| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accountability-driven school reform: are there unintended effects on younger children in untested grades?
|
Henry, Gary T.
|
|
|
61 |
C |
p. 190-208
|
artikel
|
| 2 |
A word about probability: Do general and specific vocabulary knowledge predict probabilistic reasoning in young children?
|
Supply, Anne-Sophie
|
|
|
61 |
C |
p. 106-116
|
artikel
|
| 3 |
Consistent routines matter: Child routines mediated the association between interparental functioning and school readiness
|
Ren, Lixin
|
|
|
61 |
C |
p. 145-157
|
artikel
|
| 4 |
Corrigendum to Associations between teacher–child relationships, children's literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school: [Early Childhood Research Quarterly (2019) 124–133 / https://doi.org/10.1016/j.ecresq.2018.09.005]
|
Varghese, Cheryl
|
|
|
61 |
C |
p. 117
|
artikel
|
| 5 |
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development?
|
Grøver, Vibeke
|
|
|
61 |
C |
p. 118-131
|
artikel
|
| 6 |
Editorial Board
|
|
|
|
61 |
C |
p. ii
|
artikel
|
| 7 |
Effects of cumulative family risks on school readiness skills: A cross-cultural study between the U.S. and Korea
|
Kim, Jaehee
|
|
|
61 |
C |
p. 15-24
|
artikel
|
| 8 |
Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill
|
Hu, Bi Ying
|
|
|
61 |
C |
p. 58-69
|
artikel
|
| 9 |
Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover
|
Doromal, Justin B.
|
|
|
61 |
C |
p. 170-178
|
artikel
|
| 10 |
Home language use with children, dialogue with multilingual parents and professional development in ECEC
|
Peleman, Brecht
|
|
|
61 |
C |
p. 70-80
|
artikel
|
| 11 |
Implementation and Challenges of Online Education during the COVID-19 Outbreak: A National Survey of Children and Parents in China
|
Zhu, Wenting
|
|
|
61 |
C |
p. 209-219
|
artikel
|
| 12 |
Infant-toddler teachers’ early adversity, current wellbeing, and engaged support of early learning
|
Simons, Cassandra
|
|
|
61 |
C |
p. 158-169
|
artikel
|
| 13 |
Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
|
Li, Longfeng
|
|
|
61 |
C |
p. 25-35
|
artikel
|
| 14 |
Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement
|
Huang, Jing
|
|
|
61 |
C |
p. 179-189
|
artikel
|
| 15 |
Psychometric properties of parent- and staff-reported measures and observational measures of infant and toddler development in Early Head Start
|
Xue, Yange
|
|
|
61 |
C |
p. 132-144
|
artikel
|
| 16 |
Relational uncertainty: Does parental perception of adopted children's academic success change over time?
|
Turski, Tamara
|
|
|
61 |
C |
p. 36-46
|
artikel
|
| 17 |
Spanking and children's early academic skills: Strengthening causal estimates
|
Kang, Jeehye
|
|
|
61 |
C |
p. 47-57
|
artikel
|
| 18 |
Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns
|
Orrantia, Josetxu
|
|
|
61 |
C |
p. 81-89
|
artikel
|
| 19 |
The role of language comprehension skills and instructional practices in cross-language influence of Spanish-speaking dual language learners’ calculation skills
|
Li, Jui-Teng
|
|
|
61 |
C |
p. 90-105
|
artikel
|
| 20 |
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic: Lessons from Louisiana
|
Markowitz, Anna J.
|
|
|
61 |
C |
p. 1-14
|
artikel
|
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