| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A historical look at theories of change in early childhood education research
|
Schindler, Holly S.
|
|
2019
|
48 |
C |
p. 146-154
|
artikel
|
| 2 |
Associations between parenting behavior and executive function among preschool-aged children born very preterm
|
Zvara, Bharathi J.
|
|
2019
|
48 |
C |
p. 317-324
|
artikel
|
| 3 |
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
|
Goodrich, J. Marc
|
|
2019
|
48 |
C |
p. 256-266
|
artikel
|
| 4 |
Cross-cultural exploration of growth in expressive communication of english-speaking infants and toddlers
|
Buzhardt, Jay
|
|
2019
|
48 |
C |
p. 284-294
|
artikel
|
| 5 |
Disparities in kindergarteners’ executive functions at kindergarten entry: Relations with parenting and child care
|
Conway, Anne
|
|
2019
|
48 |
C |
p. 267-283
|
artikel
|
| 6 |
Does exuberance moderate the relation between effortful control at 54 months and first grade achievement? Interaction of a regulatory and a reactive temperament dimension
|
Gross, Rachel A.
|
|
2019
|
48 |
C |
p. 295-302
|
artikel
|
| 7 |
Editorial Board
|
|
|
2019
|
48 |
C |
p. ii
|
artikel
|
| 8 |
Effects of home-based early intervention on child outcomes: A randomized controlled trial of Parents as Teachers in Switzerland
|
Schaub, Simone
|
|
2019
|
48 |
C |
p. 173-185
|
artikel
|
| 9 |
Emergent growth patterns of early education self-control problems among children from underresourced American families
|
McDermott, Paul A.
|
|
2019
|
48 |
C |
p. 1-13
|
artikel
|
| 10 |
Evaluating the viability of a structured observational approach to assessing early self-regulation
|
Howard, Steven James
|
|
2019
|
48 |
C |
p. 186-197
|
artikel
|
| 11 |
Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn)
|
Franco, Ximena
|
|
2019
|
48 |
C |
p. 50-61
|
artikel
|
| 12 |
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
|
Russo, Jaclyn M.
|
|
2019
|
48 |
C |
p. 14-25
|
artikel
|
| 13 |
Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program
|
Teepe, Rosa Catharina
|
|
2019
|
48 |
C |
p. 226-236
|
artikel
|
| 14 |
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
|
McTigue, Erin M.
|
|
2019
|
48 |
C |
p. 122-133
|
artikel
|
| 15 |
Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures
|
Durán, Lillian K.
|
|
2019
|
48 |
C |
p. 155-172
|
artikel
|
| 16 |
Neighbourhood culture and immigrant children’s developmental outcomes at kindergarten
|
Milbrath, Constance
|
|
2019
|
48 |
C |
p. 198-214
|
artikel
|
| 17 |
New benefits of public school pre-kindergarten programs: Early school stability, grade promotion, and exit from ELL services
|
Conger, Dylan
|
|
2019
|
48 |
C |
p. 26-35
|
artikel
|
| 18 |
Parental warmth and harsh discipline as mediators of the relations between family SES and Chinese preschooler’s inhibitory control
|
Xing, Xiaopei
|
|
2019
|
48 |
C |
p. 237-245
|
artikel
|
| 19 |
Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children
|
Tavassolie, Tanya
|
|
2019
|
48 |
C |
p. 62-74
|
artikel
|
| 20 |
Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments
|
Lohndorf, R.T.
|
|
2019
|
48 |
C |
p. 36-49
|
artikel
|
| 21 |
Quality of infant child care and early infant development in Portuguese childcare centers
|
Pinto, Ana Isabel
|
|
2019
|
48 |
C |
p. 246-255
|
artikel
|
| 22 |
Raising the bar: Teaching kindergartners with emotional and behavioral disabilities and teachers’ readiness expectations
|
Gottfried, Michael A.
|
|
2019
|
48 |
C |
p. 75-83
|
artikel
|
| 23 |
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
|
Hanly, Mark
|
|
2019
|
48 |
C |
p. 325-340
|
artikel
|
| 24 |
Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies
|
Rathé, Sanne
|
|
2019
|
48 |
C |
p. 111-121
|
artikel
|
| 25 |
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
|
Sheridan, Susan M.
|
|
2019
|
48 |
C |
p. 303-316
|
artikel
|
| 26 |
Teacher reports of social-emotional development: Moving from measure to construct
|
Cramer, Travis
|
|
2019
|
48 |
C |
p. 98-110
|
artikel
|
| 27 |
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
|
Guay, Frederic
|
|
2019
|
48 |
C |
p. 215-225
|
artikel
|
| 28 |
The little kids down the hall: Associations between school climate, pre-K classroom quality, and pre-K children’s gains in receptive vocabulary and executive function
|
Rochester, Shana E.
|
|
2019
|
48 |
C |
p. 84-97
|
artikel
|
| 29 |
The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
|
Montrosse-Moorhead, Bianca
|
|
2019
|
48 |
C |
p. 134-145
|
artikel
|
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