| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
|
Slot, Pauline L.
|
|
2015
|
33 |
C |
p. 64-76
13 p.
|
article
|
| 2 |
Cross-lagged relationships between home learning environment and academic achievement in Chinese
|
Ciping, Deng
|
|
2015
|
33 |
C |
p. 12-20
9 p.
|
article
|
| 3 |
EDITORIAL BOARD
|
|
|
2015
|
33 |
C |
p. ii-
1 p.
|
article
|
| 4 |
Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention
|
Mathis, Erin T.B.
|
|
2015
|
33 |
C |
p. 87-97
11 p.
|
article
|
| 5 |
Israeli children's attitudes toward children with and without disabilities
|
Werner, Shirli
|
|
2015
|
33 |
C |
p. 98-107
10 p.
|
article
|
| 6 |
Meta-emotion philosophy in early childhood teachers: Psychometric properties of the Crèche Educator Emotional Styles Questionnaire
|
Ciucci, Enrica
|
|
2015
|
33 |
C |
p. 1-11
11 p.
|
article
|
| 7 |
Ramifications of socioeconomic differences for three year old children and their families in Turkey
|
Baydar, Nazli
|
|
2015
|
33 |
C |
p. 33-48
16 p.
|
article
|
| 8 |
Technology-assisted interventions for parents of young children: Emerging practices, current research, and future directions
|
Hall, Cristin M.
|
|
2015
|
33 |
C |
p. 21-32
12 p.
|
article
|
| 9 |
The measurement properties of the Teaching Strategies GOLD ® assessment system
|
Lambert, Richard G.
|
|
2015
|
33 |
C |
p. 49-63
15 p.
|
article
|
| 10 |
When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs
|
Cobanoglu, Rahime
|
|
2015
|
33 |
C |
p. 77-86
10 p.
|
article
|
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