Our research focuses on parent-child relationships and parent-child joint activities and interactions in early childhood (0-5 years). Parental mentalization is investigated by two constructs: reflective functioning (PRFQ) and mind-mindedness (interactional and representational measurement). We are also interested in constructs (e.g., shared reading efficacy, parent's perception of child and parent-child relationship, perceived stress, peer support and well-being) that might relate with parental mentalization.

Our research project aims to test ingroup favouritism between 4 and 8 years of age in a paradigm which informs children regarding an in- and outgroup member’s moral behaviour (fair vs. unfair) in a resource allocation situation. By using dependent variables that are different in nature, we explore how children's preference for fairness influence their judgement and their ingroup preference.     

Our study investigates how different parent–child interactional contexts influence parental Mind-Mindedness (MM). In a mixed design, parents and their 4–6-year-old children take part in two distinct interaction conditions. We assess Interactional-MM within subjects across both contexts, and measure Representational-MM before and after the interaction to test between-subject differences in how the two contexts shape MM.