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Articles by tag "care":

Balandin D.L., Komarova I.I., Smirnova I.N. Monitoring of a child’s individual development (from birth to school)

2022, 2 p. 40–51

Balandin D.L. , Smirnova I.N. , Komarova I.I.

212

Relevance of the article. In the modern world, as a result of the rapid development of medicine and the possibilities of caring for children, the number of children with special developmental needs is sharply increasing. This leads to an increase in disability, especially in cases where it is not possible to identify developmental disabilities at an early age and begin to take action. This is facilitated by the model of medical care in which the doctor has limited time to monitor the child. Therefore, in working with small kids, there is a problem of non-detection of deviations in development arises. On the other hand, even when children who need special conditions are identified, there is a problem of inaccessibility of developmental and educational services to children with disabilities at an early age (from birth to 3 years); lack of conditions for the formation of an inclusive environment in preschools (large group size – up to 30 people; lack of specialists in preschools; lack of network mechanisms for interaction with the territorial system of early intervention; a large variety of educational cases, etc., in the absence of an assessment of the quality of these resources.

The aim of the article. Development of an automated system “Child’s World”, aimed at early detection of developmental disabilities through pedagogical, parental and medical monitoring.

Description of the research progress. Monitoring was based on teachers’ observation over the behavior of children in nurseries and kindergartens and fixing of the results of the teacher’s observations of children in the system. In addition to teachers, the children are monitored by doctors and parents. The self-learning system adjusts the scores depending on the increase in the number of participants in the system. Based on the data obtained in the system, a psychological and pedagogical commission is organized in kindergarten. If necessary, parents are advised to contact the Psychological, medical and pedagogical commission, where specifics of development is verified and recommendations are made for the conditions of the child’s education. An adapted program is being developed in the kindergarten, observations are continuing and their recording is being carried out. The system is adjusted no more than once every six months.

The results of the study. The project was supported by the Agency for Strategic Initiatives, adopted as a good practice and discussed at a meeting of ASI experts. In December 2021, the project was also presented at the meeting “Digital Transformation in Preschool Education” at the Analytical Center under the Government of the Russian Federation. The project is currently being tested. In parallel, the artificial intelligence system is being trained.

Conclusion. The Information system was developed with much more functionality than expected, including not only pedagogical monitoring, but also medical; teachers of three regions (Klin, Moscow region; Omsk; Kazan, Republic of Tatarstan) were trained in five educational complexes. Pediatricians and nurses were trained in five medical institutions. Parents, whose children participated in the testing, were also trained.

Keywords: preschool education individual child development monitoring digital transformation information system medical care

DOI: 10.24412/1997-9657-2022-2110-40-51

Zinovieva A.A., Maznichenko M.A., Shuvanova V.P. Inclusion of Preschool Children in Trial Professional Activities as a Means of Early Career Guidance

2020, 5 p. 18–31

Maznichenko M.A. , Zinovieva A.A. , Shuvanova V.P.

Early career guidance – helping a child in pre-professional self-determination, choosing a suitable type of work, taking into account his needs and capabilities – is an essential condition for training professional personnel capable of ensuring Russia’s global competitiveness. It is necessary to start early career guidance from kindergarten, since it is during preschool childhood that a child develops an attitude towards work, professions, and a model of work activity. Early career guidance is included in the educational program of the preschool educational institution (area “Social and Communicative Development”) as an integral part of the full development of the individual. However, in the mass practice of kindergartens, early career guidance most often comes down to acquainting children with professions and types of work and the formation of a value attitude to work and representatives of professions. At the same time, children are not included in real professional activities, they can’t try themselves in different professions. This article proposes a means of strengthening the practical orientation of early career guidance of preschool children – including them in trial professional activities in specially equipped centers of professional tests based on the kindergarten and its social partners. The authors analyzed the available scientific research, innovative projects and programs for early career guidance implemented by kindergartens. The experience of organizing professional mini-tests for preschoolers, available in the kindergarten of the Chegdomyn village, was studied. The ways of developing this experience are shown through the creation of centers for professional tests based on kindergartens and its social partners, equipped with modern professional realities and safety requirements of preschoolers, and organizing children’s trial professional activities in them during regime moments as part of the “Professional Navigator” program (component variable part of the main educational program of preschool education). The article reveals the conditions for the inclusion of preschool children in trial professional activity.

