Preschool classroom age composition and physical literacy environment: Influence on children’s emergent literacy outcomes Read more about Preschool classroom age composition and physical literacy environment: Influence on children’s emergent literacy outcomes
Transition practices of rural pre-k and kindergarten teachers and their relations to children’s academic and social skills Read more about Transition practices of rural pre-k and kindergarten teachers and their relations to children’s academic and social skills
Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement Read more about Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement
Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition Read more about Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition
Kindergarten through grade 3 outcomes associated with participation in high-quality early care and education: A RCT follow-up study Read more about Kindergarten through grade 3 outcomes associated with participation in high-quality early care and education: A RCT follow-up study
Voices from the field: Promising family child care strategies to support children in mixed-age groups Read more about Voices from the field: Promising family child care strategies to support children in mixed-age groups
Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade Read more about Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade
Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD study of early child care and youth development Read more about Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD study of early child care and youth development
Classrooms are complex host environments: An integrative theoretical measurement model of the pre-k to grade 3 classroom ecology Read more about Classrooms are complex host environments: An integrative theoretical measurement model of the pre-k to grade 3 classroom ecology
The relation between classroom age composition and children’s language and behavioral outcomes: Examining peer effects Read more about The relation between classroom age composition and children’s language and behavioral outcomes: Examining peer effects
