburbs. This thesis reports the development, trial and evaluation of a classroom-based emotional and social competence programme, 'Me and My Mates' for pre-primary-aged Western Australian children from low SES suburbs. It was hypothesised that children who participated in Me and My Mates would show significantly greater increase

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Dinsman, Patricia L. "Social/emotional problems among children and youth with differing degrees of sensorineural hearing loss." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/738.

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Treanor, Morag. "Exploring the impacts of assets and vulnerabilities of families experiencing multidimensional poverty and income inequality on children's early cognitive, social, emotional and behavioural developmental outcomes in Scotland." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8871.

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Living in poverty and persistent low income has detrimental impacts on many facets of the lives of parents and children. During the early years of the new millennium this was of primary concern to the Scottish and UK governments: in response, policies were implemented to improve children's developmental outcomes, and to increase both maternal employment and levels of income for low paid and unemployed families. Previous qualitative research on families living in poverty revealed that families have varying degrees of additional vulnerability depending on their levels of social assets, e.g. soci

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Ryu, SungJin. "The relationship between Korean mothers' communication practices with their children and children's deliberation-Relevant communication abilities emotional regulation capacity and social cognitive development /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164894240.

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Nelson, Helen. "Age, gender and sociodemographic differences in school entrants' social and emotional competence." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1830.

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Aim. This research aimed to establish baseline age, gender, and sociodemographic differences in school entrants’ social and emotional competence to provide an empirical base for supporting positive responses to normal development in children as they begin school, thereby promoting life-long patterns of health and wellbeing. Review of Literature. Health priorities for children in a rapidly changing society are shifting due to the changing nature of social and emotional demands, resulting in an increasing complexity of health and developmental problems. Consequently, the role of the school nurse

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Hugo, Lucille. "The development and evaluation of a self-concept enrichment programme for children aged 7-9 years / Lucille Hugo." Thesis, North-West University, 2005. http://hdl.handle.net/10394/854.

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This study was an integral constituent of a multidisciplinary research project by the School of Psychosocial Behavioural Sciences: Psychology and the School for Bio-kinetics, Recreation and Sport Sciences of the Northwest University (Potchefstroom Campus). Previous research has found that children diagnosed with Developmental Co-ordination Disorder (DCD) manifest with motor impairments and psychological impediments, such as a poor self-concept (Henderson, May & Umney, 1989; Losse et a/., 1991 ; Skinner & Piek, 2001). The purpose of this multidisciplinary research project was thus to intervene

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Webb, Nichola Lucia. "The development of social–emotional skills in pre-primary children: A comparison of parent, teacher and combined coaching programs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2213.

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The development of social–emotional skills is pivotal in generating positive outcomes for mental health and wellbeing throughout the childhood period and into later life (Hertzman, 2004; Moore, 2006; Sosna & Mastergeorge, 2005). While research has explored the effects of parent and teacher influences on young children’s social–emotional skills, most studies have either focussed on high-risk child populations, compared single influences with each other (e.g., parent versus teacher) or compared one combined group of influences with a control group. Few studies have directly compared the separate

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Kirst, Susan J. "Beyond Family Contextual Variables in Latino Children's Social-Emotional Development: The Relationship of Spanish Resources to Social Competence." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2415.

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Thesis advisor: Jacqueline Lerner<br>Understanding the family and school factors that lead to Latino children's social competence in the United States is a critical issue for the school success of our expanding Latino population. Using a Latino subsample of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N = 3,072), this study examined socioeconomic status, home language, and parental stress in relation to parenting behaviors as predictors of kindergarten children's social skills in the classroom. Spanish instruction in the classroom was investigated as a moderator of

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Billings, Giovanni M. "Father care-giving and the development of empathy and general social and emotional competence among school-aged males." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Fyffe, Loyd R. "An Investigation of Primary School Children with High and Low Values Scores and the Development of an Instrument to Measure Children's Values." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365283.

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Values education is often controversial, reflecting contradictory but deeply held beliefs by different sections of society as to what are core human values. This study has focused on the issues surrounding the development of an instrument suitable to measure children's multidimensional values profiles. A review of the literature identifies a gap, both in the availability of instruments suitable to measure the values profiles of primary school students, and in the documentation of the different characteristics of students with a low values profile score compared with students with a high value

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Koksal, Ozgun. "Normative And Emotional Responses In A Peer Conflict Paradigm: A Developmental Study On 3- And 5-year-old Turkish Children." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614700/index.pdf.

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Abstract:

The purpose of the study is to investigate the development of normative understanding and its relation to emotional states. Two samples of late 3- and 5-year-old Turkish pre-school children were studied. We adopted a peer conflict paradigm in which we taught two children conflicting rules for playing a game and asked them to play the game together, later (incompatible condition). Since children had learned different rules we expected them to protest when their partners played the game with a different rule. Results revealed that both 3- and 5-year-old children were competent at understanding t

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