| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A meta-analysis of teacher language practices in early childhood classrooms
|
Burke Hadley, Elizabeth
|
|
|
59 |
C |
p. 186-202
|
artikel
|
| 2 |
Classrooms with high rates of absenteeism and individual success: Exploring students’ achievement, executive function, and socio-behavioral outcomes
|
Gottfried, Michael
|
|
|
59 |
C |
p. 215-227
|
artikel
|
| 3 |
Developmental differences in children's and adults’ strategies on a repeating pattern task
|
Borriello, Giulia A.
|
|
|
59 |
C |
p. 300-310
|
artikel
|
| 4 |
Development of children's informal understanding of division through sharing: Contributions of reasoning demands and problem situations
|
Ching, Boby Ho-Hong
|
|
|
59 |
C |
p. 228-242
|
artikel
|
| 5 |
Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?
|
Vitiello, Virginia E.
|
|
|
59 |
C |
p. 287-299
|
artikel
|
| 6 |
Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator
|
Ren, Lixin
|
|
|
59 |
C |
p. 134-147
|
artikel
|
| 7 |
Editorial Board
|
|
|
|
59 |
C |
p. ii
|
artikel
|
| 8 |
Fathers, faith, and family gender messages: Are religiosity and gender talk related to children's gender attitudes and preferences?
|
de Vries, Else E.
|
|
|
59 |
C |
p. 21-31
|
artikel
|
| 9 |
First do no harm: How teachers support or undermine children's self-regulation
|
Phillips, Deborah A.
|
|
|
59 |
C |
p. 172-185
|
artikel
|
| 10 |
Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers
|
Colliver, Yeshe
|
|
|
59 |
C |
p. 148-161
|
artikel
|
| 11 |
Heterogeneity in maternal and child mental health responses to the COVID-19 pandemic
|
Saleem, Sumayya
|
|
|
59 |
C |
p. 203-214
|
artikel
|
| 12 |
High residential mobility and young children's healthy development in low-income families: Exploring the moderating role of Head Start
|
Anastasio, Robert Julius
|
|
|
59 |
C |
p. 96-108
|
artikel
|
| 13 |
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
|
Susperreguy, María Inés
|
|
|
59 |
C |
p. 84-95
|
artikel
|
| 14 |
Linking Chinese mothers’ and fathers’ scaffolding with children's initiative and mathematics performance: a moderated mediation model
|
Huang, Qi
|
|
|
59 |
C |
p. 74-83
|
artikel
|
| 15 |
Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status
|
Luo, Rufan
|
|
|
59 |
C |
p. 109-120
|
artikel
|
| 16 |
Parent-child Interactions in Numeracy Activities: Parental Scaffolding, Mathematical Talk, and Game Format
|
Schnieders, Joyce Zhou-Yile
|
|
|
59 |
C |
p. 44-55
|
artikel
|
| 17 |
Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy
|
Shen, Ye
|
|
|
59 |
C |
p. 254-264
|
artikel
|
| 18 |
Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels
|
Hemmeter, Mary Louise
|
|
|
59 |
C |
p. 56-73
|
artikel
|
| 19 |
Relations between caregivers’ emotion regulation strategies, parenting styles, and preschoolers’ emotional competence in Chinese parenting and grandparenting
|
Qiu, Chen
|
|
|
59 |
C |
p. 121-133
|
artikel
|
| 20 |
Scientific inquiry of race, ethnicity, and racial inequality in Early Childhood Research Quarterly
|
Mills, Abigail K.
|
|
|
59 |
C |
p. A1-A8
|
artikel
|
| 21 |
Self-regulation mediates the relations between family factors and preschool readiness
|
Xie, Sha
|
|
|
59 |
C |
p. 32-43
|
artikel
|
| 22 |
Sharing in child caring: Does equal parenting involvement moderate the relationship between fathers’ and mothers’ sensitivity and toddlers’ receptive language ability ?
|
Helmerhorst, K.O.W.
|
|
|
59 |
C |
p. 12-20
|
artikel
|
| 23 |
Spatial skills and counting sequence knowledge: Investigating reciprocal longitudinal relations in early years
|
Liu, Yingyi
|
|
|
59 |
C |
p. 1-11
|
artikel
|
| 24 |
The contribution of inhibitory control to early literacy skills in 4‐ to 5‐year‐old children
|
Traverso, Laura
|
|
|
59 |
C |
p. 265-286
|
artikel
|
| 25 |
The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers
|
Nakamichi, Keito
|
|
|
59 |
C |
p. 162-171
|
artikel
|
| 26 |
Widely used measures of classroom quality are largely unrelated to preschool skill development
|
McDoniel, Meghan E.
|
|
|
59 |
C |
p. 243-253
|
artikel
|
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