Terkko Navigator / Early Childhood Research Quarterly

Teacher talk: Infant vocal cues affect non-lead infant teachers’ responding

The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare

Explaining income disparities in young children’s development: The role of community contexts and family processes✰

Characteristics of home-based child care providers who offer non-standard hour care

Depressive and anxiety symptoms in early childhood education teachers: Relations to professional well-being and absenteeism

Literacy learning in early Chinese-English bilinguals: the role of pure copying skill

An early numeracy intervention for first-graders at risk for mathematical learning difficulties

Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis

Pros and (con)flict: Using head-mounted cameras to identify teachers’ roles in intervening in conflict among preschool children

Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System

Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)

The importance of specific mathematical language for early proportional reasoning

Pilot test of the Hablemos Juntos Tier 2 academic language curriculum for Spanish-speaking preschoolers

Executive control in dual language learning preschoolers: The association between Hot and cool executive control and science achievement

Exclusionary discipline practices in early childhood settings: A survey of child care directors

Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery

Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior

Is everybody happy? Exploring the predictability of parent satisfaction with childcare in Flanders

Preschool practices in Sweden, Portugal, and the United States

The Effects of Universal Preschool on Child and Adult Outcomes: A Review of Recent Evidence from Europe with Implications for the United States

Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?

Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten

Prevalence and prediction of kindergarten-transition difficulties

Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners

Home educational contexts of Asian American children: Disentangling the effects of structural and cultural factors

The influence of early adversity on self-regulation and student-teacher relationships in preschool

Observed peer competence moderates links between children’s self-regulation skills and academic performance

Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)

Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills

Direct numeracy activities and early math skills: Math language as a mediator

How do classroom behaviors predict longitudinal reading achievement? A conditional autoregressive latent growth analysis

Maternal book-sharing styles and goals and children’s verbal contributions in three communities

Who participates in quality rating and improvement systems?

Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial

Impacts of the New Mexico PreK initiative by children’s race/ethnicity

Head Start children’s science experiences in the home and community

Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study

Early childhood Special education teachers' self-efficacy in relation to individual children: Links to children's literacy learning

Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families

Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling

Listening to Head Start teachers: Teacher beliefs, practices, and needs for educating dual language learners

Understanding initial and sustained engagement of Spanish-speaking Latina mothers in the Legacy for Children program™: A qualitative examination of a group-based parenting program

Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills

Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics

Implementation of a small-group emergent literacy intervention by preschool teachers and community aides

To Whom Little Is Given, Much Is Expected: ECE Teacher Stressors and Supports as Determinants of Classroom Quality

Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study