Early Childhood Research Quarterly
IF
3.72
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1,835
Papers 1,798
1 page of 180 pages (1,798 results)
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#1Katrien O. W. Helmerhorst (EUR: Erasmus University Rotterdam)H-Index: 4
#2Nicole Lucassen (EUR: Erasmus University Rotterdam)H-Index: 10
Last. Renske Keizer (EUR: Erasmus University Rotterdam)H-Index: 15
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Abstract null null Existing literature predominantly viewed and examined the different subsystems within the family system as mediating mechanisms in relation to child outcomes. Even though family systems theory stresses that these different subsystems can offer a buffering capacity, much less attention has gone to the moderating roles that the different subsystems within the family might play. In the current study, we focus on associations between fathers’ and mothers’ sensitivity and toddler's...
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#1Yingyi Liu (MMU: Manchester Metropolitan University)
#2Xiao Zhang (HKU: University of Hong Kong)H-Index: 20
Abstract null null Despite the robust findings indicating the positive role of spatial skills in a variety of mathematics skills (e.g., calculation), no empirical evidence has been provided concerning the longitudinal reciprocal relations between spatial skills and oral counting – perhaps the earliest form of symbolic representation. The purpose of the present study was to investigate the reciprocal longitudinal relations between spatial skills and three types of counting sequence knowledge (cou...
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#1Jessica Lawson‐Adams (Vanderbilt University)H-Index: 1
#2David K. Dickinson (Vanderbilt University)H-Index: 50
Last. J. Kayle Donner (University of Minnesota)
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Abstract null null Vocabulary knowledge in the primary grades predicts later reading comprehension and academic success. For young children, low initial knowledge about academically-valued words at school entry can serve as a barrier to accessing text and sustaining reading achievement in school. Many studies focus on direct vocabulary instruction and shared book reading as the primary context for fostering preschool children's word learning, but few explore songs as a context for building minor...
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#1Karoline Lohse (UP: University of Potsdam)
#2Andrea Hildebrandt (Carl von Ossietzky University of Oldenburg)H-Index: 19
Last. Frauke HildebrandtH-Index: 2
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Abstract null null Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was teste...
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#1Anamarie A Whitaker (UD: University of Delaware)
#2Jade Marcus Jenkins (UCI: University of California, Irvine)H-Index: 9
Last. Jennifer K Duer (UCI: University of California, Irvine)H-Index: 1
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Abstract null null State governments are largely responsible for most early childhood education (ECE) policies (e.g., state pre-K, Child Care and Development Fund [CCDF]). However, multiple ECE funding streams and governing agencies within a state can lead to misaligned policies and incoherent systems. Thus, there exists great variability within and across states in ECE policy implementation. In our study we descriptively analyzed nationally, publicly available data to assess alignment within st...
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#1Quigley Jean (TCD: Trinity College Dublin)
#2Nixon Elizabeth (TCD: Trinity College Dublin)
Abstract null null This observational study compares the child directed speech (CDS) of mothers and fathers to toddlers in the context of dyadic and triadic interaction. Further the influence of observed co-parenting dynamics on parental triadic speech and associations with child language are explored. Seventy-three toddlers (M = 24.1 months, SD=1.37; 37 girls) and their parents were recorded in dyadic and triadic free play in a laboratory setting. All speech from the interactions was transcribe...
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#1Catalina Rey-Guerra (BC: Boston College)H-Index: 2
#2Carolina Maldonado-Carreño (Universidad de Los Andes)H-Index: 7
Last. Hirokazu Yoshikawa (NYU: New York University)H-Index: 61
view all 5 authors...
Abstract null null Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., atten...
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#1Patty X. KuoH-Index: 9
Last. Julia M. Braungart-Rieker (CSU: Colorado State University)H-Index: 1
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#1Katherine Barghaus (University of Pennsylvania)H-Index: 3
#2John W. Fantuzzo (University of Pennsylvania)H-Index: 71
Last. Dominic F. Gullo (Drexel University)H-Index: 6
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Abstract null null To ensure that all children are on positive developmental trajectories, early education professionals need scientifically-based assessments of children's growth and development. Such assessments meet established standards for measurement and therefore support valid and reliable inferences about children's functioning. This study used the Mental Measurement Yearbook to provide a comprehensive examination of the degree to which early childhood assessment developers report eviden...
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