Citations (26)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (7)
Hope K. Gerde, Laura Apol, Lori E. Skibbe & Carol M. Bucyanna. (2020) Creating high-quality early childhood education in Rwanda: teacher dispositions, child-centred play, and culturally relevant materials. Early Child Development and Care 190:15, pages 2437-2448.
Read now
Read now
Tatiana Diebold & Sonja Perren. (2020) The impact of childcare-group situational age composition on caregiver-child interactions. European Journal of Developmental Psychology 17:4, pages 598-615.
Read now
Read now
Nekane Miranda, Inaki Larrea, Alexander Muela & Alexander Barandiaran. (2017) Preschool Children’s Social Play and Involvement in the Outdoor Environment. Early Education and Development 28:5, pages 525-540.
Read now
Read now
Katharina Kluczniok, Yvonne Anders, Jutta Sechtig & Hans-Guenther Rossbach. (2016) Influences of an academically oriented preschool curriculum on the development of children – are there negative consequences for the children's socio-emotional competencies?. Early Child Development and Care 186:1, pages 117-139.
Read now
Read now
Yarrow Andrew. (2015) What we feel and what we do: emotional capital in early childhood work. Early Years 35:4, pages 351-365.
Read now
Read now
Frances Press, Sandie Wong & Megan Gibson. (2015) Understanding who cares: creating the evidence to address the long-standing policy problem of staff shortages in early childhood education and care. Journal of Family Studies 21:1, pages 87-100.
Read now
Read now
Olalla Juaristi, Inaki Larrea & Alexander Muela. The enculturation process in early childhood education and care: a mixed methods study. European Early Childhood Education Research Journal 0:0, pages 1-14.
Read now
Read now
Articles from other publishers (19)
Yujie Hu, Phillip Sherlock, Jing Huang, Herman T. Knopf & Jaclyn M. Hall. (2024) Unveiling spatial mismatch in childcare supply and demand: An excess commuting analysis of home-to-childcare distance in subsidized families. Journal of Transport Geography 116, pages 103829.
Crossref
Crossref
Yiran Vicky Zhao & Jenny Louise Gibson. (2022) Evidence for Protective Effects of Peer Play in the Early Years: Better Peer Play Ability at Age 3 Years Predicts Lower Risks of Externalising and Internalising Problems at Age 7 Years in a Longitudinal Cohort Analysis. Child Psychiatry & Human Development 54:6, pages 1807-1822.
Crossref
Crossref
Tian J Collins, Rachel A Jones & Karen L Tonge. (2022) Educator perceptions of free-flowing routines in early childhood education and care. Journal of Early Childhood Research 21:2, pages 147-161.
Crossref
Crossref
Bastian Mönkediek, Pia Schober, Martin Diewald, Harald Eichhorn & C. Katharina Spiess. (2023) Does the Quality of Early Childhood Education and Care Centers Mitigate the Risk of Externalizing Problems? A Genetic-Sensitive Study of Preschoolers in GermanyVerringert die Qualität von frühkindlichen Bildungs- und Betreuungseinrichtungen das Risiko von Externalisierungsproblemen? Eine genetisch-sensitive Studie über Vorschulkinder in Deutschland. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie.
Crossref
Crossref
Eloi Gagnon, Michel Boivin, Catherine Mimeau, Bei Feng, Genevieve Morneau-Vaillancourt, Sophie Aubé, Mara Brendgen, Frank Vitaro & Ginette Dionne. (2022) The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness: A Twin Study. Child Psychiatry & Human Development.
Crossref
Crossref
Tatiana Diebold & Sonja Perren. (2021) Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics. European Journal of Psychology of Education 37:3, pages 627-648.
Crossref
Crossref
Corina Wustmann Seiler, Fabio Sticca, Olivia Gasser-Haas & Heidi Simoni. (2022) Long-Term Promotive and Protective Effects of Early Childcare Quality on the Social–Emotional Development in Children. Frontiers in Psychology 13.
Crossref
Crossref
Talia LosierMassimiliano OrriMichel Boivin, Simon Larose, Christa JapelRichard E. TremblaySylvana M. Côté. (2022) The Associations Between Child-Care Services During the Preschool Years and High School Graduation: A 20-Year Longitudinal Population-Based Study. Journal of Developmental & Behavioral Pediatrics 43:4, pages 206-215.
Crossref
Crossref
Yiran Vicky Zhao & Jenny Louise Gibson. (2022) Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children. Autism & Developmental Language Impairments 7, pages 239694152110638.
Crossref
Crossref
Rennie Lee, Jack Lam, Janeen Baxter, Jenny Povey & Stephen R. Zubrick. 2022. Family Dynamics over the Life Course. Family Dynamics over the Life Course
17
36
.
Kathleen Falster, Mark Hanly, Ben Edwards, Emily Banks, John W Lynch, Sandra Eades, Nathan Nickel, Sharon Goldfeld & Nicholas Biddle. (2021) Preschool attendance and developmental outcomes at age five in Indigenous and
non-Indigenous children: a population-based cohort study of 100 357 Australian
children. Journal of Epidemiology and Community Health 75:4, pages 371-379.
Crossref
Crossref
Luke R. Collier, Tess Gregory, Yasmin Harman-Smith, Angela Gialamas & Sally A. Brinkman. (2020) Inequalities in child development at school entry: A repeated cross-sectional analysis of the Australian Early Development Census 2009–2018. The Lancet Regional Health - Western Pacific 4, pages 100057.
Crossref
Crossref
Christa Haring Biel, Jay Buzhardt, Jennifer A. Brown, Mollie K. Romano, Ciera M. Lorio, Kelly S. Windsor, Louise A. Kaczmarek, Rachel Gwin, Susan S. Sandall & Howard Goldstein. (2020) Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity. Early Childhood Research Quarterly 50, pages 140-156.
Crossref
Crossref
Amir Salimiha, Francisco Perales & Janeen Baxter. (2018) Maternal employment and children’s socio-emotional outcomes: an Australian longitudinal study. International Journal of Public Health 63:9, pages 1089-1098.
Crossref
Crossref
Olesya Falenchuk, Michal Perlman, Evelyn McMullen, Brooke Fletcher & Prakesh S. Shah. (2017) Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review. PLOS ONE 12:8, pages e0183673.
Crossref
Crossref
Edward Melhuish, Steven J. Howard, Iram Siraj, Cathrine Neilsen-Hewett, Denise Kingston, Marc de Rosnay, Elisabeth Duursma & Betty Luu. (2016) Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial. Trials 17:1.
Crossref
Crossref
Anna Pearce, Daniel Scalzi, John Lynch & Lisa G. Smithers. (2016) Do thin, overweight and obese children have poorer development than their healthy-weight peers at the start of school? Findings from a South Australian data linkage study. Early Childhood Research Quarterly 35, pages 85-94.
Crossref
Crossref
Angela Gialamas, Murthy N Mittinty, Michael G Sawyer, Stephen R Zubrick & John Lynch. (2015) Social inequalities in childcare quality and their effects on children's development at school entry: findings from the Longitudinal Study of Australian Children. Journal of Epidemiology and Community Health 69:9, pages 841-848.
Crossref
Crossref
Angela Gialamas, Alyssa C.P. Sawyer, Murthy N. Mittinty, Stephen R. Zubrick, Michael G. Sawyer & John Lynch. (2014) Quality of Childcare Influences Children's Attentiveness and Emotional Regulation at School Entry. The Journal of Pediatrics 165:4, pages 813-819.e3.
Crossref
Crossref