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Citations (15)
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Peter Jensen & Nina Madsen Sjö. (2024) The effects of a large-scale school readiness intervention on Danish preschool children’s emergent mathematics skills. Scandinavian Journal of Educational Research 68:3, pages 488-503.
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Patricia Eadie, Jane Page, Penny Levickis, Catriona Elek, Lisa Murray, Lucas Wang & Catherine Lloyd-Johnsen. (2022) Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature. Educational Review 0:0, pages 1-30.
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Yumi Yodogawa, Sachiko Nozawa & Kiyomi Akita. (2022) Supporting self-organised professional development in the Japanese context through the Early Childhood Education Quality (ECEQ) initiative. Early Years 42:1, pages 71-87.
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Bente Jensen & Roddy Walker. (2021) Learning in, and from, practice-based professional development initiatives in ECEC: a research agenda in Denmark. European Early Childhood Education Research Journal 29:6, pages 942-958.
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Ashley Brunsek, Michelle Rodrigues, Nina Sokolovic, Sahar Borairi, Zeenat Janmohamed, Jennifer M. Jenkins & Michal Perlman. Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial. Early Education and Development 0:0, pages 1-18.
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Janete Silva Moreira, Paula Costa Ferreira & Ana Margarida Veiga Simão. (2024) Fostering self-regulated learning in preschool through dynamic assessment methodologies. PLOS ONE 19:3, pages e0298759.
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Maryam Zarra-Nezhad, Katja Suhonen & Nina Sajaniemi. (2024) Keeping Early Social-Emotional Learning Developmental: The Development, Implementation, and Preliminary Evaluation of a Preventive Intervention Program for Early Childhood Education and Care. International Journal of Developmental Science 17:4, pages 113-125.
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Amber Friesen & Alina Mihai. (2023) Promoting EI/ECSE Practitioners’ Professional Growth Through a Reflective Practice Framework. Young Exceptional Children 27:1, pages 16-28.
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Maryam Zarra-Nezhad, Ali Moazami-Goodarzi, Joona Muotka, Markus Hess, Sari Havu-Nuutinen & Herbert Scheithauer. (2023) Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems. Journal of Child and Family Studies 33:2, pages 487-503.
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Alfredo Bautista, Rongrong Xu, Fangmei Cen & Weipeng Yang. (2023) Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks. Education Sciences 13:10, pages 1055.
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Rachel E. Schachter, Lisa L. Knoche, Molly J. Goldberg & Junrong Lu. (2023) What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review. Review of Educational Research.
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Antje von Suchodoletz, D. Susie Lee, Junita Henry, Supriya Tamang, Bharathy Premachandra & Hirokazu Yoshikawa. (2023) Early childhood education and care quality and associations with child outcomes: A meta-analysis. PLOS ONE 18:5, pages e0285985.
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Bente Jensen & Roddy Walker. 2023. Quality in Early Childhood Education and Care through Leadership and Organizational Learning. Quality in Early Childhood Education and Care through Leadership and Organizational Learning
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Marco Franze, Josefin Biermann, Anika Kästner, Vanessa Sophie Ernst & Wolfgang Hoffmann. (2022) Effects of the Targeted Intervention for Five- to Six-Year-Old Children Affected by Attentional and Concentration Developmental Risks: Results of a Dynamic Prospective Cohort Study Conducted in Socially Deprived Regions in Germany. Prevention Science 23:6, pages 996-1006.
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Ali Moazami-Goodarzi, Maryam Zarra-Nezhad, Maija Hytti, Nina Heiskanen & Nina Sajaniemi. (2021) Training Early Childhood Teachers to Support Children’s Social and Emotional Learning: A Preliminary Evaluation of Roundies Program. International Journal of Environmental Research and Public Health 18:20, pages 10679.
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