| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Acknowledgment of Reviewers
|
|
|
2015
|
|
PA |
p. I-III
nvt p.
|
artikel
|
| 2 |
Availability of preschool in Chicago’s Hispanic-concentrated communities: A study of supply and directors’ support for universal programming
|
Colaner, Anna C.
|
|
|
|
PA |
p. 15-24
|
artikel
|
| 3 |
Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education
|
Cycyk, Lauren M.
|
|
|
|
PA |
p. 25-37
|
artikel
|
| 4 |
Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten
|
Bratsch-Hines, Mary E.
|
|
2015
|
|
PA |
p. 106-116
11 p.
|
artikel
|
| 5 |
Community contexts and utilization of early childhood care and education among Mexican-origin children
|
Ackert, Elizabeth
|
|
|
|
PA |
p. 4-14
|
artikel
|
| 6 |
Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start
|
Bustamante, Andres S.
|
|
|
|
PA |
p. 124-137
|
artikel
|
| 7 |
Early care and education among Latino families: Access, utilization, and outcomes
|
López, Michael
|
|
|
|
PA |
p. 1-3
|
artikel
|
| 8 |
EDITORIAL BOARD
|
|
|
2015
|
|
PA |
p. ii-
1 p.
|
artikel
|
| 9 |
Editorial Board
|
|
|
|
|
PA |
p. ii
|
artikel
|
| 10 |
Effortful control and early academic achievement of Chinese American children in immigrant families
|
Chen, Stephen H.
|
|
2015
|
|
PA |
p. 45-56
12 p.
|
artikel
|
| 11 |
Enriched early childhood experiences: Latina mothers’ perceptions and use of center-Based child care
|
Shuey, Elizabeth A.
|
|
|
|
PA |
p. 49-62
|
artikel
|
| 12 |
Evidence for a physiologic home–school gap in children of Latina immigrants
|
Miles, Elly M.
|
|
|
|
PA |
p. 86-100
|
artikel
|
| 13 |
Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors
|
Sasser, Tyler R.
|
|
2015
|
|
PA |
p. 70-79
10 p.
|
artikel
|
| 14 |
Expanding the range of the First Step to Success intervention: Tertiary-level support for children, teachers, and families
|
Frey, Andy J.
|
|
2015
|
|
PA |
p. 1-11
11 p.
|
artikel
|
| 15 |
Getting a good start in school: Effects of INSIGHTS on children with high maintenance temperaments
|
McCormick, Meghan P.
|
|
2015
|
|
PA |
p. 128-139
12 p.
|
artikel
|
| 16 |
Head Start, two-generation ESL services, and parent engagement
|
Sommer, Teresa Eckrich
|
|
|
|
PA |
p. 63-73
|
artikel
|
| 17 |
Infant and teacher dialogue in education and care: A pedagogical imperative
|
White, E.J.
|
|
2015
|
|
PA |
p. 160-173
14 p.
|
artikel
|
| 18 |
Latino children’s academic and behavioral trajectories in early elementary school: Examining home language differences within preschool types
|
Bachman, Heather J.
|
|
|
|
PA |
p. 138-153
|
artikel
|
| 19 |
Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children
|
Jensen, Bryant
|
|
|
|
PA |
p. 112-123
|
artikel
|
| 20 |
[No title]
|
Arya, Diana J.
|
|
2015
|
|
PA |
p. 174-175
2 p.
|
artikel
|
| 21 |
Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year
|
Wells, Michael B.
|
|
2015
|
|
PA |
p. 152-159
8 p.
|
artikel
|
| 22 |
Preschool teachers’ attitudes, beliefs, and emotional reactions to young children's peer group behaviors
|
Coplan, Robert J.
|
|
2015
|
|
PA |
p. 117-127
11 p.
|
artikel
|
| 23 |
Putting the “family” in family child care: The alignment between familismo (familism) and family child care providers’ descriptions of their work
|
Paredes, Elena
|
|
|
|
PA |
p. 74-85
|
artikel
|
| 24 |
Re-conceptualizing “directiveness” in educational dialogues: A contrastive study of interactions in preschool and special education
|
Engevik, Liv Inger
|
|
2015
|
|
PA |
p. 140-151
12 p.
|
artikel
|
| 25 |
RTI: From the bottom to the top of the pyramid
|
Smith, Hiawatha D.
|
|
2015
|
|
PA |
p. 176-177
2 p.
|
artikel
|
| 26 |
School readiness among children of Hispanic immigrants and their peers: The role of parental cognitive stimulation and early care and education
|
Padilla, Christina M.
|
|
|
|
PA |
p. 154-168
|
artikel
|
| 27 |
Shyness and engagement: Contributions of peer rejection and teacher sensitivity
|
Buhs, Eric S.
|
|
2015
|
|
PA |
p. 12-19
8 p.
|
artikel
|
| 28 |
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention
|
Schmitt, Sara A.
|
|
2015
|
|
PA |
p. 20-31
12 p.
|
artikel
|
| 29 |
Teacher–child conversations in preschool classrooms: Contributions to children's vocabulary development
|
Cabell, Sonia Q.
|
|
2015
|
|
PA |
p. 80-92
13 p.
|
artikel
|
| 30 |
The association between early care arrangements, quality, and emergent bilingual Latino American children's math and literacy skills in English
|
Bumgarner, Erin
|
|
2015
|
|
PA |
p. 32-44
13 p.
|
artikel
|
| 31 |
The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California’s transitional kindergarten program
|
Holod, Aleksandra
|
|
|
|
PA |
p. 101-111
|
artikel
|
| 32 |
The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations
|
Baroody, Arthur J.
|
|
2015
|
|
PA |
p. 93-105
13 p.
|
artikel
|
| 33 |
What do parents want from preschool? Perspectives of low-income Latino/a immigrant families
|
Ansari, Arya
|
|
|
|
PA |
p. 38-48
|
artikel
|
| 34 |
Workplace stress and the quality of teacher–children relationships in Head Start
|
Whitaker, Robert C.
|
|
2015
|
|
PA |
p. 57-69
13 p.
|
artikel
|
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