Citations (22)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (4)
Jill Gandhi, C. Cybele Raver, Rachel M. Abenavoli, Pamela A. Morris & Lauren M. Meyer. (2021) Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All. Early Education and Development 32:8, pages 1174-1193.
Read now
Read now
Georg F. Camehl, Pia S. Schober & C. Katharina Spiess. (2018) Information asymmetries between parents and educators in German childcare institutions. Education Economics 26:6, pages 624-646.
Read now
Read now
Pauline Louise Slot, Dorthe Bleses, Laura M. Justice, Justin Markussen-Brown & Anders Højen. (2018) Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills. Early Education and Development 29:4, pages 581-602.
Read now
Read now
Birgit Becker & Pia Sophia Schober. (2017) Not Just Any Child Care Center? Social and Ethnic Disparities in the Use of Early Education Institutions With a Beneficial Learning Environment. Early Education and Development 28:8, pages 1011-1034.
Read now
Read now
Articles from other publishers (18)
Birgit Heppt, Sofie Henschel, Ilonca Hardy & Katrin Gabler. (2022) Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?. European Journal of Psychology of Education 38:4, pages 1377-1401.
Crossref
Crossref
Sha Xie, Hong Yin, Mengyun He & Hui Li. (2023) Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model. Frontiers in Psychology 14.
Crossref
Crossref
Nadine Wieduwilt, Simone Lehrl & Yvonne Anders. (2023) Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality. Early Childhood Research Quarterly 62, pages 175-185.
Crossref
Crossref
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.
Crossref
Crossref
Sun Qing. (2022) Design and Application of Preschool Education System Based on Mobile Application. Mathematical Problems in Engineering 2022, pages 1-8.
Crossref
Crossref
Víctor Giménez, Claudio Thieme, Diego Prior & Emili Tortosa-Ausina. (2022) Evaluation and determinants of preschool effectiveness in Chile. Socio-Economic Planning Sciences 81, pages 100934.
Crossref
Crossref
Qingqing Yang, Caroline P. Bartholomew, Arya Ansari & Kelly M. Purtell. (2022) Classroom age composition and preschoolers’ language and literacy gains: The role of classroom engagement. Early Childhood Research Quarterly 60, pages 49-58.
Crossref
Crossref
Daniel Schmerse. (2021) Peer Effects on Early Language Development in Dual Language Learners. Child Development 92:5, pages 2153-2169.
Crossref
Crossref
Gesine Nebe. (2021) Kitaplatzvergabe – Problemaufriss unter Berücksichtigung der Segregationsforschung. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 16:1-2021, pages 75-94.
Crossref
Crossref
Kelly M. Purtell, Arya Ansari, Qingqing Yang & Caroline P. Bartholomew. (2021) The Role of Preschool Peers in Children's Language Development. Seminars in Speech and Language 42:02, pages 088-100.
Crossref
Crossref
Ana Lúcia Aguiar & Cecília Aguiar. (2020) Classroom composition and quality in early childhood education: A systematic review. Children and Youth Services Review 115, pages 105086.
Crossref
Crossref
Armin Jentsch, Gino Casale, Lena Schlesinger, Gabriele Kaiser, Johannes König & Sigrid Blömeke. (2019) Variabilität und Generalisierbarkeit von Ratings zur Qualität von Mathematikunterricht zwischen und innerhalb von UnterrichtsstundenVariability and generalizability of ratings on the quality of mathematics instruction between and within lessons. Unterrichtswissenschaft 48:2, pages 179-197.
Crossref
Crossref
Susanne Kuger, Birgit Becker & C. Katharina Spieß. (2020) Pädagogische Konzeptionen von Kindertageseinrichtungen – Deskription eines pädagogischen InstrumentsEducational frameworks of early child education and care settings—describing a pedagogical tool. Zeitschrift für Erziehungswissenschaft 23:3, pages 509-537.
Crossref
Crossref
Juliane F. Stahl & Pia S. Schober. (2020) Early education and care quality: Does it matter for maternal working hours?. Social Science Research 86, pages 102378.
Crossref
Crossref
Olga Wysłowska, Marta Pacholczyk-Sanfilippo & Krystyna Lubomirska. 2020. Żłobki w wybranych krajach europejskich. Żłobki w wybranych krajach europejskich.
Jessica A. Willard, Alexandru Agache & Birgit Leyendecker. (2019) Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners. Early Childhood Research Quarterly 49, pages 269-281.
Crossref
Crossref
Thilo Schmidt, Wilfried Smidt, Katharina Kluczniok & Magdalena Riedmeier. (2018) Interaktionsqualität in Kindertageseinrichtungen – Eine vergleichende Betrachtung standardisierter gruppen- und zielkindbezogener Erhebungsverfahren. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 13:4-2018, pages 459-476.
Crossref
Crossref
Juliane F. Stahl, Pia S. Schober & C. Katharina Spiess. (2018) Parental socio-economic status and childcare quality: Early inequalities in educational opportunity?. Early Childhood Research Quarterly 44, pages 304-317.
Crossref
Crossref