| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Exploration of Ready, Set, Share A Book! Intervention for Enhancing Parent Book Sharing with Infants and Toddlers
|
Salley, Brenda
|
|
|
52 |
1 |
p. 127-138
|
artikel
|
| 2 |
Art Play with Daddy: Father-Child Play with Art Materials at Home
|
Yoo, Juyoung
|
|
|
52 |
1 |
p. 101-112
|
artikel
|
| 3 |
Assessing Generalization During Professional Development in Child Care: A Pilot Randomized Controlled Trial
|
Pfeiffer, Danika L.
|
|
|
52 |
1 |
p. 87-99
|
artikel
|
| 4 |
Challenges Faced by Childcare Directors During COVID-19: Leading During A Global Pandemic
|
Hoffman, Tracey K.
|
|
|
52 |
1 |
p. 31-41
|
artikel
|
| 5 |
Correction to: The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children
|
Kucirkova, Natalia
|
|
|
52 |
1 |
p. 231
|
artikel
|
| 6 |
Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education
|
Fyffe, Lisa
|
|
|
52 |
1 |
p. 167-179
|
artikel
|
| 7 |
Exploring Parental Perceptions of Early Childhood Education Among Spanish-Speaking Latinx Families
|
Rabin, Julia
|
|
|
52 |
1 |
p. 139-154
|
artikel
|
| 8 |
Face Masks and Emotion Literacy in Preschool Children: Implications During the COVID-19 Pandemic
|
Giordano, Keri
|
|
|
52 |
1 |
p. 21-29
|
artikel
|
| 9 |
Fostering Informed and Responsive Systems for Trauma in Early Care and Education (FIRST:ECE): A Preliminary Evaluation
|
Conners Edge, Nicola A.
|
|
|
52 |
1 |
p. 1-11
|
artikel
|
| 10 |
Fostering Racial Literacy in Early Childhood Contexts
|
Seltzer, Mary C.
|
|
|
52 |
1 |
p. 181-189
|
artikel
|
| 11 |
Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners’ English Literacy and Language Skills
|
Lai, Jialin
|
|
|
52 |
1 |
p. 113-126
|
artikel
|
| 12 |
Latina Mothers’ Cultural Experiences, Beliefs, and Attitudes May Influence Children’s Math Learning
|
Beltrán-Grimm, Susana
|
|
|
52 |
1 |
p. 43-53
|
artikel
|
| 13 |
Phonics-Based Instruction and Improvement in Foundational Reading Skills of Kindergartners in the Indian Schooling Context
|
Shenoy, Sunaina
|
|
|
52 |
1 |
p. 73-85
|
artikel
|
| 14 |
Screen Time Policy in Alberta Childcare Centres
|
Predy, Madison
|
|
|
52 |
1 |
p. 13-20
|
artikel
|
| 15 |
The BabyTok Project: Examining the Feasibility and Acceptability of a Light-Touch Social Media Project for Infant–Toddler Teachers
|
Romano, Mollie
|
|
|
52 |
1 |
p. 191-206
|
artikel
|
| 16 |
The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children
|
Kucirkova, Natalia
|
|
|
52 |
1 |
p. 221-230
|
artikel
|
| 17 |
The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development
|
Melo, Carolina
|
|
|
52 |
1 |
p. 55-71
|
artikel
|
| 18 |
Using eCoaching to Support Mothers’ Pretend Play Interactions at Home
|
Passmore, Amanda H.
|
|
|
52 |
1 |
p. 207-219
|
artikel
|
| 19 |
Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten
|
Lyons, Mary E.
|
|
|
52 |
1 |
p. 155-165
|
artikel
|
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