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mar, M., and Zupančič, M. (2006). Spremljanje socialnega vedenja otrok 175
v vrtcu: na posameznika osredotočen pristop. Psihološka obzorja, 15(1),
47–74.
Von der Lippe, A. L., and MØller, I. U. (2000). Negotiation of conflict, communi-
cation patterns, and ego development in the family of adolescent daugh-
ters. International Journal of Behavioral Development, 24, 59–67.
Walker, J. M. T. (2008). Looking at teacher practices through the lens of parent-
ing style. The Journal of Experimental Education, 76(2), 218–240.
Watson, J. S. (1971). Cognitive-perceptual development in infancy: Setting for
the seventies. Merill-Palmer Quarterly, 17, 139–152.
Zupančič, M., Kavčič, T., and Fekonja, U. (2003). Personality structure of toddlers
and pre-school children as perceived by their kindergarten teachers. Psi-
hološka obzorja, 12(1), 7–26.
Zupančič, M., Podlesek, A., and Kavčič, T. (2004). Parental child-care practices
of Slovenian preschoolers’ mothers and fathers: The Family Environment
Questionnaire. Psihološka obzorja. 3(13), 7–26.
Zupančič, M., and Svetina, M. (2004). Socialni razvoj v mladostništvu. In L. Mar-
janovič Umek and M. Zupančič (eds.), Razvojna psihologija (pp. 589–611).
Ljubljana: Znanstvenoraziskovalni inštitut Filozofske fakultete.
parenting and teaching styles as support or an obstacle to children´s learning achievement
v vrtcu: na posameznika osredotočen pristop. Psihološka obzorja, 15(1),
47–74.
Von der Lippe, A. L., and MØller, I. U. (2000). Negotiation of conflict, communi-
cation patterns, and ego development in the family of adolescent daugh-
ters. International Journal of Behavioral Development, 24, 59–67.
Walker, J. M. T. (2008). Looking at teacher practices through the lens of parent-
ing style. The Journal of Experimental Education, 76(2), 218–240.
Watson, J. S. (1971). Cognitive-perceptual development in infancy: Setting for
the seventies. Merill-Palmer Quarterly, 17, 139–152.
Zupančič, M., Kavčič, T., and Fekonja, U. (2003). Personality structure of toddlers
and pre-school children as perceived by their kindergarten teachers. Psi-
hološka obzorja, 12(1), 7–26.
Zupančič, M., Podlesek, A., and Kavčič, T. (2004). Parental child-care practices
of Slovenian preschoolers’ mothers and fathers: The Family Environment
Questionnaire. Psihološka obzorja. 3(13), 7–26.
Zupančič, M., and Svetina, M. (2004). Socialni razvoj v mladostništvu. In L. Mar-
janovič Umek and M. Zupančič (eds.), Razvojna psihologija (pp. 589–611).
Ljubljana: Znanstvenoraziskovalni inštitut Filozofske fakultete.
parenting and teaching styles as support or an obstacle to children´s learning achievement
