Program Director Inclusive Childhood Education (0-12 years), B. A., Professor of Early Childhood Education
| E-Mail: | [email protected] |
| Phone: | +49365-773-407-30 |
Professor
Prof. Dr. Anne Henning
About me
Since April 2014, Prof. Dr. Anne Henning has been Professor of Early Childhood Education at the SRH Gera Campus. She is the director of studies in the degree program "Inclusive Childhood Education (0-12)" (B.A.).
After her diploma studies in psychology (2002) at the Università degli Studi in Turin, Italy, with a focus on clinical and community psychology, Prof. Dr. Anne Henning was a research associate in the junior research group Cultural Ontogeny at the Max Planck Institute for Evolutionary Anthropology in Leipzig, where she successfully completed her doctoral studies (2003-2006) in the field of developmental psychology with her dissertation on early intersubjectivity and interaction in infancy. From 2006-2014, Prof. Dr. Anne Henning was a research associate at the Chair of Developmental Psychology at Saarland University, where she represented the Chair of Sport Psychology at the Institute of Sport Science from WS 2011-WS 2012.
From 2016 to 2017, she was on parental leave. Prof. Dr. Anne Henning has learned the Child-Adult Relationship Experimental Index (CARE Index, P. Crittenden) coding method for infancy and toddlerhood and completed the SAFE® mentor training in 2008.
She is also an ad hoc evaluator for: Child Development, Cognition, Cognitive Development, Developmental Psychology, Developmental Science, and more.
E-Mail: [email protected]
Research Interests:
- Early parent-child interaction
- social-cognitive development
- Factors influencing the development of a Theory of Mind
- theory of mind
- understanding of emotions
Memberships
- e.g. German Society for Psychology and European Society for Developmental Psychology
I have contributed to these publications
- Bulgarelli, D., Henning, A. & Bertin, E. (2022). Social cognition and its main correlates in childhood. In P. K. Smith & C. Hart (Hrsg.), Wiley-Blackwell Handbook of Childhood Social Development (3. Aufl.) (S. 613-630).
- Wiley. Bulgarelli, D., Henning, A. & Molina, P. (2017). Editorial: Mental state understanding: Individual differences in typical and atypical development. Frontiers in Psychology, 8, 1183. doi: 10.3389/fpsyg.2017.01183
- Wunsch, K., Pfister, R., Henning, A., Aschersleben, G. & Weigelt, M. (2016). No interrelation of motor planning and executive functions across young ages. Frontiers in Psychology, 7, 1031. doi: 10.3389/fpsyg.2016.01031
- Henning, A. & Zmyj, N. (2016). Editorial: Infant do, infant see: The role of feedback to infant behavior for the understanding of self and others. Infant and Child Development, 25(3), 233239. doi:10.1002/icd.1987
- Göbel, A., Henning, A., Möller, C. & Aschersleben, G. (2016). The relationship between emotion comprehension and externalizing and internalizing behavior in 7- to 10-year-old children. Frontiers in Psychology, 7, 1917. doi: 10.3389/fpsyg.2016.01917
- Knudsen, B., Fischer, M. H., Henning, A. & Aschersleben, G. (2015). The development of Arabic digit knowledge in 4- to 7-year-old children. Journal of Numerical Cognition, 1(1), 21–37. doi:10.5964/jnc.v1i1.4
- Wunsch, K., Pfister, R., Henning, A., Aschersleben, G. & Weigelt, M. (2014). The development of cognitive and motor planning skills in young children. Cognitive Processing, 15(1, Suppl.), S18.
- Molina, P., Bulgarelli, D., Henning, A., & Aschersleben, G. (2014). Emotion understanding: A cross-cultural comparison between Italian and German preschoolers. European Journal of Developmental Psychology, doi:10.1080/17405629.2014.890585.
- Mink, D., Henning, A., & Aschersleben, G. (2014). Infant shy temperament predicts preschoolers Theory of Mind. Infant Behavior & Development, 37, 66-75.
- Wunsch, K., Henning, A., Aschersleben, G., & Weigelt, M. (2013). A systematic review of the end-state comfort effect in normally developing children and in children with developmental disorders. Journal of Motor Learning and Development, 1, 59-76.
- Mink, D., Henning, A., & Aschersleben, G. (2013). Visual habituation tasks: The role of infant temperament. Infant Behavior & Development, 36, 377-390. Publikationen Anne Henning (Stand November 2022)
- Aschersleben, G., Henning, A., & Daum, M. M. (2013). Discontinuities in early development of the understanding of physical causality. Cognitive Development, 28, 31-40. Knudsen, B., Henning, A., Wunsch, K., Weigelt, M., & Aschersleben, G. (2012). The endstate comfort effect in 3- to 8-year-old children in two object manipulation tasks. Frontiers in Psychology, 3, 445. DOI: 10.3389/fpsyg.2012.00445
- Henning, A., Hofer, T., & Aschersleben, G. (2012). Erweiterte ‚Theory of Mind’-Skala für 3- bis 11-jährige Kinder. (Autorisierte deutsche Übersetzung der „Extended Theory-of-Mind Scale“ von Peterson, Wellman & Slaughter, 2012). Saarbrücken: Universität des Saarlandes.
- Henning, A., & Striano, T. (2011). Infant and maternal sensitivity to interpersonal timing. Child Development, 82(3), 916-931.
- Henning, A., Spinath, F. M., & Aschersleben, G. (2011). The link between preschooler’s executive function and theory of mind and the role of epistemic states. Journal of Experimental Child Psychology, 108, 513-531. Henning, A., Meng-Hentschel, J., & Aschersleben, G. (2010). Mutter-Kind-Interaktion bei Frühgeborenen. Klinische Pädiatrie, 222(S 01), GNPI_PO_61b. DOI: 10.1055/s-00301261528. www.thieme-connect.com/products/ejournals/abstract/10.1055/s-00301261528
- Henning, A., Daum, M., & Aschersleben, G. (2009). Frühkindliche Handlungswahrnehmung und Theory of Mind: Vom Verständnis zielgerichteter Handlungen zum Verständnis mentalistisch gesteuerter Handlungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 41(4), 233-242.
- Striano, T., Henning, A., & Stahl, D. (2006). Sensitivity to interpersonal timing at 3 and 6 months of age. Interaction Studies, 7(2), 251-271. Striano, T., Henning, A., & Vaish, A. (2006). Selective looking by 12-month-olds to a temporally contingent partner. Interaction Studies, 7(2), 233-250.
- Striano, T., Henning, A., & Stahl, D. (2005). Sensitivity to social contingencies between 1 and 3 months of age. Developmental Science, 8, 509-518.
- Henning, A., Striano, T., & Lieven, E. V. M. (2005). Maternal speech to infants at 1 and 3 months of age. Infant Behavior & Development, 28, 519-536.
- Henning, A., & Striano, T. (2004). Early sensitivity to interpersonal timing. In L. Berthouze, H. Kozima, C. G. Prince, G. Sandini, G. Stojanov, G. Metta, & C. Balkenius (Hrsg.), Proceedings of the Fourth International Workshop on Epigenetic Robotics. Modeling Cognitive Development and Robotic Systems (pp. 145-146). Lund University Cognitive Studies, 117.
- Liszkowski, U., Carpenter, M., Henning, A., Striano, T., & Tomasello, M. (2004). Twelvemonth-olds point to share attention and interest. Developmental Science, 7, 297-307.