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余利;张叶;张和颐|屏幕使用会削弱幼儿自我调节能力吗？——家长媒介社会化的中介作用,幼儿教育,2025,No.1023No.(Z6):85-90
Zhang, Heyi; Pu, Xiaoling; Hu, Xiaofan; Chen, Yinghe|Early childhood teachers' beliefs and practices of teacher-child interactions in group teaching activities: A multimethod study in the Chinese context,JOURNAL OF EARLY CHILDHOOD RESEARCH,2025
Zhang, Heyi; Yin, Xueli; Yu, Xiao|Connecting teachers' emotional support and young children's self-regulated learning,EARLY YEARS,2025
Gao, Chunying; Zhang, Jingyi; Zhang, Heyi; Chen, Yinghe; Niu, Xiaojuan|The Impact of Interactivity of Touchscreen Technology on 4-and 5-Year-Old Children's Causal Learning and Transfer,DEVELOPMENTAL PSYCHOLOGY,2025
张和颐;余利|屏幕时间类型与幼儿自我调节：成人参与的作用,心理发展与教育,2024,v.41;No.19(05):616-625
Hu, Xiaofan; Wang, Yuchen; Pui, Winnie Sin Wai; Zhang, Heyi|Fostering responsiveness in early childhood pre-service teachers: the role of collaborative reflection,JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION,2025
王雨辰;张和颐|亲社会性动画片对4～6岁幼儿分享行为的影响,早期儿童发展,2025,No.15(02):73-84
乐丹;张和颐|OBE理念下高职早教专业课程重构的优化策略——以贵州某幼儿师专为例的实证分析,贵州教育,2025,No.744(04):33-36
李晓巍;漆跃;胡娟;张和颐;王兴华|如何化冲击为契机？——基于关键事件的学前教育专业实习生专业成长的质性研究,学前教育研究,2025,No.362(02):44-54
谢凌皓;张和颐;马燕凌;曾晶晶|“消极回避”还是“积极参与”？数字时代下的养育压力与幼儿自我调节,心理与行为研究,2025,v.23(01):73-81

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