Публикации

Introducing cultural-historical genetic-analytical model for studying child’s play: the matryoshka principle – situations within situations covered by situations. Early Years, 1–13. DOI: 10.1080/09575146.2024.2365180..

https://www.tandfonline.com/doi/full/10.1080/09575146.2024.2365180

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Gavrilova, M., Veraksa, N.

(2024).

Not EF skills but play with real toys prevents screen time tantrums in children. Frontiers in Psychology, 15:1384424. DOI: 10.3389/fpsyg.2024.1384424.

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1384424/full

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Veraksa, A., Sá S.E.O., Gomes C.A., Meneses Sousa C.A.

(2024). How did women and men react to remote Education during the pandemic? The cases of Portugal and Russia. Fundacao Cesgranrio, 32(123), 1–22. DOI: 10.1590/s0104-40362024003204315.

https://www.scielo.br/j/ensaio/a/8ZD8Dt9nP9PKyyTrQRqzBWc/?lang=en

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Veraksa, A., Mari Hasegawa, Bukhalenkova, D., Almazova, O., Aslanova, M., Emi Matsumoto

(2024).

Comparison of executive functions in Russian and Japanese preschoolers. Frontiers in Psychology, 15:1444564. DOI: 10.3389/fpsyg.2024.1444564.

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1444564/full

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Gavrilova, M., Karimova A. I., Solopova O. V., Veraksa, A., Yakushina, Anastasiya A.

(2024).

Preschoolers’ executive function: effect of the duration of preschool attendance and quality of teacher-child interactions. Frontiers in Education, 9:1421037. DOI: 10.3389/feduc.2024.1421037.

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1421037/full

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Veraksa, A., Cunha de Araujo G., Solovieva Yu.

(2024).

Editorial: Education and development in early years from cultural-historical theory. Frontiers in Psychology, 15:1360576. DOI: 10.3389/fpsyg.2024.1360576.

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1360576/full

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