Keywords: early career guidance professional tests preschool children trial professional activity of preschool children professional tests of preschool children centers of professional tests in kindergarten

DOI: 10.24411/1997-9657-2020-10082

Fabian Gülzau. (Un) Equal from the Start? A Quantitative Analysis of Preschool Children’s Participation in Organized Activities in Germany

2020, 1 p. 66–78

Gülzau F.

In this article, I investigate preschool children’s participation in organised activities. Current political and academic debates consider informal education as a prime vehicle for potentially diminishing social class inequalities in educational outcomes before school entry. However, studies point to unequal participation rates between social classes, which means the activities might actually aggravate existing disparities. Various explanations have been offered for this social class gap. Some scholars argue that material resources play a pivotal role, while others say that culture is the decisive factor. This study uses the kindergarten cohort of the German National Educational Panel Study (NEPS) to test how far these two dimensions contribute to social class differences in preschool children’s participation in organised activities. My analysis shows that both dimensions are important determinants of children’s participation in organized activities. However, occupational characteristics also have a considerable effect, which suggests shortcomings in the current scholarly discussion.

Keywords: early childhood parenting social class organised activities early childhood education and care (ECEC)

Fukkink R., Jilink L., Oostdam R. A Meta-analysis of the Impact of Early Childhood Interventions on the Development of Children in the Netherlands: an Inconvenient Truth?

2019, 2 p. 70–79

Oostdam R. , Jilink L. , Fukkink R.

Following on from successful early intervention programs abroad, the Netherlands also introduced a number of different programs to tackle educational disadvantage in preschool and early years education. Studies that investigate the effects of Dutch early childhood interventions have been published since 2000. This meta-analytic review study summarizes the findings from 21 experimental comparisons which study some 50,000 children in the period between 2000–2015, with a total of 165 outcome measures. The aggregate effect of early childhood interventions compared with standard preschool and early years groups is not statistically significant. The disappointing results indicate that special early childhood education programs currently offer no added value for the development of young children in the Dutch context over and above regular preschool and early years groups. A focus for Dutch policy is to improve future practice based on scientific evidence around effective approaches to ECEC. Further, the implementation of study designs with more experimental control would strengthen the current knowledge base.

Keywords: early childhood education and care (ECEC) early intervention developmental outcomes review meta-analysis

Sokolov V.Ju. Regulation of the Educational Process in the United Kingdom and Russia

2017, 9 p. 48–57

Sokolov V.Ju.

This article examines British early childhood education; regulation of the educational process for early (preschool) age children; and the features of content, organization and the estimation components of education in preschool stage. The author presents the translated documents and conducts comparative analysis of the legislative acts of the United Kingdom of Great Britain and Northern Ireland and the Russian Federation to identify the characteristics of English preschool education. After studying the history and development of early childhood education in Great Britain, the author pays special attention to the Education Act and the National Curriculum and the documents accompanying this legislative act that regulate the activity of educators: Statutory guidance «Early years (under 5s) foundation stage framework (EYFS)», «EYFS learning and development requirements: exemptions for children», «Early years foundation stage profile: exemplification materials» and «Statutory guidance on sex and relationship education». The analysis of the structure of the National Curriculum makes it possible to draw the first conclusion that it significantly differs from the Federal Educational State Standard of early childhood education, but the ideas embodied in both documents are similar and reflect the features of preschool age, and emphasize its self-worth. The analysis of documents and guidebooks accompanying the National Curriculum also makes it possible to draw a conclusion about the importance of pedagogical monitoring, as these documents are aimed at supporting educators in conducting diagnostics.

Keywords: early childhood education and care educational system in the UK early childhood education and care in the UK Federal State Educational Standard National curriculum in the UK

Vershinina N.A., Lagutina J.V. The Regulatory Framework for the Home-Based Childhood Education and Care Services in Modern Russia

2017, 7 p. 46–57

Lagutina J.V. , Vershinina N.A.

