Early education and development

Keyphrases

Publications

volume 34, number 1, 2022

Laudan B Jahromi, Diamond Y Bravo, Adriana J Umaña-Taylor, Kimberly A Updegraff, Jocelyn A Hinman
Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness. Early education and development 34 (1) (2022)
Laudan B Jahromi, Diamond Y Bravo, Adriana J Umaña-Taylor, Kimberly A Updegraff, Jocelyn A Hinman
Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness. Early education and development 34 (1) (2022)
Laudan B Jahromi, Diamond Y Bravo, Adriana J Umaña-Taylor, Kimberly A Updegraff, Jocelyn A Hinman
Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness. Early education and development 34 (1) (2022)
Laudan B Jahromi, Diamond Y Bravo, Adriana J Umaña-Taylor, Kimberly A Updegraff, Jocelyn A Hinman
Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness. Early education and development 34 (1) (2022)

volume 34, number 4, 2022

volume 34, number 5, 2022

Katherine W Paschall, Melissa A Barnett, Ann M Mastergeorge, Xiaomin Li, Maria Belinda Vasquez
A new look at teacher interactional quality: Profiles of individual teacher-child relationship and classroom teaching quality among Head Start students. Early education and development 34 (5) (2022)
Katherine W Paschall, Melissa A Barnett, Ann M Mastergeorge, Xiaomin Li, Maria Belinda Vasquez
A new look at teacher interactional quality: Profiles of individual teacher-child relationship and classroom teaching quality among Head Start students. Early education and development 34 (5) (2022)
Katherine W Paschall, Melissa A Barnett, Ann M Mastergeorge, Xiaomin Li, Maria Belinda Vasquez
A new look at teacher interactional quality: Profiles of individual teacher-child relationship and classroom teaching quality among Head Start students. Early education and development 34 (5) (2022)

volume 34, number 6, 2022

Kierra M P Sattler
Can early childhood education be compensatory? Examining the benefits of child care among children who experience neglect. Early education and development 34 (6) (2022)

volume 34, number 7, 2022

Holly E Brophy-Herb, Ahnalee M Brincks, Jody L Cook, Ann Stacks, Claire D Vallotton, Cynthia A Frosch, Russell Carson, Rebecca Wheeler, Haiden A Perkins, Patricia A Jennings
Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use. Early education and development 34 (7) (2022)

volume 33, number 1, 2021

Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Sarah K Johns, Rebecca H Berger, Anjolii Diaz, Kassondra M Silva, Marilyn S Thompson, Diana E Gal-Szabo, Jody Southworth
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood. Early education and development 33 (1) (2021)
Benjamin L Bayly, Karen L Bierman
Profiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Elementary School Functioning. Early education and development 33 (1) (2021)

volume 33, number 4, 2021

Stephanie L Haft, Christopher L Gys, Silvia Bunge, Yuuko Uchikoshi, Qing Zhou
Home Language Environment and Executive Functions in Mexican American and Chinese American Preschoolers in Head Start. Early education and development 33 (4) (2021)

volume 33, number 8, 2021

Hyun-Joo Jeon, Lindsay Diamond, Christina McCartney, Kyong-Ah Kwon
Early Childhood Special Education Teachers' Job Burnout and Psychological Stress. Early education and development 33 (8) (2021)

volume 32, number 3, 2020

Christina F Mondi, Arthur J Reynolds
Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention. Early education and development 32 (3) (2020)

volume 32, number 8, 2020

Leah J Hunter, Karen L Bierman
Implementing a School Readiness Intervention in Community-based Childcare Centers: Director and Teacher Perceptions. Early education and development 32 (8) (2020)

volume 30, number 3, 2018

Aya Williams, Yuuko Uchikoshi, Silvia A Bunge, Qing Zhou
Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start. Early education and development 30 (3) (2018)

