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Mareike Trauernicht, Yvonne Anders, Elisa Oppermann & Uta Klusmann. (2023) Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool. European Early Childhood Education Research Journal 31:6, pages 1016-1032.
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Lukas Schmitt, Anke Weber, Dominik Weber & Miriam Leuchter. (2023) First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects. Early Education and Development 0:0, pages 1-23.
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Franka Baron, Anja Linberg & Susanne Kuger. (2023) Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach. European Early Childhood Education Research Journal 31:4, pages 640-659.
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Catharina P. J. van Trijp, Martine L. Broekhuizen, Thomas Moser, M. Clara Barata & Cecília Aguiar. (2023) Parental perspectives on ECEC settings that foster child well-being: a comparison across nine European countries. International Journal of Early Years Education 31:3, pages 579-597.
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Aude Thomas & Youssef Tazouti. (2023) Links between early literacy and early numeracy during preschool education in France. Education 3-13 51:3, pages 467-479.
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Amy MacDonald & Steve Murphy. (2021) Mathematics education for children under four years of age: a systematic review of the literature. Early Years 41:5, pages 522-539.
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Hande Erdem-Möbius, Özen Odağ & Yvonne Anders. (2021) Socio-spatial segregation in school-society relational spaces from the perspectives of Turkish immigrant mothers: “Where are the Germans?”. Contemporary Social Science 16:4, pages 464-479.
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Elena Soto-Calvo, Fiona R. Simmons, Anne-Marie Adams, Hannah N. Francis & David Giofre. (2020) Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study. Early Education and Development 31:1, pages 113-136.
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Felipe Sepúlveda, Cristina Rodríguez & Christian Peake. (2020) Differences and Associations in Symbolic and Non-Symbolic Early Numeracy Competencies of Chilean Kinder Grade Children, considering Socioeconomic Status of Schools. Early Education and Development 31:1, pages 137-151.
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Sílvia Barros, Joana Cadima, Ana Isabel Pinto, Donna M. Bryant, Manuela Pessanha, Carla Peixoto & Vera Coelho. (2018) The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education. Research Papers in Education 33:4, pages 427-451.
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Anna Öqvist & Sara Cervantes. (2018) Teaching in preschool: heads of preschools governance throughout the systematic quality work. Nordic Journal of Studies in Educational Policy 4:1, pages 38-47.
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Susanne Kuger, Katharina Kluczniok, David Kaplan & Hans-Guenther Rossbach. (2016) Stability and patterns of classroom quality in German early childhood education and care. School Effectiveness and School Improvement 27:3, pages 418-440.
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Gisela Kammermeyer, Andrea Stuck & Susanna Roux. (2016) Promotion of literacy and numeracy in pyramid classrooms in Germany. Early Child Development and Care 186:1, pages 153-172.
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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.
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Gina Bojorque, Joke Torbeyns, Jheni Moscoso, Daniël Van Nijlen & Lieven Verschaffel. (2015) Early number and arithmetic performance of Ecuadorian 4-5-year-olds. Educational Studies 41:5, pages 565-586.
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Yvonne Anders & Hans-Günther Rossbach. (2015) Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs. Journal of Research in Childhood Education 29:3, pages 305-322.
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Michael Mudiappa & Katharina Kluczniok. (2015) Visits to cultural learning places in the early childhood. European Early Childhood Education Research Journal 23:2, pages 200-212.
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Manja Attig, Markus Vogelbacher & Sabine Weinert. (2023) Education from the crib on: The potential of the Newborn Cohort of the German National Educational Panel Study. Journal of Open Psychology Data 11:1, pages 13.
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Selda ATA DOĞAN & Berrin AKMAN. (2023) Okul Öncesi Öğretmenlerinin Matematik Etkinliklerinde İç ve Dış Mekân Kullanımına İlişkin Görüşleri ve UygulamalarıPre-School Teachers' Views and Practices on the Use of Indoor and Outdoor in Math Activities. Milli Eğitim Dergisi 52:238, pages 621-654.
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Julian Busch, Thimo Buchmüller & Birgit Leyendecker. (2023) Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: an observational study. International Journal of Child Care and Education Policy 17:1.
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Xin Lin & Sarah R. Powell. (2023) Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model. Early Childhood Research Quarterly 63, pages 85-97.
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Lara Pohle, Georg Hosoya, Jennifer Pohle & Lars Jenßen. (2022) The relationship between early childhood teachers' instructional quality and children's mathematics development. Learning and Instruction 82, pages 101636.
