Edouard Gentaz

Professeur Ordinaire

Université de Genève

Switzerland

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About

Edouard Gentaz is a Professeur Ordinaire at Université de Genève, Switzerland. His research areas include emotional competencies in children with visual impairments, the effects of children's behavior on adults, and parenting interventions for preschool-aged children. He has contributed to various publications aimed at enhancing educational resources and emotional training for young children, particularly those born preterm or with disabilities.

Articles (20)

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2025

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2021

Collaborators (4)

Anne Lafay

Assistant professor

Université Savoie Mont-Blanc

FRANCE

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Giacomo Vivanti

Associate Professor

UNITED STATES

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Olivier Baud

SWITZERLAND

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Fleur Lejeune

Université de Genève

SWITZERLAND

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Edouard Gentaz

Research Interests

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About

Articles (20)

Développer les compétences émotionnelles des enfants en situation de handicap visuel : co-conception et évaluation du programme multisensoriel innovant Emoti’Sens

A scientometric review of the scientific literature on child effects on adults: Topics of interest and areas for development in psychological research

Behavioral parenting intervention for parents of preschool-aged children born moderately and late preterm: An experimental study

Améliorer les illustrations dans les livres jeunesse à destination des enfants avec un handicap visuel : cinq pistes d’adaptation proposées ou validées par la recherche

Biographie de Yvette Hatwell : Son rôle crucial dans les recherches sur le développement cognitif des enfants aveugles

Éditorial - Revue Interdisciplinaire sur le Handicap Visuel (RIHV)

An Eye-Tracking Study on Six Early Social-Emotional Abilities in Children Aged 1 to 3 Years

The Effect of Screen Habits and Alternative Activities on Tactile Exploration Skills in 6- to 36-Month-Old Toddlers

“Vis-à-Vis Training” to Improve Emotional and Executive Competences in Very Preterm Children: A Pilot Study and Randomised Controlled Trial

Multisensory Texture Perception in Individuals with Williams Syndrome

Maternal Voice and Tactile Stimulation Modulate Oxytocin in Mothers of Hospitalized Preterm Infants: A Randomized Crossover Trial

Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years

Experiences and Attitudes on Early Identification Practices of Autism: A Preliminary Survey of Pediatric Professionals in Ecuador

Perception, Beliefs, and Causal Attribution of Autism Early Signs in Ecuadorian General Population

The cross-modal transfer of emotional information from voices to faces in 5-, 8- and 10-year-old children and adults: An eye-tracking study.

Eye-tracking-based experimental paradigm to assess social-emotional abilities in young individuals with profound intellectual and multiple disabilities

Emotion regulation in blind and visually impaired children aged 3 to 12 years assessed by a parental questionnaire.

The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning

Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children.

A study on visual preference for social stimuli in typical Ecuadorian preschoolers as a contribution to the identification of autism risk factors.

Collaborators (4)

Anne Lafay

Giacomo Vivanti

Olivier Baud

Fleur Lejeune

Make your next move.

Edouard Gentaz

Research Interests

Explore related searches

Contact this professor

About

Articles (20)

Développer les compétences émotionnelles des enfants en situation de handicap visuel : co-conception et évaluation du programme multisensoriel innovant Emoti’Sens

A scientometric review of the scientific literature on child effects on adults: Topics of interest and areas for development in psychological research

Behavioral parenting intervention for parents of preschool-aged children born moderately and late preterm: An experimental study

Améliorer les illustrations dans les livres jeunesse à destination des enfants avec un handicap visuel : cinq pistes d’adaptation proposées ou validées par la recherche

Biographie de Yvette Hatwell : Son rôle crucial dans les recherches sur le développement cognitif des enfants aveugles

Éditorial - Revue Interdisciplinaire sur le Handicap Visuel (RIHV)

An Eye-Tracking Study on Six Early Social-Emotional Abilities in Children Aged 1 to 3 Years

The Effect of Screen Habits and Alternative Activities on Tactile Exploration Skills in 6- to 36-Month-Old Toddlers

“Vis-à-Vis Training” to Improve Emotional and Executive Competences in Very Preterm Children: A Pilot Study and Randomised Controlled Trial

Multisensory Texture Perception in Individuals with Williams Syndrome

Maternal Voice and Tactile Stimulation Modulate Oxytocin in Mothers of Hospitalized Preterm Infants: A Randomized Crossover Trial

Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years

Experiences and Attitudes on Early Identification Practices of Autism: A Preliminary Survey of Pediatric Professionals in Ecuador

Perception, Beliefs, and Causal Attribution of Autism Early Signs in Ecuadorian General Population

The cross-modal transfer of emotional information from voices to faces in 5-, 8- and 10-year-old children and adults: An eye-tracking study.

Eye-tracking-based experimental paradigm to assess social-emotional abilities in young individuals with profound intellectual and multiple disabilities

Emotion regulation in blind and visually impaired children aged 3 to 12 years assessed by a parental questionnaire.

The Behavioral Effects of Montessori Pedagogy on Children&rsquo;s Psychological Development and School Learning

Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children.

A study on visual preference for social stimuli in typical Ecuadorian preschoolers as a contribution to the identification of autism risk factors.

Collaborators (4)

Anne Lafay

Giacomo Vivanti

Olivier Baud

Fleur Lejeune

Make your next move.

The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning