Academic interests
- Developmental Psychology
- Social and Language Learning
- Early Childhood Education and Care
- Teacher-Child Interactions
- Child Temperament
Background
- 2018–2022: PhD at Norwegian Institute of Public Health: Children's Mental Health and the Quality of their Early Childhood Education and Care
- 2015–2017: Master in Psychology (Health, Development and Social), University of Oslo
- 2012–2015: Bachelor in Psychology, University of York, England
Tags:
Child Development,
Early Childhood Education and Care,
Language Development
Publications
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Wilhelmsen, Tiril; Røysamb, Espen; Lekhal, Ratib; Brandlistuen, Ragnhild Eek; Alexandersen, Nina & Wang, Mari Vaage
(2023).
Children's mental health: The role of multiple risks and child care quality.
Journal of Applied Developmental Psychology.
ISSN 0193-3973.
86.
doi:
10.1016/j.appdev.2023.101546.
Full text in Research Archive
Show summary
The benefit of universal access to Early Childhood Education and Care (ECEC) for children's development can depend on the ECEC quality and children's early childhood risks. This study utilised data from the Norwegian Mother, Father and Child Cohort Study (MoBa; N = 7355, 50.2% boys) to investigate the relative contribution of children's early childhood risk accumulated up to three years of age and five separate dimensions of ECEC quality on children's mental health (externalising and internalising problems) at five years of age rated by mothers and teachers. Results from the hierarchical regression models indicated that lower ECEC quality added to, and higher ECEC quality counteracted, the risk of mental health problems. Relationship quality was the strongest contributor. Total ECEC quality and relationship quality interacted significantly with early childhood risk, indicating that higher ECEC quality protected against, while lower ECEC quality exacerbated, the detrimental effects of early childhood risk on mental health problems.
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Wilhelmsen, Tiril; Alexandersen, Nina; Røysamb, Espen; Moser, Thomas; Brandlistuen, Ragnhild Eek & Wang, Mari Vaage
(2022).
Teachers’ competence promote close relationships to children with externalising problems and conflictual relationships.
Educational Psychology.
ISSN 0144-3410.
42(6),
p. 673–693.
doi:
10.1080/01443410.2022.2059653.
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Wilhelmsen, Tiril; Lekhal, Ratib; Alexandersen, Nina; Brandlistuen, Ragnhild Eek & Wang, Mari Vaage
(2021).
Children’s temperament moderates the long-term effects of pedagogical practices in ECEC on children’s externalising problems.
European Early Childhood Education Research Journal.
ISSN 1350-293X.
29(2),
p. 206–223.
doi:
10.1080/1350293X.2021.1895273.
Full text in Research Archive
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In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children’sexternalising problems both in ECEC and later in school.Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children’s differences in emotional temperament. We used structural equation modelling to analysedata from 7421 children from the Norwegian Mother, Father an dChild Cohort Study. Results indicated that more free playassociated with less externalising problems in ECEC for children ingeneral. For children with higher emotionality, more free playrelated to increased externalising problems in school. Scaffoldingin ECEC was not associated with externalising problems, butmoderated the longitudinal association of free play for children with higher emotionality. All children benefited from free play in ECEC for their concurrent mental health. However, for childrenwith higher emotionality, more free play in ECEC might be a riskfactor for reduced mental health in school, where there is lessfree play than in ECEC. More scaffolding in combination with freeplay in ECEC can reduce this risk. Further research should addressthe content of play and scaffolding practices in more detail.
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Wilhelmsen, Tiril; Røysamb, Espen; Lekhal, Ratib; Brandlistuen, Ragnhild Eek; Alexandersen, Nina & Wang, Mari Vaage
(2024).
Betydningen av tidlig multippel risiko og barnehagekvalitet for barns psykiske helse.
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Lekhal, Ratib & Wilhelmsen, Tiril
(2024).
Har Språksterk hatt betydning for prosesskvaliteten i barnehagene?
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Wilhelmsen, Tiril; Rydland, Veslemøy & Lekhal, Ratib
(2023).
Associations between teachers' emotion socialisation
behaviour and children's social competence and play in
Norwegian childcare, and moderations by children's
temperament.
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Wilhelmsen, Tiril; Rydland, Veslemøy; Buøen, Elisabet Solheim; Drugli, May Britt & Lekhal, Ratib
(2023).
Measuring preschool teachers’ emotion socialisation with young children.
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Wilhelmsen, Tiril; Alexandersen, Nina; Røysamb, Espen; Brandlistuen, Ragnhild Eek & Wang, Mari Vaage
(2019).
Teachers' competence moderates the association between teacher-child closeness and child behaviour.
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Alexandersen, Nina; Wilhelmsen, Tiril; Wang, Mari Vaage; Zachrisson, Henrik Daae & Brandlistuen, Ragnhild Eek
(2019).
Access to childcare quality in a universal context: the role of parental education and income.
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Wilhelmsen, Tiril
(2022).
Children's Mental Health and the Quality of thir Early Childhood Education and Care.
Universitetet i Oslo.
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Helland, Siri Saugestad; Wilhelmsen, Tiril; Alexandersen, Nina; Brandlistuen, Ragnhild Eek; Schjølberg, Synnve & Wang, Mari Vaage
(2019).
Skoleferdigheter og psykisk helse hos 8-åringer. Betydningen av pedagogisk praksis i barnehagen og læringsmiljø i skolen.
Folkehelseinstituttet.
ISSN 978-82-8082-951-1.
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Published
Sep. 15, 2022 12:19 PM
- Last modified
Oct. 20, 2022 10:34 AM
