| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry: Analyses from three studies
|
Hammer, Carol Scheffner
|
|
|
51 |
C |
p. 81-92
|
artikel
|
| 2 |
Child care deserts in New York State: Prekindergarten implementation and community factors related to the capacity to care for infants and toddlers
|
Sipple, John W.
|
|
|
51 |
C |
p. 167-177
|
artikel
|
| 3 |
Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences: An exploratory study
|
Larsen, Linda
|
|
|
51 |
C |
p. 379-391
|
artikel
|
| 4 |
Choosing what is best for one’s children? Experimental evidence on parents’ responsiveness to childcare subsidies and their preferences for different childcare arrangements
|
Zangger, Christoph
|
|
|
51 |
C |
p. 110-123
|
artikel
|
| 5 |
Computerized social-emotional assessment measures for early childhood settings
|
Denham, Susanne A.
|
|
|
51 |
C |
p. 55-66
|
artikel
|
| 6 |
Context influences on task orientation among preschoolers who display disruptive behavior problems
|
Vitiello, Virginia E.
|
|
|
51 |
C |
p. 256-266
|
artikel
|
| 7 |
Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds
|
Vanbinst, Kiran
|
|
|
51 |
C |
p. 144-152
|
artikel
|
| 8 |
Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles
|
Neal, Sarah C.
|
|
|
51 |
C |
p. 473-482
|
artikel
|
| 9 |
Direct and indirect pathways to early school adjustment: Roles of young children’s mental representations and peer victimization
|
Garner, Pamela W.
|
|
|
51 |
C |
p. 100-109
|
artikel
|
| 10 |
Editorial Board
|
|
|
|
51 |
C |
p. ii
|
artikel
|
| 11 |
Efficacy of focused social and communication intervention practices for young children with autism spectrum disorder: A meta-analysis
|
Bejarano-Martín, Álvaro
|
|
|
51 |
C |
p. 430-445
|
artikel
|
| 12 |
Ethnic variances in socializing young children’s mastery motivation among White, African American, and Hispanic low-income families
|
Wang, Wen
|
|
|
51 |
C |
p. 329-337
|
artikel
|
| 13 |
Evidence for reliability and validity of parent reports of twin children’s birth information
|
DiLalla, Lisabeth Fisher
|
|
|
51 |
C |
p. 267-274
|
artikel
|
| 14 |
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
|
Farrow, JeanMarie
|
|
|
51 |
C |
p. 178-190
|
artikel
|
| 15 |
Factors associated with early school readiness profiles for Black girls
|
Iruka, Iheoma U.
|
|
|
51 |
C |
p. 215-228
|
artikel
|
| 16 |
Family socioeconomic status and the cognitive competence of very young children from migrant and non-migrant Chinese families: The mediating role of parenting self-efficacy and parental involvement
|
Liu, Ting
|
|
|
51 |
C |
p. 229-241
|
artikel
|
| 17 |
Forty years of measuring quality with the Environment Rating Scales
|
Clifford, Richard M.
|
|
|
51 |
C |
p. 164-166
|
artikel
|
| 18 |
Fostering the learning of subtraction concepts and the subtraction-as-addition reasoning strategy
|
Paliwal, Veena
|
|
|
51 |
C |
p. 403-415
|
artikel
|
| 19 |
Influence of quality credentialing programs on teacher characteristics in center-based early care and education settings
|
Boyd-Swan, Casey
|
|
|
51 |
C |
p. 352-365
|
artikel
|
| 20 |
Inside the classroom door: Understanding early care and education workforce and classroom characteristics experienced by children in subsidized center-based care
|
Johnson, Anna D.
|
|
|
51 |
C |
p. 462-472
|
artikel
|
| 21 |
Maternal and non-maternal care in infancy and later child cognitive, language and motor development in Chile: Does type of care matter?
|
Narea, Marigen
|
|
|
51 |
C |
p. 204-214
|
artikel
|
| 22 |
Maternal sensitivity and language in infancy each promotes child core language skill in preschool
|
Bornstein, Marc H.
|
|
|
51 |
C |
p. 483-489
|
artikel
|
| 23 |
Maternal support for infant learning: Findings from a randomized controlled trial of doula home visiting services for young mothers
|
Edwards, Renee C.
|
|
|
51 |
C |
p. 26-38
|
artikel
|
| 24 |
Measurement invariance of the English and Spanish BASC-3 behavioral and emotional screening system parent preschool forms
|
Edyburn, Kelly L.
|
|
|
51 |
C |
p. 307-316
|
artikel
|
| 25 |
Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers
|
Morgan, Lindee
|
|
|
51 |
C |
p. 366-378
|
artikel
|
| 26 |
Measuring and improving quality in early care and education
|
Pianta, Robert C.
|
|
|
51 |
C |
p. 285-287
|
artikel
|
| 27 |
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior
|
Lenhart, Jan
|
|
|
51 |
C |
p. 338-351
|
artikel
|
| 28 |
Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study
|
Grolig, Lorenz
|
|
|
51 |
C |
p. 191-203
|
artikel
|
| 29 |
Parent migration and rural preschool children's early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind?
|
Hu, Bi Ying
|
|
|
51 |
C |
p. 317-328
|
artikel
|
| 30 |
Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum
|
Wilcox, M. Jeanne
|
|
|
51 |
C |
p. 124-143
|
artikel
|
| 31 |
School-entry skills predicting school-age academic and social–emotional trajectories
|
Burchinal, Margaret
|
|
|
51 |
C |
p. 67-80
|
artikel
|
| 32 |
Screening approaches for determining the language of assessment for dual language learners: Evidence from Head Start and a universal preschool initiative
|
Aikens, Nikki
|
|
|
51 |
C |
p. 39-54
|
artikel
|
| 33 |
Student–teacher relationship quality in children with and without ADHD: A cross-sectional community based study
|
Zendarski, Nardia
|
|
|
51 |
C |
p. 275-284
|
artikel
|
| 34 |
Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling
|
Hu, Bi Ying
|
|
|
51 |
C |
p. 242-255
|
artikel
|
| 35 |
Teacher fidelity to Conscious Discipline and children’s executive function skills
|
Anderson, Kirsten L.
|
|
|
51 |
C |
p. 14-25
|
artikel
|
| 36 |
Text messaging as an enhancement to home visiting: Building parents’ capacity to improve child language-learning environments
|
Bigelow, Kathryn M.
|
|
|
51 |
C |
p. 416-429
|
artikel
|
| 37 |
The association of peer behavioral regulation with motor-cognitive readiness skills in preschool
|
Rojas, Natalia
|
|
|
51 |
C |
p. 153-163
|
artikel
|
| 38 |
The early academic resilience of children from low-income, immigrant families
|
De Feyter, Jessica J.
|
|
|
51 |
C |
p. 446-461
|
artikel
|
| 39 |
The early writing skills of children identified as at-risk for literacy difficulties
|
Thomas, Leiah J.G.
|
|
|
51 |
C |
p. 392-402
|
artikel
|
| 40 |
Thirty years later: Locating and interviewing participants of the Chicago Longitudinal Study
|
Ou, Suh-Ruu
|
|
|
51 |
C |
p. 1-13
|
artikel
|
| 41 |
Trends in preschool attendance in Australia following major policy reform: Updated evidence six years following a commitment to universal access
|
O’Connor, Meredith
|
|
|
51 |
C |
p. 93-99
|
artikel
|
| 42 |
What do parents value in a child care provider? Evidence from Yelp consumer reviews
|
Herbst, Chris M.
|
|
|
51 |
C |
p. 288-306
|
artikel
|
Tijdschrift beschrijving