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Low-cost teacher-implemented intervention improves toddlers’ language and math skills

Early childhood research quarterly, 2020-01, Vol.53, p.64-76

2020

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Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Early childhood research quarterly, 2024-01, Vol.67, p.252-264

2024

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Implementing toddler interventions at scale: The case of “We learn together”

Early childhood research quarterly, 2021-01, Vol.57, p.12-26

2021

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An educator-administered measure of language development in young children

Infant behavior & development, 2018-08, Vol.52, p.104-113

2018

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Assessing strengths and difficulties in social development: a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires

European journal of developmental psychology, 2020-01, Vol.17 (1), p.103-122

2020

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Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3-6-Year-Olds

Early education and development, 2019-02, Vol.30 (2), p.238-258

2019

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Context and education affect the quality of parents' speech to children

Journal of applied developmental psychology, 2024-03, Vol.91, p.101632, Article 101632

2024

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Differences between girls and boys in emerging language skills: Evidence from 10 language communities

British journal of developmental psychology, 2012-06, Vol.30 (2), p.326-343

2012

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Children below two years of age spontaneously recall an event with Magical Teddies

Cognitive development, 2023-04, Vol.66, p.101311, Article 101311

2023

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Real-time assessment of looking time at central environmental cues for spontaneous recall in 35-month-olds

Cognitive development, 2021-01, Vol.57, p.100995, Article 100995

2021

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Distinct environmental cues trigger spontaneous recall of past events in 3‐ and 4‐year‐old children even after long delays

Child development, 2022-07, Vol.93 (4), p.941-955

2022

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Te Reo Māori: indigenous language acquisition in the context of New Zealand English

Journal of child language, 2018-03, Vol.45 (2), p.340-367

2018

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The Magic Shrinking Machine Revisited: The Presence of Props at Recall Facilitates Memory in 3-Year-Olds

Developmental psychology, 2015-12, Vol.51 (12), p.1704-1716

2015

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Baby babbling at five months linked to sex hormone levels in early infancy

Infant behavior & development, 2016-08, Vol.44, p.1-10

2016

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Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder

Journal of clinical child and adolescent psychology, 2021-09, Vol.50 (5), p.656-668

2021

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Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood

Infants and young children, 2021, Vol.34 (1), p.33

2021

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Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality

Early childhood research quarterly, 2021-01, Vol.55, p.64-78

Mathers, Sandra J.

2021

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Infant-Directed Speech Does Not Always Involve Exaggerated Vowel Distinctions: Evidence from Danish

Child development, 2023-11, Vol.94 (6), p.1672-1696

2023

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Early childhood education and care (ECEC) during COVID‐19 boosts growth in language and executive function

Infant and child development, 2021-07, Vol.30 (4), p.e2241-n/a

2021

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Paternal Mind-Mindedness and Children's Academic Achievement: Investigating Developmental Processes

Developmental psychology, 2023-04, Vol.59 (4), p.758-769

2023

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Maternal Responsiveness, Children’s Language Abilities, and the Mediating Role of Pivotal Behavior in Low-Income Families

Journal of child and family studies, 2023-12

2023

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Convergence and divergence in prediction from vocabulary and speed of word processing

Cognitive development, 2022-10, Vol.64, p.101249, Article 101249

2022

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Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

First language, 2021-10, Vol.41 (5), p.527-554

2021

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Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts

Early education and development, 2021-08, Vol.32 (6), p.903-922

2021

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Does variation in early childhood education matter more for dual language learners' than for monolingual children's language development?

Applied developmental science, 2022-10, Vol.26 (4), p.704-725

2022

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Low-cost teacher-implemented intervention improves toddlers’ language and math skills

Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Implementing toddler interventions at scale: The case of “We learn together”

An educator-administered measure of language development in young children

Assessing strengths and difficulties in social development: a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires

Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3-6-Year-Olds

Context and education affect the quality of parents' speech to children

Differences between girls and boys in emerging language skills: Evidence from 10 language communities

Children below two years of age spontaneously recall an event with Magical Teddies

Real-time assessment of looking time at central environmental cues for spontaneous recall in 35-month-olds

Distinct environmental cues trigger spontaneous recall of past events in 3‐ and 4‐year‐old children even after long delays

Te Reo Māori: indigenous language acquisition in the context of New Zealand English

The Magic Shrinking Machine Revisited: The Presence of Props at Recall Facilitates Memory in 3-Year-Olds

Baby babbling at five months linked to sex hormone levels in early infancy

Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder

Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood

Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality

Infant-Directed Speech Does Not Always Involve Exaggerated Vowel Distinctions: Evidence from Danish

Early childhood education and care (ECEC) during COVID‐19 boosts growth in language and executive function

Paternal Mind-Mindedness and Children's Academic Achievement: Investigating Developmental Processes

Maternal Responsiveness, Children’s Language Abilities, and the Mediating Role of Pivotal Behavior in Low-Income Families

Convergence and divergence in prediction from vocabulary and speed of word processing

Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts

Does variation in early childhood education matter more for dual language learners' than for monolingual children's language development?

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