3Es 團隊從本地幼兒和他們的家長及班主任身上抽取面試和問卷數據,評估幼兒的情緒社交技巧和早期學習能力,了解幼兒的家庭狀況和學校環境,並於國際學術期刊發表了多篇論文。這些論文探討家庭關係和學校經驗如何影響幼兒的情緒社交技巧,並測驗幼兒情緒社交技巧和其他發展結果之間的關係。
 
Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying children’s social-emotional development in school and at home through a cultural lens. Early Education and Development, 31, 927–929. https://doi.org/10.1080/10409289.2020.1782860
 
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2023). Associations of economic pressure and home chaos with children’s prospective executive functioning, word reading, and school readiness. Child & Youth Care Forum. Advance online publication. http://dx.doi.org/10.1007/s10566-023-09733-0

Fung, W. K., Chung, K. K. H., Lam, I. C. B., & Li, N. X. (2020). Bidirectionality in kindergarten children's school readiness and emotional regulation. Social Development, 29(3), 801–817. https://doi.org/10.1111/sode.12434
 
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020). Executive functioning and word reading in Hong Kong Chinese children: A one-year longitudinal perspective. Journal of Research in Reading43, 382–393. https://doi.org/10.1111/1467-9817.12302

Fung, W. K., Chung, K. K. H., & Lam, C. B. (2021). Parental self‐efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization. Family Process61(2), 779–791. https://doi.org/10.1111/famp.12688

Fung, W. K., Chung, K. K. H., & Lam, C. B. (2023). The longitudinal associations of household economic pressure and home chaos with children’s executive functioning, word reading, and school readiness. Child & Youth Care Forum, 52, 1299–1321. https://doi.org/10.1007/s10566-023-09733-0

Kwong, S. C., Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M., & Leung, M. (2018). Fit in but stand out: A qualitative study of parents’ and teachers’ conceptualization of child socioemotional competence. Early Childhood Research Quarterly, 44, 275–287. https://doi.org/10.1016/j.ecresq.2018.02.018
 
Lam, C. B., Chung, K. K. H., Lam, C. S., & Li, X. (2021). Linking social-emotional competence to behavioral and academic adjustment among Chinese kindergarten children: A multilevel approach. Early Education and Development33(5), 832–845. https://doi.org/10.1080/10409289.2021.1979836
 
Li, X., Lam, C. B., Chung, K. K. H., Cheung, R. Y. M., Leung, C., & Fung. W. K. (2020). Development and validation of the Chinese inventory of children’s socioemotional Competence (CICSEC), Early Education and Development, 31(6), 854–872. https://doi.org/10.1080/10409289.2020.1715735

Li, X., Lam, C. B., & Chung, K. K. H. (2020). Linking maternal caregiving burden to maternal and child adjustment: Testing maternal coping strategies as mediators and moderators. Journal of Developmental and Physical Disabilities, 32, 323-338. https://doi.org/10.1007/s10882-019-09694-0

Li, X., Lam, C. B., & Chung, K. K. H. (2024). Linking school-and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12672

Li, X., Lam, C. B., Chung, K. K. H., & Leung, C. (2019). Linking parents' self-stigma to the adjustment of children with disabilities. American Journal of Orthopsychiatry, 89(2), 212–221. https://doi.org/10.1037/ort0000386

Lin, S.-Y., Lam, C. B., & Chung, K. K. H. (2024). The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study. International Journal of Behavioral Development. https://doi.org/10.1177/01650254231223520