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                             50 gevonden resultaten
nr titel auteur tijdschrift jaar jaarg. afl. pagina('s) type
1 Aggressive and prosocial children’s evaluation and justification of transgressions and their relationship to the teacher–child relationship in Tanzania Shavega, Theresia J.
 2016
 36 C p. 233-243
11 p.
 artikel
2 A qualitative examination of the implementation of continuity of care: An organizational learning perspective Garrity, Sarah
 2016
 36 C p. 64-78
15 p.
 artikel
3 Assessing the narrative abilities of Spanish-speaking preschool children: A Spanish adaptation of the narrative assessment protocol Gorman, Brenda K.
 2016
 36 C p. 307-317
11 p.
 artikel
4 Best Practices in Early Literacy Instruction: A Resource for Researchers and Practitioners Alike Johnson, Brianne Leggat
 2016
 36 C p. 133-135
3 p.
 artikel
5 Center-based early childhood care and education program quality: A South African study Biersteker, Linda
 2016
 36 C p. 334-344
11 p.
 artikel
6 Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting Miller, Elizabeth B.
 2016
 36 C p. 223-232
10 p.
 artikel
7 Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school Lerkkanen, Marja-Kristiina
 2016
 36 C p. 145-156
12 p.
 artikel
8 Children’s preschool classroom experiences and associations with early elementary special education referral Buckrop, Jordan
 2016
 36 C p. 452-461
10 p.
 artikel
9 Chinese kindergarten teachers’ beliefs about young children’s classroom social behavior Li, Yan
 2016
 36 C p. 122-132
11 p.
 artikel
10 Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems Broekhuizen, Martine L.
 2016
 36 C p. 212-222
11 p.
 artikel
11 Comparing public, private, and informal preschool programs in a national sample of low-income children Coley, Rebekah Levine
 2016
 36 C p. 91-105
15 p.
 artikel
12 Creating cultures of learning: A theoretical model of effective early care and education policy Connors, Maia C.
 2016
 36 C p. 32-45
14 p.
 artikel
13 Cross-language associations in the development of preschoolers’ receptive and expressive vocabulary Maier, Michelle F.
 2016
 36 C p. 49-63
15 p.
 artikel
14 Development in narrative competences from oral to written stories in five- to seven-year-old children Pinto, Giuliana
 2016
 36 C p. 1-10
10 p.
 artikel
15 Does the presence of a classmate with emotional/behavioral disabilities link to other students’ absences in kindergarten? Gottfried, Michael A.
 2016
 36 C p. 506-520
15 p.
 artikel
16 Do the effects of early childhood education programs differ by gender? A meta-analysis Magnuson, Katherine A.
 2016
 36 C p. 521-536
16 p.
 artikel
17 Early childhood education quality and child outcomes in China: Evidence from Zhejiang Province Li, Kejian
 2016
 36 C p. 427-438
12 p.
 artikel
18 Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? Schachter, Rachel E.
 2016
 36 C p. 281-294
14 p.
 artikel
19 Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study Daniel, Graham R.
 2016
 36 C p. 168-177
10 p.
 artikel
20 EDITORIAL BOARD 2016
 36 C p. ii-
1 p.
 artikel
21 Examining the validity of the ECERS–R: Results from the German National Study of Child Care in Early Childhood Mayer, Daniela
 2016
 36 C p. 415-426
12 p.
 artikel
22 Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning Manz, Patricia H.
 2016
 36 C p. 157-167
11 p.
 artikel
23 Factors related to parents’ engagement in cognitive and socio-emotional caregiving in developing countries: Results from Multiple Indicator Cluster Survey 3 Sun, Jin
 2016
 36 C p. 21-31
11 p.
 artikel
24 Family risk profiles and school readiness: A person-centered approach Pratt, Megan E.
 2016
 36 C p. 462-474
13 p.
 artikel
25 Foster children's attachment security in the first year after placement: A longitudinal study of predictors Lang, Katrin
 2016
 36 C p. 269-280
12 p.
 artikel
26 Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes Resnick, Ilyse
 2016
 36 C p. 358-365
8 p.
 artikel
27 Influence of language nutrition on children’s language and cognitive development: An integrated review Zauche, Lauren Head
 2016
 36 C p. 318-333
16 p.
 artikel
28 In what language do you speak to yourself? A review of private speech and bilingualism Sawyer, Jeremy
 2016
 36 C p. 489-505
17 p.
 artikel
29 Learning executive function and early mathematics: Directions of causal relations Clements, Douglas H.
 2016
 36 C p. 79-90
12 p.
 artikel
30 Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children Zhang, Xiao
 2016
 36 C p. 178-189
12 p.
 artikel
31 Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school Lehrl, Simone
 2016
 36 C p. 475-488
14 p.
 artikel
32 Longitudinal associations between residential mobility and early academic skills among low-income children Schmitt, Sara A.
 2016
 36 C p. 190-200
11 p.
 artikel
33 Mathematics and language: Individual and group differences in mathematical language skills in young children Purpura, David J.
 2016
 36 C p. 259-268
10 p.
 artikel
34 Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender Arens, A. Katrin
 2016
 36 C p. 391-403
13 p.
 artikel
35 Mother–child attachment styles and math and reading skills in middle childhood: The mediating role of children’s exploration and engagement McCormick, Meghan P.
 2016
 36 C p. 295-306
12 p.
 artikel
36 Mother–child interaction quality in shared book reading: Relation to child vocabulary and readiness to read Bojczyk, Kathryn E.
 2016
 36 C p. 404-414
11 p.
 artikel
37 [No title] Pearson, Nicole L.
 2016
 36 C p. 46-48
3 p.
 artikel
38 [No title] Cundiff, Alcinda
 2016
 36 C p. 210-211
2 p.
 artikel
39 Parents’ understanding of gratitude in children: A thematic analysis Halberstadt, Amy G.
 2016
 36 C p. 439-451
13 p.
 artikel
40 Predicting growth trajectories in early academic learning: Evidence from growth curve modeling with Head Start children Choi, Ji Young
 2016
 36 C p. 244-258
15 p.
 artikel
41 Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator Vitiello, Virginia
 2016
 36 C p. 136-144
9 p.
 artikel
42 Sociodemographic risk, parenting, and executive functions in early childhood: The role of ethnicity Holochwost, Steven J.
 2016
 36 C p. 537-549
13 p.
 artikel
43 The effects of content-related shared book reading on the language development of preschool dual language learners Pollard-Durodola, Sharolyn D.
 2016
 36 C p. 106-121
16 p.
 artikel
44 Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills Hatfield, Bridget E.
 2016
 36 C p. 561-571
11 p.
 artikel
45 Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students Kim, Helyn
 2016
 36 C p. 379-390
12 p.
 artikel
46 Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice LoCasale-Crouch, Jennifer
 2016
 36 C p. 201-209
9 p.
 artikel
47 Using bifactor models to measure teacher–child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale Hindman, Annemarie H.
 2016
 36 C p. 366-378
13 p.
 artikel
48 Using Recognition & Response (R&R) to improve children’s language and literacy skills: Findings from two studies Buysse, Virginia
 2016
 36 C p. 11-20
10 p.
 artikel
49 Validation of a brief, screening measure of low-income pre-kindergarteners’ science and engineering knowledge Zucker, Tricia A.
 2016
 36 C p. 345-357
13 p.
 artikel
50 Which preschool mathematics competencies are most predictive of fifth grade achievement? Nguyen, Tutrang
 2016
 36 C p. 550-560
11 p.
 artikel
                             50 gevonden resultaten
 
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