Early Childhood Research Quarterly (ECRQ) publishes research on early childhood education and development from birth through 8 years of age. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice.
Table of Contents Volume 44, 1, 2018 [with abstracts]
Senehi, N., H. E. Brophy-Herb, et al. Effects of maternal mentalization-related parenting on toddlers’ self-regulation pp. 1-14.
Spiegel, J. A. and C. J. Lonigan. A head-to-toes approach to computerized testing of executive functioning in young children pp. 15-23.
Dore, R. A., B. Hassinger-Das, et al. The parent advantage in fostering children’s e-book comprehension pp. 24-33.
Bustamante, A. S., L. J. White, et al. Approaches to learning and science education in Head Start: Examining bidirectionality pp. 34-42.
Bassok, D., P. Magouirk, et al. Are there differences in parents’ preferences and search processes across preschool types? Evidence from Louisiana pp. 43-54.
Marti, M., S. Melvin, et al. Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler’s school readiness skills pp. 55-71.
Silkenbeumer, J. R., E.-M. Schiller, et al. Co- and self-regulation of emotions in the preschool setting pp. 72-81.
Willoughby, M. T., A. C. Wylie, et al. Testing the association between physical activity and executive function skills in early childhood pp. 82-89.
Walgermo, B. R., J. C. Frijters, et al. Literacy interest and reader self-concept when formal reading instruction begins pp. 90-100.
Ansari, A. and R. C. Pianta Effects of maternal mentalization-related parenting on toddlers’ self-regulation pp. 101-113.
Stanton-Chapman, T. L., S. Toraman, et al. An observational study of children’s behaviors across two playgrounds: Similarities and differences 114-123.
Shuey, E. A. and T. Leventhal Neighborhood context and center-based child care use: Does immigrant status matter? pp. 124-135.
Ehrlich, S. B., J. A. Gwynne, et al. Pre-kindergarten attendance matters: Early chronic absence patterns and relationships to learning outcomes pp. 136-151.
Paliwal, V. and A. J. Baroody How best to teach the cardinality principle? pp. 152-160.
Vitiello, V. E., D. Bassok, et al. Measuring the quality of teacher–child interactions at scale: Comparing research-based and state observation approaches pp. 161-169.
Fortner, C. K. and J. M. Jenkins. Is delayed school entry harmful for children with disabilities? pp. 170-180.
Schmitt, S. A., I. Korucu, et al. Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial pp. 181-191.
Hee, P. J., Y. Xu, et al. Validation of the Head–Toes–Knees–Shoulders task in Native Hawaiian and non-Hawaiian children pp. 192-205.
Chen, S., J. F. Lawrence, et al. The efficacy of a school-based book-reading intervention on vocabulary development of young Uyghur children: A randomized controlled trial pp. 206-219.
Mulvey, K. L. and M. J. Irvin. Judgments and reasoning about exclusion from counter-stereotypic STEM career choices in early childhood pp. 220-230.
Bojorque, G., J. Torbeyns, et al. Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies pp. 231-241.
Early, D. M., J. Sideris, et al. Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3) pp. 242-256.
Roberts, T. A., P. F. Vadasy, et al. Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency pp. 257-274.
Kwong, E., C. B. Lam, et al. Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children pp. 275-287.
West, A. L., L. J. Berlin, et al. Occupational stress and well-being among Early Head Start home visitors: A mixed methods study pp. 288-303.
Stahl, J. F., P. S. Schober, et al. Parental socio-economic status and childcare quality: Early inequalities in educational opportunity? pp. 304-317.
SOURCE: Science Direct. “Early Childhood Research Quarterly.” Volume 44, 1, 2018.
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