My PhD explores children’s well-being at ages 10–11 by integrating children’s voices with parent and teacher perspectives. Using child-centred methods, it identifies key influences during a critical transition. The research prioritizes children as experts, informing better measurement, intervention, and long-term understanding of how well-being evolves over time.

This research investigates why children struggle to learn pronouns and why these difficulties vary across languages. Through cross-linguistic experiments and eye-tracking, it shows that pronouns pose an intrinsic processing challenge. Some languages compensate for this difficulty, offering new insights into language development and human learning.

This research investigates how children use the left and right hemispheres for language and spatial reasoning. Using ultrasound while children play custom games, it shows that those with the typical left-language/right-spatial pattern tend to have stronger skills. The findings reveal how brain-activity patterns relate to developmental risks and complex tasks like reading.