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Sonja Perren

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Prof. Dr

Switzerland

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About

Prof. Dr. Sonja Perren is a faculty member at the University of Konstanz and Thurgau Teacher Education University in Switzerland. Her research focuses on early childhood education, particularly areas related to preschool children's social development, peer interactions, and educator practices. Recent publications examine topics such as the role of theory of mind in peer relationships, the effectiveness of social pretend play, and the impact of teacher self-efficacy on interaction quality in child care settings.

Recent Grants

Grant: Close

Peer Influence on Preschool Children's Emotion Regulation

Open Date: 2022-02-01

Close Date: 2026-01-31

Grant: Close

Qualitätsentwicklung in der Kindertagesbetreuung durch eine web-mediierte Weiterbildung zur unterstützenden Fachkraft-Kind-Interaktion in heterogenen Kleinkindgruppen

Open Date: 2019-01-01

Close Date: 2022-12-01

Grant: Close

The Impact of Social Pretend Play Tutoring on Preschool Children’s Social Development

Open Date: 2017-04-01

Close Date: 2020-09-30

Grant: Close

Bullying and Morality: Beyond Moral Disengagement

Open Date: 2012-06-01

Close Date: 2012-07-31

Grant: Close

Bully/victim Problems in School and Cyberspace: What Moderates or Mediates the Impact on Adolescents' Psychosocial Adjustment?

Open Date: 2010-10-01

Close Date: 2013-09-30

Articles (13)

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2024

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2023

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2023

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2022

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2022

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2021

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2021

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2021

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2021

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2021

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2020

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2020

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2020

Collaborators (4)

Gabriella Óturai

Associate professor

UiT Norges arktiske universitet

NORWAY

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Run Tan

Assistant Professor

University of Groningen

NETHERLANDS

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Tim Mainhard

Full Professor

Leiden University

NETHERLANDS

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Fabio Sticca

Professor for Diagnostics and Support for Social-Emotional, and Psychomotor Development

University of Teacher Education in Special Needs

SWITZERLAND

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Sonja Perren

Research Interests

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About

Recent Grants

Articles (13)

Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships

The impact of social pretend play on preschoolers’ social development: Results of an experimental study

The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care

Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools

Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?

Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?

Promoting peer interactions in an inclusive preschool in China: what are teachers’ strategies?

Self-Efficacy in Early Childhood Education and Care: What Predicts Patterns of Stability and Change in Educator Self-Efficacy?

Tempted to join in or not? Moral temptation and self-reported behaviour in bullying situations

Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics

Assessing Preschool Children’s Social Pretend Play Competence: An Empirical Comparison of Three Different Assessment Methods

The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation

The impact of childcare-group situational age composition on caregiver-child interactions

Collaborators (4)

Gabriella Óturai

Run Tan

Tim Mainhard

Fabio Sticca

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