SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Wilfried Smidt, Hans-Günther Rossbach, Educational process quality in preschools at the individual child level: findings from a German Study, Early Child Development and Care, 2016, 186, 1, 78

    CrossRef

  2. 2
    Priscilla Goble, Laura D. Hanish, Carol Lynn Martin, Natalie D. Eggum-Wilkens, Stacie A. Foster, Richard A. Fabes, Preschool contexts and teacher interactions: Relations with school readiness, Early Education and Development, 2016, 1

    CrossRef

  3. 3
    Natalie L. Bohlmann, Jason T. Downer, Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills, Early Education and Development, 2016, 27, 1, 18

    CrossRef

  4. 4
    Rena A. Hallam, Hillary N. Fouts, Kaitlin N. Bargreen, Kelley Perkins, Teacher–Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings, Early Childhood Education Journal, 2016, 44, 1, 51

    CrossRef

  5. 5
    Amanda J. Muhammad, Gloysis Mayers, Deborah G. Wooldridge, Handbook of Research on Applied Learning Theory and Design in Modern Education, 2016,

    CrossRef

  6. 6
    Pauline L. Slot, Paul P.M. Leseman, Josje Verhagen, Hanna Mulder, Associations between structural quality aspects and process quality in Dutch early childhood education and care settings, Early Childhood Research Quarterly, 2015, 33, 64

    CrossRef

  7. 7
    Kristy J. Finlon, Carroll E. Izard, Adina Seidenfeld, Stacy R. Johnson, Elizabeth Woodburn Cavadel, E. Stephanie Krauthamer Ewing, Judith K. Morgan, Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers, Development and Psychopathology, 2015, 27, 4pt1, 1353

    CrossRef

  8. 8
    Chenyi Zhang, Karen E. Diamond, Douglas R. Powell, Examining the Content of Head Start Teachers’ Literacy Instruction Within Two Activity Contexts During Large-Group Circle Time, Journal of Research in Childhood Education, 2015, 29, 3, 323

    CrossRef

  9. 9
    Youngok Jung, Stephen Zuniga, Carollee Howes, Hyun-Joo Jeon, Deborah Parrish, Heather Quick, Karen Manship, Alison Hauser, Improving Latino children's early language and literacy development: key features of early childhood education within family literacy programmes, Early Child Development and Care, 2015, 1

    CrossRef

  10. 10
    Frank Niklas, Caroline Cohrssen, Collette Tayler, Improving Preschoolers’ Numerical Abilities by Enhancing the Home Numeracy Environment, Early Education and Development, 2015, 1

    CrossRef

  11. 11
    Claire Hughes, Irenee Daly, Sarah Foley, Naomi White, Rory T. Devine, Measuring the foundations of school readiness: Introducing a new questionnaire for teachers – The Brief Early Skills and Support Index (BESSI), British Journal of Educational Psychology, 2015, 85, 3
  12. 12
    Caroline Cohrssen, Collette Tayler, Dan Cloney, Playing with maths: implications for early childhood mathematics teaching from an implementation study in Melbourne, Australia, Education 3-13, 2015, 43, 6, 641

    CrossRef

  13. 13
    Lieny Jeon, Cynthia K. Buettner, Eunhye Hur, Preschool Teachers’ Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach, Early Education and Development, 2015, 1

    CrossRef

  14. 14
    Jennifer Whorrall, Sonia Q. Cabell, Supporting Children’s Oral Language Development in the Preschool Classroom, Early Childhood Education Journal, 2015,

    CrossRef

  15. 15
    Amanda J. Moreno, Sheridan Green, Jo Koehn, The Effectiveness of Coursework and Onsite Coaching at Improving the Quality of Care in Infant–Toddler Settings, Early Education and Development, 2015, 26, 1, 66

    CrossRef

  16. 16
    Samantha Goodrich, Hannah Mudrick, JoAnn Robinson, The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning, Early Education and Development, 2015, 26, 7, 1035

    CrossRef

  17. 17
    Beverly L. Alford, Kayla B. Rollins, Yolanda N. Padrón, Hersh C. Waxman, Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-kindergarten Through Second-Grade Classrooms, Early Childhood Education Journal, 2015,