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Anuschka Meier-Wyder, Andrea Wullschleger, Anke Lindmeier, Aiso Heinze, Miriam Leuchter, Franziska Vogt & Elisabeth Moser Opitz. (2022) Konzeptualisierung und Messung der Qualität der adaptiven Lernunterstützung in Lernsituationen mit mathematischen Regelspielen im Kindergarten. Eine Studie in Deutschland und der SchweizConceptualizing and Measuring the Quality of Adaptive Learning Support in Kindergarten Using Mathematical Board Games. A Study in Germany and Switzerland. Journal für Mathematik-Didaktik 43:2, pages 405-434.
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Monja Schmitt, Lena Nusser & Christian Lorenz. (2022) Wie nehmen Eltern und pädagogische Fachkräfte die Kompetenzen ihrer Kinder wahr?How do parents and pedagogical staff in the day care centers perceive their children’s competences?. Zeitschrift für Erziehungswissenschaft 25:5, pages 1293-1318.
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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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Sheri-Lynn Skwarchuk, Heather Douglas, Abbie Cahoon, Jo-Anne LeFevre, Chang Xu, Emilie Roy, Victoria Simms, Judith Wylie, Erin A. Maloney, Helena P. Osana & María Inés Susperreguy. (2022) Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. Education Sciences 12:8, pages 513.
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Pavlina Petrou & Areti Panaoura. (2022) Play based activities for mathematical thinking at infancy: Nursery teachers’ and parents’ beliefs. Journal of Childhood, Education & Society 3:2, pages 86-97.
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Pietro Muratori, David Giofrè, Iacopo Bertacchi, Alessandra Darini, Consuelo Giuli, Elisa Lai, Alessia Modena, John E. Lochman & Irene Mammarella. (2021) Testing the Efficacy of Coping Power Universal on Behavioral Problems and Pre-academic Skills in Preschoolers. Early Childhood Education Journal 50:4, pages 613-625.
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Ilka Wolter & Bettina Hannover. (2022) Quality of attachment relationships and frequency of mathematics- and science-related activity offers in kindergarten as predictors of girls' and boys' mathematics-related motivation. Zeitschrift für Pädagogische Psychologie 36:1-2, pages 53-63.
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Benjamin L. Bayly, Karen L. Bierman & Linda Jacobson. (2021) Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers. Child & Youth Care Forum 50:5, pages 779-803.
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Setio Budi Mardi & Baharuddin Baharuddin. (2021) Panduan Aneuk Meutuah untuk Meningkatkan Regulasi Emosi Anak Usia 3 – 4 Tahun. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:2, pages 819-831.
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James Hall, Kathy Sylva, Pamela Sammons, Rebecca Smees, Maria Evangelou, Teresa Smith & Jenny Goff. (2021) Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. Frontiers in Education 6.
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Hedwig Gasteiger & Korbinian Moeller. (2021) Fostering early numerical competencies by playing conventional board games. Journal of Experimental Child Psychology 204, pages 105060.
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Julia Bruns, Theresa Schopferer & Hedwig Gasteiger. (2020) Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener PerspektiveAdaption practices of facilitators in the context of early mathematics education—description and evaluation from a subject-related perspective. Journal für Mathematik-Didaktik 42:1, pages 243-271.
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Pia N. Blossfeld, Gwendolin J. Blossfeld & Hans-Peter Blossfeld. 2020. Handbuch Bildungs- und Erziehungssoziologie. Handbuch Bildungs- und Erziehungssoziologie
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Anja Linberg & Katharina Kluczniok. (2020) Kindspezifische Prozessqualität. Frühe Bildung 9:3, pages 126-133.
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Kathy Sylva, Pam Sammons, Edward Melhuish, Iram Siraj & Brenda Taggart. (2020) Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviourFörderung von „Kompetenzen für das 21. Jahrhundert“: der Beitrag von Prozessqualität in Kindertageseinrichtungen für kindliche Selbstregulation und prosoziales Verhalten. Zeitschrift für Erziehungswissenschaft 23:3, pages 465-484.
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Hatice DAĞLI, Hacer Elif DAĞLIOĞLU & Erkan Hasan ATALMIŞ. (2020) Development of a Preschool Teachers’ Pedagogical Content Knowledge Scale regarding MathematicsDevelopment of a Preschool Teachers’ Pedagogical Content Knowledge Scale regarding Mathematics. International Journal of Assessment Tools in Education 6:4, pages 617-635.
