| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Alignment of teacher ratings and child direct assessments in preschool: A closer look at teaching strategies GOLD
|
Vitiello, Virginia E.
|
|
|
56 |
C |
p. 114-123
|
article
|
| 2 |
‘A place where my children could learn to read, write, and play’: The search for early care and education among undocumented Central American immigrant mothers
|
Vesely, Colleen K.
|
|
|
56 |
C |
p. 306-319
|
article
|
| 3 |
Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students
|
de León, Sara C.
|
|
|
56 |
C |
p. 281-293
|
article
|
| 4 |
Characterizing preschooler's outdoor physical activity: The comparability of schoolyard location- and activity type-based approaches
|
Clevenger, Kimberly A.
|
|
|
56 |
C |
p. 139-148
|
article
|
| 5 |
Children's theory of mind referencing and contribution to discourse during different book sharing contexts in preschool
|
Smadja, Marie-Lyne
|
|
|
56 |
C |
p. 333-343
|
article
|
| 6 |
Construct validation of an innovative observational child assessment system: Teaching Strategies GOLD® birth through third grade edition
|
Qiu, Yuxi
|
|
|
56 |
C |
p. 41-51
|
article
|
| 7 |
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes
|
Partika, Anne
|
|
|
56 |
C |
p. 124-138
|
article
|
| 8 |
Editorial Board
|
|
|
|
56 |
C |
p. ii
|
article
|
| 9 |
Effects of New Jersey's Abbott preschool program on children's achievement, grade retention, and special education through tenth grade
|
Barnett, W. Steven
|
|
|
56 |
C |
p. 248-259
|
article
|
| 10 |
Engagement in social pretend play predicts preschoolers’ executive function gains across the school year
|
White, Rachel E.
|
|
|
56 |
C |
p. 103-113
|
article
|
| 11 |
Exploring school bus ridership and absenteeism in rural communities
|
Gottfried, Michael A.
|
|
|
56 |
C |
p. 236-247
|
article
|
| 12 |
How much variability is there in children's experiences with different educators?
|
Vincett, Megan
|
|
|
56 |
C |
p. 78-89
|
article
|
| 13 |
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
|
Junge, Katharina
|
|
|
56 |
C |
p. 294-305
|
article
|
| 14 |
Impacts of Roots of Resilience professional development for early childhood teachers on Young children’s protective factors
|
Lipscomb, Shannon T.
|
|
|
56 |
C |
p. 1-14
|
article
|
| 15 |
“I See Why They Play”: Chinese immigrant parents and their beliefs about young children's play
|
Hyun, Sunah
|
|
|
56 |
C |
p. 272-280
|
article
|
| 16 |
Multi-tiered system of supports in early childhood: identifying gaps, considerations for application, and solutions
|
Wackerle-Hollman, Alisha
|
|
|
56 |
C |
p. 201-212
|
article
|
| 17 |
Parents’ perceived goals for early mathematics learning and their relations with children's motivation to learn mathematics
|
Cheung, Sum Kwing
|
|
|
56 |
C |
p. 90-102
|
article
|
| 18 |
Peer effects on dual language learners’ English and Spanish receptive vocabulary development
|
Garcia, Elisa B.
|
|
|
56 |
C |
p. 180-189
|
article
|
| 19 |
Preschool quality and child development in China
|
Su, Yufen
|
|
|
56 |
C |
p. 15-26
|
article
|
| 20 |
Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom
|
Rojas, Natalia M.
|
|
|
56 |
C |
p. 225-235
|
article
|
| 21 |
Private speech and the development of self-regulation: The importance of temperamental anger
|
Whedon, Margaret
|
|
|
56 |
C |
p. 213-224
|
article
|
| 22 |
Profiles of teacher & child talk during early childhood classroom shared book reading
|
Zucker, Tricia A.
|
|
|
56 |
C |
p. 27-40
|
article
|
| 23 |
Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness
|
Neugebauer, Sabina Rak
|
|
|
56 |
C |
p. 52-64
|
article
|
| 24 |
Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery
|
Landry, Susan H.
|
|
|
56 |
C |
p. 149-166
|
article
|
| 25 |
Sustained benefits of a preschool home visiting program: Child outcomes in fifth grade
|
Bierman, Karen L.
|
|
|
56 |
C |
p. 260-271
|
article
|
| 26 |
The association of daily spiritual experiences with depression among Head Start staff
|
Whitaker, Robert C.
|
|
|
56 |
C |
p. 65-77
|
article
|
| 27 |
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects
|
Gonzales, Christopher R.
|
|
|
56 |
C |
p. 320-332
|
article
|
| 28 |
The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households
|
Adamson, Lauren B.
|
|
|
56 |
C |
p. 167-179
|
article
|
| 29 |
Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities
|
Wang, Lei
|
|
|
56 |
C |
p. 190-200
|
article
|
Journal description