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Adverse childhood experiences and children's development in early care and education programs

Journal of applied developmental psychology, 2021-01, Vol.72, p.101218, Article 101218

2021

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Family–Teacher Relationships and Child Engagement in Early Care and Education

Societies (Basel, Switzerland), 2023-03, Vol.13 (3), p.67

2023

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Negative emotionality and externalizing problems in toddlerhood: Overreactive parenting as a moderator of genetic influences

Development and psychopathology, 2012-02, Vol.24 (1), p.167-179

2012

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Educational resilience among youth in foster care

Psychology in the schools, 2021-05, Vol.58 (5), p.913-934

2021

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Cross-sectional study of social behaviors in preschool children and exposure to flame retardants

Environmental health, 2017-03, Vol.16 (1), p.23, Article 23

2017

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Interagency collaboration among community organizations serving children and families in child welfare

Journal of community & applied social psychology, 2022-11, Vol.32 (6), p.1115-1132

2022

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Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement

Early childhood education journal, 2022-04, Vol.50 (4), p.675-685

2022

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Adverse childhood experiences, and instability in Children's care and Parents' work

Children and youth services review, 2019-07, Vol.102, p.243-250

2019

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Strengthening children’s roots of resilience: Trauma-responsive early learning

Children and youth services review, 2019-12, Vol.107, p.104510, Article 104510

2019

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Profiles of adverse childhood experiences and family processes during early childhood

Journal of applied developmental psychology, 2022-07, Vol.81, p.101441, Article 101441

2022

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Longitudinal relations among child care stability during the prekindergarten year and behavior problems

Children and youth services review, 2022-07, Vol.138, p.106522, Article 106522

2022

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Community-Level Social Determinants and Children’s School Readiness

Prevention science, 2019-05, Vol.20 (4), p.468-477

2019

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Early Childhood Teachers' Relationships with Families When Children Experience Adversity

Journal of research in childhood education, 2024-10, Vol.38 (4), p.665-690

2024

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Teacher-child closeness as a protective factor for at-risk children experiencing residential mobility

Journal of applied developmental psychology, 2018-07, Vol.58, p.28-37

2018

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The Effect of Head Start on Parenting Outcomes for Children Living in Non-parental Care

Journal of child and family studies, 2015-10, Vol.24 (10), p.2944-2956

2015

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Residential mobility predicts behavioral problems for children living in non-parental care during the transition to kindergarten

Children and youth services review, 2017-06, Vol.77, p.101-109

2017

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School readiness in children living in non-parental care: Impacts of Head Start

Journal of applied developmental psychology, 2013-01, Vol.34 (1), p.28-37

2013

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Patterns and predictors of early care and education for children in foster care

Children and youth services review, 2011-11, Vol.33 (11), p.2303-2311

2011

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Caregiver Responsiveness During Preschool Supports Cooperation in Kindergarten: Moderation by Children's Early Compliance

Early education and development, 2016-05, Vol.27 (4), p.421-439

2016

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Examining morning HPA axis activity as a moderator of hostile, over‐reactive parenting on children's skills for success in school

Infant and child development, 2018-07, Vol.27 (4), p.1-n/a

2018

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Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior

International journal of behavioral development, 2014-01, Vol.38 (1), p.70-80

2014

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Professional Development Scholarships Increase Qualifications of Diverse Providers

Journal of early childhood teacher education, 2015-07, Vol.36 (3), p.232-249

2015

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Building Cultures of Care in Schools: Centering Relationships at the Intersection of Trauma-Informed Education and Restorative Practices

Contemporary school psychology, 2023-11

2023

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Impacts of Roots of Resilience professional development for early childhood teachers on Young children’s protective factors

Early childhood research quarterly, 2021-01, Vol.56, p.1-14

2021

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Longitudinal associations between residential mobility and early academic skills among low-income children

Early childhood research quarterly, 2016-01, Vol.36, p.190-200

2016

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Adverse childhood experiences and children's development in early care and education programs

Family–Teacher Relationships and Child Engagement in Early Care and Education

Negative emotionality and externalizing problems in toddlerhood: Overreactive parenting as a moderator of genetic influences

Educational resilience among youth in foster care

Cross-sectional study of social behaviors in preschool children and exposure to flame retardants

Interagency collaboration among community organizations serving children and families in child welfare

Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement

Adverse childhood experiences, and instability in Children's care and Parents' work

Strengthening children’s roots of resilience: Trauma-responsive early learning

Profiles of adverse childhood experiences and family processes during early childhood

Longitudinal relations among child care stability during the prekindergarten year and behavior problems

Community-Level Social Determinants and Children’s School Readiness

Early Childhood Teachers' Relationships with Families When Children Experience Adversity

Teacher-child closeness as a protective factor for at-risk children experiencing residential mobility

The Effect of Head Start on Parenting Outcomes for Children Living in Non-parental Care

Residential mobility predicts behavioral problems for children living in non-parental care during the transition to kindergarten

School readiness in children living in non-parental care: Impacts of Head Start

Patterns and predictors of early care and education for children in foster care

Caregiver Responsiveness During Preschool Supports Cooperation in Kindergarten: Moderation by Children's Early Compliance

Examining morning HPA axis activity as a moderator of hostile, over‐reactive parenting on children's skills for success in school

Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior

Professional Development Scholarships Increase Qualifications of Diverse Providers

Building Cultures of Care in Schools: Centering Relationships at the Intersection of Trauma-Informed Education and Restorative Practices

Impacts of Roots of Resilience professional development for early childhood teachers on Young children’s protective factors

Longitudinal associations between residential mobility and early academic skills among low-income children

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