Citations (43)
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Chengnuo Zheng & Dongqing Yu. (2023) Features, measurement, and quality improvement in family childcare: a systematic literature review (SLR). Early Child Development and Care 193:15-16, pages 1667-1699.
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Elita Amini Virmani, Holly Hatton-Bowers, Caitlin McPherran Lombardi, Kalli B. Decker, Elizabeth K. King, Sandra I. Plata-Potter & Claire D. Vallotton. (2020) How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?. Early Education and Development 31:7, pages 1052-1070.
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Paul P.M. Leseman & Pauline L. Slot. (2014) Breaking the cycle of poverty: challenges for European early childhood education and care. European Early Childhood Education Research Journal 22:3, pages 314-326.
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Cynthia Lim & Sirene
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Maria Sakellariou & Konstantina Rentzou. (2012) Comparing beliefs and intentions about the importance of teacher–child interactions among Greek and Cypriot pre-service kindergarten teachers. European Early Childhood Education Research Journal 20:2, pages 233-247.
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Maria Sakellariou & Konstantina Rentzou. (2012) Greek pre-service kindergarten teachers’ beliefs and intensions about the importance of teacher–child interactions. Early Child Development and Care 182:1, pages 123-135.
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Jacqueline Barnes, Penelope Leach, Lars‐Erik Malmberg, Alan Stein, Kathy Sylva & the FCCC Team. (2010) Experiences of childcare in England and socio‐emotional development at 36 months. Early Child Development and Care 180:9, pages 1215-1229.
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Li Luo, Yuxi Qiu, Shasha Lyu, He Ge & Hao Liu. Variation in the Quality of Teacher–Child Interactions in Chinese Toddler Classrooms. Early Education and Development 0:0, pages 1-15.
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Eirini Papachristou, Savas Deftereos, Maria Asimakidou, Konstantina Bekiaridou, Soultana Foutzitzi, Soteria Defteraiou, Panagoula Oikonomou, Ioannis Gogoulis, Christina Nikolaou, Maria Aggelidou, Xenophon Sinopidis, Konstantinos Romanidis, Alexandra Tsaroucha & Katerina Kambouri. (2023) Parental Home Safety Practices for Domestic Accident Prevention: How Prepared Were Parents for COVID-19 Confinement? A Cross-Sectional Study. Clinics and Practice 13:6, pages 1449-1459.
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Metehan BULDU & Rumeysa GÜNER PEKACAR. (2023) İdeal Bir Okul Öncesi Eğitim Ortamı: Ebeveynlerin Okul Öncesi Eğitim Kurumlarından BeklentileriAn Ideal Early Childhood Education Environment: Parents’ Expectations from Preschool Institutions. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi.
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Lian Tong & Ichiro Kawachi. (2021) Factors moderating the link between early childhood non-parental care and ADHD symptoms. Heliyon 7:12, pages e08562.
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Weiyi Xie, Xiao Zhang, Nan Xiao & Wai Ling Chan. (2021) Need for and concerns about non-parental childcare programs for infants and toddlers in Hong Kong: Voices of parents. Children and Youth Services Review 131, pages 106260.
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Jacqueline Barnes & Edward C. Melhuish. (2016) Amount and timing of group-based childcare from birth and cognitive development at 51 months. International Journal of Behavioral Development 41:3, pages 360-370.
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