| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An ecological perspective on early educator well-being at the start of the COVID-19 pandemic
|
Hanno, Emily C.
|
|
|
60 |
C |
p. 214-225
|
artikel
|
| 2 |
Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis
|
Mallawaarachchi, Sumudu R.
|
|
|
60 |
C |
p. 13-33
|
artikel
|
| 3 |
Book sharing and reminiscing: Caregivers’ conversational style and children's language and literacy development in low-income Costa Rican families
|
Carmiol, Ana M.
|
|
|
60 |
C |
p. 110-125
|
artikel
|
| 4 |
Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning
|
Martin, Anne
|
|
|
60 |
C |
p. 237-249
|
artikel
|
| 5 |
Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress
|
Zhang, Xiao
|
|
|
60 |
C |
p. 319-331
|
artikel
|
| 6 |
Classroom age composition and preschoolers’ language and literacy gains: The role of classroom engagement
|
Yang, Qingqing
|
|
|
60 |
C |
p. 49-58
|
artikel
|
| 7 |
Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains
|
Maier, Michelle F.
|
|
|
60 |
C |
p. 96-109
|
artikel
|
| 8 |
Do preschool entitlements distribute quality fairly? Racial inequity in New York City
|
Fuller, Bruce
|
|
|
60 |
C |
p. 414-427
|
artikel
|
| 9 |
Early childhood educators’ provision of remote learning during COVID-19
|
Steed, Elizabeth A.
|
|
|
60 |
C |
p. 307-318
|
artikel
|
| 10 |
Early childhood educators’ psychological distress and wellbeing during the COVID-19 pandemic
|
Berger, Emily
|
|
|
60 |
C |
p. 298-306
|
artikel
|
| 11 |
Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19
|
Souto-Manning, Mariana
|
|
|
60 |
C |
p. 34-48
|
artikel
|
| 12 |
Editorial Board
|
|
|
|
60 |
C |
p. ii
|
artikel
|
| 13 |
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading
|
Liu, Catrina
|
|
|
60 |
C |
p. 1-12
|
artikel
|
| 14 |
Executive function in kindergarten and development of behavioral competence: The moderating role of positive parenting practices
|
Cumming, Michelle M.
|
|
|
60 |
C |
p. 161-172
|
artikel
|
| 15 |
Family socio-economic status and Chinese Preschoolers’ anxious symptoms during the COVID-19 pandemic: the roles of parental investment, parenting style, home quarantine length, and regional pandemic risk
|
Zhang, Limin
|
|
|
60 |
C |
p. 137-149
|
artikel
|
| 16 |
Family systems and relationships: dyadic and triadic contexts in-the-moment and over time
|
Fitzgerald, Hiram E.
|
|
|
60 |
C |
p. 334-335
|
artikel
|
| 17 |
Impacts of COVID-19 on the early care and education sector in California: Variations across program types
|
Kim, Yoonjeon
|
|
|
60 |
C |
p. 348-362
|
artikel
|
| 18 |
Interactions between child temperament and family environment in relation to school readiness: Diathesis-stress, differential susceptibility, or vantage sensitivity?
|
Gobeil-Bourdeau, Jasmine
|
|
|
60 |
C |
p. 274-286
|
artikel
|
| 19 |
Introduction to ECRQ special issue measuring quality in early care and education: Past, present, and future
|
Gordon, Rachel A.
|
|
|
60 |
C |
p. 374-378
|
artikel
|
| 20 |
Language, analogical reasoning, and working memory skills in emergent literacy period: Typical and DLD trajectories via Cluster Analyses
|
Norambuena, Yeniè S.
|
|
|
60 |
C |
p. 173-186
|
artikel
|
| 21 |
Parent and teacher ratings of Spanish-speaking Latino preschoolers’ behaviors: Validation of the Spanish parent and English teacher Conner's early childhood short forms
|
Kim, Hanjoe
|
|
|
60 |
C |
p. 262-273
|
artikel
|
| 22 |
Parent time investments in their children's learning during a policy-mandated shutdown: parent, child, and household influences
|
Singletary, Britt
|
|
|
60 |
C |
p. 250-261
|
artikel
|
| 23 |
Political prioritization of early childhood education during the COVID-19 pandemic: A comparative policy analysis of low- and middle-income countries
|
Neuman, Michelle J.
|
|
|
60 |
C |
p. 287-297
|
artikel
|
| 24 |
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
|
Xiao, Sonya Xinyue
|
|
|
60 |
C |
p. 403-413
|
artikel
|
| 25 |
Reciprocal patterns of peer speech in preschoolers with and without hearing loss
|
Perry, Lynn K.
|
|
|
60 |
C |
p. 201-213
|
artikel
|
| 26 |
Research on fathers: pathways to coming of age
|
Bakermans-Kranenburg, Marian J.
|
|
|
60 |
C |
p. 332-333
|
artikel
|
| 27 |
Screen media are associated with fine motor skill development in preschool children
|
Martzog, Philipp
|
|
|
60 |
C |
p. 363-373
|
artikel
|
| 28 |
Self-regulation development among young Spanish-English dual language learners
|
Caughy, Margaret O'Brien
|
|
|
60 |
C |
p. 226-236
|
artikel
|
| 29 |
Silent expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during Covid-19 and beyond
|
Rodriguez, Vanessa
|
|
|
60 |
C |
p. 80-95
|
artikel
|
| 30 |
So, what is it? Examining parent-child interactions while talking about artifacts in a museum
|
Attisano, Elizabeth
|
|
|
60 |
C |
p. 187-200
|
artikel
|
| 31 |
Strategies, recommendations, and validation of remote executive function tasks for use with young children
|
Ahmed, Sammy F.
|
|
|
60 |
C |
p. 336-347
|
artikel
|
| 32 |
Supporting and engaging with diverse families during the early years: emerging approaches that matter for children and families
|
Iruka, Iheoma U.
|
|
|
60 |
C |
p. 390-393
|
artikel
|
| 33 |
Teacher attunement to preschool children's peer preferences: Associations with child and classroom-level variables
|
Peceguina, Maria Inês Duarte
|
|
|
60 |
C |
p. 150-160
|
artikel
|
| 34 |
Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary
|
Snell, Emily K.
|
|
|
60 |
C |
p. 67-79
|
artikel
|
| 35 |
The reciprocal relationship between vocabulary knowledge and word reading in Chinese primary-school children
|
Pan, Dora Jue
|
|
|
60 |
C |
p. 59-66
|
artikel
|
| 36 |
The role of full- and half-day preschool attendance in the formation of children's social networks
|
Neal, Jennifer Watling
|
|
|
60 |
C |
p. 394-402
|
artikel
|
| 37 |
The sound of self-regulation: Music program relates to an advantage for children at risk
|
Brown, Eleanor D.
|
|
|
60 |
C |
p. 126-136
|
artikel
|
| 38 |
Through the lens of early educators: Understanding the use of expulsion and suspension in childcare programs
|
An, Zhe Gigi
|
|
|
60 |
C |
p. 379-389
|
artikel
|
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