GRAZZANI ILARIA

Grazzani, I., Scotti, A. (2026). Shared Book-Reading and the Promotion of Emotional Competence and Prosocial Conduct in Toddlerhood: The TEPP Program. In R. Schapira, D. Aram (a cura di), Shared Book Reading and Children's Social-Emotional Competence (pp. 211-230). Springer Nature [10.1007/978-3-032-14688-5_13]. Detail

Tatalovic Vorkapic, S., Vujicic, L., Camber Tambolas, A., Grazzani, I., Cavioni, V., Cefai, C., et al. (2026). Implementing PROMEHS to foster social and emotional learning, resilience, and mental health: Evidence from Croatian schools. CHILDREN, 13(1), 1-21 [10.3390/children13010154]. Detail

Santos, M., Silvano, A., Rodrigues, A., Grazzani, I., Lebre, P., Simoes, C. (2026). Effects of PROMEHS curriculum: Teachers' perceptions on social and emotional competencies, resilience and behaviour changes in children and adolescents. REVIEW OF EDUCATION, 14(3 (December 2026)), 1-23 [10.1002/rev3.70230]. Detail

Grazzani, I., Cavioni, V. (2026). The impact of the PROMEHS program on preschoolers’ social and emotional competencies: Evidence from direct measures. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 41(1), 1-24 [10.1007/s10212-025-01050-5]. Detail

Grazzani, I., Conte, E., Datteri, E. (2026). False belief attribution in toddlers: an exploratory study with a novel unexpected-identity task. FRONTIERS IN DEVELOPMENTAL PSYCHOLOGY, 4, 1-11 [10.3389/fdpys.2026.1727052]. Detail