| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter?
|
Yang, Qianru Tiffany
|
|
|
72 |
C |
p. 284-294
|
artikel
|
| 2 |
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
|
Schachter, Rachel E.
|
|
|
72 |
C |
p. 156-169
|
artikel
|
| 3 |
An initial yet rigorous test of multisensory alphabet instruction for english monolingual and emergent bilingual children
|
Park, Somin
|
|
|
72 |
C |
p. 328-338
|
artikel
|
| 4 |
Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy
|
Fujisawa, Keiko K.
|
|
|
72 |
C |
p. 361-370
|
artikel
|
| 5 |
Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence
|
Ansari, Arya
|
|
|
72 |
C |
p. 182-194
|
artikel
|
| 6 |
Associations of state-funded prekindergarten with early elementary literacy and absences
|
Bratsch-Hines, Mary
|
|
|
72 |
C |
p. 250-261
|
artikel
|
| 7 |
Best practices for designing and reporting caregiver training in early childhood mathematics interventions
|
Tuin, Mackenna Vander
|
|
|
72 |
C |
p. 69-79
|
artikel
|
| 8 |
Bidirectional longitudinal relations between caregiving styles and young rural Chinese children's academic skills
|
Zou, Xinzhuo
|
|
|
72 |
C |
p. 238-249
|
artikel
|
| 9 |
Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality
|
Johnson, Anna D.
|
|
|
72 |
C |
p. 56-68
|
artikel
|
| 10 |
Classroom social network antecedents of relational aggression and victimization for kindergarten children
|
Xiao, Nan
|
|
|
72 |
C |
p. 307-316
|
artikel
|
| 11 |
Cognitively engaging physical activity has an immediate impact on preschool children's executive function
|
Preston, Marcia L.
|
|
|
72 |
C |
p. 91-101
|
artikel
|
| 12 |
Corrigendum to “Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during COVID-19” [Early Childhood Research Quarterly Volume 62, 1st Quarter 2023, Pages 335-346]
|
Ibekwe-Okafor, Nneka
|
|
|
72 |
C |
p. 80
|
artikel
|
| 13 |
Daycare instability during COVID-19, child psychosocial functioning, and the parent-child relationship: A combined retrospective and prospective study
|
Moed, Anat
|
|
|
72 |
C |
p. 81-90
|
artikel
|
| 14 |
Development of reading attitudes in preschool children: Trajectories, antecedents and consequences
|
Huo, Shuting
|
|
|
72 |
C |
p. 215-228
|
artikel
|
| 15 |
Editorial Board
|
|
|
|
72 |
C |
p. ii
|
artikel
|
| 16 |
Examining young children’s transitions from drawing into early writing
|
Campbell, Kelly
|
|
|
72 |
C |
p. 317-327
|
artikel
|
| 17 |
Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups
|
Surrain, Sarah
|
|
|
72 |
C |
p. 13-24
|
artikel
|
| 18 |
Exploring invariance of the measurement and prediction of ADHD behaviors in Latino children
|
DeCamp, Christopher
|
|
|
72 |
C |
p. 352-360
|
artikel
|
| 19 |
Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms
|
Besser, Nadine
|
|
|
72 |
C |
p. 44-55
|
artikel
|
| 20 |
Home literacy environment and Chinese Children’s second language development: A cross-lagged analysis
|
Jiang, Yushan
|
|
|
72 |
C |
p. 262-272
|
artikel
|
| 21 |
Latine caregiver math talk across contexts and its relation to child math outcomes
|
Melzi, Gigliana
|
|
|
72 |
C |
p. 133-142
|
artikel
|
| 22 |
Mixed delivery prekindergarten systems: partnering practices and early care and education capacity over time and place
|
Casto, Hope G.
|
|
|
72 |
C |
p. 170-181
|
artikel
|
| 23 |
Non-contact time implementation in early childhood center-based programs: A mixed methods study
|
Hamel, Erin E.
|
|
|
72 |
C |
p. 339-351
|
artikel
|
| 24 |
One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers
|
Perlman, Michal
|
|
|
72 |
C |
p. 205-214
|
artikel
|
| 25 |
Parental input as a mediating pathway for gender differences in early academic skills
|
Vasilyeva, Marina
|
|
|
72 |
C |
p. 35-43
|
artikel
|
| 26 |
Participation in early childhood education in Kosovo: (Re-)migration and international orientation as a resource for the participation of early childhood education institutions
|
Shabanhaxhaj, Saranda
|
|
|
72 |
C |
p. 102-111
|
artikel
|
| 27 |
Pathways from parenting emotion regulation, emotion socialization and parenting practices to preschoolers’ emotion regulation
|
Ștefan, Catrinel A.
|
|
|
72 |
C |
p. 273-283
|
artikel
|
| 28 |
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
|
Hall, Colby
|
|
|
72 |
C |
p. 122-132
|
artikel
|
| 29 |
Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors
|
Anderson, Abigail J.
|
|
|
72 |
C |
p. 229-237
|
artikel
|
| 30 |
School entry skills and young adult outcomes
|
Burchinal, Margaret
|
|
|
72 |
C |
p. 1-12
|
artikel
|
| 31 |
Teacher-child relationship quality and kindergarten outcomes: The moderating role of classroom activity settings
|
Ramirez, Elia G.
|
|
|
72 |
C |
p. 295-306
|
artikel
|
| 32 |
Teachers of refugee children opening up dialogic spaces across interruptions and change
|
Karsli-Calamak, Elif
|
|
|
72 |
C |
p. 25-34
|
artikel
|
| 33 |
The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality
|
Kwon, Kyong-Ah
|
|
|
72 |
C |
p. 371-382
|
artikel
|
| 34 |
“They felt the safe space”: Practitioner experiences of delivering Mellow Babies, a targeted, early intervention program for parents and their babies
|
Cruz, Melissa
|
|
|
72 |
C |
p. 195-204
|
artikel
|
| 35 |
What makes home visits effective? An examination of therapeutic mechanisms in the Recipe 4 Success preventive intervention
|
Braaten, Sarah M.
|
|
|
72 |
C |
p. 112-121
|
artikel
|
| 36 |
When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling
|
Gardner-Neblett, Nicole
|
|
|
72 |
C |
p. 143-155
|
artikel
|
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