This article unfolds the specifics of how various forms of home-based preschool education are employed in the Russian Federation. Home-based preschool education and care is a new form of education for infants, toddlers, and preschoolers and can be differently organized from a legal point of view. The authors define typical models of early childhood education and care in homeschool environments: tutoring services, family-run preschool groups, family-run kindergartens, and home-based kindergartens. This article pays special attention to those models of homeschool education where the caregiver is a mother of one, some, or all of the children, and the pedagogical process occurs in the apartment or private home of the mother-caregiver. Research was conducted in the form of content analysis of discussions between mother-caregivers on the social network “vkontakte.” Through this research, the authors discovered some typical difficulties of early childhood education and care in homeschool environments. The following issues were discovered in home-based preschool classrooms: organizational issues associated with receiving approval for the opening of a home-based preschool classroom from educational authorities, from the Federal Service for Surveillance on Consumer Rights Protection and Human Wellbeing, and from the Fire Oversight; the establishment of labour relations with the head preschool; pedagogical problems with respect to the design and implementation of the preschool curriculum, the organization of individual and group educational situations, and the arrangement of informative walks. In family-run preschools problems have arisen in relation to the legal arrangements necessary for a self-employed person, bookkeeping and work without fines, as well as with attracting potential clients for paid preschool education and/or the caring and supervising of children. Within the article, the necessity of quality assurance in home-based preschool classrooms is pinpointed and solutions to these problems are suggested.

Keywords: family-run preschool groups family-run kindergartens home-based kindergartens mother-caregiver

Shiyan O.A., Zadadayev S.A., Shiyan I.B., Kataeva M.K., Kozlova O.A., Perfilova M.A., Oskina J.O. Understanding Development Processes as a Means of Developing Creative Thinking in Preschoolers

2017, 6 p. 46–57

Oskina J.O. , Kozlova O.A. , Kataeva M.K. , Perfilova M.A. , Shiyan I.B. , Zadadayev S.A. , Shiyan O.A.

This article examines the relationship between different aspects of cognitive development: formal-logical thinking, dialectical thinking, imagination, and cyclic representations. The findings of their research allow the authors to claim that there are two pairs of relationships which can conditionally be called the “standard cluster” (cyclic representations and formal-logical thinking) and the “cluster of transformation” (the action of mediation and image activation within the imagination). This means that the understanding of the world around us and the creation of something new turn out to be not alternatives, but mutually reinforcing tasks. Dialectical thinking acts as a psychological mechanism for understanding consistent patterns and the creation of new things. The article concludes that developmental processes should be the most essential part of education. Creative thinking will develop provided that the processes of development are given to children as a problem that must be solved and not as information that must be learned. Consequently, children will simultaneously comprehend the world around them and learn to create something within it.

Keywords: preschool education and care dialectical thinking creative thinking formal-logical thinking development processes

Masaeva Z.V. The Implementation of the Federal State Educational Standard as Guarantee of Psychological Safety in the Learning Environment of a Post-Conflict Area

2017, 4 p. 26–29

Masaeva Z.V.

This article deals with the implementation of the federal state educational standard as guarantee of psychological safety in the learning environment of a post-conflict area. The optimal ways of implementing the federal state educational standard for all participants in the learning process are distinguished, with the goal of increasing the level of psychological safety in respect to difficulties connected with the particularities of the post-conflict area. The sources of the threats that should be taken into account for guarantee of psychological safety are pinpointed. The psychological follow-up of the implementation of the federal state educational standard is discussed.

Keywords: The Federal State Educational Standard for Preschool Education psychological safety learning environment post-conflict area threats well-being in learning environment preschool education and care

Burger K. Effective Early Childhood Care and Education: Successful Approaches and Didactic Strategies for Fostering Child Development

2017, 3 p. 48–62

Burger K.

