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The Home Learning Environment in the Digital Age-Associations Between Self-Reported "Analog" and "Digital" Home Learning Environment and Children's Socio-Emotional and Academic Outcomes

Frontiers in psychology, 2021-03, Vol.12, p.592513-592513

2021

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Differential Effects of the Home Language and Literacy Environment on Child Language and Theory of Mind and Their Relation to Socioeconomic Background

Frontiers in psychology, 2020-10, Vol.11, p.555654-555654

2020

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The Early Years Home Learning Environment - Associations With Parent-Child-Course Attendance and Children's Vocabulary at Age 3

Frontiers in psychology, 2020-06, Vol.11, p.1425-1425

2020

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Preschool Teachers’ Perspectives About the Engagement of Immigrant and Non-Immigrant Parents in Their Children’s Early Education

International journal of early childhood, 2020-08, Vol.52 (2), p.213-231

2020

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Editorial: Children's Competencies Development in the Home Learning Environment

Frontiers in psychology, 2021-06, Vol.12, p.706360-706360

2021

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Eltern und Institutionen

Zeitschrift für Erziehungswissenschaft, 2016-11, Vol.19 (4), p.815-821

Lehrl, Simone

2016

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Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany

Education sciences, 2023-06, Vol.13 (7), p.641

2023

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The home learning environment and its role in shaping children's educational development

School effectiveness and school improvement, 2020-01, Vol.31 (1), p.1-6

2020

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Die Bedeutung migrationsbezogener Überzeugungen von frühpädagogischen Fachkräften für die Qualität pädagogischer Praxis

Zeitschrift für Erziehungswissenschaft, 2023-02, Vol.26 (1), p.211-242

2023

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Die Bedeutung von Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte für die Qualität unterstützender Fachkraft-Kind-Interaktionen und die Häufigkeit mathematischer Aktivitäten

Frühe Bildung, 2024-01, Vol.13 (1), p.20-28

2024

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Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school

Early childhood research quarterly, 2023, Vol.63, p.133-144

2023

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Mathematikspiele in der Familie: Erfassung des Anregungsgehalts mathematischer Lernumwelten mit dem mathematischen Titelrekognitionstest für das Kindergartenalter (TRT-Mathe-K)

Diagnostica (Göttingen), 2023-07, Vol.69 (3), p.133-143

2023

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Preschool teachers’ pedagogical beliefs in the field of language education

Teaching and teacher education, 2021-05, Vol.101, p.103296, Article 103296

2021

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Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality

Early childhood research quarterly, 2023, Vol.62, p.175-185

2023

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Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings

Early childhood research quarterly, 2025, Vol.70, p.79-90

2025

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Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics

Early child development and care, 2023-10, Vol.193 (13-14), p.1485-1502

2023

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Teacher–Child Interactions in Early Childhood Education and Care Classrooms: Characteristics, Predictivity, Dependency and Methodological Issues

1, 2020

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The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School

Journal of research in childhood education, 2024-07, Vol.38 (3), p.502-525

2024

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Long-Term Relations Between Children's Language, the Home Literacy Environment, and Socioemotional Development From Ages 3 to 8

Early education and development, 2018-04, Vol.29 (3), p.342-356

2018

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Differential effects of preschool quality on children's emergent literacy skills in the final preschool year in Germany

Research papers in education, 2018-08, Vol.33 (4), p.492-514

2018

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Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school

Early childhood research quarterly, 2016-01, Vol.36, p.475-488

2016

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Long-term and domain-specific relations between the early years home learning environment and students' academic outcomes in secondary school

School effectiveness and school improvement, 2020-01, Vol.31 (1), p.102-124

2020

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Qualität Häuslicher Lernumwelten Im Vorschulalter: Eine Empirische Analyse Zu Konzept, Bedingungen und Bedeutung

Lehrl, Simone

1. Aufl. 2018 edition., 2017

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Home and preschool learning environments and their relations to the development of early numeracy skills

Early childhood research quarterly, 2012, Vol.27 (2), p.231-244

2012

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Teacher-child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues

Research papers in education, 2018-08, Vol.33 (4), p.411-413

2018

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The Home Learning Environment in the Digital Age-Associations Between Self-Reported "Analog" and "Digital" Home Learning Environment and Children's Socio-Emotional and Academic Outcomes

Differential Effects of the Home Language and Literacy Environment on Child Language and Theory of Mind and Their Relation to Socioeconomic Background

The Early Years Home Learning Environment - Associations With Parent-Child-Course Attendance and Children's Vocabulary at Age 3

Preschool Teachers’ Perspectives About the Engagement of Immigrant and Non-Immigrant Parents in Their Children’s Early Education

Editorial: Children's Competencies Development in the Home Learning Environment

Eltern und Institutionen

Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany

The home learning environment and its role in shaping children's educational development

Die Bedeutung migrationsbezogener Überzeugungen von frühpädagogischen Fachkräften für die Qualität pädagogischer Praxis

Die Bedeutung von Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte für die Qualität unterstützender Fachkraft-Kind-Interaktionen und die Häufigkeit mathematischer Aktivitäten

Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school

Mathematikspiele in der Familie: Erfassung des Anregungsgehalts mathematischer Lernumwelten mit dem mathematischen Titelrekognitionstest für das Kindergartenalter (TRT-Mathe-K)

Preschool teachers’ pedagogical beliefs in the field of language education

Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality

Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings

Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics

Teacher–Child Interactions in Early Childhood Education and Care Classrooms: Characteristics, Predictivity, Dependency and Methodological Issues

The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School

Long-Term Relations Between Children's Language, the Home Literacy Environment, and Socioemotional Development From Ages 3 to 8

Differential effects of preschool quality on children's emergent literacy skills in the final preschool year in Germany

Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school

Long-term and domain-specific relations between the early years home learning environment and students' academic outcomes in secondary school

Qualität Häuslicher Lernumwelten Im Vorschulalter: Eine Empirische Analyse Zu Konzept, Bedingungen und Bedeutung

Home and preschool learning environments and their relations to the development of early numeracy skills

Teacher-child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues

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