| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Access to high-quality early care and education: Analysis of Australia's national integrated data
|
Tang, Angelina
|
|
|
67 |
C |
p. 352-362
|
artikel
|
| 2 |
A machine learning approach to identifying non-parental caregivers' risk for harsh caregiving towards infants in daycare centers
|
Sharon, Chen
|
|
|
67 |
C |
p. 128-138
|
artikel
|
| 3 |
An examination of the use and outcomes of readiness assessments, retention policies, and title 1 funding for kindergarten children in the United States
|
Zimmermann, Kathryn
|
|
|
67 |
C |
p. 78-88
|
artikel
|
| 4 |
A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood
|
Clayback, Kelsey A.
|
|
|
67 |
C |
p. 182-190
|
artikel
|
| 5 |
Are family-teacher communication quality and child and family characteristics associated with head start children's classroom engagement? It's complicated
|
Ochoa, Wendy
|
|
|
67 |
C |
p. 34-43
|
artikel
|
| 6 |
Big little leap: The role of transition difficulties in children's skill development during kindergarten
|
Sun, Jing
|
|
|
67 |
C |
p. 139-147
|
artikel
|
| 7 |
Broadening understanding of executive function in children with different hearing histories: The roles of fathers and coparenting
|
Blank, Andrew
|
|
|
67 |
C |
p. 239-251
|
artikel
|
| 8 |
Can peers help sustain the positive effects of an early childhood mathematics intervention?
|
Botvin, Caroline M.
|
|
|
67 |
C |
p. 159-169
|
artikel
|
| 9 |
Child biological stress and maternal caregiving style are associated with school readiness
|
Ewell, Arcadia
|
|
|
67 |
C |
p. 13-23
|
artikel
|
| 10 |
Direct and indirect effects of visual pattern understanding on word reading in Chinese kindergarten children
|
Huo, Shuting
|
|
|
67 |
C |
p. 218-226
|
artikel
|
| 11 |
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
|
Lang, Sarah N.
|
|
|
67 |
C |
p. 111-127
|
artikel
|
| 12 |
Early childhood teachers’ reflections on participating in a district-wide one-to-one device program
|
Donohue, Tracy H.
|
|
|
67 |
C |
p. 274-282
|
artikel
|
| 13 |
Editorial Board
|
|
|
|
67 |
C |
p. ii
|
artikel
|
| 14 |
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?
|
Bleses, Dorthe
|
|
|
67 |
C |
p. 252-264
|
artikel
|
| 15 |
Explaining disparities in absenteeism between kindergarteners with and without disabilities: A decomposition approach
|
Gee, Kevin A
|
|
|
67 |
C |
p. 295-306
|
artikel
|
| 16 |
Exploring the role of educator personality on structural and process quality in early childhood education and care settings
|
Burns, Samantha
|
|
|
67 |
C |
p. 374-385
|
artikel
|
| 17 |
Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation
|
Spielberger, Julie
|
|
|
67 |
C |
p. 307-319
|
artikel
|
| 18 |
Granny and mama: Grandmothers’ and mothers’ interactions with toddlers during block play in urban China
|
Zhang, Meng-Run
|
|
|
67 |
C |
p. 148-158
|
artikel
|
| 19 |
Heterogeneity in the household experiences of young children in head start and associations with absenteeism
|
Wei, Wendy S.
|
|
|
67 |
C |
p. 363-373
|
artikel
|
| 20 |
Implementation of a comprehensive state effort to reduce exclusionary discipline in early care and education settings: Arkansas's policy
|
Chow, Kirby A.
|
|
|
67 |
C |
p. 330-342
|
artikel
|
| 21 |
Initial validation of wearable sensors to measure social engagement of young children
|
Douglas, Sarah N.
|
|
|
67 |
C |
p. 343-351
|
artikel
|
| 22 |
Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools
|
McCormick, Meghan P.
|
|
|
67 |
C |
p. 89-100
|
artikel
|
| 23 |
Linking early educator wellbeing to classroom interactions and teacher turnover
|
Markowitz, Anna J.
|
|
|
67 |
C |
p. 283-294
|
artikel
|
| 24 |
Monitoring early childhood development at the population level: The ECDI2030
|
Halpin, Peter F.
|
|
|
67 |
C |
p. 1-12
|
artikel
|
| 25 |
Parents’ adverse childhood experiences matter too: The impact of multigenerational trauma on participation in early childhood education for Latinx children
|
Velandia, Emily A.
|
|
|
67 |
C |
p. 208-217
|
artikel
|
| 26 |
Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study
|
Meng, Xiangzhi
|
|
|
67 |
C |
p. 320-329
|
artikel
|
| 27 |
Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration
|
Buell, Martha
|
|
|
67 |
C |
p. 191-207
|
artikel
|
| 28 |
Student-teacher conflict or student-school conflict? Exploring bidirectional relationships between externalizing behavior and teacher conflict
|
Ogg, Julia
|
|
|
67 |
C |
p. 44-54
|
artikel
|
| 29 |
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
|
Muir, Rosalyn A.
|
|
|
67 |
C |
p. 170-181
|
artikel
|
| 30 |
Supportive language strategies for preschool dual language learners: Associations with early language outcomes
|
Fumero, Keisey
|
|
|
67 |
C |
p. 101-110
|
artikel
|
| 31 |
The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy
|
Yuan, Han
|
|
|
67 |
C |
p. 67-77
|
artikel
|
| 32 |
Unpacking the relations of transcription and oral language to written composition in kindergarten children
|
Puranik, Cynthia
|
|
|
67 |
C |
p. 227-238
|
artikel
|
| 33 |
Validating a measure of growing pattern understanding in Chinese preschool children
|
Chen, Xueliang
|
|
|
67 |
C |
p. 24-33
|
artikel
|
| 34 |
Vocabulary size predicts behavioral problems in emotionally reactive children
|
Bruce, Madeleine
|
|
|
67 |
C |
p. 265-273
|
artikel
|
| 35 |
“We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children
|
Kang, Veronica Y.
|
|
|
67 |
C |
p. 55-66
|
artikel
|
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