This research article attempts to determine strategies that can be used to support children’s cognitive and social-emotional development in early childhood care and education programs. By synthesizing empirical evidence about pedagogical techniques that promote children’s competencies, the article aims to identify those characteristics of programs that ultimately contribute to the effectiveness of early childhood care and education. In particular, the article summarizes strategies that foster children’s acquisition of language, math, and social-emotional skills. In so doing, it responds to the needs of program staff who struggle to understand and address the numerous developmental needs of young children and it provides concrete guidance for policymakers and management personnel who aim to design purposeful programs which benefit child development effectively.

Keywords: early childhood care and education fostering skills effective approaches language mathematics social-emotional development

Remorenko I.M., Shiyan O.A., Shiyan I.B., Shmis T.G., Le-van T.N., Kozmina Ya.Ya., Sivak E.V. Key Issues for the Implementation of the Federal State Educational Standard for Preschool Education According to the Results of Applying Early Childhood Environm

2017, 2 p. 16–31

Kozmina Ya.Ya. , Remorenko I.M. , Shmis T.G. , Sivak E.V. , Le-van T.N. , Shiyan I.B. , Shiyan O.A.

This article presents the findings of research on the quality of early childhood education and care in Moscow. This research is based on insight into the quality of early childhood education and care built in to The Federal State Educational Standard for Preschool Education and the cultural-historical ideas of L. Vygotsky. The main aim of this field research is to investigate “the strong points” and drawbacks of early childhood education and care in the capital city. The Early Childhood Environment Rating Scale (ECERS-R) is used as an instrument of field research. The results are based on a random sample of 36 preschools and kindergartens in one of the districts of Moscow. The research gathers data about the most comfortable and least comfortable aspects of the learning environment in the preschools and kindergartens of Moscow. Taking into consideration the requirements of the Federal State Educational Standards, the findings of the research revealed that the most important line of learning environment development in preschool and kindergarten are individual early care and education program, support for the independence of children, the creation of a more available and mobile environment, and optimal conditions for the development of thinking, imagination and child creativity.

Keywords: early childhood education and care quality of education and care Early Childhood Environment Rating Scale (ECERS-R) The Federal State Educational Standard for Preschool Education

Elfer P. Emotional Aspects of Nursery Policy and Practice – Progress and Prospect

2016, 8 p. 68–79

Elfer P.

This article argues for a turn in early years policy towards more serious attention to the emotional dimensions of nursery organisation and practice. The article describes three developing bodies of research on emotion in nursery, each taking a different theoretical perspective. The central argument of the article is that these three bodies of research converge in their findings on the importance of staff feeling cared about and understood in enabling staff to more effective in thinking about and responding to the individual children with whom they work. The article illustrates how emotion might be taken more seriously through reference to a number of developing practical initiatives arising from these bodies of work.

Keywords: nursery policy emotion care well-being

Singer E. Play and playfulness in early childhood education and care

2016, 7 p. 72–80

Singer E.

Play and playfulness are basic features in early childhood education. The elements of play are pleasure, a sense of freedom, and the co-construction of shared meaning through the use of rules or rhythms. Play and learning are closely related in early childhood. But when the focus on the educational benefits of play becomes too strong, the most essential feature of play is lost: children’s pleasure. Young children in group settings often have to adapt to the teachers’ demands related to security, hygiene, and social norms and values. But the playfulness of the teachers helps to overcome differences in power in the caregiver-child relationship and prevents young children from becoming overburdened with strict rules and group discipline. Play and playfulness are a resource of shared pleasure and creativity in learning processes.

Keywords: play theory game theory play curricula day care teacher-child relationship very young children

Penn H. The business of childcare in Europe

2016, 2 p. 64–78

Penn H.

This article is based on work undertaken for the European Commission (EC) as part of a wider project on what is termed ‘social services of general interest’. The EC is currently engaged in considering what kind of legislative and quality assurance mechanisms might be promoted for those social services, which have been opened up to competition. The EC work reported here mapped the extent to which early education and childcare (ECEC) is provided by private organizations in the member states of the European Union, and what regulatory frameworks exist for such services. This article foregrounds the situation in the UK, and England in particular. England is exceptional in Europe in the degree to which it has conceptualized and promoted childcare as a business or for-profit enterprise; and it has developed a regulatory framework with a narrow scope which excludes or limits such issues as financial regulation, access, pay and conditions of work for staff, and accountability measures.

