| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic
|
Lynch, Kathleen
|
|
|
64 |
C |
p. 255-265
|
artikel
|
| 2 |
Benefits of pre-kindergarten for children in Baltimore, MD
|
Harden, Brenda Jones
|
|
|
64 |
C |
p. 1-12
|
artikel
|
| 3 |
Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children
|
Yang, Weipeng
|
|
|
64 |
C |
p. 324-330
|
artikel
|
| 4 |
Bidirectional relations between self-control and cooperation among Japanese preschoolers: A random-intercept cross-lagged panel analysis
|
Zhu, Yantong
|
|
|
64 |
C |
p. 139-147
|
artikel
|
| 5 |
Can positive school climate ameliorate racial-ethnic disparities in pre-kindergarten quality? Evidence from a large urban school district
|
Siegel, Jessica A.
|
|
|
64 |
C |
p. 313-323
|
artikel
|
| 6 |
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
|
Harper, Frances K.
|
|
|
64 |
C |
p. 381-393
|
artikel
|
| 7 |
Children's absenteeism from pre-K to kindergarten: A focus on children receiving child care subsidies
|
Wei, Wendy S.
|
|
|
64 |
C |
p. 368-380
|
artikel
|
| 8 |
Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools
|
Šumatić, Mirna
|
|
|
64 |
C |
p. 355-367
|
artikel
|
| 9 |
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
|
Yang, Qingqing
|
|
|
64 |
C |
p. 290-301
|
artikel
|
| 10 |
Coding as another language: Research-based curriculum for early childhood computer science
|
Bers, Marina Umaschi
|
|
|
64 |
C |
p. 394-404
|
artikel
|
| 11 |
Early intervention of language and behavior in monolingual and bilingual preschoolers with Developmental Language Disorders
|
Verbeek, Lisa
|
|
|
64 |
C |
p. 106-118
|
artikel
|
| 12 |
Editorial Board
|
|
|
|
64 |
C |
p. ii
|
artikel
|
| 13 |
Engagement in the preschool classroom: Brief measures for use with children from ethno-racially diverse and low-income backgrounds
|
McWayne, Christine M.
|
|
|
64 |
C |
p. 177-185
|
artikel
|
| 14 |
Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality
|
Taylor, Michelle
|
|
|
64 |
C |
p. 331-344
|
artikel
|
| 15 |
Family ecological resources and risks: The moderating role of Early Head Start
|
Lombardi, Caitlin McPherran
|
|
|
64 |
C |
p. 216-228
|
artikel
|
| 16 |
Gender equity and motivational readiness for computational thinking in early childhood
|
Master, Allison
|
|
|
64 |
C |
p. 242-254
|
artikel
|
| 17 |
Guest editorial: Advancing our understanding of demographic (Mis)match in early childhood education
|
Little, Michael
|
|
|
64 |
C |
p. 174-176
|
artikel
|
| 18 |
Latine Caregivers’ Approaches to Engaging Young Children in Mathematics
|
Caspe, Margaret
|
|
|
64 |
C |
p. 26-35
|
artikel
|
| 19 |
Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs
|
Soliday Hong, Sandra L.
|
|
|
64 |
C |
p. 186-198
|
artikel
|
| 20 |
Linking professional development to classroom quality: Differences by ECE sector
|
Markowitz, Anna J.
|
|
|
64 |
C |
p. 266-277
|
artikel
|
| 21 |
Longitudinal trajectories of approaches to learning among Chinese preschoolers: Family predictors and academic outcomes
|
Qi, Mengdi
|
|
|
64 |
C |
p. 345-354
|
artikel
|
| 22 |
Measuring and predicting teachers’ commitment to implementing evidence-based programs
|
Cramer, Travis
|
|
|
64 |
C |
p. 405-415
|
artikel
|
| 23 |
Measuring preschool children's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale
|
Son, Seung-Hee Claire
|
|
|
64 |
C |
p. 47-60
|
artikel
|
| 24 |
Military families with young children with disabilities: Families’ and providers’ perceptions
|
Sands, Michelle M.
|
|
|
64 |
C |
p. 61-71
|
artikel
|
| 25 |
My child lags behind: Parents’ perceptions of children's needs for language support, their home-literacy practices, and children's language skills
|
Lenhart, Jan
|
|
|
64 |
C |
p. 119-128
|
artikel
|
| 26 |
Nonverbal supports for word learning: Prekindergarten teachers’ gesturing practices during shared book reading
|
Barnes, Erica M.
|
|
|
64 |
C |
p. 302-312
|
artikel
|
| 27 |
Parents’ physically performative behaviors during shared book reading: A comparison of mothers and fathers
|
Cutler, Laura
|
|
|
64 |
C |
p. 129-138
|
artikel
|
| 28 |
Promotion of early childhood development and mental health in quality rating and improvement systems for early care and education: A review of state quality indicators
|
Hutchins, Helena
|
|
|
64 |
C |
p. 229-241
|
artikel
|
| 29 |
Reliability and validity evidence for the English and Spanish preschool narrative language measures-listening
|
Spencer, Trina D.
|
|
|
64 |
C |
p. 148-161
|
artikel
|
| 30 |
Teacher turnover and residential instability: Exploring joint and contextual associations with child behavior
|
Steimle, Samantha
|
|
|
64 |
C |
p. 94-105
|
artikel
|
| 31 |
The impact of social pretend play on preschoolers’ social development: Results of an experimental study
|
Jaggy, Ann-Kathrin
|
|
|
64 |
C |
p. 13-25
|
artikel
|
| 32 |
The playful learning curriculum: A randomized controlled trial
|
Størksen, Ingunn
|
|
|
64 |
C |
p. 36-46
|
artikel
|
| 33 |
The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany
|
Jurkic, Ankica
|
|
|
64 |
C |
p. 72-83
|
artikel
|
| 34 |
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
|
Ribner, Andrew D.
|
|
|
64 |
C |
p. 84-93
|
artikel
|
| 35 |
Universal preschool and cognitive skills – the role of school starting age as a moderating factor
|
Szabó-Morvai, Ágnes
|
|
|
64 |
C |
p. 278-289
|
artikel
|
| 36 |
Variations in risk, resilience, and protective factors for cognitive and socioemotional development among 3- to 4-year-old children in Nigeria: A multilevel modeling
|
Enelamah, Ngozi V.
|
|
|
64 |
C |
p. 162-173
|
artikel
|
| 37 |
Variations in the home language environment and early language development in a peri-urban community in China
|
Feng, Tianli
|
|
|
64 |
C |
p. 199-215
|
artikel
|
Tijdschrift beschrijving