CARE researchers presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, which took place in Limassol, Cyprus from the 25^th to the 29^th of August, 2015. The theme of the conference was ‘Towards a Reflective Society: Synergies Between Learning, Teaching and Research’.

• See final programme

The conference included the SIG 5 Invited Symposium on the topic “Self-regulation in early childhood: conceptualization, assessment, and contextual classroom predictors”. The symposium was organized by CARE researchers Pauline Slot (Utrecht University) and Joana Cadima (University of Porto), and the discussant was Fred Morrison (University of Michigan).

• Chair:Paul Leseman (Utrecht University)
• Organized by Pauline Slot (Utrecht University) and Joana Cadima (University of Porto)
• Discussant: Fred Morrison (University of Michigan).
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• Self-regulation in the pre-school classroom: The role of classroom quality and play
  by Pauline Slot, Utrecht University, Netherlands; Hanna Mulder, Utrecht University, Netherlands; Paul Leseman, Utrecht University, Netherlands.
• The development of executive functions in Chilean preschool children
  by M. Clara Barata, University of Coimbra, Portugal Hirokazu Yoshikawa, New York University, United States; Diana Leyva, Davidson College, United States; Mary Catherine Arbour, Harvard University, United States; Christina Weiland, University of Michigan, United States; Ernesto Trevino, Universidad Diego Portales, Chile; Susana Mendive, Pontificia Universidad Catolica de Chile, Chile; Catherine Snow, Harvard University, United States
• Individual differences in children’s self-regulation in response to classroom activities
  By Antje von Suchodoletz, New York University Abu Dhabi, United Arab Emirates; Lydia Barza, Zayed University Abu Dhabi, United Arab Emirates
• Early predictors of self-regulation in young children: Individual-level and group-level processes
  By Joana Cadima, University of Porto, Portugal; Karine Verschueren, KU Leuven, Belgium; Teresa Leal,  University of Porto, Portugal; Carolina Guedes, University of Porto, Porto, Portugal.

• Chair: Marja-Kristiina Lerkkanen (University of Jyväskylä)
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• Organized by Marja-Kristiina Lerkkanen (University of Jyväskylä) and Paul Leseman (Utrecht University)
• Discussant: Kathy Sylva (University of Oxford)

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• Effects of ECEC quality on children’s attention and language development in the preschool years.
  Pauline Slot, University Utrecht, Netherlands; Hanna Mulder, Utrecht University, Netherlands; Josje Verhagen, Utrecht University, Netherlands; Jan Boom, Utrecht University, Netherlands; Annemiek Veen, Kohnstamm Institute, Netherlands; Paul Leseman, Utrecht University, Netherlands.
• Impact of ECEC on math development – Evidence of German and European longitudinal studies. Hannah Ulferts, Freie Universitat Berlin, Germany; Yvonne Anders, Free University Berlin, Germany
• The effects of early childhood education on children’s literacy and mathematic skills in Portugal
  Joana Cadima, University of Porto, Portugal; Ana Gamelas, University of Porto, Portugal; Teresa Leal, University of Porto, Portugal; Isabel M.P. Abreu-Lima, University of Porto, Portugal.
• Longitudinal effects of kindergarten quality on the development of literacy skills in Grade 1.
  Gintautas Silinskas, University of Jyväskylä, Finland; Anna-Maija Poikkeus, University of Jyväskylä, Finland; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland.

• Chair: Lotte Henrichs (Utrecht University)
• Organized: by Lotte Henrichs (Utrecht University) and Mayra Mascareno (University of Groningen)
• Discussant: Marja-Kristiina Lerkkanen (University of Jyväskylä)

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• Classroom quality profiles of kindergarten classrooms in Finland
  Marja-Kristiina Lerkkanen (University of Jyväskylä); Anna-Maija Poikkeus (University of Jyväskylä); Eija Pakarinen (University of Jyväskylä); Martti Siekkinen (University of Eastern); Maritta Hannikainen (University of Jyväskylä); Pirjo-Liisa Poikonen (University of Jyväskylä); Helena Rasku-Puttonen (University of Jyväskylä); Jenni Salminen (University of Jyväskylä)
• Quality of classroom interactions and teachers’ ideas about practices to promote peer relationships
  Ana Gamelas (University of Porto); Joana Cadima (University of Porto); Cecilia Rosario Aguiar (University Institute of Lisbon); Margarida Fialho (University Institute of Lisbon); Nadine Gomes Correia (University Institute of Lisbon).
• CLASS based professional development of kindergarten teachers: Effects vary over activities
  Lotte Henrichs (Utrecht University); Paul Leseman (Utrecht University)
• Quality and (in)consistency of classroom interactions and child outcomes in kindergarten
  Mayra Mascareno (University of Groningen); Roel Bosker (University of Groningen); Catherine Snow (Harvard Graduate School of Education).

Organized: by Antje von Suchodoletz (NewYork University Abu Dhabi) and Joana Cadima (University of Porto)

Discussant: Paul Leseman (Utrecht University)

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• Individual differences in effects of child care quality: The role of self-regulation and gender
  Martine Broekhuizen, Utrecht University, Netherlands; Marcel van Aken, Utrecht University, Netherlands; Judith Dubas, Utrecht University, Netherlands; Paul Leseman, Utrecht University, Netherlands.
• Differential effects of temperament, gender, and child care quality on non-risk and at-risk children
  Joana Cadima, University of Porto, Portugal; Tiago Ferreira, University of Porto, Portugal; Karine Verschueren, KU Leuven, Belgium; Teresa Leal, University of Porto, Portugal; Joana Vieira, University of Porto, Portugal; Paula Matos, University of Porto, Portugal.
• Teacher-child relationship quality and social participation in the preschool setting
  Ines Peceguina, ISCTE-IUL, Portugal; Cecilia Aguiar, ISCTE-Instituto Universitario de Lisboa, Portugal; Joao Daniel, ISPA-University Institute, Lisbon, Portugal; Joana Cadima, University of Porto, Portugal; Nadine Correia, ISPA-University Institute, Lisbon, Portugal; Margarida Fialho, ISPA-University Institute, Lisbon, Portugal.
• Child characteristics as predictors of young children’s adjustment to kindergarten
  Antje von Suchodoletz, New York University, Abu Dhabi, United Arab Emirates; Ross Larsen, Brigham Young University, United States; Lydia Barza, Zayed University Abu Dhabi, United Arab Emirates.