Keywords: childcare early childhood care and education (ECEC) private markets regulation quality

Sommer D., Pramling I.S., Hundeide K. Early childhood care and education: a child perspective paradigm

2015, 6

Sommer D. , Hundeide K. , Pramling Samuelsson I.

From research we know that there is no specific early childhood education programme that is superior to other approaches (National Research Council. 2001). At the same time, historically it looks like people think there is a specific programme that will solve all problems and guarantee a high quality in early years education, since different discourses keep appearing. Right now based on the UN Convention of the Right of the Child, children’s voices and perspectives are central to education for young children. In this theoretical article we will discuss what an early childhood education based on child perspectives and children’s perspective could be. The two perspectives will be defined. Central notions and features for a pedagogy that takes both of these perspectives into practice will be illustrated, but also aspects that link care and education. The important relation between children’s experiences in the family and in early childhood education call for a sensitivity and dialogue with children that presuppose adults’ skills to empathically and cognitively make sense of children’s worlds. This means that, instead of arguing for a certain programme to early years education, we try to focus attention to certain features and aspects that could be of importance for a child’s right to education.

Keywords: child perspectives children’s perspectives early childhood and care

Chaudhary N. Cultural contexts and the care and education of young children in India

2015, 2 p. 66–78

Chaudhary N.

India is characterised by immense plurality, whether it is in ecology, economy, religion, language, history, culture or cuisine. As a single nation which harbours so much diversity, working towards uniform principles becomes a serious challenge, whether in the attainment of national goals or the implementation of educational objectives. Regarding childhood, there is a constant dialogue between cultural practices on the one hand, and national objectives of children’s development on the other. Additional turbulence is caused by the distant images from affluent countries. Socialisation practices among contemporary Indian families continue to have enduring links with ancient traditions. Simultaneously, families are increasingly enthusiastic about children’s education; and keeping pace with modernity and technological advancement is an important priority. However, the global ideal of childhood as visualised by Euro-American norms, guided by quantitative homogenisation, has been an important obstacle for a reasonable understanding of Indian childhood and family life. This presentation focuses on the characteristic properties of family life and childhood in India that facilitate the co-existence of complex and even conflicting ways of bringing-up children. The analysis will be supported by examples from research with Indian families to describe the adaptive strategies that adults employ in the socialisation for competence of children towards a high tolerance of ambiguity and ambivalence.

Keywords: socialization India culture family care

Ryan S., Whitebook M., Kipnis F., Sakai L. Professional Development Needs of Directors Leading in a Mixed Service Delivery Preschool System

2013, 3 p. 70–78

Ryan S. , Kipnis F. , Whitebook M. , Sakai L.

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.

Keywords: education training personnel day care professional development training programs child development

Ryan S., Whitebook M., Kipnis F., Sakai L. Professional Development Needs of Directors Leading in a Mixed Service Delivery Preschool System

2013, 2 p. 42–46

Ryan S. , Kipnis F. , Whitebook M. , Sakai L.

Keywords: education training personnel day care professional development training programs child development

Chesnokova O.B., Subbotsky E.V. Psychologist in preschool education: the English way

2013, 2 p. 32–41

Chesnokova O.B. , Subbotsky E.V.

The article describes the English system of preschool education. The analysis of the strengths and weaknesses of England’s dual model of education is provided. A well-designed structure of preschool education is not limited to the mastery of knowledge and skills, and aims to develop different aspects of the child. The educational tasks include the development of creativity and formation of eagerness to learn. During various discussions the range of problems arising in front of professional team of psychologists working in pre-school and primary education is outlined. The psychologists’ working task is defined based on inspection’s reports on current issues, whereas there are no psychologists on the staff. Therefore, these tasks are often directed to other specialists, commonly to the specially trained teachers. There has developed an effective system of preschool education, which is designed to increase the availability of care for all children, but the implementation of this mechanism is highly dependent on certain conditions.

Keywords: early childhood education child development education school readiness psychologist teacher child care developmental education

Chesnokova O.B., Subbotsky E.V. Psychologist in preschool education: the English way

2013, 1 p. 60–69

Chesnokova O.B. , Subbotsky E.V.