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Elena Soto-Calvo, Fiona R. Simmons, Anne-Marie Adams, Hannah N. Francis, Hannah Patel & David Giofrè. (2020) Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study. Early Childhood Research Quarterly 53, pages 314-328.
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Alma Y. Lopez & J. Douglas Willms. 2020. International Perspectives in Educational Effectiveness Research. International Perspectives in Educational Effectiveness Research
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Tove Gerholm, Petter Kallioinen, Signe Tonér, Sofia Frankenberg, Susanne Kjällander, Anna Palmer & Hillevi Lenz-Taguchi. (2019) A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills. BMC Psychology 7:1.
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Hannah Ulferts, Katrin M. Wolf & Yvonne Anders. (2019) Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta‐Analysis. Child Development 90:5, pages 1474-1489.
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Jennifer Lambrecht, Katja Bogda, Helvi Koch, Guido Nottbusch & Nadine Spörer. (2019) Die Rolle der Kindergartenqualität: Eine Mehrebenenanalyse zur Prädiktion des Wortschatzes von KindergartenkindernThe role of pre-school quality: a multi-level analysis to predict pre-schoolers’ vocabulary. Zeitschrift für Erziehungswissenschaft 22:3, pages 665-694.
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Asiye Beyza KAÇIRA & H. Elif DAĞLIOĞLU. (2019) Güncellenmiş Erken Aritmetik Testi’nin Geçerlik ve Güvenirlik Çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39:1, pages 211-247.
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Katharina Kluczniok & Michael Mudiappa. (2018) Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study. European Educational Research Journal 18:1, pages 85-104.
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Ulf Träff, Linda Olsson, Kenny Skagerlund & Rickard Östergren. (2018) Cognitive mechanisms underlying third graders’ arithmetic skills: Expanding the pathways to mathematics model. Journal of Experimental Child Psychology 167, pages 369-387.
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Gina Bojorque, Joke Torbeyns, Minna Hannula-Sormunen, Dani?l Van Nijlen & Lieven Verschaffel. (2016) Development of SFON in Ecuadorian Kindergartners. European Journal of Psychology of Education 32:3, pages 449-462.
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Nadine Correia & Cecília Aguiar. (2017) Choosing classrooms: A structured interview on children’s right to participate. International Journal of Educational Research 82, pages 54-62.
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Peter Sullivan, Ann Gervasoni & Sivanes Phillipson. 2017. Engaging Families as Children's First Mathematics Educators. Engaging Families as Children's First Mathematics Educators
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Jessica Elofsson, Stefan Gustafson, Joakim Samuelsson & Ulf Träff. (2016) Playing number board games supports 5-year-old children’s early mathematical development. The Journal of Mathematical Behavior 43, pages 134-147.
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Elisa Oppermann, Yvonne Anders & Axinja Hachfeld. (2016) The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play.. Teaching and Teacher Education 58, pages 174-184.
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Simone Lehrl, Katharina Kluczniok & Hans-Guenther Rossbach. (2016) Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school. Early Childhood Research Quarterly 36, pages 475-488.
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Yvonne Anders, Hans-Günther Roßbach & Susanne Kuger. 2016. Assessing Contexts of Learning. Assessing Contexts of Learning
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Pia Sophia SchoberChrista Katharina Spiess. (2015) Local Day Care Quality and Maternal Employment: Evidence From East and West Germany. Journal of Marriage and Family 77:3, pages 712-729.
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Hedwig Gasteiger. 2015. Mathematics and Transition to School. Mathematics and Transition to School
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Yvonne Anders. (2013) Stichwort: Auswirkungen frühkindlicher institutioneller Betreuung und BildungKeyword: Effects of centre-based early childhood education and care programmes. Zeitschrift für Erziehungswissenschaft 16:2, pages 237-275.
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Yvonne Anders & Hans Günther Roßbach. 2013. Handbuch frühkindliche Bildungsforschung. Handbuch frühkindliche Bildungsforschung
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Hedwig Gasteiger. (2012) Fostering Early Mathematical Competencies in Natural Learning Situations—Foundation and Challenges of a Competence-Oriented Concept of Mathematics Education in KindergartenFörderung früher mathematischer Kompetenzen in natürlichen Lernsituationen – Begründung und Herausforderungen eines kompetenzorientierten Konzepts mathematischer Bildung in der Kindertagesstätte. Journal für Mathematik-Didaktik 33:2, pages 181-201.
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