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The immediate impact of different types of television on young children's executive function

Pediatrics (Evanston), 2011-10, Vol.128 (4), p.644

2011

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The Impact of Pretend Play on Children's Development: A Review of the Evidence

Psychological bulletin, 2013-01, Vol.139 (1), p.1-34

2013

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The Contribution of Symbolic Skills to the Development of an Explicit Theory of Mind

Child development, 2014-07, Vol.85 (4), p.1535-1551

2014

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Pretend Play and Fantasy: What if Montessori Was Right?

Child development perspectives, 2019-06, Vol.13 (2), p.85-90

2019

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Why Do the Children (Pretend) Play?

Trends in cognitive sciences, 2017-11, Vol.21 (11), p.826-834

Lillard, Angeline S.

2017

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The real thing: preschoolers prefer actual activities to pretend ones

Developmental science, 2018-05, Vol.21 (3), p.e12582-n/a

2018

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Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Frontiers in psychology, 2017-10, Vol.8, p.1783-1783

2017

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An Association Between Montessori Education in Childhood and Adult Wellbeing

Frontiers in psychology, 2021-11, Vol.12, p.721943-721943

2021

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Just Google It: Young Children's Preferences for Touchscreens versus Books in Hypothetical Learning Tasks

Frontiers in psychology, 2016-09, Vol.7, p.1431-1431

2016

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What Shall We Do: Pretend or Real? Preschoolers' Choices and Parents' Perceptions

Journal of cognition and development, 2020-03, Vol.21 (2), p.261-281

2020

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How is theory of mind useful? Perhaps to enable social pretend play

Frontiers in psychology, 2015-10, Vol.6, p.1559-1559

2015

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Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Educational psychology review, 2019-12, Vol.31 (4), p.939-965

Lillard, Angeline S.

2019

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Investigating the Structure of the Children's Concentration and Empathy Scale Using Exploratory Graph Analysis

Psychological Test Adaptation and Development, 2021, Vol.2 (1), p.35-49

2021

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Neuroepigenetic impact on mentalizing in childhood

Developmental cognitive neuroscience, 2022-04, Vol.54, p.101080-101080, Article 101080

2022

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Cultural Variations in Global Versus Local Processing: A Developmental Perspective

Developmental psychology, 2014-12, Vol.50 (12), p.2654-2665

2014

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Rethinking Education: Montessori’s Approach

Current directions in psychological science : a journal of the American Psychological Society, 2018-12, Vol.27 (6), p.395-400

Lillard, Angeline S.

2018

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Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs

Journal of school psychology, 2012-06, Vol.50 (3), p.379-401

Lillard, Angeline S.

2012

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Montessori Education's Impact on Academic and Nonacademic Outcomes: A Systematic Review

Campbell Systematic Reviews, 2023-09, Vol.19 (3), p.e1330-e1330

2023

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“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Psychology in the schools, 2023-03, Vol.60 (3), p.541-565

2023

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Montessori as an alternative early childhood education

Early child development and care, 2021-07, Vol.191 (7-8), p.1196-1206

Lillard, Angeline S.

2021

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Can that really happen? Children’s knowledge about the reality status of fantastical events in television

Journal of experimental child psychology, 2015-11, Vol.139, p.99-114

2015

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The Magic School Bus dilemma: How fantasy affects children’s learning from stories

Journal of experimental child psychology, 2021-10, Vol.210, p.105212-105212, Article 105212

2021

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Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks

Journal of cognition and development, 2023-01, Vol.24 (1), p.129-141

2023

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Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Child development, 2006-11, Vol.77 (6), p.1762-1777

2006

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Further Examination of the Immediate Impact of Television on Children's Executive Function

Developmental psychology, 2015-06, Vol.51 (6), p.792-805

2015

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The immediate impact of different types of television on young children's executive function

The Impact of Pretend Play on Children's Development: A Review of the Evidence

The Contribution of Symbolic Skills to the Development of an Explicit Theory of Mind

Pretend Play and Fantasy: What if Montessori Was Right?

Why Do the Children (Pretend) Play?

The real thing: preschoolers prefer actual activities to pretend ones

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

An Association Between Montessori Education in Childhood and Adult Wellbeing

Just Google It: Young Children's Preferences for Touchscreens versus Books in Hypothetical Learning Tasks

What Shall We Do: Pretend or Real? Preschoolers' Choices and Parents' Perceptions

How is theory of mind useful? Perhaps to enable social pretend play

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Investigating the Structure of the Children's Concentration and Empathy Scale Using Exploratory Graph Analysis

Neuroepigenetic impact on mentalizing in childhood

Cultural Variations in Global Versus Local Processing: A Developmental Perspective

Rethinking Education: Montessori’s Approach

Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs

Montessori Education's Impact on Academic and Nonacademic Outcomes: A Systematic Review

“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Montessori as an alternative early childhood education

Can that really happen? Children’s knowledge about the reality status of fantastical events in television

The Magic School Bus dilemma: How fantasy affects children’s learning from stories

Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks

Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Further Examination of the Immediate Impact of Television on Children's Executive Function

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