Keywords: early childhood education child development education school readiness psychologist teacher child care developmental education

Nikolaeva S.N., Kuznetsova Yu.M. Eco-education: preparing children for school. The classification of natural objects as an indicator of intellectual development of a preschooler

2012, 6 p. 32–40

Nikolaeva S.N. , Kuznetsova Yu.M.

The article discusses the results of an experiment that was conducted in two Moscow’s kindergartens in 2009–2011. Its purpose was to show that well-organized ecological education forms the basics of ecological culture and develops children intellectually. The current ecological situation urges not only children, but also grownups to have properly developed ecological culture. Proper intellectual development, on the other hand, is the prerequisite for successful preparation of preschoolers for school. During an academic year children witness cyclic nature of plants and observe animals in kindergarten’s “pet corner”, watch and discuss seasons and fill weather calendars, inevitably establishing and learning causative connections existing in nature. All these activities engage children’s perceptual, cognitive and emotional spheres, developing their thinking, analytic abilities and speech. Special emphasis is made on developing children’s ability to construct generalizations and separate different notions.

Keywords: ecological education development of preschool children intelligence thinking day care ecology

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Afsan Sanan kyzy Askerli
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Alexander A. Buyanov
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Alexander I. Savenkov
Alexander K. Pashchenko
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Alexander V. Suvorov
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Daria E. Sheveleva
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Dion Sommer
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Ekaterina E. Klopotova
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Elena S. Belova
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Elena Savina
Elena V. Bochkina
Elena V. Demchenko
Elena V. Gorshkova
Elena V. Goryanova
Elena V. Kuftyak
Elena V. Mikheeva
Elena V. Poimanova
Elena V. Protasova
Elena V. Rachkova
Elena V. Samsonova
Elena V. Savina
Elena V. Savostyanova
Elena V. Shakirova
Elena V. Ushakova
Elena V. Vorobyeva
Elena V. Yakutina
Elena V. Zhukova
Elena Y. Fedorenko
Elena Yu. Yakovleva
Elena. E. Kravtsova
Eleni Loizou
Eleonora V. Onishchenko
Elin Eriksen Odegaard
Elin Reikerеs
Elina A. Grunina
Elizaveta A. Koryazhkina
Elizaveta V. Sivak
Ella L. Emelyanova
Elly Singer
Els Bertrands
Elson M. Bihm
Elvira A. Baranova
Elvira A. Ziyatdinova
Emilia I. Leongard
Emiliano Salvador Sanchez Rodriguez
Erika Burman
Eugene V. Subbotsky
Eugenia L. Porotskaya
Eugenia N. Krutyakova
Eugenia O. Shishova
Eugeny E. Krasheninnikov
Eva Ärlemalm-Hagsér
Eva-Maria Embacher
Evgeny E. Krasheninnikov-Khait
Evren Yigit
Ezgi Fındık Tanrıbuyurdu
Fabian Gülzau
Farida M. Rekesheva
Feiyan Chen
Finn Egil Tonnessen
Fran Kipnis
Francisco Pons
Franziska Vogt
G. Bezrukova
G.P. Minina
Gabriel T.W. Wong
Galina A. Mishina
Galina A. Prokhorova
Galina A. Uruntaeva
Galina G. Grigorieva
Galina I. Reprintzeva
Galina N. Sabitova
Galina N. Tolkacheva
Galina P. Novikova
Galina P. Pozdnyakova
Geerdina van der Aalsvoort
Gegen Tana
Gregory S. Pettit
Gulnaz F. Yusupova
H. Gözde Ertürk Kara
Helen Penn
Hristo S. Kyuchukov
Igor B. Shiyan
Igor M. Remorenko
Igor V. Kaminskiy
Igor V. Vachkov
