| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A mixed-methods study of Maryland’s monetary incentives to improve the quality of child care centers
|
Lee, Erica S.
|
|
|
55 |
C |
p. 349-362
|
article
|
| 2 |
An early numeracy intervention for first-graders at risk for mathematical learning difficulties
|
Aunio, Pirjo
|
|
|
55 |
C |
p. 252-262
|
article
|
| 3 |
An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills
|
Gordon, Rachel A.
|
|
|
55 |
C |
p. 149-164
|
article
|
| 4 |
Characteristics of home-based child care providers who offer non-standard hour care
|
Tang, Jing
|
|
|
55 |
C |
p. 284-294
|
article
|
| 5 |
Cognitive development and parenting during early childhood among Mapuche and non-indigenous Chileans
|
Salinas, Viviana
|
|
|
55 |
C |
p. 165-178
|
article
|
| 6 |
Depressive and anxiety symptoms in early childhood education teachers: Relations to professional well-being and absenteeism
|
Peele, Morgan
|
|
|
55 |
C |
p. 275-283
|
article
|
| 7 |
Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)
|
Pentimonti, Jill M.
|
|
|
55 |
C |
p. 201-213
|
article
|
| 8 |
Editorial Board
|
|
|
|
55 |
C |
p. ii
|
article
|
| 9 |
Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten
|
Le, Vi-Nhuan
|
|
|
55 |
C |
p. 24-34
|
article
|
| 10 |
Exclusionary discipline practices in early childhood settings: A survey of child care directors
|
Clayback, Kelsey A.
|
|
|
55 |
C |
p. 129-136
|
article
|
| 11 |
Executive control in dual language learning preschoolers: The association between Hot and cool executive control and science achievement
|
Frechette, Elizabeth M.
|
|
|
55 |
C |
p. 137-148
|
article
|
| 12 |
Explaining income disparities in young children’s development: The role of community contexts and family processes✰
|
Coley, Rebekah Levine
|
|
|
55 |
C |
p. 295-311
|
article
|
| 13 |
Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System
|
Delaney, Katherine K.
|
|
|
55 |
C |
p. 214-229
|
article
|
| 14 |
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners
|
Luo, Rufan
|
|
|
55 |
C |
p. 1-14
|
article
|
| 15 |
Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery
|
Sutherland, Marah
|
|
|
55 |
C |
p. 119-128
|
article
|
| 16 |
Is everybody happy? Exploring the predictability of parent satisfaction with childcare in Flanders
|
Janssen, Jeroen
|
|
|
55 |
C |
p. 97-106
|
article
|
| 17 |
Literacy learning in early Chinese-English bilinguals: the role of pure copying skill
|
Ye, Yanyan
|
|
|
55 |
C |
p. 263-274
|
article
|
| 18 |
Parental involvement during the kindergarten transition and children’s early reading and mathematics skills
|
Slicker, Gerilyn
|
|
|
55 |
C |
p. 363-376
|
article
|
| 19 |
Parents’ socialization of preschool-aged children's emotion skills: A meta-analysis using an emotion-focused parenting practices framework
|
Zinsser, Katherine M.
|
|
|
55 |
C |
p. 377-390
|
article
|
| 20 |
Pilot test of the Hablemos Juntos Tier 2 academic language curriculum for Spanish-speaking preschoolers
|
Zucker, Tricia A.
|
|
|
55 |
C |
p. 179-192
|
article
|
| 21 |
Predicting selection into ECEC of higher quality in a universal context: The role of parental education and income
|
Alexandersen, Nina
|
|
|
55 |
C |
p. 336-348
|
article
|
| 22 |
Preschool practices in Sweden, Portugal, and the United States
|
Coelho, Vera
|
|
|
55 |
C |
p. 79-96
|
article
|
| 23 |
Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis
|
Hu, Bi Ying
|
|
|
55 |
C |
p. 242-251
|
article
|
| 24 |
Prevalence and prediction of kindergarten-transition difficulties
|
Jiang, Hui
|
|
|
55 |
C |
p. 15-23
|
article
|
| 25 |
Pros and (con)flict: Using head-mounted cameras to identify teachers’ roles in intervening in conflict among preschool children
|
Myrtil, Maureen J.
|
|
|
55 |
C |
p. 230-241
|
article
|
| 26 |
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
|
Burchinal, Margaret
|
|
|
55 |
C |
p. 35-51
|
article
|
| 27 |
Teacher talk: Infant vocal cues affect non-lead infant teachers’ responding
|
Albert, Rachel R.
|
|
|
55 |
C |
p. 326-335
|
article
|
| 28 |
The Effects of Universal Preschool on Child and Adult Outcomes: A Review of Recent Evidence from Europe with Implications for the United States
|
Blau, David M.
|
|
|
55 |
C |
p. 52-63
|
article
|
| 29 |
The importance of specific mathematical language for early proportional reasoning
|
Vanluydt, Elien
|
|
|
55 |
C |
p. 193-200
|
article
|
| 30 |
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare
|
Højen, Anders
|
|
|
55 |
C |
p. 312-325
|
article
|
| 31 |
Towards racial equity in publishing at Early Childhood Research Quarterly (ECRQ)
|
|
|
|
55 |
C |
p. A1-A3
|
article
|
| 32 |
Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior
|
Horn, E. Parham
|
|
|
55 |
C |
p. 107-118
|
article
|
| 33 |
Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality
|
Mathers, Sandra J.
|
|
|
55 |
C |
p. 64-78
|
article
|
Journal description