| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Are structural quality indicators associated with preschool process quality in China? An exploration of threshold effects
|
Hu, Bi Ying
|
|
2017
|
40 |
C |
p. 163-173
|
article
|
| 2 |
Early education of dual language learners: An efficacy study of the Nuestros Niños School Readiness professional development program
|
Castro, Dina C.
|
|
2017
|
40 |
C |
p. 188-203
|
article
|
| 3 |
EDITORIAL BOARD
|
|
|
2017
|
40 |
C |
p. ii
|
article
|
| 4 |
Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality
|
Hernández, Maciel M.
|
|
2017
|
40 |
C |
p. 98-109
|
article
|
| 5 |
Evaluation of an intervention using cross-race friend storybooks to reduce prejudice among majority race young children
|
Johnson, Philip Jai
|
|
2017
|
40 |
C |
p. 110-122
|
article
|
| 6 |
Grocery games: How ethnically diverse low-income mothers support children’s reading and mathematics
|
Leyva, Diana
|
|
2017
|
40 |
C |
p. 63-76
|
article
|
| 7 |
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
|
Goodrich, J. Marc
|
|
2017
|
40 |
C |
p. 13-24
|
article
|
| 8 |
Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents
|
Landry, Susan H.
|
|
2017
|
40 |
C |
p. 38-51
|
article
|
| 9 |
Is full-day kindergarten linked to children’s physical activity?
|
Gottfried, Michael
|
|
2017
|
40 |
C |
p. 138-149
|
article
|
| 10 |
Language and literacy instruction in preschool classes that serve Latino dual language learners
|
Jacoby, Jennifer Wallace
|
|
2017
|
40 |
C |
p. 77-86
|
article
|
| 11 |
Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers
|
Gámez, Perla B.
|
|
2017
|
40 |
C |
p. 25-37
|
article
|
| 12 |
One or two years of participation: Is dosage of an enhanced publicly funded preschool program associated with the academic and executive function skills of low-income children in early elementary school?
|
Shah, Harshini K.
|
|
2017
|
40 |
C |
p. 123-137
|
article
|
| 13 |
Parent-school relationships and young adopted children’s psychological adjustment in lesbian-, gay-, and heterosexual-parent families
|
Goldberg, Abbie E.
|
|
2017
|
40 |
C |
p. 174-187
|
article
|
| 14 |
Stability and change in teacher-infant interaction quality over time
|
Pessanha, Manuela
|
|
2017
|
40 |
C |
p. 87-97
|
article
|
| 15 |
The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings
|
Evans, Mary Ann
|
|
2017
|
40 |
C |
p. 1-12
|
article
|
| 16 |
The research-based balance in early childhood mathematics: A response to Common Core criticisms
|
Clements, Douglas H.
|
|
2017
|
40 |
C |
p. 150-162
|
article
|
| 17 |
Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills
|
Shahaeian, Ameneh
|
|
2017
|
40 |
C |
p. 204-214
|
article
|
| 18 |
Wordless picture books boost preschoolers’ language production during shared reading
|
Chaparro-Moreno, Leydi Johana
|
|
2017
|
40 |
C |
p. 52-62
|
article
|
Journal description