Ina Gicheva
Inessa G. Sokol
Ingrid Engdahl
Ingrid Lindahl
Ingrid Pramling Samuelsson
Inna A. Kalabina
Inna V. Karakchieva
Iram Siraj
Irina A. Bashkatova
Irina A. Belyaeva
Irina A. Burlakova
Irina A. Kan
Irina A. Lykova
Irina A. Orlova
Irina A. Pisarenko
Irina A. Ryabkova
Irina A. Tretyakova
Irina E. Emelyanova
Irina F. Sleptsova
Irina I. Komarova
Irina I. Potashova
Irina I. Vorobyeva
Irina L. Tuicheeva
Irina N. Kurochkina
Irina N. Smirnova
Irina N. Vorobyeva
Irina O. Kuznetsova
Irina O. Panteleeva
Irina S. Borodkina
Irina V. Dovolnova
Irina V. Grosheva
Irina V. Mavrina
Irina V. Serafimovich
Irina V. Sozinova
Irina Y. Murashova
Irirna A. Samoilova
Irirna B. Stezenko
Irirna G. Vechkanova
Irirna V. Vronskaia
Irirna Y. Sinizina
J. Konieczna-Blicharz
J. Peeters
J.A. Dias Maria
Jaakko Hilppo
Janna M. Glozman
Jeanne G. Chemodurova
Jenni Vartiainen
Jennifer E. Lansford
Jerome Bruner
Jing Xie
Jiwon Lee
Joanna Maghen
Johanna Einarsdottir
John E. Bates
John Murphy
Judith T. Wagner
Julia A. Litvinova
Julia O. Oskina
Julia T. Atiles
Juliya V. Lagutina
Junko Takaoka
Justine Howard
K. Emilsen
K. Grzegorzewska
Kaarina Määttäb
Karin Rechsteiner
Karsten Hundeide
Kaspar Burger
Katerina N. Polivanova
Kenneth A. Dodge
Kim Dielmann
Kirill S. Chulyukin
Koeun Kim
Konstantin L. Lidin
Kristiina Kumpulainen
Kristina S. Tarasova
Kristina V. Dovzhenko
Ksenia A. Kirichek
Ksenia N. Skobelcina
Ksenia P. Ivleva
Ksenia Yu. Belaya
Ksenia Yu. Soldatenko
Kseniya N. Kaznacheva
Kylie Smith
Larisa F. Bayanova
Larisa L. Shevchenko
Larisa M. Khanukhova
Larisa S. Rimashevskaya
Larisa S. Rimashevskaya
Larisa T. Retunskih
Larisa V. Loginova
Larisa V. Tserush
Larisa Y. Kalinina
Larisa Yu. Mashtakova
Lasse Lipponen
Laura B. Wager
Laura Sakai
Lawrence J. Cohen
Leandra Coelho
Leene Leyssen
Leisian R. Logacheva
Lena Damovska
León Irma M. Zúñiga
Lidia F. Fatikhova
Lidia K. Nichiporenko
Lieve Smets
Lip Yee Por
Lisanne Jilink
Liudmila M. Ursulenko
Lorna Arnott
Lubov I. Terentyeva
Lubov I. Vasilieva
Lubov M. Strukova
Lubov M. Vinnikova
Ludmila D. Lebedeva
Ludmila I. Elkoninova
Ludmila M. Volobueva
Ludmila V. Kazmina
Ludmila V. Miran
Ludmila V. Omelchenko
Ludmila Y. Savinova
Luis Quintanar Rojas
Lydia S. Barsukova
Lyubov N. Dukhanina
Lyubov N. Pavlova
Lyubov V. Sidorova
Lyudmila A. Lapina
Ma Linjuan
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Magomed M. Dalgatov
Maiju Paananen
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Marcy Whitebook
Margarita N. Gavrilova
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Margarita S. Simonyan
Margarita V. Vorobieva
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Margrethe Jernes
Maria A. Baranenko
Maria A. Guseva
Maria A. Perfilova
Maria D. Kukushkina
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Maria I. Kondratiuk
Maria K. Hashchanskaya
Maria K. Kataeva
Maria Magnusson
Maria N. Kupriyanchuk
Maria P. Gutorova
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Maria V. Lazareva
Maria V. Sokolova
Maria V. Steiger
Maria V. Stepanova
Maria V. Zazepina
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Marieke Vissera
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Marina M. Borisova
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Marina Y. Stozharova
Maritta Hännikäinen
Mariya A. Sizova
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Min He
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Oksana A. Kamzina
Oksana S. Ostroverkh
Oksana S. Ushakova
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Oleg B. Zernitsky
Oleg G. Kalina
Olesya A. Komarova
Olesya S. Korkina
Olesya V. Kotlovanova
