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Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills

Child development, 2008-05, Vol.79 (3), p.732-749

2008

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Placing Emotional Self-Regulation in Sociocultural and Socioeconomic Contexts

Child development, 2004-03, Vol.75 (2), p.346-353

Raver, C. Cybele

2004

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Interactions Between Child Behavior Patterns and Parent Supervision: Implications for Children's Risk of Unintentional Injury

Child development, 2008-05, Vol.79 (3), p.627-638

2008

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Understanding "Prior Intentions" Enables Two-Year-Olds to Imitatively Learn a Complex Task

Child development, 2002-09, Vol.73 (5), p.1431-1441

2002

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Mexican‐Origin Adolescent Mothers’ Economic Contexts, Educational Re‐Engagement, and Their Children’s School Readiness

Child development, 2021-07, Vol.92 (4), p.e513-e530

2021

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Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Child development, 2008-11, Vol.79 (6), p.1802-1817

2008

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Predicting Preschoolers' Peer Status from Their Playground Behaviors

Child development, 1988-08, Vol.59 (4), p.986-992

1988

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Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills

Child development, 2013-11, Vol.84 (6), p.2112-2130

2013

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Data-Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District

Child development, 2017-09, Vol.88 (5), p.1466-1479

2017

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Within- and Between-Sector Quality Differences in Early Childhood Education and Care

Child development, 2016-09, Vol.87 (5), p.1627-1645

2016

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Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties

Child development, 2015-11, Vol.86 (6), p.1773-1793

2015

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Preschool peer communication skills: the role of social status and interaction context

Child development, 1989-08, Vol.60 (4), p.867-876

1989

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Children's Classroom Engagement and School Readiness Gains in Prekindergarten

Child development, 2010-09, Vol.81 (5), p.1534-1549

2010

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Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success

Child development, 2012-07, Vol.83 (4), p.1180-1195

2012

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Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

Child development, 2014-01, Vol.85 (1), p.140-159

2014

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Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten

Child development, 2007-03, Vol.78 (2), p.647-663

2007

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Emotional quality of early education programs improves language learning: A within‐child across context design

Child development, 2022-11, Vol.93 (6), p.1680-1697

2022

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Does Higher Quality Early Child Care Promote Low-Income Children's Math and Reading Achievement in Middle Childhood?

Child development, 2009-09, Vol.80 (5), p.1329-1349

2009

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Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics

Child development, 2013-07, Vol.84 (4), p.1171-1190

2013

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Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers

Child Development, 2004-09, Vol.75 (5), p.1299-1328

2004

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Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls

Child development, 2013-03, Vol.84 (2), p.662-677

2013

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Relations Between False Belief Understanding and Executive Function in Early Childhood: A Meta-Analysis

Child development, 2014-09, Vol.85 (5), p.1777-1794

2014

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Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years

Child development, 2015-07, Vol.86 (4), p.1159-1174

2015

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An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism

Child development, 2019-01, Vol.90 (1), p.e1-e18

2019

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Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania

Child development, 2021-11, Vol.92 (6), p.e1095-e1109

2021

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Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills

Placing Emotional Self-Regulation in Sociocultural and Socioeconomic Contexts

Interactions Between Child Behavior Patterns and Parent Supervision: Implications for Children's Risk of Unintentional Injury

Understanding "Prior Intentions" Enables Two-Year-Olds to Imitatively Learn a Complex Task

Mexican‐Origin Adolescent Mothers’ Economic Contexts, Educational Re‐Engagement, and Their Children’s School Readiness

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Predicting Preschoolers' Peer Status from Their Playground Behaviors

Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills

Data-Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District

Within- and Between-Sector Quality Differences in Early Childhood Education and Care

Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties

Preschool peer communication skills: the role of social status and interaction context

Children's Classroom Engagement and School Readiness Gains in Prekindergarten

Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success

Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten

Emotional quality of early education programs improves language learning: A within‐child across context design

Does Higher Quality Early Child Care Promote Low-Income Children's Math and Reading Achievement in Middle Childhood?

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics

Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers

Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls

Relations Between False Belief Understanding and Executive Function in Early Childhood: A Meta-Analysis

Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years

An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism

Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania

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