volume 29, number 5, 2018

Jeffrey Liew, Qian Cao, Jan N Hughes, Marike H F Deutz
Academic Resilience Despite Early Academic Adversity: A Three-Wave Longitudinal Study on Regulation-Related Resiliency, Interpersonal Relationships, and Achievement in First to Third Grade. Early education and development 29 (5) (2018)
Ran Liu, Tashauna L Blankenship, Alleyne P R Broomell, Tatiana Garcia-Meza, Susan D Calkins, Martha Ann Bell
Executive Function Mediates the Association between Toddler Negative Affectivity and Early Academic Achievement. Early education and development 29 (5) (2018)
Meghan E McDoniel, Kristin A Buss
Maternal Responsiveness Protects Exuberant Toddlers from Experiencing Behavior Problems in Kindergarten. Early education and development 29 (5) (2018)

volume 29, number 7, 2018

Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Sarah K Johns, Rebecca H Berger, Kassondra M Silva, Anjolii Diaz, Diana E Gal-Szabo, Marilyn S Thompson, Jody Southworth
Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations. Early education and development 29 (7) (2018)

volume 29, number 8, 2018

Leah J Hunter, Karen L Bierman, Cristin M Hall
Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning. Early education and development 29 (8) (2018)

volume 29, number 1, 2017

Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Rebecca H Berger, Sarah K VanSchyndel, Marilyn S Thompson, Jody Southworth, Kassondra M Silva
Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergarteners' Adjustment. Early education and development 29 (1) (2017)

volume 29, number 3, 2017

Brook Sawyer, Sally Atkins-Burnett, Lia Sandilos, Carol Scheffner Hammer, Lisa Lopez, Clancy Blair
Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early education and development 29 (3) (2017)
Beth M Phillips, Yuting Zhao, M Jane Weekley
Teacher language in the preschool classroom: Initial validation of a classroom environment observation tool. Early education and development 29 (3) (2017)

volume 29, number 5, 2017

Rebecca H Berger, Anjolii Diaz, Carlos Valiente, Nancy Eisenberg, Tracy L Spinrad, Marilyn S Thompson, Maciel M Hernández, Sarah K VanSchyndel, Jody Southworth
Sleep duration moderates the association between children's temperament and academic achievement. Early education and development 29 (5) (2017)
Crystal I Bryce, Priscilla Goble, Jodi Swanson, Richard A Fabes, Laura D Hanish, Carol Lynn Martin
Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School. Early education and development 29 (5) (2017)
Jessica M Dollar, Nicole B Perry, Susan D Calkins, Susan P Keane, Lilly Shanahan
Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence during Preadolescence. Early education and development 29 (5) (2017)

volume 28, number 1, 2016

A Nayena Blankson, Jennifer Miner Weaver, Esther M Leerkes, Marion O'Brien, Susan D Calkins, Stuart Marcovitch
Cognitive and Emotional Processes as Predictors of a Successful Transition into School. Early education and development 28 (1) (2016)

volume 28, number 2, 2016

Christine McWayne, Jacqueline S Mattis, Linnie E Green Wright, Maria Cristina Limlingan, Elise Harris
An Emic, Mixed Methods Approach to Defining and Measuring Positive Parenting Among Low-Income, Black Families. Early education and development 28 (2) (2016)

volume 27, number 6, 2016

Amanda W Joyce, Jessica H Kraybill, Nan Chen, Kimberly Cuevas, Kirby Deater-Deckard, Martha Ann Bell
A Longitudinal Investigation of Conflict and Delay Inhibitory Control in Toddlers and Preschoolers. Early education and development 27 (6) (2016)

volume 27, number 7, 2016

Avanthi Jayasuriya, Marcia Williams, Todd Edwards, Pooja Tandon
Parents' perceptions of preschool activities: exploring outdoor play. Early education and development 27 (7) (2016)

volume 27, number 4, 2015

Kandia Lewis, Lia E Sandilos, Carol Scheffner Hammer, Brook E Sawyer, Lucía I Méndez
Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers. Early education and development 27 (4) (2015)

volume 27, number 7, 2015

Lisa Schlueter McFadyen-Ketchum, Eliana Hurwich-Reiss, Allison A Stiles, Marina M Mendoza, Lisa S Badanes, Julia Dmitrieva, Sarah Enos Watamura
Self-Regulation and Economic Stress in Children of Hispanic Immigrants and Their Peers: Better Regulation at a Cost? Early education and development 27 (7) (2015)