Olesya V. Kurakina
Olga A. Belobrykina
Olga A. Danilova
Olga A. Gultyaeva
Olga A. Kozlova
Olga A. Safonova
Olga A. Shiyan
Olga A. Solomennikova
Olga A. Stankevich
Olga A. Velichenkova
Olga A. Zikova
Olga B. Chesnokova
Olga E. Shtoda
Olga G. Boldinova
Olga I. Chekhonina
Olga L. Kholodova
Olga M. Savkina
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Olga U. Bagadaeva
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Olga V. Belanovskaya
Olga V. Chulanova
Olga V. Karablina
Olga V. Khukhlaeva
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Olga V. Petrova
Olga V. Presnova
Olga V. Romanova
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Olga V. Solntseva
Olga V. Yashina
Osaka S. Omoera
Patrick K. Bender
Paul L.C. van Geert
Pavel I. Taruntaev
Perikhanum F. Rakhimova
Peter De Graef
Peter Elfer
Polina A. Barinova
Polina A. Rakitina
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Pui Ling Wong
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Rimma R. Zinurova
Rita Stebler
Roman V. Kozyakov
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Sergey L. Kandybovich
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Tamara A. Svatalova
Tamara I. Erofeeva
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Tan Fong Ang
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Tatiana A. Krasilo
Tatiana A. Solovieva
Tatiana E. Chernokova
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Tatiana N. Zakharova
Tatiana O. Archakova
Tatiana P. Afanasyeva
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Tatiana V. Artemyeva
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Tatiana V. Krotova
Tatiana V. Lavrentieva
Tatiana V. Nikolaeva
Tatiana V. Severyanova
Tatiana V. Tarasenko
Tatiana V. Volkova
Tatiana V. Volosovets
Tatiana V. Zotova
Tatiana Yu. Burlakova
Tatjana A. Chernikova
Tatyana A. Lukishina
Tatyana E. Tolmacheva
Tatyana G. Lukovenko
Tatyana K. Progackaya
Tatyana N. Doronova
Tatyana N. Shikalova
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Tatyana V. Akhutina
Tatyana V. Gornostaeva
Tatyana V. Krivtsova
Tatyana V. Polevskaya
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Terttu Parkkinen
Thomas Hentschel
Thomas Moser
Tigran G. Shmis
Timur R. Mustafin
Tony Bertram
Trude Hoel
Tuija A. Turunen
Tülin Güler Yıldız
Ulyana D. Guseva
Ursula Stenger
Valentina Barker
Valentina N. Smirnova
Valentina N. Sotnikova
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Valentina V. Ivanova
Valentina Yu. Komarova
Valeria V. Zakharenkova
Valerian F. Gabdulkhakov
Valery A. Ilyin
Valery N. Yarygin
Venera G. Yafaeva
Vera A. Derkunskaya
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Vera E. Evdokina
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Vera L. Sukhikh
Vera V. Brofman
Veronika A. Kurasheva
Veronika A. Lobanova
Veronika N. Oslon
Victoria M. Chernaya
Victoria N. Vinogorova
Victoria P. Shuvanova
Victoria Rowe
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Viktoriya A. Novitskaya
Viktoriya P. Lazarenko
Viktoriya V. Tkacheva
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Vitali Ju. Sokolov
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Vladimir K. Zagvozdkin
Vladimir N. Prosvirkin
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Wazir Rekha
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Yoichi Sakakihara
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Yuliya A. Mikhailova
Yuliya A. Solovieva
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Yuri A. Kochetkov
Yuri N. Slepko
Yuri V. Morozyuk
Zalina S. Tekoyeva
Zarema V. Masaeva
Zaur B. Gubzhokov
Zoya V. Lukovtseva