| Early Childhood Teachers' Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion |
21 |
| Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children's Growth in Language and Preliteracy Skills |
10 |
| Long-Term Relations Between Children's Language, the Home Literacy Environment, and Socioemotional Development From Ages 3 to 8 |
10 |
| Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects |
9 |
| Early Childhood Educators' Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom |
9 |
| Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions |
7 |
| Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations |
7 |
| Implementation of Bug-in-Ear Coaching by Community-Based Professional Development Providers |
6 |
| Linking Shyness With Social and School Adjustment in Early Childhood: The Moderating Role of Inhibitory Control |
6 |
| The Effects of Content-Enriched Shared Book Reading Versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners |
6 |
| Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool |
5 |
| Social Cognition, Language, and Prosocial Behaviors: A Multitrait Mixed-Methods Study in Early Childhood |
5 |
| Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector |
5 |
| Sleep Duration Moderates the Association Between Children's Temperament and Academic Achievement |
5 |
| Academic Resilience Despite Early Academic Adversity: A Three-Wave Longitudinal Study on Regulation-Related Resiliency, Interpersonal Relationships, and Achievement in First to Third Grade |
4 |
| Teachers' Emotion Minimizing Language and Toddlers' Social Emotional Competence |
4 |
| Do Stability of Care and Teacher-Child Interaction Quality Predict Child Outcomes in Early Head Start? |
4 |
| Indirect Effects of Temperament on Social Competence via Emotion Understanding |
4 |
| Bridging a Cultural Divide Between Play and Learning: Parental Ethnotheories of Young Children's Play and Their Instantiation in Contemporary China |
4 |
| Preschool Children and iPads: Observations of Social Interactions During Digital Play |
4 |
| Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning |
3 |
| Relations of Early Childhood Education Teachers' Depressive Symptoms, Job-Related Stress, and Professional Motivation to Beliefs About Children and Teaching Practices |
3 |
| Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting |
3 |
| Kindergarten Teacher Buy-In for Standards-Based Reforms: A Dynamic Interplay Between Professional Identity and Perceptions of Control |
3 |
| Preschool Math Exposure in Private Center-Based Care and Low-SES Children's Math Development |
3 |
| Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse |
3 |
| What Happens During Language and Literacy Coaching? Coaches' Reports of Their Interactions With Educators |
3 |
| Early Language Development in Context: Interactions Between Infant Temperament and Parenting Characteristics |
3 |
| Reciprocal Associations Between Inhibitory Control and Early Academic Skills: Evidence From a Nationally Representative Sample of Head Start Children |
3 |
| How Classroom Conversations Unfold: Exploring Teacher-Child Exchanges During Shared Book Reading |
3 |
| Infant Educators' Use of Pedagogical Questioning: Relationships With the Context of Interaction and Educators' Qualifications |
3 |
| How to Support Toddlers' Autonomy: Socialization Practices Reported by Parents |
3 |
| Home Visiting Among Inner-City Families: Links to Early Academic Achievement |
3 |
| Reliability and Validity of the Preschool Science Observation Measure |
3 |
| Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School |
2 |
| Gender Differences in Social Mastery Motivation and Its Relationships to Vocabulary Knowledge, Behavioral Self-Regulation, and Socioemotional Skills |
2 |
| The Spanish Version of the Empathy Questionnaire (EmQue): Evidence for Longitudinal Measurement Invariance and Relationship With Emotional Regulation |
2 |
| Culturally Embedded Measurement of Latino Caregivers' Engagement in Head Start: A Tale of Two Forms of Engagement |
2 |
| The Incredible Years Parent Program for Chinese Preschoolers With Developmental Disabilities |
2 |
| Profiles of Parenting for Low-Income Families and Links to Children's Preschool Outcomes |
2 |
| Self-Control Interventions That Benefit Executive Functioning and Academic Outcomes in Early and Middle Childhood |
2 |
| Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific |
2 |
| Preschool Attendance and Executive Function Mediate Early Academic Achievement Gaps in East Asia and the Pacific |
2 |
| Development and Validation of the Chinese Preschool Readiness Scale |
2 |
| Teachers' Beliefs Regarding Subtypes of Socially Withdrawn and Aggressive Behaviors on the Playground Across the Early School Years |
2 |
| Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary |
2 |
| Pathways to Quality: From Internal Program Supports to Early Educators' Practice |
2 |
| Executive Function Mediates the Association Between Toddler Negative Affectivity and Early Academic Achievement |
2 |
| Maternal Responsiveness Protects Exuberant Toddlers From Experiencing Behavior Problems in Kindergarten |
2 |
| Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence During Preadolescence |
2 |