volume 26, number 8, 2015

Lia E Sandilos, Lauren M Cycyk, Carol Scheffner Hammer, Brook E Sawyer, Lisa López, Clancy Blair
Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms. Early education and development 26 (8) (2015)
Hiroki Maruyama, Tatsuo Ujiie, Jiro Takai, Yuko Takahama, Hiroko Sakagami, Makoto Shibayama, Mayumi Fukumoto, Katsumi Ninomiya, Park Hyang Ah, Xiaoxia Feng, Chie Takatsuji, Miwa Hirose, Rei Kudo, Yoshihiro Shima, Rumiko Nakayama, Noriko Hamaie, Feng Zhang, Satoshi Moriizumi
Cultural Difference in Conflict Management Strategies of Children and Its Development: Comparing 3- and 5-Year-Olds Across China, Japan, and Korea. Early education and development 26 (8) (2015)

volume 25, number 7, 2014

Ying Guo, Virginia Tompkins, Laura Justice, Yaacov Petscher
Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers. Early education and development 25 (7) (2014)

volume 25, number 5, 2013

Allison H Friedman-Krauss, C Cybele Raver, Juliana M Neuspiel, John Kinsel
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms. Early education and development 25 (5) (2013)

volume 24, number 2, 2013

Amanda P Williford, Jessica E Vick Whittaker, Virginia E Vitiello, Jason T Downer
Children's Engagement within the Preschool Classroom and Their Development of Self-Regulation. Early education and development 24 (2) (2013)
Alison E Parker, Erin T Mathis, Janis B Kupersmidt
How is this child feeling? Preschool-aged children's ability to recognize emotion in faces and body poses. Early education and development 24 (2) (2013)

volume 24, number 7, 2013

Pamela Morris, Megan Millenky, C Cybele Raver, Stephanie M Jones
Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence From the Foundations of Learning Project. Early education and development 24 (7) (2013)

volume 23, number 1, 2012

Kimberly Cuevas, Morgan Hubble, Martha Ann Bell
Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent-Report, and Psychophysiology. Early education and development 23 (1) (2012)

volume 23, number 4, 2012

Melodie Wenz-Gross, Carole Upshur
Implementing a Primary Prevention Social Skills Intervention in Urban Preschools: Factors Associated with Quality and Fidelity. Early education and development 23 (4) (2012)

volume 23, number 6, 2012

Bridget K Hamre, Robert C Pianta, Andrew J Mashburn, Jason T Downer
Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources. Early education and development 23 (6) (2012)

volume 22, number 3, 2011

Kassondra M Silva, Tracy L Spinrad, Nancy Eisenberg, Michael J Sulik, Carlos Valiente, Snjezana Huerta, Alison Edwards, Natalie D Eggum, Anne S Kupfer, Christopher J Lonigan, Beth M Phillips, Shauna B Wilson, Jeanine Clancy-Menchetti, Susan H Landry, Paul R Swank, Michael A Assel, Heather B Taylor, null null
Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample. Early education and development 22 (3) (2011)

volume 22, number 4, 2011

Katherine C Driscoll, Lijuan Wang, Andrew J Mashburn, Robert C Pianta
Fostering Supportive Teacher-Child Relationships: Intervention Implementation in a State-Funded Preschool Program. Early education and development 22 (4) (2011)
Chin-Chih Chen, Jennifer J McComas, Ellie Hartman, Frank J Symons
A Prospective Sequential Analysis of the Relation Between Physical Aggression and Peer Rejection Acts in a High-Risk Preschool Sample. Early education and development 22 (4) (2011)

volume 22, number 6, 2011

Dana L Charles McCoy, C Cybele Raver, Amy E Lowenstein, Nicole Tirado-Strayer
Assessing Self-Regulation in the Classroom: Validation of the BIS-11 and the BRIEF in Low-Income, Ethnic Minority School-Age Children. Early education and development 22 (6) (2011)