Wissenschaftliche Publikationen
Hier finden Sie unsere wissenschaftlichen Publikationen, die von anderen Wissenschaftler:innen geprüft wurden (peer-reviewed).
- Brauchli, V., Edelsbrunner, P., Castro, R. P., Barr, R., von Wyl, A., Lannen, P., & Sticca, F. (2024). Screen time vs. scream time: Developmental interrelations between young children's screen time, negative affect, and effortful control. Computers in Human Behavior, 154, 108138.
- Brauchli, V., Sticca, F., Edelsbrunner, P., von Wyl, A., & Lannen, P. (2024). Are screen media the new pacifiers? The role of parenting
stress and parental attitudes for children’s screen time in early
childhood. Computers in Human Behavior, 152, 108057. - Duss, I., Ruedisueli, C., Wustmann Seiler, C., & Lannen, P. (2024). Development of playfulness in children with low executive functions: The role of parental playfulness and parental playtime with their child. Behavioral Sciences, 14(7), 542.
- Ruedisueli, C., Duss, I., Lannen, P., & Wustmann Seiler, C. (2024). Relations between teacher–child interaction quality and children’s playfulness. Early Child Development and Care, 194(7-8), 883–897.
- Sand, H., Eichelberger, D. A., Wehrle, F. M., Simoni, H., Jenni, O. G., & Lannen, P. (2024). Effects of early institutionalization under conditions of psychosocial deprivation on cognitive functioning 60 years later: Findings of the lifestories project. Child Abuse and Neglect, 154, 106917.
- Sand, H., Sticca, F., Eichelberger, D. A., Wehrle, F. M., Simoni, H., Jenni, O. G., & Lannen, P. (2024). Raised in conditions of psychosocial deprivation: Effects of infant institutionalization on early development. Children and Youth Services Review, 163, 107718.
- Wustmann Seiler, C., Duss, I., Ruedisueli, C., & Lannen, P. (2024). Developmental trajectories of children's playfulness in two-to
six-year-olds. Frontiers in Developmental Psychology, 2, 1426985. - Duss, I., Ruedisueli, C., Wustmann Seiler, C., & Lannen, P. (2023). Playfulness from children's perspectives: Development and validation of the Children's Playfulness Scale as a self-report instrument for children from 3 years of age. Frontiers in Psychology, Section Developmental Psychology, 14, 1287274.
- Haug, S., Boumparis, N., Wenger, A., Paz Castro, R., & Schaub, M. P. (2023). Mobile app-based coaching for alcohol prevention among adolescents: Pre-post study on the acceptance and effectiveness of the program "MobileCoach Alcohol". International Journal of Environmental Research and Public Health, 20(4), 3263.
- Ruedisueli, C., Duss, I., Lannen, P., & Wustmann Seiler, C. (2023). External assessment of teachers’ roles during children’s free play and its relation to types of children’s play. Frontiers in Education, 8, 1287273.
- Gasser-Haas, O., Sticca, F. & Wustmann Seiler, C. (2022). Erziehungsbezogene elterliche Depressivität und Selbstwirksamkeitserwartung von Kindern: Die Rolle von Freundschaftsqualität. Psychologie in Erziehung und Unterricht, 69 (e-only).
- Haug, S., Boumparis, N., Wenger, A., Schaub, M.P., Paz Castro, R. (2022). Efficacy of a mobile app-based coaching program for addiction prevention among apprentices: A cluster-randomized controlled trial. International Journal of Environmental Research and Public Health, 19(23), 15730.
- Lannen, P., Bombach, C., Sticca, F., Simoni, H., Jenni, Oskar J. (2022). The LifeStories project: Empowering voices and avoiding harm—Ethics protocol of a long-term follow-up study of individuals placed in infant care institutions in Switzerland. Frontiers in Psychology, Section Developmental Psychology, 13, 1032388.
- Lannen, P., & Jones, L. (2022). Scientific accompaniment: A new model for integrating program development, evidence and evaluation. Journal of Children's Services, 17(4), 237–250.
- Paz Castro, R., Henninger, M., Schaub, M.P., Salis Gross, C. (2022). Changes in attitudes towards smoking during smoking cessation courses for Turkish- and Albanian-speaking migrants in Switzerland and its association with smoking behavior: A latent change score approach. Frontiers in Psychology, Section Health Psychology, 13, 1032091.
- Wustmann Seiler, C., Kammerer, C. & Villiger, A. (2022). «Jetzt sehe ich, was mein Kind für Fortschritte macht!» – Wie verändern die «Bildungs- und Lerngeschichten» die Bildungs- und Erziehungspartnerschaft mit Eltern? Ergebnisse aus zwei Evaluationsstudien in Kindertageseinrichtungen der Schweiz. Frühförderung interdisziplinär, 41, PrePrint Online.
- Wustmann Seiler, C., Sticca, F., Gasser-Haas, O. & Simoni, H. (2022). Long-term promotive and protective effects of early childcare quality on the social-emotional development in children. Frontiers in Psychology, Section Educational Psychology, 13, 854756.
- Gabriel, T.; Keller, S.; Bombach, C. (2021): Vulnerability and well-being decades after leaving care. Frontiers in Psychology, Section Educational Psychology, 12, 577450.
- Gasser-Haas, O., Sticca, F., & Seiler, C. W. (2021). The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model. PLOS ONE, 16(7), e0253888.
- Kalkusch, I., Jaggy, A.-K. , Burkhardt Bossi, C., Weiss, B., Sticca, F., & Perren, S. (2021). Promoting social pretend play in preschool age: Is providing roleplay material enough? Early Education and Development, 32(8), 1136–1152.
