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Early Education and Development Volume 18, 2007 - Issue 2
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Original Articles

Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms

Florence Chang Jefferson County Public Schools
,
Gisele Crawford FPG Child Development Institute, University of North Carolina at Chapel Hill
,
Diane Early FPG Child Development Institute, University of North Carolina at Chapel Hill
,
Donna Bryant FPG Child Development Institute, University of North Carolina at Chapel Hill
,
Carollee Howes Graduate School of Education and Information Sciences, University of California at Los Angeles
,
Margaret Burchinal FPG Child Development Institute, University of North Carolina at Chapel Hill
,
Oscar Barbarin FPG Child Development Institute, University of North Carolina at Chapel Hill
,
Richard Clifford FPG Child Development Institute, University of North Carolina at Chapel Hill
&
Robert Pianta Curry School of Education, University of Virginia
 show all
Pages 243-269 | Published online: 05 Dec 2007

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Holland W. Banse. (2021) Dual language learners and four areas of early childhood learning and development: what do we know and what do we need to learn?. Early Child Development and Care 191:9, pages 1347-1360.
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Matthew R. Holliday, Adriana Cimetta, Christina A. Cutshaw, David Yaden & Ronald W. Marx. (2014) Protective Factors for School Readiness Among Children in Poverty. Journal of Education for Students Placed at Risk (JESPAR) 19:3-4, pages 125-147.
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ClaireE. Baker. (2014) Mexican Mothers’ English Proficiency and Children's School Readiness: Mediation Through Home Literacy Involvement. Early Education and Development 25:3, pages 338-355.
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LynnE. Cohen, Louisa Kramer-Vida & Nancy Frye. (2012) Using Dialogic Reading as Professional Development to Improve Students’ English and Spanish Vocabulary. NHSA Dialog 15:1, pages 59-80.
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ShannonB. Wanless, MeganM. McClelland, ShaunaL. Tominey & AlanC. Acock. (2011) The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten. Early Education and Development 22:3, pages 461-488.
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Jason Downer, TerriJ. Sabol & Bridget Hamre. (2010) Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes. Early Education and Development 21:5, pages 699-723.
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Molly Luchtel, Kere Hughes, Gayle Luze, Katherine Richardson Bruna & Carla Peterson. (2010) Meeting the Social Needs of Preschool English Learners. NHSA Dialog 13:2, pages 119-125.
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Molly Luchtel, Kere Hughes, Gayle Luze, Katherine Richardson Bruna & Carla Peterson. (2010) A Comparison of Teacher-Rated Classroom Conduct, Social Skills, and Teacher–Child Relationship Quality Between Preschool English Learners and Preschool English Speakers. NHSA Dialog 13:2, pages 92-111.
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Belinda J. Hardin, Joanna K. Lower, Gretchen Robinson Smallwood, Swetha Chakravarthi, Linlin Li & Carol Jordan. (2010) Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model. Journal of Early Childhood Teacher Education 31:1, pages 20-36.
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Rica Ramírez, Lisa M. López, Olivia Hernandez Gonzalez, Marcela Galicia, Eugene Komaroff & Carol Scheffner Hammer. Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children. Early Education and Development 0:0, pages 1-18.
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