    CrossRef

  18. 18
    Karin Ishimine, Collette Tayler, Assessing Quality in Early Childhood Education and Care, European Journal of Education, 2014, 49, 2
  19. 19
    Carlos Valiente, Jodi Swanson, Kathryn Lemery-Chalfant, Rebecca H. Berger, Children’s effortful control and academic achievement: do relational peer victimization and classroom participation operate as mediators?, Journal of School Psychology, 2014, 52, 4, 433

    CrossRef

  20. 20
    Adam Winsler, Margaret R. Burchinal, Hsiao-Chuan Tien, Ellen Peisner-Feinberg, Linda Espinosa, Dina C. Castro, Doré R. LaForett, Yoon Kyong Kim, Jessica De Feyter, Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables, Early Childhood Research Quarterly, 2014, 29, 4, 750

    CrossRef

  21. 21
    Christina Yeager Pelatti, Shayne B. Piasta, Laura M. Justice, Ann O’Connell, Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability, Early Childhood Research Quarterly, 2014, 29, 4, 445

    CrossRef

  22. 22
    Shayne B. Piasta, Christina Yeager Pelatti, Heather Lynnine Miller, Mathematics and Science Learning Opportunities in Preschool Classrooms, Early Education and Development, 2014, 25, 4, 445

    CrossRef

  23. 23
    Simone Lehrl, Wilfried Smidt, Christiane Grosse, David Richter, Patterns of literacy and numeracy activities in preschool and their relation to structural characteristics and children’s home activities, Research Papers in Education, 2014, 29, 5, 577

    CrossRef

  24. 24
    Annika K. E. de Haan, Ed Elbers, Paul P. M. Leseman, Teacher- and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills, Journal of Research in Childhood Education, 2014, 28, 1, 43

    CrossRef

  25. 25
    Deena Skolnick Weisberg, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Guided Play: Where Curricular Goals Meet a Playful Pedagogy, Mind, Brain, and Education, 2013, 7, 2
  26. 26
    Virginia Tompkins, Tricia A. Zucker, Laura M. Justice, Sevda Binici, Inferential talk during teacher–child interactions in small-group play, Early Childhood Research Quarterly, 2013, 28, 2, 424

    CrossRef

  27. 27
    Kelly R. Fisher, Kathy Hirsh-Pasek, Nora Newcombe, Roberta M. Golinkoff, Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play, Child Development, 2013, 84, 6
  28. 28
    Carollee Howes, Allison Sidle Fuligni, Sandra Soliday Hong, Yiching D. Huang, Sandraluz Lara-Cinisomo, The Preschool Instructional Context and Child–Teacher Relationships, Early Education & Development, 2013, 24, 3, 273

    CrossRef

  29. 29
    Amanda P. Williford, Michelle F. Maier, Jason T. Downer, Robert C. Pianta, Carolee Howes, Understanding how children's engagement and teachers' interactions combine to predict school readiness, Journal of Applied Developmental Psychology, 2013, 34, 6, 299

    CrossRef

  30. 30
    Sonia Q. Cabell, Jamie DeCoster, Jennifer LoCasale-Crouch, Bridget K. Hamre, Robert C. Pianta, Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities, Early Childhood Research Quarterly, 2013, 28, 4, 820

    CrossRef

  31. 31
    Allison Sidle Fuligni, Carollee Howes, Yiching Huang, Sandra Soliday Hong, Sandraluz Lara-Cinisomo, Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children, Early Childhood Research Quarterly, 2012, 27, 2, 198

    CrossRef

  32. 32
    Margaret Burchinal, Samuel Field, Michael L. López, Carollee Howes, Robert Pianta, Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners, Early Childhood Research Quarterly, 2012, 27, 2, 188

    CrossRef

  33. 33
    Angeline S. Lillard, Mindfulness Practices in Education: Montessori’s Approach, Mindfulness, 2011, 2, 2, 78

    CrossRef

  34. 34
    Angeline S. Lillard, The Development of Play, Handbook of Child Psychology and Developmental Science,