- Keller, S.; Gabriel, T.; Bombach, C. (2021): Narratives on leaving care in Switzerland: Biographies and discourses in the 20th century. Child & Family Social Work, 26(2), 248-257.
- Lannen, P., Duss, I., Bombach, C., Graf, N., Simoni, H. (2021). Kleinkinder und ihre Familien zu Zeiten der COVID-19 Pandemie in der Schweiz. Frühförderung interdisziplinär, 40, 119-133.
- Lannen, P., Sticca, F., Bombach, C., Sand, H., Ruiz Gallego, I., Simoni, H., & Jenni, O. G. (2021). Developmental trajectories of individuals placed in infant care institutions—A 60-year follow-up. Frontiers in Human Neuroscience, Section Brain Health and Clinical Neuroscience, 14, 611691.
- Perren, S., Kalkusch, I., Jaggy, A.-K., Burkhardt Bossi, C., Weiss, B., & Sticca, F. (2021). Förderung von Peerbeziehungen durch soziales Fantasiespiel. Frühe Bildung, 10(2), 88–96.
- Von Salis, G., Lannen, P., Simoni, H. (2021). Umfrage zum Kenntnisstand in verschiedenen Arbeitsfeldern über Traumata bei Kleinkindern und deren Familien. Frühförderung interdisziplinär, 40, 175–186.
- White, L. O., Bornemann, B., Crowley, M. J., Sticca, F., Vrtička, P., Stadelmann, S., Otto, Y., Klein, A. M., & von Klitzing, K. (2021). Exclusion expected? Cardiac slowing upon peer exclusion links preschool parent representations to school-age peer relationships. Child Development, 92(4), 1274–1290.
- Wolff,
F., Sticca, F., Niepel, C., Goetz, T., Van Damme, J., & Möller, J.
(2021). The reciprocal 2I/E model: An investigation of mutual relations
between achievement and self-concept levels and changes in the math and
verbal domain across three countries. Journal of Educational Psychology, 113(8), 1529–1549.
- Wustmann Seiler, C., Lannen, P., Duss, I., & Sticca, F. (2021). Mitspielen, (An)Leiten, Unbeteiligt sein? Frühe Bildung, 10(3), 161–168.
- Gasser-Haas, O., Sticca, F., & Wustmann Seiler, C. (2020). Poor motor performance – Do peers matter? Examining the role of peer relations in the context of the environmental stress hypothesis. Frontiers in Psychology, Section Movement Science, 11, 498.
- Jaggy, A.-K., Mainhard, T., Sticca, F., & Perren, S. (2020). The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation. Social Development, 29(4), 976–994.
- Jaggy, A.-K., Perren, S., & Sticca, F. (2020). Assessing preschool children’s social pretend play competence: An empirical comparison of three different assessment methods. Early Education and Development, 31(8), 1206–1223.
- Kalkusch, I., Jaggy, A.-K., Bossi, C. B., Weiss, B., Sticca, F., & Perren, S. (2020). Promoting social pretend play in preschool age: Is providing roleplay material enough? Early Education and Development, 32(8), 1136–1152.
- Lannen, P., Bombach, C., & Jenni, O. G. (2020): Using participatory methods to develop and implement research on historical compulsory social measures and placements in Switzerland. International Journal of Child, Youth and Family Studies, 11(4), 96–120.
- Lannen, P. & Duss, I. (2020). Unterstützung von jungen Kindern aus sozial belasteten und bildungsfernen Familien: Evaluation des Programmes schritt:weise. Eine explorative Studie. Frühförderung interdisziplinär, 39(4), 210–224.
- Sticca, F., Wustmann Seiler, C., & Gasser-Haas, O. (2020). Familial risk factors and emotional problems in early childhood: The promotive and protective role of children’s self-efficacy and self-concept. Frontiers in Psychology, Section Developmental Psychology, 11, 547368.
- Cusati Müller, M., Wustmann Seiler, C., Simoni, H., & Hedderich, I. (2019). Die Teilhabe von Kindern an Sustained Shared Thinking im Freispiel: Einflüsse von Geschlecht und Alter der Kinder. Frühe Bildung, 8(3), 153–160.
- Perren, S., Sticca, F. Weiss-Hanselmann, B., & Burkhardt Bossi, C. (2019). Let us play together! Can play tutoring stimulate children’s social pretend play level? Journal of Early Childhood Research, 17(3), 205–219.
- Reyhing, Y., Frei, D., Burkhardt Bossi, C., & Perren, S. (2019). Die Bedeutung situativer Charakteristiken und strukturelle Rahmenbedingungen für die Qualität der unterstützenden Fachkraft-Kind-Interaktion in Kindertagesstätten. Zeitschrift für Pädagogik und Psychologie, 33(1), 33–47.
- Wustmann Seiler, C., Müller, E., & Simoni, H. (2017). The protective role of childcare quality for behavioral adjustment in 3- to 5-year old children. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49(1), 1–10.
- Perren, S., Frei D., & Hermann, S. (2016). Pädagogische Qualität in frühkindlichen Bildungs- und Betreuungseinrichtungen in der Schweiz. Erste Erfahrungen und Befunde mit dem CLASS Toddler Beobachtungsverfahren. Frühe Bildung, 5(1), 3–12.
- Müller, E., Wustmann Seiler, C., Perren, S., & Simoni, H. (2015). Young children’s self-perceived ability: Development, factor structure and initial validation of a self-report instrument for preschoolers. Journal of Psychopathology and Behavioral Assessment, 37(2), 256–273.